The Stonar Way 14 October 2022

I have my most creative thoughts while doing something like running, driving or brushing my teeth. When I am doing something that is automatic, or when I am doing something without having to think about it. When skills are automatic we are able to think creatively. To think more deeply. If you transfer this to other tasks such as sport or Maths – if when doing these things you are having to think about where your feet go or how having to figure out your times tables you are never going to be able to have the mental leaps that will give you a new idea.

In the Prep School one of our main areas of focus this year has been about automating some of the simple tasks within learning. This will enable children to think more deeply and be more creative within the subject they are studying. We often hear the phrase “practice makes perfect”. In my research around this subject I came across the phrase “practice makes permanent” which I feel is a far more relevant message for learners of today – learners of all ages, including me. In my career I have often seen children practising things but in the wrong way – this leads to bad habits and not the automaticity that we are looking for. In my own life I can see how I have learnt things and been taught or have picked up bad habits and then had to go back to re-learn. Usually, we find this incredibly difficult as we have to take steps backwards before becoming better. For me this resonates strongly in my experience of learning technical skills in sports and when learning an instrument.

Studies show that your body and mind encode what you do over and over again. What you do in practice you will do in the game. So when practising you have to make sure you do this well and intentionally.

Practically in our day to day teaching at Stonar Prep this has meant a focus on handwriting and presentation and the feedback that children are getting from the teachers. Alongside this has been a renewed focus on times tables and spellings.

By making the skills of presentation and handwriting automatic, children’s minds are free to be more creative as they approach any given task. Teachers have worked hard this term to build this into their timetables even more. They know that by practising this early on it will pay dividends year on year. Feedback is absolutely key to children practising the right things in the right way. As a team, we have spent a lot of time looking at the most effective ways to feedback to the children. It won’t surprise you that the most difference is made when the feedback is oral and done one to one in the moment with a child – something that teachers here do very well. We have also looked at how we ensure our written feedback is both consistent and effective, focusing on what next steps will really make the difference.

Also important, is the focus on basic Maths skills and spelling. Without these things being automatic everything else becomes harder. We recognise that some children will always find the recall and application of these basic skills challenging but we want to ensure that every children practises well and appropriately for their age and stage.

People often think that you practice until you get good at something. My reading has helped me to see how practice can actually be more valuable after you have mastered a skill. Practice something because you are good at it. My aim is that our children and teachers strive not just to be good but to be great.

Rob Cunningham
Head of Prep