By Paul Hamlyn Fou
Read or Download Success Against The Odds PDF
Similar social skills & school life books
Crispin is a dignified cat with an undignified way of life. He lives with a kinfolk that easily does not get pleasure from him. (He feels. ) If he isn't blamed for issues that he did not do, then he's handled like a toy. Or worse, neglected as though he have been a bit of furnishings. during this witty photo publication, youngsters can be amused by way of Crispin's arch tone of voice and surprised by means of the adventures he goals up in his intrepid, albeit imaginary, quest for an autonomous lifestyles, clear of his "tormenting" family members.
After the vacations, Humphrey is surprised by way of a massive shock in Room 26-a new type puppy! Humphrey attempts to be welcoming, yet Og the frog does not reply to any of his pleasant squeaks or visits (remember, he has a lock-that-doesn't-lock). Plus, the scholars are so attracted to Og, they virtually cease being attentive to Humphrey altogether.
Kingdom endure borrows apples from his neighbor simply because that is what friends are for. but if he comes again for sugar, an egg, flour, walnuts, and extra, he virtually empties his neighbor's pantry. Now his stable neighbor does not consider very neighborly. yet all ends fortunately later within the day while nation endure returns all that he borrowed--in a freshly baked shock.
Additional info for Success Against The Odds
The leadership provided by the headteacher The headteacher is highly experienced and is in her second headship. She had previously spent ten years as a very well-respected headteacher in a primary school in a middle-class suburb in Essex, a school which she had opened. On moving to Bristol, she deliberately chose to work in a different type of school. ’ The interviews with teaching and non-teaching staff highlighted three sets of factors which have enabled her to make a big impact upon the school: she has clear ideas about what she wants to achieve; she is perceptive and caring and has abundant energy; she has excellent managerial skills.
First, the policy itself sets out clear expectations about the way in which pupil work should be presented and how frequently displays should be changed. Individual teachers are responsible for their own classrooms and groups of teachers form ‘corridor teams’ and have responsibility for the displays outside their rooms. The meetings between teachers to discuss the display for their corridor area have made a significant contribution to school development. For the headteacher, the display policy was part of the inroad into the quality of learning; the children had a low self-concept and she felt they must be going for the best.
Reading scores and pupil work are carefully monitored and show signs of improvement from year to year. The teachers are now assessing children on entry and intend to use these data as one means of measuring added value when matched against the SATs (standard attainment task) scores at Key Stages 1 and 2. For the last two years a reading audit has been conducted across the school and pupil reading scores have been carefully recorded; the staff are now considering also conducting a maths audit. These data, together with SATs scores, will give a broad indication of pupil progress, individually and as a group from year to year.
Success Against The Odds by Paul Hamlyn Fou