1. Learning through partnership A visit to Shanhu Experiment Kindergarten, Chongqing November 2012

2. Some contextual information O Local Authority-maintained nursery school O St Helens O Population predominantly white British O Very small but regular cohort of children with English as an additional language – particularly Chinese O Self-evaluation suggested greater need to raise children’s awareness of diversity, in a meaningful way O In 2012, invited by a colleague to participate in the establishment of a partnership with schools in Chongqing – to be supported by The British Council.

3. Questions O How old are children when they start school? O Are there any nurseries? If so, what are they like? O What is regarded as the early years curriculum? O What does the school day look like? O What do the classrooms have in them? O What training do teachers get?

4. Our visit O Six headteachers from schools in St Helens O Organised by ourselves, with funding from The British Council O Travel – from Manchester to Beijing via Amsterdam O Two days’ stay in Beijing – cultural visit to The Great Wall, Tiananmen Square, The Forbidden City (and some shopping…) O Five days in Chongqing

5. Visit schedule O Daily visit to one or both of two kindergartens O Observation of teaching in a primary school O Performance of dance and drumming O Cultural visits to historic buildings, museum, and market O Celebration dinner and formal agreement signing ceremony

6. Our linked kindergartens O Headteacher of two kindergartens – Miss Zhu Zhongmei – similar to executive head O Children attend from 8.00am to 5.30pm O Children admitted at 3 years old until 7 years old (before transferring to primary school) O Children stay all day – all sleep for a time in the afternoon O These kindergartens are ‘experiment’ kindergarten – leading innovative practice

7. What did our new friends want to know about early education in St Helens? O See slide 4!

8. In particular… O Interest in English early years pedagogy O Focus on classroom and learning environment O Perception of English pedagogy as having ‘love for the child’ – (child at its heart) O More play, and more independence for children…the ‘experiment’ kindergartens have been given permission to develop this

9. What we found out about early years teacher training in China O All graduates O All have to be able to play a musical instrument, sing and dance O All trainee teachers learn English – ability to speak English is greatly valued O New teachers are aged around 22 when they start work O Young teachers earn the equivalent of around £5000 per annum

10. All teachers are expected to be able to perform through song, dance and music A welcome display on arrival for the English guest

11. Martial arts dance…

12. Children’s daily experiences O Early start – 8.00am O whole-school dance/movement sessions O Differentiated for age O familiar, patriotic songs O Wider community hears – public address system O All teachers know the regular pattern of dance movements and can lead the session O Around 150 children at a time

13. Classroom provision O Tables, arranged formally – six to eight seats O Shelving around perimeter O Baskets containing resources O Children provided with materials for set activity O Stylised images

14. Routines O Children all sleep after lunch – bunk beds O teachers work during this time, eg, on computer O Teachers serve children with lunch – very organised and orderly O Children respond to instructions – high standard of behaviour

15. Relationships with parents O Contrast with England – emphasis is upon promoting children’s respect for their parents O Assumption that parents are already engaged in sharing their children’s learning O Parents have only one child – teachers believe this results in strong sense of ‘protectiveness’ – all cuts queried, no matter how small!

16. The move towards a more ‘English’ approach O Teachers at kindergarten wish to develop an approach closer to that in England O ‘love for the child’ O More play; activities designed to promote learning through play

18. Valued skills…. O Counting O Writing O Drawing - detailed O Learning by rote O Physical movement O Music O Good behaviour!

19. Display of children’s work O Tends to be ordered – in lines, to show off pieces of work O Drawings very detailed O Classroom displays are often of stylised images rather than photographs or objects

23. Particular points of interest O No children in class who had Special Educational Needs O No real differentiation – teaching is same for whole class O Much teaching delivered as whole class lesson O Teachers’ own professional development seen as very important O Teachers’ own well-being seen as important, eg, provision of Tai Chi classes

24. Our ongoing partnership O Visit to St Helens in 2013 – further visit to St Helens in June 2014 O Visit to Chongqing planned – October 2014 O Formal agreement between each partner school, and between local Government/Education officials in Chongqing and in St Helens – St Helens LA fully committed at Council level O Focus to be on mathematics teaching and learning