1. Philosophy for Children (P4C)
A whole school approach

2. Whole school Philosophy for Children
background and context to introducing P4C in UK schools
whole school model – theory and practice
research and evaluation

3. Philosophy for Children background
Matthew Lipman, Columbia University
Pedagogical roots in Dewey (Piaget & Vygotsky)
IAPC: Institute for the Advancement of Philosophy for Children, Montclair University (1974)
ICPIC: International Council of Philosophical Inquiry with Children (1985)
SAPERE: (Society for Advancing Philosophical Enquiry and Reflection in Education) registered charity (1992)

4. What is Philosophy for Children?

5. Philosophy for Children is…
a worldwide movement
philosophising – the practice of enquiry
children create philosophical questions/ideas
time and value given to thinking and reflection
skills orientated/concept focused
transferrable across subjects
cognitive, social and emotional benefits

6. Aims of P4C
The aim of a thinking skills program such as P4C is not to turn children into philosophers or decision makers, but to help them become more thoughtful, more reflective, more considerate and more reasonable individuals.
Matthew Lipman

7. Collaborative thinking
Creative thinking
Critical thinking
Community of Enquiry
Caring thinking
Collaborative thinking

8. P4C scheme overview stimulus (text, film, image, poem etc.)
thinking time
question creation and focus
enquiry (dialogue)
review
Copyright E Lewis

9. About SAPERE Our Role Our Organisation
Promote Philosophy for Children in the UK
Registered charity based near Oxford
Develop and deliver validated training courses
Full and part-time staff of 10
Support a national community of teachers, trainers and schools
Network of 75 registered professional trainers across UK
Manage projects to deliver Philosophy for Children
National membership and subscription
Collate and publicise research into benefits of Philosophy for Children
Partnerships including 15 universities 9

10. SAPERE P4C Training Courses
Taster:
Understanding P4C
Allows you to assess whether P4C is right for your school at the moment
Public conferences, twilight sessions, teacher/governor presentations
Led by SAPERE with no obligation for your school
P4C Advanced Course Level 2A
Advance your skills for higher quality enquiries and to support less-experienced colleagues
P4C Advanced Course Level 2B
Get ready to lead P4C in your school
2 day course, Open or INSET
 P4C Foundation Course - Level 1
Start practising P4C with your students
2 day course, Open or INSET
P4C Advanced Theory Level 3
Explore the philosophical foundations of P4C and become an advanced facilitator.
3 day open course 10

11. SAPERE’s Going for Gold programme11

12. Challenges

13. Challenges Time Maintaining trained staff Maintaining quality practice
Sustainability/long term commitment
Complacency – ‘we do philosophy/thinking skills already’
No prior experience of philosophy/no interest
‘Fireworks then fizzle’ effect
Curriculum (perceived to be additional rather than integrated)
Assessment and content driven political agenda
Progress through school

14. Embedding and sustaining whole school P4C
Commitment as an institution
Long term vision
P4C permeates the playground, staff meetings, home school relationships and school governance
Going for Gold 2-3 year whole school P4C programme
P4C Leader – monitoring and reporting
Leaders have adopted a ‘Philosophy for Children’ approach to the school, which characterises every aspect of their work. Broadwater School Ofsted Report, 2015

16. Education Endowment Foundation (EEF) Research
randomised controlled trial with 3,159 KS2 pupils from 48 schools, independently evaluated by Durham University
teachers had (Level 1) 2 days P4C training plus a year-long programme of support
most disadvantaged children improved their reading skills by 4 months, maths by 3 months and writing by 2 months (SATs)
feedback from teachers suggests that P4C had a beneficial impact on confidence, patience and self-esteem.
Philosophy for Children is a long-established and well-respected programme. It’s absolutely brilliant that our study’s results give us evidence of its positive impact on primary pupils’ maths and reading results. Dr Kevan Collins, Chief Executive of the Education Endowment Foundation

18. What do the children think? (Year 6)
What does P4C help you with most (in life and in school?)
asking questions
developing speech and helps you to create a conversation with anyone
learning to appreciate other’s opinions and it helps me to think more deeply
courage to talk out loud
to think about things in a different way
interacting with other pupils is easier
collaboration
to build up my confidence and improve my knowledge in asking questions

19. Rokeby School
comprehensive secondary school for boys, years 7 to 11 in Newham, London E16
close to 90% of the school population speaks English as an additional language; the home languages spoken number around 70
over half of the students qualify for free school meals and the pupil premium, set according to the level of disadvantage, is 72.6%
almost all staff are trained in P4C, with new staff being routinely inducted in P4C in their first term
P4C is practised throughout the school with regular time tabled sessions and embedded in the curriculum
Rokeby has about 15 ‘P4C Champions’, year 8 to 11 students who have received P4C training and either assist teachers in running enquiries or facilitate enquiries themselves (in pairs)

20. The behaviour incidents of students has been reduced.
The SAPERE Level 1 and 2 training has had a huge impact on the whole school community of Rokeby School.
Since all the staff and 18 students had training, P4C has been introduced into the whole school curriculum.
It has supported the development of staff and student relationships, as well as peer relationships.
The behaviour incidents of students has been reduced.
The school results have seen a leap from 43% to 67% A*-C grades at GCSE (including English and Maths).’
Gurjit Shergill, Deputy Head teacher, Rokeby School

21. www.sapere.org.uk lizzylewis@sapere.org.uk
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