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“‘Tailored education’ means that pupils grow in self-esteem and therein lies its added value. Furthermore, it identifies pupils who might need additional academic or pastoral support at any point in their journey. Children will be unable to fulfil their academic potential unless they also have high self-esteem as learners, and this is why St Faith’s puts such a high value on this close, yet unobtrusive monitoring. “St Faith’s is justifiably proud of its record in this area and can demonstrate the growth in confidence of the pupils, which continues to increase in each year of their school journey. This personal growth is particularly marked in the final two years at the school (years 7 and 8), where the children take on increased responsibility. Every year 8 pupil becomes a school prefect and is given opportunities to lead ‘buddy’ sessions with younger children, which in turn fosters a highly successful vertical integration in the school community. The role of ‘house captains’ promotes pupil responsibility, as does the engagement of outreach programmes supporting local, national and global initiatives. “The St Faith’s teaching community has recognised the importance of ‘tailored education’ and staff have worked extremely hard to apply it to the education that each individual pupil receives. The results are highly impressive, and I am privileged to be the headmaster of a school which has at its heart the ambition for every pupil to ‘be their best selves’.”
pupils in those year groups are now set homework only in the core subjects. “Another important example is that ‘effort and attainment grades’ were transformed into ‘learning habit and attainment grades’, based on the eight ‘learning habits’ developed at the school to underpin effective education. These eight habits have now become thoroughly
embedded in the culture of St Faith’s, and pupils are guided throughout the school year to display each habit with greater levels of both sophistication and fluency. “Pupils are also encouraged to see the links between areas of the curriculum in a skills-based way. Solving a problem in an engineering lesson draws on knowledge from maths, science and computing.
CAMBRIDGE EDUCATION GUIDE 17
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