A mutual learning ethos: listening to children and parents - Children's House Nursery, Edinburgh

Children's House Nursery promotes a joint learning experience with staff, children and parents and how this results in a sense of belonging to the Nursery for everyone involved. Parents are encouraged to become part of the nursery through social evenings and parent groups. Occasionally the health visitor, the psychologist, a tutor or an artist are brought in to help staff and parents in exploring the idea of a 'listening culture', where children play the central role. Some parents, finding great enjoyment in such visits, then take up the role of being a 'magnet' parent, attracting other mums and dads into the school's activities.

Headteacher Maureen Baker believes that by involving parents initially, by developing work through observing children, and by listening to their views and supporting play, an ethos of mutual respect and equal worth will grow into a listening culture.

You're never too wee to have a point of view - listening to the under-5s

Fife's pre-school co-ordinator suggests that adults have difficulty in relinquishing control and can sometimes be seen to be patronising young children. Since children are the majority stakeholders in any pre-five establishment, they should be given more responsibility in making decisions that affect their mini-society. Too often 'fairies' set out the equipment, choose the activities and decide the rules. Children like to do adult things and should be encouraged to become involved in all aspects of nursery life by having a voice, not just a presence. Banish the fairies and the balance of power will shift from adult-centred towards child-centred!

Philosophical Enquiry, Kirkcaldy West Primary School

Children at Kirkcaldy West Primary are being trained to get away from the idea that teachers have all the answers, through a focus on thinking skills. The approach is now in place throughout the school and staff have noted that children have greater confidence in offering opinions, asking relevant questions, considering alternatives and standing up for what they believe in.

A resource list including suggested stories for thinking can be obtained from Morag Macinnes. Included in the list is 'First stories for thinking' by Robert Fisher and more background on his approach can be obtained from the following journal article:'Stories for thinking' in Primary Practice, No 10, May 1997, p10-13.

Early Intervention: Stepping Stones Project, Fife Council Education Service

Fife Council's approach to early intervention through the Stepping Stones Project has already received some national recognition. HMI reports on Fife schools have highlighted the good practice observed in early education and made comments on the very good quality of teaching and learning arising from the Stepping Stones initiative. Staff in schools are hard to speak positively of the quality staff development and of the support networks that have evolved. A high level of parent involvement and participation in their children's learning had been achieved through the 'Soft Start' approach which invites parents into the classroom to participate in activities, talk with the teacher and become more familiar with their child's life at school.

The project team presented their experience at the Roadshow, looking in particular at how young children participated. Some of the key points of their presentation and the discussion it generated were:

School Councils UK

School Councils UK (SCUK) is a national training organisation publishing primary and secondary resources to support pupil or school councils. Examples of these are the primary and secondary school council toolkits. Bespoke training and consultancy to schools and local authorities is also offered.

Di Clay, from SCUK, presented a workshop at the Fife Roadshow and gave delegates a flavour of the advice and training offered. She presented the successful pupil council as one which was based on a whole school positive framework and drew on the children's skills built up through Circle Time and class councils or forums. Advice for involving the youngest children included older children acting as 'buddies' for the youngest representatives and allowing young children the opportunity to draw pictures to contribute to the agenda. Time served on a pupil council should be tailored to the age of the child with the older children acting as representatives for a lengthy period, younger children on a termly basis and the youngest participating on a rota basis.

The ethos promoted in Haddington Infant School is what any school would hope for. Work and the systematic assessment of work are central, together with with promotion of positive values and responsible attitudes. The happiness of the pupil is an aim, as is partnership between children, parents, staff and the community. These are not just words. Any visitor will recognise that this is a school full to bursting with colour, life, work and fun. As readers know, such results do not simply appear through paying lip service to what is generally sees as a good idea. The visible signs of a positive ethos at Haddington Infant School are the result of hard work by everyone, under a clear and purposeful direction. It is hard work which the Ethos Network Award recognises and celebrates, while acknowledging the pleasure and sheer fun so evidently had by pupils and by staff, and by the parents too, from the evidence of parent involvement and interest.

Of course, nothing stands still in a school. New pupils arrive, older pupils move on; different parents may have different concerns; member of staff leave. No one is perfect, and a pupil may be disruptive or a teacher may feel jaded. No matter how positive, a school ethos cannot be static, it is something which needs continuing work and care. At Haddington Infant School, one way in which ethos is kept alive is through the school-wide task of working to raise funds for Children in Brazil. This undertaking arose more or less by chance circumstances, but the efforts made by everyone embody the central ethos of giving which is the mainspring of the positive outlook at Haddington Infant School. These efforts also provide good opportunities for lots of fun (and for learning) as well as putting pupils, staff and parents in touch with the local and with the wider community. Over the period since winning the Ethos Network Award, Haddington Infant School has not rested on past achievements, but has tried to create and recreate opportunities to build a positive ethos. This school community is confident and optimistic as well as hard working and purposeful.