1. Norfolk System Leaders’ CPD visit – Amsterdam 17/19 th November 2014 Termly Headteacher Meetings: Spring Term 2015

2. How did this visit come about? Individual interest, through Twitter, Facebook discussions about World Leaders within the Education Sector; the challenge of change within teaching and learning; future learners, future leaders and how to respond to this, these are discussions that all colleagues recognise - put any teachers together in a room and the conversation will inevitably turn to schools, learning, the curriculum and children. Similar discussions at the regular System Leader hub sessions in 2013/14 discussed press coverage about ICT within schools and from this emerged a proposal: to look at schools pushing forward the use of ICT to enhance learning, not just in Norfolk or the UK, but inspirational school leaders who have shaken up the way children learn in school.

3. Why Holland - why the schools visited? The “Steve Jobs” schools have quickly revolutionised teaching and learning in many areas of Holland, They are a response to perceived challenges regarding improving schools, improving outcomes for pupils and capitalising on the same opportunities for creating new schools in Holland that replicate the “free school” movement.

4. The Maurice de Hond, I-pad schools were balanced against a visit to a school, De Tweemaster, in Souberg (Zeeland) reputed to have lead innovation in the use of ICT in Holland: Developed over 2 decades set within a rural context the headteacher along with staff have developed an approach to embedding ICT, to support all learners, Particular support developed for "Gifted and Talented Pupils" and high functioning, "exceptional ability" pupils a unique fusion of state and private education.

5. Visiting Holland, provided an opportunity to look at schools that seem familiar to us, but without the constraints of a "politicised“ curriculum, statutory assessment, an inspection framework that may engender mistrust - where natural curiosity about how children learn and whether ICT enhances this, could be explored. Pupils, learning and school infrastructures could be explored objectively and the visits allowed us to consider the child as a learner and how the aspirations of parents alongside the schools support the individual pupils.

6. Amsterdam, Maurice de Hond Schools Vision, passion and the capacity to effect change quickly – “The glimmer of screens hypnotises a group of children who swipe their hands from side to side and then up and down, captivated by what’s in front of them. This isn’t a scene from a sci-fi film or a description of the electronics floor in Hamley’s toy shop, it is life inside Netherlands’ new iPad schools.iPad Just over a year ago, seven schools serving 1,000 four- to 12-year-olds opened their doors in cities such as Amsterdam and Almere. Because of their focus on learning through iPads, these institutions – pioneered by market researcher and entrepreneur Maurice de Hond – became known as “Steve Jobs schools”. There are now 22 of them across the Netherlands.” – The Guardian: 7 th October 2014

7. The school in Vlissingen Souberg, has been identified as a school of excellence in ICT and over a number of years and has explored many technologies, interfaces, hardware options, an early adopter of tablets as well as PCs/laptops. Unlike the Amsterdam schools, they have firmly decided that a mixed menu of machines and software is the best way to develop. Although this resonated with many Norfolk Heads and provided a similar and perhaps even, comfortable, learning environment for gaining understanding their approach to personalised learning.

8. It is apparent that in all the settings the INDIVIDUAL CHILD WAS AT THE CENTRE OF THE LEARNING, actively directing their own learning journey - children were acutely aware of their own strengths as a learner, gaps in their own knowledge and were an equal partner with parents and teachers, ensuring their next steps were linked to improving confidence, accruing new knowledge and deepening their understanding. Children in all of the settings were not passive observers of learning; through the opportunity to choose, their own timetable, the order of lessons, the level of challenge and as a partner in regular discussions and meetings, the role of the teacher, was at times a facilitator, guide and mentor alongside the parents/carers.

9. The role of ICT – the Dutch schools work within a narrower set of national curriculum expectations; thus topic and interest areas are developed and built slowly over time, whether it be a year, or across the primary age. The initial focus for discussions with the schools in Holland link to ICT, computing and considering developing a skill based curriculum and learning environment; some colleagues are confident about seeking opportunities to engage with the i-pad "Steve Jobs" schools set up by Maurice de Hond and others to consider the use of various platforms, hardware etc as in Vlissingen Souberg.

10. The incredible opportunities ICT allow with regards to personalisation of learning and opportunities to review how this is already developed in Norfolk and honest reflection regarding our own ICT confidence or lack of!

11. This naturally leads to Bigger Questions The opportunity to visit, talk, reflect has prompted more questions than answers, but prompted the group to review our own practice and look at the children in our own school settings...

12. Are we confident that the current ICT and infrastructure strategies allow schools and hardware choices to be innovative and responsive to continuing change? How can Norfolk initiate a conversation about personalised learning and the role of ICT within this, building on current good practice such as the self directed learning within the Early Years and use of innovative ICT? How do we increase the voice of the child within their own learning, and increase the confidence of parents/carers and the family to help a child make decisions about their own learning journey? Are schools really focussed on the key skills relating to learning, are we confident about leading these to promote higher standards - or are we distracted?

13. For further information about System Leadership and Peer Support (SLE partnership working) contact: For further information about System Leadership and Peer Support (SLE partnership working) contact: Steve Godson; steve.godson@norfolk.gov.uk Steve Godson; steve.godson@norfolk.gov.uksteve.godson@norfolk.gov.uk