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Hey Clay! at Kite Studios

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This year kite studios are very excited to be participating in the Crafts Council’s Hey Clay! event.

Hey Clay! gives people the opportunity to get creative with clay at free pottery workshops in over 50 venues, including K ite Studios, Shepherds Bush, around the UK across one weekend. Hey Clay! is part of the Get Creative campaign with the BBC which runs from Friday 7 – Sunday 9 April  2017.

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Thanks to TV shows such as The Great Pottery Throw Down and The Great British Sewing Bee, We have seen a huge surge in arts, crafts and getting creative all over the UK and we at Kite Studios couldn’t be happier about it!

However, although the interest in craft is on the rise there is worrying concern for craft education. The Craft Council’s Studying Craft report shows that students studying craft related GCSEs has fallen by 25 per cent since 2007/8. This concern is shared across the board by the arts. The Creative Industries Federation recently published a paper illustrating how the current focus on the EBacc – which includes no creative subjects – is limiting the options of the next generation. At Kite Studios we are working hard to bring art back to education, to educate in art and to educate with art.

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That’s why we are delighted to be working in association with the Crafts Council  as they work to offer opportunities for the nation to get creative.

img_1917And it’s not just for young people – Hey Clay!  gives everyone the opportunity to roll up their sleeves and unleash their inner potter. So far they have 50 events confirmed workshops in museums, galleries, colleges and potteries across the UK including here at Kite Studios Pottery. – with more being added every day.

Hey Clay! visitors have a go at press moulding, throwing on a wheel, pinching, slab building, coiling, decorating with found objects and much more!

 

 

For more information about pottery at Kite Studios West London click here

and to book a place in our Hey Clay event click here.

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Valentine’s Day Pottery Gift Voucher

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Can you and your partner help each other get messy with clay and make a memorable pot?

Get a 20% discount by booking online for a bespoke 1-to-1 pottery class with our ceramics experts. Use code KSLOVE17 on checkout.

This special offer is valid for all 1-to-1 bespoke pottery bookings made between 6 and 17 February for dates until May.

A 1 hour booking costs £52 per couple (usual price is £65 for 2 people).

Your piece will be fired and ready for collection in 3-4 weeks. The clay needs time to dry properly!

Image Credit: GABRIEL OROZCO: COSMIC MATTER AND OTHER LEFTOVERS, thewhitereview.org

What’s Covered in the Session?

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You’ll be shown how to throw a pot on the wheel. After a few throws, we’ll help you create a single pot on the wheel. You’ll then spend time afterwards decorating it using decorative slips and sponges. We’ll fire and glaze it for a permanent ceramic finish and it will be ready to collect from the studio 3-4 weeks later.

A full demonstration is given at the start of the workshop and so is ideal for the complete beginner.

In order for you to have the piece ready in one session, we accelerate the drying with heaters so that you can decorate your piece with slips.

We then bisque fire and glaze fire the work with a transparent glaze, so that it’s ready for you to pick up in 3-4 weeks.

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A Peek Inside a Holiday Workshop

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By Jessica Mason (Art Teacher)

On the 24th of October 2016, we held a holiday workshop, titled creating Clay heads, inspired by Anthony Gormley and Macbeth.

clay-head-gormleyThe concept of drawing a face might seem very simple to us. After years of drawing dots for eyes like the work of Gormley, the transition into looking closely at a face and creating a portrait that is recognisable is quite the challenge.

The task of an accurate portrait of someone is one that a lot of seasoned artists still shy away from.

Here at Kite we aim to stomp out artists fears early on and teach every child that there are no mistakes in art.

Jumping in

We asked the children to take a piece of card and draw the person in front of them.  The children are faced with two fears here, the first, creating an accurate drawing of a face.  The second,  interacting with another child they don’t know.

With some words of encouragement they all got stuck in! card-face-3

Next we asked them to cut out the face and hold it over the face of  the person they were trying to draw, to see if it looks like them. This was something that Liz (my fellow teacher) and I did not think about.

The children all put the piece of card up close to the other child’s face.

The concept of perspective is an obvious one to us, if we want to view something covering something else we hold it closer to us. The further away it is the smaller it will be. This isn’t instinctive to an eight year old.

Then the fun started.  How to teach perspective to under tens?

Cardboard Faces

card-face-2With our thinking hats on,  we grab a camera and a card face, hold the card close to the camera and get our subject to stand further back, snap, photo is taken.  The children are shown and everyone gets it.

Now they all want there photos taken too!

The camera gets passed round and soon we have a whole art class of children with cardboard faces, printed out and stuck in their sketch books. That was only the first activity!

It’s not just the children that are always learning at Kite, we as teachers are constantly adapting to the class and evolving ourselves.

Gormley’s Clay Faces

The next activity everyone loves i.e. squishing clay. We show them Anthony Gormley’s clay faces as well as some images of the witches from Macbeth.

A quick chat about the story of the witches and everyone is desperate to start making. We show them how to pinch out a nose and poke in eyes, pull out a hat and push down the rim.

Even with the same instructions, each witch is different some are pointy, some friendly, some funny, some scary each one fantastic. The children paint them all, then do a drawing of the final project. 

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Reflection

We all reflect on the day by taking imaginary photos of the challenging activities we did, the activity we did we’ve never done before and the activity that was most fun.  For some children the toughest activity is also the most fun, some like drawing more and some like clay.

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They all had their hands in the air when we asked who wanted to say what their most fun photo was,  

Then home time comes. Liz and I hear our favourite sentence “Mummy, Daddy come see what I did!”

Slaying the Monster

We see one thing over and over again in our holiday workshops, the under sevens love everything they make, but the moment we teach the eights and up class, the self doubt monster begins to show up.

At Kite the self doubt monster is left at the door and the children in our classes learn to be proud of every art piece, mistakes and all.

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Clay and Pottery Themed Birthday Parties

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A Birthday Party to Remember

For many years we’ve been running birthday parties for children with an art theme. They are popular with children and parents alike.

FUN WITH CLAY

FUN WITH CLAY

Creative with Clay

Over the past year, as our pottery studio has grown, we’ve been offering birthday parties with a clay or pottery theme. The pottery party has now become the most popular theme chosen by children and parents.

 

The children make a mixed media piece bringing their ideas to life in a 3D form to take home as the last activity of the party.

Learning about the Pottery Wheel

Learning about the Pottery Wheel

Working with clay develops the sense of touch and improves creative confidence. During the birthday party art class, the children learn about the nature of clay in a fun and engaging way.

Age Groups

We accommodate all age groups and provide a fully equipped studio for the art session.  Most families bring their own drinks and cake, which they can serve in a separate reception room. We can also arrange catering if you’d rather just turn up.

Timing

During term time parties take place either on Saturday or Sunday afternoons for 2 hours usually from 1-3pm.

We keep them engaged from beginning to end, with a 15 minute break.

Costs

£20 per head Minimum: 10 children

Duration: 2 hours

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Kids Kitchen: Art & Cooking

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Why should grown-ups have all the fun!? If your kids love to cook, this unique class combines cooking and art activities to keep the most energetic of children busy during the summer holidays.

We ran the first classes last year and they were a big hit with the children and parents.

Kids Kitchen: Art Morning, Cooking Afternoon – £80.00
• Tue 2 Aug 2016 10.00-16.00
• Wed 3 Aug 2016 10.00-16.00
• Thu 4 Aug 2016 10.00-16.00
• Fri 5 Aug 2016 10.00-16.00

Leiths and Kite Studios have come together to create an exciting, creative and educational programme of activities for 7 – 11 year olds.
Youngsters will spend the morning at Kite Studios creating their own work of art, using techniques such as sculpture, print making, etching and painting. Then in the afternoon they have fun cooking at Leiths!

Book on the Leiths website.

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A Letter from a Mother: The Power of Art

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The Power of Art at Kite Studios

By Lucy Richardson, Mother of Orlando

My son Orlando is now 17 and has autism and haemophilia. At his diagnosis aged 3 they said he may never speak

.Orlando TintinAs soon as he could hold a pencil he started drawing. He didn’t speak he drew – piles and piles of drawings.  He would find a character or a symbol – Biff, Chip, Mr Men, Tintin, Captain Haddock, Wally, maps, football shirts – and draw them over and over again until he had learnt them by heart.   He could create them with a few deft strokes in a matter of seconds.

 

Visual representations were important to him.   He preferred pictures of things to real things.   They made sense to him: solid and unmoving, bright colours encased in black lines just for him.   Nature: plants, trees, flowers were too vague and ill-defined.

Orlando Alien age 12 drawingAnimals (particularly small unpredictable ones like hamsters) alarmed him. He did not want them intruding into his world. Something about this world of cartoon style drawing he created was deeply satisfying and soothing to his autistic soul.

So in 2007 when Orlando was 8 I started looked for a holiday art class for him to try and develop his art skills. This was easier said than done. After initial chat about their wonderful workshops I told them about his autistic spectrum. “How disabled is he?” they said. “But he’s in a main stream school he fits in.” I said   “He has a helper who can come with him.” I cried out feebly.  No -one called me back. I was about to to give up. Then at a supper for mums of disabled children in West London I met Auriol Herford of Kite Studios. “Send him to me,” she said, and so I did.

He went regularly to a selection of holiday workshops every holiday along with his helper. This then extended to Saturday morning classes as well.

He expanded his repertoire of media: from strictly pencil or felt tip to painting with acrylic, oil, water colour.   He made paper- mache models, rolled inky geometric etchings. He built ships, modelled strange birds, monsters, puppets and designed himself colourful t-shirts which he wore with pride.Orlando Art 1

He painted an enormous canvas of a poem in a picture with a combination of colourful rhyming characters – a man in a cat suit, superhero – all smiling and reaching for the stars. He held his birthday parties there: creating t-shirts, building alien creatures from junk covered in mud rock.

The children from his state school wouldn’t leave they were having such a good time. “It’s time to go,” called Auriol melodically from the stairs. Then more firmly “This party is now over,” but still they lingered, not wanting to leave this magical experience of creative anarchy.

In his early teenage years despite the spirals of adolescent rages and inertia, he still carried on attending the holiday workshops. He would come back with a variety of creations: etchings of imagined cities, long oil paintings of the last supper, tiny fruit in a tiny room he had made. The sketch books full of his planning and ideas to show how he got to his own unique vision were a miracle to me. I marvelled at how Auriol managed to engage him for so long and get such rich detail and variety from him.

At home he would still only draw what was in his head, on his terms. If I tried to set up an art activity he would invariably say that he had finished after 10 minutes and nothing I could say could induce him to go back and add detail. How did Auriol do it?

Through a combination of patience, tenacity and belief, she takes all young people and their artistic aspirations seriously. She does all this with an autistic child who goes through the education system with people continually not wanting to upset him and letting him settle for half of his potential because it gives them an easy life.

Orlando was always challenged but also supported when leaving his comfort zone and doing something new. Sensitive to his moods the Kite Staff were always able to see the signs when he was getting agitated. The teaching team help structure the work so he could carry on achieving. In the studio he was taking part in art workshops that were between 2-4 hours long with ease.

When Orlando started college at 16 we were dismayed when he came back with a timetable of only two full days, a morning and an afternoon – apparently this constitutes full time education. Whilst he is accessing full-time education he is not eligible for any apprenticeships or work experience schemes.

At 16 he is too young for any of the exciting looking adult education courses.   He began to spend large swathes of time on the computer downloading viruses, booking car test drives and running up debts with Ancestry.com. He emerged from his room only to demand £10 for trips with his local Mencap group to Nandos.   Was this his future? “It’s so unfair” I wailed to Auriol. “Send him to me,” she said, and so I did.

He started going to Kite Studios on Fridays to do guided work experience and an hour of art during December 2015. At first he was reluctant to break his Nandos habit. “Why do I have to?”, he kept saying. This soon changed.   During the 6 months he has been spending his Fridays at Kite Studios, the benefits have been enormous. He has learnt about being flexible in the workplace, to share space with others and behave appropriately towards colleagues.

Orlando has undertaken a diverse range of tasks from helping with children, to art preparation, assisting in workshops and delivering marketing flyers. Most importantly he takes great joy in setting off to Kite Studios every Friday morning, bounding in to greet everyone. He knows that he will be accepted, listened to and respected.   He has formed good relationships with all of the Kite Studios team and gained a real sense of being involved in a community.

His confidence in himself has grown as he has taken on the project of studying for the Silver Arts Award. This is a unique award given by Trinity College where students are encouraged to take the lead and realise their creative dreams. Orlando has been highly motivated in organising his own exhibition of portraits of the Kite Studios staff and friends as part of the Kite Studios 1st Summer Show on June 18th at 4-7 pm. His drawing is developing as he is learning to stop and look at the shape of people’s faces.Orlando Self Portraits at Kite Studios

Auriol has helped him to develop a good practice of stopping to look again at the spaces and shapes of the subject he is drawing. He has also started to visit exhibitions as part of learning and understanding more about the art world. It is a pleasure to see him take ownership of his creative talents and start to use them to bring pleasure to others.

All young people with disabilities should be welcomed into the community and encouraged to fulfil their potential rather than be stuck at home. Orlando’s sense of belonging and ownership of Kite Studios is a testament to Auriol’s belief in a community that should be open to all and value everyone for their differences. Allowing space of the individual to flourish.

Orlando KindinskyAs a family it gives us hope that he may one day be accepted into the world of work.   It also means that when we are gone he will have the means to support himself, rather than being reliant on the grudging crumbs of state provision.

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Clay Lessons Influence Learning for Wendell Park Primary Pupils

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Focused Community Activity

In the past our Kite CIC Sponsorship Fund was used to pay for specific children to attend art classes free of charge. We’ve been following this model for a number of years through fund raising events like our Winter Fair, Yard Sales, Summer Party, Pop Up Craft Nights and Writers in the Dark evenings.

In addition to the individual places, for 2016 we decided to add a group sponsored model and focus the use of the sponsorship fund at a single school for one term. The thinking was to try this idea out and if successful raise money to keep it going.

More Than Just Clay

Wendell SEN-GT Celia and Pupil on WheelHaving worked with Wendell Park Primary before, Auriol contacted the school to check if they would be interested in exploring the use of clay as a way to improve the learning ability of children.

The pupils would attend 1 class per week for a 6 week period at Kite Studios. This would allow them to leave their classroom setting and experience what working in an art studio would be like.

Chole Harman, the Year 3 teacher at the school, identified 4 SEN and 4 Gifted & Talented children that would form the first class. During the Spring term, the 8 pupils attended a special Create in Clay class, taught by Auriol Herford, founder of Kite Studios.

Clay for Enhancing Learning

Wendell SEN-GT Clay Bowls and MugsThere are few art mediums that stimulate growth and skills in children in the way that clay does. During the classes the children used a pottery wheel, had their work fired, used glazes and learnt basic hand building techniques.  The objective was for them to understand the nature of clay and see the process from beginning to end. The criteria used to select the 2 different groups are described below by Chole Harman:

SEN Children

“These can be children with emotional, behaviour or learning needs. Auriol (from Kite) is going to work with her son’s occupational therapist to come up with some sort of checklist to gauge the impact the sessions are having on each child – so it’s not just about whether or not they enjoy it (which hopefully they will) but also the impact it’s had on their behaviour / learning after the session, the impact this has then had on their class, have they been calmer? More engaged? It may only make a tiny difference but it’s a start…!” – Chloe Harman

 Gifted and Talented

“These won’t necessarily be children who are gifted and talented in art. It would be more beneficial to them if they were G&T in maths (or whatever) but struggled with risk taking / afraid of making mistakes. Or it might be someone who’s G&T in art but has poor communication skills…” – Chloe Harman

Initial Feedback

The early feedback we have received has been very positive. The children, parents and teachers have thoroughly enjoyed the classes. Initial assessments were made of the pupils before the classes started, but it’s too early to tell if their experience with clay has improved their learning and focus. Watch this space!

Below are more photos of what the children created during the 6 week period.

Wendell SEN-GT class glazedWendell SEN-GT Pinch Pots and hands

May Half Term Workshop Details

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Crocodile etching pressMay half term is rapidly approaching! Book your places in advance, our workshop places get snapped up quickly!

Details about the different workshops for our West London studio are below. See May Half Term under Timetables for dates and times.

The Power of Palaces – Ever dreamt of being the architect of your own palace? Help your child’s imagination soar with this exploration of some of the fantastic Palladian Architecture we have in London at Kenwood House Hampstead and more locally at Chiswick House. In the studio we will be designing and building paper 3D structures. This is followed by drawing from observation, simplifying ideas into silk screen prints.

Bug Worlds – Crazy about Hex bugs? Love butterflies? Using Maria Marian’s beautiful butterfly botanical prints at the Queen’s Gallery as inspiration, learn about drawing with scissors. Also learn about collaging techniques used by Matisse, by painting coloured papers and then arranging into insect collages to be used as the basis of their 3D models in clay.

Brothers Grimm – Heroes and Villains. From the big bad wolf to Rumplestiltskin and, of course, wicked witches and wizards. Everyone loves a good villain. Sharing stories about favourite villains . Bringing villains to life by making own puppet on a stick. Make your own villain puppet on a stick to take home and frighten all your friends. Then using observational drawing techniques to make a drawing of your puppet.

Mythical Beasts inspired by Greek Myths – Love the minotaur? This workshop focuses on printmaking. Looking at original beast prman on horse etching pressints by a Chilean artist make your own collage of your very own beast. Use different textures of a coleographed plate to bring your beast to life. Then Roll roll the etching press.

Man on the moon – We use photos from the NASA moon landing mission to explore the textures of the moon. The children make a diorama of a 3D scene to inspire the creation of the clay model, which is followed by a watercolour painting.

Enchanted Forest project at Derwent Water Primary

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Year 6 Students paint their own Enchanted Forest mural

inspired by David Hockney’s Tree Paintings

Derwent Water Mural full view

Ninety Year 6 students at Derwent Water Primary School, Acton took part in a term long project to create a 12 metre long collaborative mural inspired by David Hockney’s Tree paintings.

The project was delivered by Auriol Herford of Kite Studios, Shepherds Bush and commissioned by Laura Partington, Arts coordinator at Derwent Water Primary.

The mural was unveiled at a ceremony in front of Students, parents and teachers in the Junior Playground of the school on 14th April 2016.

View mural unveiling video.

Inspired by Hockney

During the spring term the year 6 students worked on the mural, taking part in 4 school art workshops led by Auriol Hereford of Kite Studios. The workshops encompassed different art techniques and ways of thinking about art, from David Hockney’s paintings and his use of colour horizon line to drawing nature from observation, mixing colour palettes and learning about colour families.

First the workshops looked at trees in detail, selecting foliage to draw from observation. Then the children learnt about the shape of trees kinaesthetically through modelling their own trees out of brown paper and making and sticking on stencils to mark out the space taken up by the tree on the mural canvas.

Using Hockney as a model they learnt about how to put in Horizon lines and used masking tape to mark up the horizon line on the mural .

Looking at Hockney’s use of colour opposites they learnt about colour families – using bright colours to highlight the trees (–group colour wheel). Then by looking at the different colours around the trees.

Evaluating the Work

The pupils carried out team evaluations standing back and looking at the mural as a whole.

Developing their skills of reflection to make changes and improvements in the colour and they used highlighting so the sky would contrast with the rest of the painting.

The children loved the sessions: “fun lessons that we will never forget!”, “Oh boy, was I happy!” Another child commented that they had learnt an “array of brilliant techniques” that helped them create an authentic, colourful piece to bring their playground to life.

The children had felt joy in being allowed the freedom to ‘splosh’ on the paint with no fear of making mistakes. In the workshops they learnt that there is no such thing as a mistake in art as mistakes are part of the artistic conversation and can always be adapted and accommodated into the whole.

Planning and Ownership

The children planned and created the mural all themselves: drawing and painting directly onto the canvas, reflecting, adapting, improving as they went.

This gave them a strong sense of ownership over the project as each part of the canvas reflected their responses to the natural world. In their speeches at the unveiling Year 6 students said they felt proud that they had created a legacy for all the other children to enjoy.

Feedback and Naming

One child said, “I’d like the mural to be put in a respected area as it took a long time to do and it showed what each of us could really do.”

The children chose several names for the mural including “Creative Horizons” and “The Trees of Tomorrow” before deciding on “The Enchanted Forest”. It is designed to last for a year; then, perhaps, another group of children will be able to express their creative spirit and dreams of a better world by making their own painting.

Consultation on Schools National Funding Formula

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With thanks to the Good Shepherd RC Primary School Team for compiling this response.

  • As discussed at the emergency meetings, schools were informed only this week about the detail of this consultation which closes at 5pm on Sunday 17th April. If anyone would like to respond to this consultation they can do so. We are aware that there is a lot of detail and time is limited so appreciate any responses you are able to make over the next couple of days.

    Anybody wishing to read part 1 of the consultation document itself can click on the link below:

    https://consult.education.gov.uk/funding-policy-unit/schools-national-funding- formula/supporting_documents/Schools_NFF_consultation.pdf

    All London Councils have responded to this consultation, and school teaching staff have also responded. Parents and others are welcome to respond. Due to the level of detail and the time constraints we have prepared responses to the questions which are in line with the stance that the Local Authority and our school are taking on this matter. Below is the link to the consultation response form.

    https://consult.education.gov.uk/funding-policy-unit/schools-national-funding-formula

    If you are in agreement with the school and would like to make a response, please feel free to use the responses shown on the following pages. We have not included a comment for each question as a number of these questions are more school specific so if you give a yes or no answer to these questions that will be sufficient.

    We thank you for your continued support and will continue to keep you informed as and when we receive more information. We truly believe that any contact you make through the petition or by email to Cllr. Macmillan, the Education Minister or local MP will all help and hopefully make the Government stop and listen to the views of effected families.

Responses to the DfE consultation on the National Funding Formula proposals for 2017/2018.

1 Do you agree with our proposed principles for the funding system?

Yes.

Whilst I agree with the priciples of fairness and transparency, I am concerned about the potential impact that the new formula could have on London schools. Schools outside of London should have their budgets levelled up to match London budgets rather than London budgets cut to match others.

2 Do you agree with our proposal to move to a school level national funding formula in 2019-20, removing the requirement for local authorities to set a local formula?

No.

Local Authorities have a local understanding of the characteristics and nature of schools within their areas. They know their schools and schools currently have the ability to receive support from their Local Authority on a range of matters.

3 Do you agree that the basic amount of funding for each pupil should be different at primary, key stage 3 and key stage 4?

Yes.

Primary pupils, particularly Early Years should receive more money as these children require more supervision.

4a Do you agree that we should include a deprivation factor?

Yes.

4b Which measures for the deprivation factor do you support?

Pupil and area-level.

5 Do you agree we should include a low prior attainment factor?

Yes.

6a Do you agree that we should include a factor for English as an additional language?

Yes.

6b Do you agree that we should use the EAL3 (pupils registered at any point during the previous 3 years as having English as an additional language)?

Yes.
7 Do you agree that we should include a lump sum factor?
Yes.

8 Do you agree that we should include a sparsity factor?
Yes.

9 Do you agree that we should include a business rates factor?

Yes.
This should be included in order to cover this large cost to schools. 10 Do you agree that we should include a split sites factor?

Yes.

11 Do you agree that we should include a private finance initiative factor?

Yes.

12 Do you agree that we should include an exceptional premises circumstances factor?

Yes.

13 Do you agree that we should allocate funding to local authorities in 2017-2018 and 2018-2019 based on historic spend for these factors?

Business rates: No

Split sites: No

Private finance initiative: No

Other exceptional circumstance: NO

Historic factors do not reflect continuing changes that we face, such as local growth.

14 Do you agree that we should include a growth factor?

Yes.

15 Do you agree that we should allocate funding for growth to local authorities in 2017-2018 and 2018-2019 based on historic spend?

No.
16a Do you agree that we should include an area cost adjustment?

Yes.

16b Which methodology for the area cost adjustment do you support? General labour market methodology.

17 Do you agree that we should target support for looked-after children and those who have left care via adoption, special guardianship or a care arrangements order through the pupil premium plus, rather than include a looked- after children factor in the national funding formula?

Yes.

18 Do you agree that we should not include a factor for mobility?

Yes.

19 Do you agree that we should remove the post-16 factor from 2017-2018?

Yes.

This should be phased in over a long period to make the transition more manageable.

20 Do you agree with our proposal to require local authorities to distribute all of their schools block allocation to schools from 2017-2018?

No.

21 Do you believe that it would be helpful for local areas to have flexibility to set a local minimum funding guarantee?

Yes.

22 Do you agree that we should fund local authorities’ ongoing responsibilities as set out in the consultation according to a per-pupil formula?

Yes.

23 Do you agree that we should fund local authorities’ ongoing historic commitments based on case-specific information to be collected from local authorities?

No.
Historic commitments should not disadvantage anyone.
24 Are there other duties funded from the education service grant that could be removed from the system?

No.

25 Do you agree with our proposal to allow local authorities to retain some of their maintained schools’ DSG centrally – in agreement with the maintained schools in the schools forum – to fund the duties they carry out for maintained schools?

No.

Wendell Park Primary School Pupils Recreate Viking Treasure Hoard

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Kite Studios workshop for Year 4 pupils

Sixty children from year four classes at Wendell Park Primary School, Shepherds Bush, came in two groups to nearby Kite Studios to do workshops on Monday 22nd February to make their own Viking treasure using art to enrich and link to their academic curriculum.

What they know…

A good starting point for learning is to share experiences and start with existing knowledge. The pupils brainstormed in pairs to produce a pool of knowledge to share with the group which included Scandinavia and Sweden, long ships, male jewellery wearing and eating blood sausages. A guided class discussion built up these layers of knowledge into a bigger picture and then the children were ready to look at some pictures of Viking hoards. Ooh Treasure – a sharp intake of breath. There was excitement in the air. The children were ready.

Rising to the challenge

The pupils explored the concept of symmetry inherent in Viking jewellery by drawing half of their design onto folded tracing paper, then transferring onto the back and opening out to reveal symmetrical designs. After a bit of practice everyone got this and there were some startlingly Nordic looking designs.

Design decisions/problem solving

Children learn by making their own decisions and problem solving without fear of mistakes and getting it wrong. Art is all embracing and there are no such thing as mistakes as everything can be incorporated into the process. The big challenge here was to transform hand drawn symmetrical designs into 3D objects: jewels in relief on cardboard.  First selecting their own materials from a selection of pipe cleaners, straws, tissues paper, material and then problem solving as to how to mould these materials to make their jewellery design.

Finished objects

Then the pupils moved on to making their creations sparkle: they had to cover their raised design with silver paper and press it down to create an embossed jewelled effect. The effect was further added to by adding detail with pastels and blunt pencils.

Role Play and developing understanding the function of Viking art

Then came the exciting part how were they going to wear their jewellery? Was it to be an amulet, belt buckle, protective shield, brooch or spear? They were given a choice of leather or reed straps and shown a variety of ways to attach them.

Now it was time to become a Viking warrior!