As educationalists, we all appreciate that a major part of our role is to prepare children for adulthood.

What we might - and often do - argue about, however, is the skillset we need to teach. The national curriculum has, thanks to an out-of-control testing regime, led to a very narrow curriculum. A curriculum that is focused on the end results and not the individual.

How sad is this? Surely we should be instilling in our children a lifelong love of learning, a desire for all individuals to do the best they can, whatever the task. By not aiming for this, we risk alienating a whole generation of learners.

The heart of learning

I am proud to say that the school I have had a major impact on has put this moral, personal and social development at the very core of its learning. Indeed, when Ofsted last visited, it regarded this as our heart.

In far too many schools, there is genuine desire to push these skills to the side. Why? Well, the emphasis must be on English and maths. In my opinion, schools take this approach at their peril. We have all heard of the rise in the number of pupils with depression, as well as the increase in other acute mental health issues. How much of this increase has been caused by the force-feeding of a curriculum ill-suited to the individuality of our pupils?

This state of affairs has not arisen overnight. In fact, in 2012, the all-party parliamentary group on social mobility highlighted the effect that a restricted curriculum would have on our children. It stated that “personal resilience and emotional wellbeing are the missing links in the chain.”

Of course, we can all talk the talk. Instead, we need to put these skills at the very cornerstone of an excellent education. By placing these skills at the centre, we can actually foster every pupil’s wellbeing.

Foundations for a successful life

I would go even further and say that, for the youngest pupils, these skills are even more important than those we actually test for at five and then six and then again at seven. At this age, first and foremost we have to appreciate that a child’s character, resilience and attitude to learning are the foundations necessary to have a successful education and a successful life.

In America, they have Kipp schools scattered across the country. Kipp stands for the Knowledge is Power Programme. These schools have an ethos that values character development as highly as it does academic achievement. They also recognise that, without the former, you will have no future attainment.

This pedagogy focuses on seven strengths. Please forgive the Americanisms.

Zest
The ability to approach life with excitement and energy, feeling alive and motivated.

Self control
Self discipline: the skill of regulating what one feels and does.

Gratitude
The ability to be aware of and also thankful for the opportunities that one experiences, and for the good things that happen to you.

Curiosity 
Taking an interest in experiences and learning new things for their own sake.

Optimism
Expecting the best in the future and always working towards it.

Grit 
Finishing what one has started, despite obstacles, and therefore showing a combination of persistence and resilience.

Social intelligence
Being aware of other people’s motives and feelings, as well as one’s own; the ability to reason within both large and small groups.

Let’s pause for a moment to think about whether we could put these skills at the very centre of all that we do. It is something I attempt to do daily. 

Ideally, this would lead to an individual loving themselves, the people they work with and institution they work in. They would be able to talk to anyone about any issue. They would feel that their learning was important to themselves, their parents and the people around them. They would also recognise that they are individual - in fact, we are all different - but by being positive each and every day, we can and will change the world in some small way.

If we all recognise that these are the true results we need to aim for, then we can produce whatever any government wants, developing well-rounded and grounded individuals who want to learn.

In my school, this is what we have always aimed for. We all sign up to the same approach. We all believe in our children and in ourselves. We enjoy every day and ensure children do, too. Life is not to be endured, but enjoyed and celebrated with a beaming smile. Ofsted agreed with us when they said, “Pupils have outstanding attitudes to their learning. They want to do well and strive to achieve the best they can.” 

Isn’t that what we all say as parents to our children when they set off for school each day?

Colin Harris is headteacher of Warren Park Primary School in Havant, Hampshire 

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