School News and Head's Blog
Posted on: 8/09/2023Exploring The Essence Of School Culture
Every term, our staff meet prior to the children returning to school for preparation and training days. Earlier this week, as well as rigorous Safeguarding, Cyber Security and Health And Safety training, we had a superb session on ‘Culture And Behaviour’ led by Mr. McLaughlin. The session was very thought provoking and inspiring. It also led me to ponder how much you, as our parent body, had deeply thought about our school culture and the behaviours and expectations we set for not only the children but also the adults supporting them (both staff and parents). This short blog below may give you food for thought. I would love to hear your reflections on our school culture and, as always, any feedback from our parent body is appreciated.
Schools are more than just bricks and mortar; they are dynamic ecosystems that foster the growth and development of our future generations. At the heart of any educational institution lies its "school culture." But what exactly is school culture, and why is it so essential?
In this blog, I will delve into the concept of school culture, exploring its components, significance, and the impact it has on the pupils, teachers, and the entire learning community.
School culture can be likened to the personality or character of a school. It encompasses the shared beliefs, values, traditions, and practices that shape the daily life and interactions within an educational institution. It's the intangible essence that defines what a school stands for and what it aspires to achieve.
Key Components Of School Culture
Shared Values and Beliefs:
A strong school culture is built on a foundation of shared values and beliefs. These could include a commitment to academic excellence, respect for diversity, a focus on character development, or a dedication to community service.
Our aims at St. Helen’s College are:
Love of Learning - We aim to inspire a lifelong thirst for creative, stimulating and rewarding learning, leading to the full development of every child’s academic potential.
Personal Growth - We aim to instil core moral values, inspiring virtue, responsibility, resilience, independence, mindful self-awareness and a desire for continuing self-development.
Involvement and Challenge - We aim to inspire an ongoing desire to develop talents, nurture the widest possible range of interests, and contribute to society as confident, compassionate and responsible citizens and leaders of the future.
St. Helen’s College inspires academic excellence, mindful self-awareness and creative self-development in pupils and staff alike. It is an inclusive, happy, vibrant community of pupils, staff and families, where love, respect, teamwork and teaching by example prevail. At its heart are our core values: love, harmony, spirituality and growth.
Norms and Expectations:
Every school has its own set of norms and expectations, which guide behavior and interactions. These could involve rules for conduct, academic standard or even dress codes.
We pride ourselves on our high expectations for how the children conduct themselves and it is important that, at the beginning of term, we remind them of our expectations. Children love routine and structure and over the course of this week we have introduced them and reminded them of our norms and expectations, including how they line up and move around school, playground etiquette, dining room etiquette and classroom routines. Ensuring that there is consistency in what we are all expecting from the children is key.
Traditions and Rituals:
Schools often have traditions and rituals that help to build a sense of belonging and identity. These might include assemblies, house events, plays, or annual events that bring the school community together such as our STEAM Day, Sports Days, Speech Competitions etc. This year we are very excited to be celebrating our centenary and over the course of this academic year there will be many events arranged for us all to celebrate ‘St. Helen’s College’.
Leadership and Role Models:
The leadership within a school plays a significant role in shaping its culture. Principals, Head, teachers and staff members serve as role models, influencing the attitudes and behaviours of children. I also include all parents as key to influencing the attitudes and behaviours of the pupils; this is why it is so important that you understand our expectations and fully support the school in its endeavours and all adults act as a team around the child, singing from the same hymn sheet so to speak.
Pupil Engagement:
The level of pupil engagement in school activities, clubs, and sports can also contribute to the overall culture. A vibrant extracurricular scene can foster a sense of enthusiasm and school spirit. We pride ourselves on our co-curricular provision at St. Helen’s College and your children are exposed to such a wide range of activities to enrich their opportunity and experiences.
So what is the significance of ‘School Culture’?
Academic Success:
A positive school culture can enhance academic achievement. When pupils feel connected to their school and believe in its values, they are more likely to be motivated to excel academically. This goes without saying here at St Helen’s College and our pupils achieve significant academic excellence during their time with us - all pupils make excellent progress and our Year 6 leavers’ destinations are testament to this.
Social and Emotional Well-Being:
School culture has a direct impact on the emotional well-being of students. A supportive and inclusive culture can help students feel safe, accepted, and valued. I am sure that one of the main reasons for you choosing St. Helen’s College is the strength of our pastoral care and strong well-being emphasis, which is a golden thread throughout the school.
Teacher Morale:
Teachers who work in schools with a positive culture tend to be more satisfied and motivated in their roles. This, in turn, can lead to better teaching practices and improved student outcomes. We have such an excellent staff team here at St. Helen’s College - there is superb collegiality and a recent staff well-being questionnaire affirmed this. Staff retention is very strong.
Community Engagement:
A strong school culture often extends beyond the school gates, involving parents and the wider community. This collaboration can lead to enhanced support and resources for the school. We have many links forged between parents and the wider community and it is an aspect of the school which we need to continue embracing and growing.
Preparation for Life:
School culture plays a vital role in preparing pupils for life beyond the classroom. It instils values, ethics and skills that are crucial for success in the real world. We are developing our ‘Life Skills’ programme over the course of the next couple of years but the children’s independence and acquisiton of life skills is dependent on school and home working together to enable their life skills to develop.
Creating and nurturing a positive school culture is an ongoing process that involves the entire school community.
Some key strategies include:
Effective Leadership: School leaders should lead by example, promoting the values and beliefs of the institution - we hope that you agree that our leadership at St. Helen’s College is as such.
Open Communication: Encourage open and transparent communication between all stakeholders - pupils, teachers, parents, and all other staff members. We are a large community and do our utmost to ensure good communication channels. Our recent ‘Meet the Teacher’ evenings are one aspect of this. We also hope that each year group will embrace the new communication app being set up for parental communication, ‘Class List’, and continue to maintain open and transparent communication in the parent body.
Inclusivity: Promote an inclusive environment that celebrates diversity and respects individual differences. We have undertaken so much work over the past few years on Diversity/Equality/Inclusion and this continues but we also appreciate parental involvement to keep improving this aspect of school culture.
Celebrating Achievements: Recognise and celebrate the achievements and contributions of students and staff. This is one aspect of our school culture which I feel is embedded at St. Helen’s College and we appreciate that parents also inform us of the children’s achievements from outside of school and even when they have left us and moved on to senior schools and beyond.
Continuous Improvement: Regularly assess the school culture and make adjustments as needed to align with the school's mission and vision. We are constantly reflecting and evaluating what we do, why and how. It is through this approach and gaining feedback that we can continue to make improvements to what already is an incredible school!
In conclusion, school culture is the heartbeat of any educational institution. It sets the tone for learning, shapes character and prepares pupils for the challenges of the future. By understanding and actively nurturing a positive school culture, we can create an environment where students thrive academically, socially, and emotionally, ensuring that they are well-prepared to become tomorrow's leaders and responsible citizens.
Thank you all for being part of this unique community. At the staff training day I spoke to the staff about how, after 34 years in education, I still feel the ‘wiggles’ the night before we return to school each term and especially at the beginning of a new academic year. Those wiggles are excitement, adrenaline, the anticipation of what lies ahead! I hope I never stop ‘wiggling!’. Wishing us all a superb new academic year.
Ms Drummond
Posted on: 14/07/2023Honk!
At the end of this hugely successful year for the children of St. Helen’s College I would like to leave you with the short speech which I gave this morning at our final assembly at Upper School. The Year 6 pupils have been building up to their production of ‘Honk’ the musical based upon the story of the The Ugly Duckling and they performed this three times this week to a packed auditorium at The Compass Theatre.
The underpinning message which I have attempted to convey in this speech to Year 6 applies to us all….children and adults!
Have a wonderful summer everyone and thank you all for your unfaltering support this year.
Ladies and gentlemen, parents, teachers, and most importantly, our remarkable Year 6 leavers, today, we come together for our final assembly at St. Helen’s College of this academic year and to bid farewell to our Year 6 pupils as you prepare to embark on a new journey. And what better way to commemorate this moment than by drawing inspiration from the incredible musical 'Honk.'
'Honk' tells the heartwarming story of a little duckling named Ugly who finds himself on a journey of self-discovery, acceptance and embracing one's unique qualities. Just like Ugly, each one of you possesses extraordinary talents and capabilities that make you shine in your own way.
Throughout your time here, we have witnessed your growth, individually and as a group. You have showcased your talents on the stage, in the classroom, on the sports field, and in countless other endeavours. 'Honk' teaches us that our differences should be celebrated, for it is our unique qualities that make us truly special.
In the musical, Ugly encounters a myriad of characters who try to bring him down, questioning his worth and making him feel like an outsider. But Ugly never loses hope. He discovers a resilience within himself, a belief that he is destined for greatness. And our wonderful Year 6 leavers, that same resilience beats within your hearts as well.
As you prepare to take the next step in your educational journey, remember the lessons from 'Honk.' Embrace the challenges that come your way, for they will only make you stronger. Embrace your individuality, for it is what sets you apart from the rest. And most importantly, embrace the power of kindness and empathy, for those qualities have the ability to change the world.
Just as Ugly finds acceptance and love from unexpected sources, be open to the friendships and connections you will forge in the years ahead. Cherish the bonds you have formed here and treasure the memories that will forever remain etched in your hearts.
As you step into the unknown, know that we believe in you. Believe in your abilities, your dreams, and your potential to make a difference. Each one of you possesses a unique voice and it is through that voice that you can create a lasting impact on the world around you.
In conclusion, Year 6 leavers, as you spread your wings and venture forth, remember the tale of Ugly from 'Honk.' Be proud of who you are, embrace your talents, and have the courage to stand tall in the face of adversity. With resilience, compassion and a dash of humour, you will conquer any obstacle that comes your way.
Congratulations, Class of 2023, and may the echoes of 'Honk' guide you to a future filled with joy, success, and the fulfilment of all your dreams.
Posted on: 26/05/2023Residential Trips
Over many years at St. Helen’s College, I and the other staff have seen so many cohorts of children benefit from the opportunities offered here. We have, for example, seen the quietest, least confident Lower School children gradually develop their performance and public speaking skills until they have turned into stars of the Year 6 summer musical. We have seen children struggle with concepts or particular subjects in the classroom, only to have that lightbulb moment of understanding when something is explained to them in a new way. We have seen children practise and develop their musical skills from - and forgive my honesty, here, which is no criticism - somewhat tuneless scraping of violins to the playing of incredibly beautiful movements from concertos. It never ceases to amaze me how much the pupils’ knowledge, skills and talents grow during their time with us.
What has always impressed me the most about St. Helen’s College and its pupils, though, is the journey of personal development that each child goes on during their time with us. The school’s programme of education and enrichment activities is constantly evolving to ensure that it absolutely reflects the St. Helen's College core belief that happiness and personal growth are key to a child’s success. Our residential trips, two of which have taken place this week, are a perfect example of this. The Year 6 children have spent this week at the Chateau De La Baudonniere in Normandy, France, while our Year 4 pupils have been at the stunningly beautiful Flatford Mill in Suffolk. Earlier this term, Year 3 enjoyed a residential trip to PACCAR Scout Camp and Year 5 spent a week at Little Canada on the Isle of Wight.
The educational aspects of these trips are carefully planned to enrich the children’s learning at school in many subject areas including geography, history, art, creative writing, science and languages. There is no doubt that the children gain new academic knowledge and skills during their stays away. But perhaps the most important gains they make from the residential trips are personal ones. Friendships are cemented and new life skills are developed such as making one’s own bed, developing the resilience to cope in a new environment, understanding that others may be finding things hard, being brave enough to try new things and learning to look at the world differently. The confidence and self-esteem that arise from being pushed out of one’s comfort zone and experiencing the success of overcoming personal challenges should not be underrated. The child who is afraid but survives that fear learns how to manage uncertainty and to trust in his or her ability to cope. The child who is supported by friends or teachers during a difficult night or through an illness away from home learns that it is alright to express needs and depend on other relationships outside of the home. The child who tries something new - whether that is eating a snail in France, taking the ‘leap of faith’ on the activity equipment in the Isle of Wight or anything else - develops the courage to have a go at things without, or despite, fear of the unknown or thoughts of failure.
It sounds like an overstatement to say that we physically see the difference in classes of children back at school after residential trips, but it is not. Sometimes the children actually stand taller; sometimes they display more courage; sometimes they are better at articulating their thoughts or their needs. We often notice that they are more tolerant, more self-aware and more outward-looking. Always their friendships are strengthened and often their circle of friends is expanded. We hope that they also return home with a new appreciation for their parents and wider families and all that you do to support them on a daily - and nightly - basis.
Mr. Lewis and I have been in school this week but we have been in touch with the staff who are away on the residential trips with the children. Their commitment to the children’s care and development has, as always, been outstanding. Like the children, they will return today extremely tired but very happy and they too will have gained new skills and new knowledge, tried new things and developed their friendships. They will also have gained a deeper understanding of the children’s characters which will enhance the relationships between staff and children back at school.
Meanwhile, staff at school have also worked extremely hard as a team to cover those staff away on residential trips and to ensure that the school has remained a lively, energised, interesting and productive environment for those children who have been here. It has been wonderful to see staff pulling together as always and I know that Ms Drummond is delighted that it has been such a super week at ‘home’ as well as ‘away’!
The benefit of the St. Helen’s College programme of residential trips is enormous and long-lasting. We know that the trips can be exhausting for those involved and that Year 4 and Year 6 will spend the first days of half term recovering but it will have been worth it. Like Year 3 and Year 5 earlier this term, the Year 4 and 6 children will be - whether it is obvious immediately or not - more independent, more resilient, more responsible, more self-disciplined and more confident. Each of these qualities will underpin and enhance their self-worth and happiness. In short, they will have grown. Personal development like that is priceless.
On behalf of Ms Drummond (who has been in France) and all of the staff, we wish you a happy, restful half term.
Mrs. Smith
Posted on: 19/05/2023Perilous Perfectionism
Many of you are aware that we are incredibly fortunate to have Mrs. Brooker on our staff at St. Helen’s College who is a trained counsellor. She is based at the Upper School but is available to all pupils and staff as another element of our pupil wellbeing support. Pupils can self refer or parents and staff can request a ‘Time to Talk’ session for a pupil in addition to the pastoral support we already provide.
Mrs. Brooker supports the staff with wellbeing ideas too and she often shares superb blogs, podcasts and activities for us all to keep upskilling staff and supporting us in our roles with the children. I have frequently asked Mrs. Brooker to write a guest blog for us and thus far she has declined - believe it or not - with her own fear around failing and something being ‘published’ and it not being good enough - oh, the irony! However, it is so important that adults are self-aware and recognise our fears - such as fear of failure - so that we know how they may affect how we work with the children and prepare them for the next steps in their learning journey.
I am delighted that Mrs. Brooker has taken on the challenge of writing for us and has overcome that fear of failure or her blog not being good enough! I am sure that her blog will resonate with us all and give some helpful tips. Thank you Mrs. Brooker.
Ms Drummond
I heard this week how a child had become so distraught after getting one of their spelling words wrong in a test that they became angry and refused to engage in play at break. This intense distress continued all day and by home time, they insisted that their parent write to the class teacher to assure them that they had definitely learned their spelling words that week and that it was just a slight mistake in their handwriting, not that they hadn’t learnt their spellings properly.
Imagine how the child had felt as the correct spellings were read aloud that day. Can you picture the enormity of their fear of that one mistake? Perhaps the child immediately felt sick or their heart started to pound in their chest. Their legs may have felt tingly and they may have started to sweat. Rage and fear may have started to rumble in their stomach and this could have triggered angry, self-critical thoughts about themselves like, ‘You’re such a failure!’ ‘You’re always getting things wrong!’ ‘Everyone will laugh at you now!’. Automatic negative thoughts like these would have sent off messages back to the body that it is in danger and the child’s fight or flight response may have been triggered.
Perfectionism can become a problem when it fuels our anxiety and depression about who we are or who we are not. It can lead someone to feel like they are never good enough or they can’t enjoy any present accomplishments because they are worried about a future mistake or failure.
Some symptoms of perfectionism are:
Difficulty completing work because it is ‘never good enough’
High anxiety surrounding failure or mistakes
High sensitivity to criticism or constructive feedback
Low frustration tolerance to mistakes
Procrastinating around difficult tasks
Self-critical, self-conscious and easily embarrassed
Very critical of other people
Here are some tips to manage symptoms of perfectionism:
Self-esteem: Encourage your child to engage in activities that support them
feeling good about themselves.
Control: Explore with your child what they can control and what is outside of their control.
Self-talk: Encourage your child to offer themselves some kindness and compassion for the effort that went into a task rather than self-criticism.
Expectations: Check in occasionally to see whose expectations your child is looking to meet.
Effort: Remember to praise the effort your child has made and remind them it is not about the grade, it is about how much they tried.
Goals: Keep goals realistic and challenging, but most of all fun!
Share: Share stories of how you have failed, how you coped and what you may have learned from the experience.
Coping skills: Understand that failure can feel uncomfortable, but help your children to manage their disappointment, rejection and mistakes in a healthy way. Suggest offering themselves some compassion or they could do a couple of star jumps, splash some cold water on their face, talk to a friend, write a journal or draw a picture to support themselves through their difficult emotions.
Mrs. Brooker
Posted on: 5/05/2023Music Education
This week I attended a ‘Breakfast Chat’ which I attend monthly with fellow educators to discuss topical educational issues surrounding partnerships with other schools and external providers. This ‘Breakfast Chat’ network has been invaluable in hearing about what other schools around the UK are doing to enhance educational opportunities for children in both independent and maintained schools.
On this occasion we had over fifty participants online all from a musical background to discuss ‘Music education and how partnerships are essential to develop music.’ The first question which was raised was how we define music education. I am delighted that we have such a strong focus on music education here at St. Helen’s College, both in the curriculum and in our co-curricular provision, and that we recognise that music education is part of pupil wellbeing. It was quite pertinent that we used music as the key driver behind our ‘One World Day’ last term.
Your children are exposed to music on a daily basis whether that is in their curriculum lessons, in peripatetic lessons, or through our various choirs, musical groups, assemblies and performances in school. We are lucky to have an incredibly talented group of music teachers. However, it is every teacher’s responsibility to ensure that we are appreciating music as part of pupil wellbeing throughout the day and this is also most definitely the case at St. Helen’s College.
Partnerships with other schools and external agencies are also important and we would love to continue building these relationships. This month our orchestra is joining together with several other schools for a day of musicality at John Lyon School. Our pupils visit local care homes to entertain them with their musicality and this is mutually beneficial for wellbeing. Our peripatetic teachers share information about what else they are involved in and many of us have booked our tickets to see Cinderella at the Royal Albert Hall where Mrs. Nash (one of our peripatetic teachers and a parent of three Old Helenians) is playing as a violinist in the orchestra.
I was presenting ABRSM certificates to our students earlier this week and many of them had just passed their ‘cello exams. I introduced the children to the music of Sheku Kanneh-Mason. We listened to him play and I read the children an extract from this book ‘Rise Up - Ordinary Kids with Extraordinary Stories.’ I was delighted that many of our pupils knew of him already. Through his hard work and dedication as a young school boy from Northampton he is now a world class musician.
One of my ex students from Japan, Eva Kestner, has just shared the news with me that Harper Collins UK is publishing a book about her and her music and they are developing an online platform where children and parents can download her music and educational videos. Eva is a professional taiko drummer and she was delighted when I showed her photographs of our pupils at Upper School taking part in the taiko drumming workshops during One World Day. I hope that we can welcome Eva to St. Helen’s College if she has the opportunity to visit London in the near future.
Our own pupils are incredibly inspiring and I am very much looking forward to our Singing Competition later this month which will be closely followed by the Singers’ Concert in All Saints and our Musicians’ Concert, which are always two of my school calendar highlights.
Keep enjoying music at home too - we are so fortunate to have such a diverse community and that our pupils are exposed to so many genres and styles of music and song.
I will leave you with these words from Plato:
“Music gives a soul to the universe, wings to the mind, flight to the imagination, and life to everything.”
Ms Drummond
Posted on: 21/04/2023Artificial Intelligence - What Is It And Will It Replace Teachers?
Artificial Intelligence (AI) has emerged as a disruptive technology with the potential to revolutionize education. It has the ability to process vast amounts of data, learn from patterns and make predictions, and perform tasks that would require significant human effort. While there are several benefits to integrating AI in education, there are also concerns about the negative impact it may have on students and teachers. This report will explore both the positive and negative aspects of AI and its impact on education.
Positive Aspects of AI in Education
1. Personalized Learning
AI has the ability to personalize learning for each student based on their individual needs and learning styles. It can analyze data on students' progress, strengths, and weaknesses to create a customized learning plan that suits their individual needs. This can help students learn more effectively and efficiently, leading to improved academic performance.
2. Enhanced Teaching and Learning Experience
AI can provide a more interactive and engaging teaching and learning experience for students. It can be used to create virtual simulations, educational games, and chatbots that can answer students' questions and provide instant feedback. This can make learning more fun and engaging, leading to better retention of knowledge.
3. Improved Accessibility
AI can help make education more accessible to students with disabilities. It can be used to create assistive technologies that can help students with visual or hearing impairments, or those with learning disabilities such as dyslexia. This can help ensure that every student has access to quality education.
4. Time-Saving
AI can automate administrative tasks such as grading, lesson planning, and student record keeping. This can save teachers a significant amount of time, allowing them to focus more on teaching and providing individualized attention to students.
Negative Aspects of AI in Education
1. Overreliance on Technology
One of the main concerns about AI in education is the potential for overreliance on technology. Students may become too dependent on technology to learn and may lose important social and critical thinking skills.
2. Ethical Concerns
AI may raise ethical concerns in education, such as privacy issues related to student data collection. There is also a risk that AI algorithms may perpetuate biases and discrimination, which could negatively impact students from marginalized communities.
3. Cost
Implementing AI technology in education can be expensive, and some schools and students may not have access to these resources. This could create a digital divide between students who have access to AI and those who do not, which could further exacerbate existing inequalities in education.
4. Job Displacement
There is a risk that AI may displace teachers and other education professionals, leading to job losses in the education sector. This could have a negative impact on the quality of education and the development of soft skills that can only be learned through human interaction.
Impact of AI on Education
Overall, AI has the potential to have a significant impact on education, both positive and negative. While there are concerns about overreliance on technology and ethical issues related to data privacy and biases, the benefits of personalized learning, enhanced teaching and learning experiences, improved accessibility, and time-saving outweigh the negative aspects. It is important to carefully consider the potential impacts of AI in education and to develop policies and strategies to ensure that its implementation benefits all students and does not exacerbate existing inequalities.
While AI technology has advanced significantly in recent years, it is unlikely that AI will completely replace human teachers in the foreseeable future. AI can assist teachers in various ways, such as automating administrative tasks, providing personalized learning experiences, and grading multiple-choice exams.
However, teaching is a complex and multi-faceted profession that requires empathy, creativity, and critical thinking, which are currently beyond the capabilities of AI. Human teachers are also adept at adapting to individual student needs and providing emotional support, which are crucial aspects of the learning process that AI is currently unable to replicate.
Furthermore, education is not just about transmitting information but also involves helping students develop social skills, collaboration, and creativity. These skills are best learned in a social environment with other students and human teachers.
In conclusion, AI can enhance and support the work of teachers, but it is unlikely to completely replace them. The human touch remains an essential aspect of education, and AI can serve as a tool to assist teachers in delivering personalized and effective learning experiences.
I trust that many of you found this blog informative and interesting. I wish that I could take credit for the content of it. However, the above report/blog was all produced by the ‘ChatGPT’ from a prompt which I gave it. I wonder if you noticed the American spellings and a different ‘tone’ from my other blogs?
Over the holidays I have experimented with the ChatGPT and I am eager to learn more about the use of AI in education. Your children are growing up in a new age where technology is moving at such a rapid pace. Many of us use AI in our daily lives without perhaps being aware of it. My working day commences with my use of facial recognition then Waze as I navigate my way to work the most efficient way using the apps on my mobile phone. Children are much more receptive to change and adapt to new ways of learning thus it is important that we as adults explore and investigate this new world of AI in education then share it appropriately with our pupils.
I would be most interested to hear your thoughts and experiences of AI in your workplace.
Ms Drummond
Posted on: 17/03/2023Talent Versus Skill
Talent is God gifted ability, whereas skill is an ability in which you put your time and efforts to develop.
It is with this interesting definition of ‘talent’ that I reflect on this week at St. Helen’s College. Many of you with pupils in the Upper School will be aware that the children have been participating in the inaugural House Talent Competition. We have been thoroughly impressed and entertained by all of the pupils who have entered an act to represent their Houses: Caledonia, Cambria, Hibernia or Windsor.
The entries were very varied and as I moved between each house assembly I was fortunate enough to enjoy many superb performances. From Grade 6 pianists to our Grade 1 violinists, singers galore, magic acts, ventriloquism, gymnasts, a church bell ringer, comedy acts, poetry, naming world flags,pieces of artwork…I could continue! What is apparent is that there is such a passion for the children to share their interests, hobbies, skills and talents.
This leads me on to tomorrow when we will host the school’s first Exhibition Day since pre-covid days. We are very excited to showcase our pupils’ work tomorrow and look forward to you all touring the school with your children, reflecting on their accomplishments and looking forward to what lies ahead as you visit the other classrooms and school sites.
Your children have worked so hard all year to develop their skills and talents, not only across the curriculum but in the enriched co-curriculum which we offer. We pride ourselves in both nurturing talent and supporting the development of skill.
The debate surrounding talent versus skill and which might be most important will undoubtedly continue and much has already been written on this topic. However, I believe that there are some key differences between talent and skill:
The term talent refers to an inborn, special ability of a person to do something. A skill is an expertise which is acquired by the person by learning.
Talent is God gifted ability, whereas skill is an ability in which you put your time and efforts to develop.
Talent is often possessed by a limited number of people. On the other hand, any person can learn a particular skill, if (s)he has the capacity, capability, and willingness.
Talent can be hidden which is why it needs recognition. As opposed to Skill, it requires development, which can only be possible through practice.
Coaching may prove helpful in getting the best out of someone i.e. talent. Conversely, training is necessary for acquiring a skill, to put your best into something useful.
You may have your own views and opinions on this and I am linking to an article for those of you who wish to read more on the talent v. skill debate:
Talent Vs Skill:Which Matters More in the Pursuit of Mastery?
You have invested for your child to attend St. Helen’s College and I do hope that one day when they have left school they will look back and remember their school days as the happiest and most memorable days of their lives. The children will not remember ‘how’ they made progress but it is with such a sense of pride and privilege that we are able to support your children to nurture and strengthen their ‘talents’ and assist them in developing their ‘skills’ to enable them to thrive and flourish. Let us celebrate their journey and support them with the high and lows!
I look forward to seeing you all tomorrow to celebrate our wonderful community!
Ms Drummond
Posted on: 3/03/2023Do The Little Things In Life
This week our Kingfishers Reception Class delighted us with their class assembly and it really moved me as our four and five year olds delivered such an important message:
“Do the little things in life.”
The children were celebrating the life of St. David, the Patron Saint of Wales. His last words to his followers came from a sermon he gave before he died on 1st March: 'Be joyful, keep the faith, and do the little things that you have heard and seen me do.’
This is such a simple message and our young pupils at St. Helen’s College simply reminded us of our school values and how it is by doing the little things in life that we can really impact change together.
If everyone lived their daily lives upholding the values which we at St. Helen’s College try so hard to strive for, we would have such a happier world! Your children certainly have strong foundations to enable them to thrive and flourish with the values we as a school and you as families instil: helpfulness, caring, co-operation, courage, kindness, perseverance, friendliness, patience, respect, forgiveness, determination, gratitude and honesty.
The children of Kingfishers also reminded us of our responsibility as global citizens and our eco warriors revisited the simple task of reuse, reduce, recycle.
This weekend as you spend time with your families and friends I hope you will take time to reflect on your life and the little things that give you joy and a sense of well-being. Perhaps go for a walk, notice that spring is in the air and the blossoms are starting to bloom. The crocus bulbs and snowdrops are peeping through. The daffodils are here!
Perhaps put down devices, phones, tablets and instead play a game, read a book, listen to some music….laugh, dance, be joyful!
Let us all do the little things in life!
Happy Weekend!
Ms Drummond
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