Evidence of ESD at Cottingham Croxby Primary School

1
Evidence of ESD at Cottingham Croxby Primary
School

• The evidence in this presentation has been
  divided into five sections
• Caring for ourselves
• Caring for others
• Caring for the planet
• Caring for future generations
• Creative Contexts
• We have linked the evidence in this presentation
  to the self evaluation questions in the
  sustainable schools evaluation.

Our school motto is CARE as can be seen from this
display that is in our School hall. This was
produced in 2004 by an artistic parent who has
supported the school on a voluntary basis for a
number of years.
2
CARING FOR OURSELVES
3
Healthy School Award (1.1, 2.1, 2.2, 2.3, 2.4,
4.1)

• After consultation with our Local Authority, we
  signed up to the Healthy School Award last year.
  Working towards this award has benefited our
  school in many ways. A whole school approach has
  been essential in order to work successfully to
  meet the standards. Our steering committee is
  made up of a cross section of staff, ensuring
  broad representation across the whole school, and
  the governing body has played a lead role in
  every step of our development.

4
Fruit Tuck Shop (1.1, 2.1, 2.2, 2.3, 2.4, 4.1,
4.5, F1)

• The idea of having a Healthy Tuck Shop was raised
  through our Healthy School steering committee.
  After consultation with pupils, parents, staff
  and governors, it became clear that this was a
  very popular idea. The Tuck Shop is run by pupils
  with excellent support and assistance from our
  school cook. It runs before school and during
  morning break. A stamp card system was also
  introduced to encourage children to use the Tuck
  Shop.

5
Fruit Activity Day February 2006 (1.1, 4.1, F1)

• We held a Fruit Activity Day prior to the launch
  of our Fruit Tuck Shop. The aim of the day was to
  educate children about the benefits of eating
  fruit and to encourage them to increase their
  daily intake. Pupils came to school dressed in
  fruit colours to make a fruit rainbow. Activities
  took place throughout the school for the full day
  as the photographs on the following 9 slides
  show.

6
RECEPTION YEAR 1 FRUIT TASTING
7
YEAR 2

• Year 2 linked their work to an African story.
  They played African musical instruments and
  tasted exotic fruits.

8
YEAR 3 / 4 LITERACY LESSON ON WRITING
INSTRUCTIONS
9
Year 3 / 4

• Had great fun making and eating fruit kebabs.

10
Y 3 / 4 MAKING SMOOTHIES!
11
YEAR 5 / 6 FRUIT SALAD
12
YEAR 5 / 6 TASTING EXOTIC FRUITS!
13
YEAR 5 LITERACY STORY WRITING
14
A WHOLE SCHOOL DISPLAY OF ART WORK FROM THE DAY
(4.1)
The Healthy Schools Co-ordinator from the
authority was very impressed with the work that
we were doing at Croxby and invited our Healthy
Schools Co-ordinator to give a presentation to
other schools at a Healthy Schools Support Day.
The presentation included our Fruit Activity day,
our Tuck Shop and our Healthy Eating Award Card
Scheme. A number of schools got in touch with us
after the presentation and have shared our
resources to help them with their Healthy School
work.
15
Drinking Water (F1)

• All pupils are encouraged to bring a bottle of
  water to school each day. They are encouraged to
  sip water regularly throughout the day. We have
  several drinking fountains throughout the school
  including an outside drinking fountain that
  children can use at breaks and lunchtimes and can
  re-fill their bottles from. Children are
  encouraged to take their bottles home each night
  to be cleaned.

16
Design a Healthy Meal Competition (4.1)

• The Local Authority ran a competition where
  children were invited to design a healthy meal.
  The winning entries were published in a recipe
  book which was sold to raise money for the
  Tsunami appeal. One of our Year 2 pupils was
  successful in producing a winning entry. This was
  celebrated in school by putting his meal on the
  menu. After helping to prepare and serve his dish
  he enjoyed a sit down lunch with his Mum, our
  Head and our Deputy.

17
Healthy Eating Awards and Competitions (4.1)

• As part of our Healthy School Award work our
  school cook introduced a weekly healthy eating
  award. Each week she chooses a child who has
  stood out during lunchtime for either choosing
  healthy options, eating all of their dinner or
  trying new things.
• Last year we ran a series of weekly competitions
  where children were invited to design a healthy
  dessert containing fruit. The winning entries
  were cooked at lunchtime and served to pupils.
  The families of the winning children were invited
  into school to dine with us.
• Every child in school has a Healthy Eating Stamp
  card which they can collect stamps and stickers
  in for eating healthily. As well as gaining
  stamps from the Fruit Tuck Shop and for eating
  the free fruit pupils are also given stickers by
  the lunchtime staff if they have a healthy packed
  lunch or school dinner. When a child completes
  their card they get a certificate and a voucher
  for a free piece of fruit and a free carton of
  juice from the Tuck Shop.

18
Sporting Clubs (5.2)
Children are encouraged to develop a healthy
lifestyle through the many sporting opportunities
that we provide, details of which can be seen on
the next slide.
19
Sporting Clubs (5.2)

• Children are given opportunities to develop their
  sporting ability and establish good lifetime
  habits through regular exercise. Our school
  organises a comprehensive programme both within
  lesson time and during out of school clubs and
  coaching sessions.
• Out of School Hours Sports Clubs 2005-6
• Cross Country Running
• Football (Years 3/ 4, Years 5/ 6 and Girls)
• Netball
• Judo
• Short Tennis
• Tag Rugby
• Team Sports (KS1)
• Yoga
• Our school has also forged links with the
  following clubs and individuals
• KS1 Ball Skills Danny OKeath
• Football Mr Edmondson (parent)
• Miss Brady (parent)
• Judo Daniel Kissenisky
• Netball Karen Bates
• (Sports coaches into schools)

20
Huff and Puff

• The Huff and Puff lunchtime playground initiative
  was implemented in September 2006. The scheme
  involves pupils taking responsibility and
  ownership of their own playground and sporting
  equipment. Each class has their own pupil play
  leaders who take pupils identity rubber bands and
  swap them (library card style) with an item from
  Huff and Puff e.g. an ankle skip. The bands are
  returned when the equipment is returned.
• Why is it good for our school?
• Improves health-related fitness
• Promotes responsibility and ownership of
  equipment
• Pupils take on role of play leaders
• Focuses on the development of basic skill levels

21
Activate (F8)

• Activate by Val Sabin was introduced into
  school in September 2006 as part of our Healthy
  School Award.
• Our school participates in four Activate
  programmes, Activate 5, 7, 9 and 11. Each
  contains a programme of differentiated,
  repetitive activities with music, embedded in a
  progressive and developmental scheme.
• Each programme is arranged into sessions to be
  used for approximately 10 minutes first thing in
  the morning, after registration, and for
  approximately 5 minutes after lunch before
  afternoon lessons begin.
• Briefly, the Activate programmes-
• Help children to establish good lifetime habits
  for the regular exercise element in a healthy
  lifestyle.
• Develop balance and co-ordination on both sides
  of the body.
• Increase stamina and fitness.
• Help children to become stronger, more agile and
  confident.
• Help children have full neurological development,
  particularly benefiting dyslexic and dyspraxic
  pupils.

22
Year 2 Healthy Day 2005 (4.1)

• Year 2 had a healthy day as a culmination of
  their learning about Keeping ourselves healthy.

We had a talk about health from the school nurse.
We designed and made healthy fruit smoothies.
We had a visit from a local ambulance and
paramedic.
23
Dental Health Visitor, Mrs Noon
As part of our topic on Healthy Eating Years 3
and 4 had a very informative talk from Mrs. Noon,
a Dental Health Worker. The children were
involved in lots of hands on activities and
role play.
24
Visits from Outside Agencies (4.1)

• Throughout the year we have visits from a number
  of outside agencies who give talks to our
  children about looking after themselves. Some
  examples include
• Drug Awareness - Captain Kipper
• Electrical Safety (YEDL)
• Fire Safety
• Pedestrian Skills Training (F4)
• Cycling Proficiency
• School Nurse (Headlice Talk to Year 3 / 4)
• In addition staff have received specific
  training to deal with potential incidents
  relating to food allergies and ongoing medical
  conditions such as diabetes, asthma and
  anaphylactic shock.

25
CARING FOR OTHERS
26
School Rules (2.1)

• Children in every year group play an active part
  in formulating a set of rules that will enable
  them to feel happy and safe at school.

27
Supporting Children in Need

• Each year children bring in their 1p and 2p
  coins and cover two large Pudsey bears in coins.
  We also sell Pudsey cookies or Pudsey buns at
  playtime. The children help to count the money
  raised. All money raised is sent to Children in
  Need.

28
Disney Day for Comic Relief 2005
Each year we support Comic/Sport relief by having
a non uniform day. Last year we had a Disney Day
where the children (and some staff) dressed up as
Disney characters. Various competitions were run
on the day and lots of money raised. We finished
the day with an assembly where we reflected on
the reasons behind the day.
29
Tsunami CD (F10)

• After the Tsunami we were approached by a parent
  who had had links with the music industry. She
  had written a song which was recorded in a local
  studio using a group of our pupils. The money
  raised through sales of the CD went specifically
  to the Louise Wilgrass fund to re-build a school
  in Thailand.

30
KS2 children helping KS1
The older children at Croxby have always enjoyed
taking an active part in caring for our younger
pupils. For example, our Year 5 / 6 pupils assist
the lunchtime staff and teaching staff with
playground duties in the Reception playground.
Other instances include older pupils sharing
bonfire safety posters with the younger children.
31
Curriculum mapping (1.1, 2.2, 4.3, 4.4, 4.5, 5.1)
During ongoing revision of our curriculum
provision, we have addressed ESD considerations
in our long, medium and short term learning
opportunities. We are evolving a more
integrated, theme based approach, with
overarching learning goals and wherever possible
a global/environmental strand. Examples in KS2
include a topic on India, Somewhere in the World,
Life on Earth, the Make it Real Game and Build
a Better World.
32
Indian Cookery Year 3 / 4 January 2005
The aims of the Year 3/4 Healthy Eating topic
were to understand that we need to eat a varied
and balanced diet and to explore and extend this
concept to include food from different cultures.
A visitor demonstrated how to cook healthy
Indian vegetarian food. Lots of tasting took
place!
33
Mexico day Year 2 2005
Year 2 had a Mexico Day as a culmination of their
work looking at the Mexican village of Tocuaro
We dressed up in traditional Mexican clothes.
We played traditional Mexican games.
We designed and made traditional Mexican masks.
34
Katie Morag Day Year 2 2004
Year 2 had been comparing our locality with a
Scottish island home. At the end of this work
they held a Katie Morag Day.
We designed our own tartan.
We had a fancy dress competition.
We made shortbread and porridge.
We also did some Scottish dancing.
35
Y 5 6 Debate about new road (2.1, F9)
In 2002, a proposed development around the
school included a main road on land adjoining the
field. We looked at the plans and then devised a
presentation to Year 5. We tried to understand
the arguments both for and against the road and
children had to represent a different opinion or
group and put their case to the audience. It was
a lively debate!
36
Road Safety Team Year 6 pupils (2.1, 4.2, 4.5,
F4)

• For the last three years we have appointed a team
  of Junior Road Safety Officers from Year 6. This
  is an initiative that was suggested by the Local
  Authority and one which we were happy to
  undertake as it encourages responsibility and
  helps pupils develop various skills for the
  future. Pupils are given a job application to
  fill out and hand in by a certain deadline. The
  successful applicants then take responsibility
  for maintaining a display board in school and for
  running competitions and activities related to
  road safety.

37
Friendship Bench (4.4)

• Two of our Year 6 pupils came back to visit us
  during their first year at High School. During
  the Summer holidays they had decided to raise
  money through the Community Lifestyle Project to
  buy a bench for our playground. A plaque was also
  made identifying it as a Friendship Bench. The
  boys explained in an assembly that the bench
  provided somewhere for pupils to sit if they felt
  sad at playtime. They asked children to look out
  for people who may be sitting on the bench and to
  go and chat to them and offer help in such cases.
  Staff were touched that these ex-pupils had used
  such initiative and thoughtfulness to provide
  such a nice gift for our school.

38
Anti-Bullying week (2.1)

• In November 2005, we took part in the National
  Anti-Bullying Week. The slogan of the week was
  Together we can beat bullying. Every class in
  school participated in Anti-Bullying activities
  throughout the week while assemblies also focused
  on this theme. Children purchased blue wristbands
  in support of Anti-Bullying. We ran a competition
  for children to design posters promoting
  Anti-Bullying and finished the week off with a
  day called Blue Friday where all children and
  staff came to school dressed in blue to show that
  we were united in our support of Anti-Bullying.
  We will be taking part in Anti-Bullying Week in
  November 2006 and have already started work on
  plans for this week, the main one being the
  launch of an Anti-Bullying Policy produced by our
  pupils.

39
Harvest Festival (5.2)

• At this years Harvest Festival, children gave
  produce to people in the local area. We even
  grew some of the produce ourselves!

• Father Day came in to speak to the children and
  enjoyed a cup of tea with some of our
  grandparents, served by Year 6.

• Year 5/6 made bread in their RE lesson and we put
  the bread in our produce display.

40
CARING FOR THE PLANET
41
Science Club Year 3 (5.2)
Year 3 Science Club
Successful completion of A.S.E. Award scheme
award scheme - exploring materials.
A.S.E. Bronze level Exploring Healthy Me
Exploring the school environment
42
Science Year 6

• Year 6 children created scientific investigations
  to explore the insulation properties of different
  materials.

43
Year 3 4 Science Habitats helping plants grow
well. (3.1)

• An important part of this topic is for children
  to learn about what plants need to grow well and
  why it is important that they do so. These slides
  illustrate part of their work.
• Year 3 / 4 children also learnt about the
  importance of protecting habitats. They had
  opportunities to think about the effect on plants
  and animals in changing environments.

44
Visits that have helped children to develop an
appreciation of their local environment and an
understanding of the need to respect it. (3.1)

• Reception children went for a walk in the local
  environment and produced art work and literacy
  work about the things they saw.

Year 3 / 4 visited their local memorial garden as
part of their RE work on pilgrimages.
Year 5 / 6 walked into Cottingham as part of
their study on Cottingham in the Victorian times.
45
Gardening Club The Gardening Gang (1.1, 3.1,
4.4, 4.5, 5.2, F7)

• Running the Gardening Club has been a very
  rewarding experience. Being an enthusiastic
  gardener myself I wanted to give the children an
  opportunity to discover the benefits too.
  Additionally, Im keen to teach children about
  recycling, so learning how to make a variety of
  composts will hopefully give them a skill theyll
  use throughout their lives.
• Growing vegetables, shrubs and flowers has
  given children ownership of the school garden
  they really are proud of their efforts which is
  great for their self-esteem. They have delighted
  in seeing their seeds sprout, grow into vegetable
  plants and flowers, harvest them and finally
  enjoy eating them at the leavers barbeque or in
  their school lunches.
• Also, during 2005, the children designed their
  own garden and entered The Great Vegetable
  Challenge, a national school garden competition.
  They were delighted when they won seeds and a
  super certificate. Furthermore, the garden has
  since been put to good use during science
  lessons.
• Membership of the club gives children a first
  hand experience of gardening, an opportunity that
  many children do not get at home. Eileen Kilby

46
Gardening Club 2005/2006 (1.1, 3.1, 5.2)
Planting the musical flower bed with summer
bedding plants
Christmas flower arranging
Our first gardening club members
Planting our first tree 2005
47
Gardening Club 2004 (1.1, 3.1, 5.2, F7)
The picture on the right shows the club planting
up cress for school dinners. In addition, one
activity they particularly enjoyed involved
planting autumn pansies and spring bulbs. One of
our local residents enjoys making our wooden tubs
(shown bottom right). The clubs efforts really
help to improve the school environment and give
the children a true sense of belonging.
48
Miniature Garden Competition (1.1, 3.1, 5.2)
Each year the club have a Miniature Garden
competition. The children love this activity.
Also, it encourages them to think about the
layout of a garden where to position
greenhouses, compost bins etc.
49
Gardening Club Making our Wormery (1.1, 3.1,
5.2, F5)
50
Wildlife Club April 2006 (1.1, 3.1, 4.4, 4.5,
5.2, F7)
The Wildlife Club tends the wildlife area. We
have made feeders, put up boxes and have bought
items to attract all forms of wildlife to the
area. We were granted 150 by the PTFA with which
we purchased items on line from the RSPB. We have
contributed information to the BBC Spring watch
programme and hope to produce some information
boards for children to use to identify creatures
they may see in the area.
51
Links with our local community. Helping to
improve our Local area.

• The Local Authority teamed up with the Parish
  Council to run a competition. The Parish Council
  wanted children to design a poster to put up in
  shops around Cottingham to encourage people to
  dispose of litter in the correct way. One of our
  pupils won the competition, his prize was 200
  for the school and an X Box and games for
  himself.

52
Links with our local community. Helping to
improve our Local area. (2.1, 5.3)

• The Parish Council wanted to put more Litter
  bins in the local area. Our School Council went
  on a litter walk around the estate that backs on
  to our school and decided where they thought the
  best place would be for a new bin. The views of
  our pupils were taken into consideration when
  positioning the new bin.

53
Year 5 visit to Flamborough

• In Year 5 (2003) we undertook a study of the
  Yorkshire coastline including the area around
  Flamborough and Bridlington.

54
Recycling paper and plastic (1.1, 4.5, F5)

• There are several paper recycling bins throughout
  school including one in each classroom. The
  School Council introduced the paper recycling
  bins in classrooms and are responsible for
  checking them on a daily basis to ensure that
  they are being used correctly. They decide which
  paper could be re-used in the classroom and put
  this in the scrap paper store. The remainder goes
  in the blue recycling bins that are collected by
  East Riding Council. Staff are also encouraged
  to recycle plastic bottles by using the recycling
  bin that is provided in the staffroom.

55
Re-cycling through composting (1.1, 3.1, 4.5, F5)

• Children are encouraged to dispose of fruit
  scraps in the special bins provided. The bins
  were designed and painted by two pupils. The
  contents are put in the compost bin. The compost
  is used by our school gardening club. Our kitchen
  staff save any fruit scraps, vegetable peelings,
  egg shells etc to add to our compost. A small
  amount of shredded paper is also used for the
  compost. Used tea bags are collected from the
  staffroom are also added.

56
Re-cycling print cartridges

• A company called Office Solutions provide us
  with some of our ink cartridges. We take part in
  their recycling service where they collect our
  cartridges and take them for recycling. Our
  account is then credited by a small amount as a
  way of encouraging us to use their recycling
  service.

57
We have moved from paper to electronic processes
in the following areas

• Our ICT assessments are now done electronically
  using a Tablet PC
• When working in the ICT Suite, children usually
  save their work in their own online folder rather
  than printing it out.
• CPD course lists are viewed on the East Riding
  website rather than being printed out for staff.
  
• TS1 Computerised pupil tracking and target
  setting mechanism.
• Staff complete and access planning
  electronically.
• Staff share resources by saving them into shared
  folders on the network where staff can access
  them. This saves printing paper copies off to
  pass on to each other. Staff can also access
  resources through weblinks on our school website.
  
• Every class is equipped with an Interactive
  Whiteboard. This has reduced the number of
  resources that need photocopying.

58
We have moved from paper to electronic processes
in the following areas

• School Office
• All personnel forms and the majority of payroll
  forms are now submitted electronically
• A weekly transfer of pupil data is completed via
  a secure website
• All schools now transfer pupils admissions and
  leaver details via a secure website
• Admissions to Primary and Secondary schools can
  now be completed on-line
• All newsletters are placed onto the schools
  website for easy access for parents
• The majority of consultation documents for staff
  to observe are placed on the staff shared area of
  the network

59
Walk to School Week October 2005 (2.4, 4.2, F4)

• Children were encouraged to walk to school in one
  specific week. Those who travel longer distances
  by car, were encouraged to park a distance from
  school and travel the final part of their journey
  on foot. For each day that a child walked to
  school, they were able to write their name on a
  leaf and add it to our Greener Traffic Tree.
  The environmental issues behind this initiative
  were discussed with children throughout the week.
• We are currently adding the final elements to our
  school travel plan. The documentation and parent
  questionnaires are available to view in the
  Heads office.

60
CARING FOR FUTURE GENERATIONS
61
PSHCE (2.2, 4.1, 4.3, 4.4, 5.1, 5.3)

• Our school uses The Primary PSHCE Curriculum
  that has been developed by the East Riding School
  Improvement Service PSHCE Primary Group. We
  are using the most up to date version of this
  document which includes more substantial work on
  Citizenship and identifies a coherent SRE
  programme throughout Foundation, KS1 and KS2. The
  curriculum has been written by experienced
  practising teachers for teachers. The document is
  cross referenced to the DfES PSHCE framework and
  SCAA objectives for drug education, and QCA units
  of work. As a school we are evolving a more
  integrated, theme based approach to our teaching
  and learning and elements of PSHCE are often
  encompassed within this planning. However, we
  have kept PSHCE as a stand alone subject that has
  a timetabled weekly slot for each class in which
  they follow the Primary PSHCE Planning. This
  demonstrates the great importance that we place
  on this subject at Croxby. We feel that it is
  vital to follow a comprehensive PSHCE programme
  in order to prepare our children for the ever
  more complex world in which they live.

62
PSHCE (2.2, 4.1, 4.3, 4.4, 5.1, 5.3)

• As PSHCE Co-ordinator I have attended several
  CPD courses over the last 2 years which have
  enabled me to raise the profile of this subject
  and improve, even further, its provision at
  Croxby. I have run INSET for staff on PSHCE
  planning and have improved the monitoring of this
  subject by collecting in half-termly planning
  grids at the start of each half-term and examples
  of work at the end of each half-term. I have
  given presentations to governors on 2 occasions
  to keep them updated with the PSHCE work that is
  taking place in school, particularly in relation
  to our Healthy School Award and I have
  successfully completed the DfES Certification in
  PSHE. This has built my confidence and skills as
  PSHCE Co-ordinator and has enabled me to raise
  the profile of this subject and better support
  staff in its delivery. After completing recent
  training on the new QCA guidance for assessment
  in PSHCE I will be running an INSET session later
  this term on this subject. As a whole staff, we
  will look at all of the assessment options and
  put more formal assessment procedures in place
  that we feel will work for us.

63
Time Capsule 2000 (4.4)

• As part of the Millennium celebrations, we buried
  a plastic box into which we placed work,
  information, illustrations and photographs to
  show future generations what life was like at
  Croxby in the year 2000.

64
A similar activity was carried out in 2006 when
the Parish Council provided every local School
with a Time Capsule to bury and a tree to plant.
(F9)
65
Croxby Factor 2005. Helping future generations by
encouraging pupils to explore their talents and
skills in order to maximise their life chances.
(1.1)
66
Croxby Factor 2006. Croxby Factor has now become
an annual event. We have seen massive benefits to
pupils in terms of raising their confidence and
self esteem. (1.1)
67
Extended Visits (3.1)

• Extended visits at Croxby began in the late 1970s
  and have been an unbroken tradition for Y6 to
  this day. They have provided many opportunities
  for social development and awareness. Places
  visited have included Cloughton, Bamburgh, North
  Wales and more recently Robinwood.

68
Year 6 Robinwood visit (1.1, 3.1)
The annual Year 6 residential visit to the
Robinwood Activity Centre provides children with
the opportunity to experience a range of outdoor
and indoor adventurous activities, including
archery, bouldering, canoeing, caving, climbing,
abseiling and orienteering. Through completing a
Moorland Challenge the children learn about the
countryside and how it can be looked after and
preserved. The trip gives the children the
opportunity to develop teamwork skills and
problem-solving skills and encourages them to
approach new experiences with confidence (the
centres philosophy is to challenge yourself).
The activities experienced often form the basis
of future interests and success.
69
Links with our Local community (2.1, 2.4, 4.4, F9)

• Our Community Police Officer came to visit us to
  present
• Certificates to the children who successfully
  completed
• the Lifestyle Award.
• We have a very active PTFA who organise many
• fundraising events throughout the year, the two
  main
• ones being the Summer Fair and the Christmas
  Fair, which
• attract many people from our local community.
• We produce a School Calendar each year which
  attracts
• sponsorship from local businesses we are
  currently negotiating
• with local businesses for sponsorship of our
  school website.
• We have developed excellent links with our local
  Sainsburys at
• Jacksons store, who have involved us in their
  Active Kids scheme
• Which has enabled us to benefit from a range of
  sporting equipment.
• They have donated raffle prizes to us and been
  involved in our
• sports day.

70
CROXBY SCHOOL COUNCIL (1.1, 2.1, 4.4, 4.5, 5.3,
F7)

• Our School Council was established three years
  ago. Children who wish to be involved complete an
  application form which they then read to their
  classmates. Representatives from each class are
  then duly and democratically elected. The
  Reception children join the Council after one
  term in school.
• Being on the School Council helps to prepare our
  pupils for their role as citizens of the future.
  Their main role is to identify their fellow
  pupils needs and expectations, which they then
  bring to the council meetings for discussion and
  decision.
• One of the first changes the Council made was to
  the toilets. The children requested for their
  toilets to have locks on the doors, air
  fresheners supplied and to be painted. A whole
  school vote took place to decide the colours and
  our caretaker undertook this work.

The Council represented their fellow pupils at
the opening of the memorial bench for our
Lollipop lady who sadly passed away.
71
CROXBY SCHOOL COUNCIL (1.1, 2.1, 4.4, 4.5, 5.3,
F7)

• Another major request was for playtimes to be
  improved with three successive Councils working
  on this task. The improvements that we have seen
  include Huff and Puff where play equipment is
  available to children, games have been painted on
  the playground.
• Following the completion of a new playground
  area we are now in a position to plan and develop
  a range of adventurous climbing equipment and
  games. The School Council will play a major part
  in the design of these activities. Major support
  will be received from the PTFA and local
  businesses. The work will take place during this
  academic year. We are currently working on the
  idea of children submitting their own
  video/Powerpoint presentation to secure funding
  for this equipment from a local bank.
• Our School Council were instrumental in setting
  up our Healthy Tuck Shop. They collected data
  from all pupils to establish interest levels in
  this venture and in the initial stages they ran
  the Tuck shop. The Council are currently
  involved in producing an Anti-Bullying Policy
  that will be finalised in time to be launched
  during Anti-Bullying week in November.

Meeting our Chair of Governors
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Creative Contexts (1.1, 3.1, 5.4, F7)

• In 2001 the local authority began its creative
  arts initiative entitled Creative Contexts.
• Its primary aim was to use the arts as a vehicle
  to enhance teaching and learning in schools and
  in doing so, to raise childrens attainment.
• The authority asked schools to make a bid for a
  sum of money which they could use to finance
  their initiative.
• At our school we felt that we would be able to
  achieve even more from our projects if more money
  was invested and therefore over the years the
  school has added a considerable amount of money
  to the fund.
• From 2001 to 2005 we made successful bids to be a
  part of the Creative Contexts projects and the
  next few slides will detail some of the themes in
  which we have been involved.

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Creative Contexts Katie Morag R/Y1/Y2 2001
We made a successful bid to be part of the
countys first Creative Contexts arts project. We
based our project in Key Stage 1 and took the
themes of Scotland and Katie Morag.
Musician Bob Pegg came to help us make music for
our Katie Morag production.
We used cardboard to sculpt characters from the
Katie Morag stories with sculptor Philip Cox.
The PTFA arranged a Scottish Ceilidh for the
children and their parents.
The children visited an exhibition of Philip
Coxs work at Beverley Art Gallery.
A Scottish piper came to play for us.
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In Year 5 / 6 we chose the topic of Africa and
studied its geography, art, music and culture.
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Creative contexts- Snuff Mill Lane Y 5 / 6

• We took several walks onto Snuff Mill Lane to
  take photographs of and sketch scenes, plants,
  grasses and trees. A landscape artist then came
  in to demonstrate techniques and work with
  children on landscape paintings.

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Australian Aboriginal Culture
The children that took part in this project are
now our current Year 6.
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Creative Contexts Music R/Y1 April 2004
Children in Reception and Year 1 made their own
musical instruments with reclaimed materials.
They made a Musical Installation for the
outside play area.
78
Creative Contexts Mosaic R/Y1 2004
Reception and Year 1 children designed and made a
mosaic for the outside play area. The theme for
the mosaic was the four seasons.
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As a progression from our Creative Contexts work
we had our first whole school Arts week in 2006.
All children took part and work was linked to all
other areas of the curriculum. The work was
displayed as an art gallery in the school hall.
The whole school had an opportunity to go and
look at it and families were invited in to view
our work too. This is to become an annual event.