I offer this endorsement as the parent representative on the Family Learning School governing body. My wife and I enrolled our son in the Family Learning School (FLS) in September 2018, when the school was located at its original (pre-registration) site in High Elms, Bromley. We were drawn to the school because of its clear vision for a holistic approach to children’s education that balanced academic and creative learning, indoor and outdoor activities, forest school, and weekly ‘adventures’ to visit places of cultural interest, as well as links with the community, such as a local nursing care home. We were impressed by the combination of educational expertise, energy, and vision brought by the school’s founders, Julie Dunford and Alida Smith; above all, their commitment to the principle that education should be a joyful and inspiring experience for children, igniting their interest in learning, while supporting their social and emotional development and wellbeing. For two years I have observed Julie’s and Alida’s leadership and professionalism, as they built the FLS staff team; steered the school through the launch of its permanent site in Catford; its successful first year of operation with a larger intake of thirty children; and met the unprecedented challenges of Covid-19 and lockdown. Julie and Alida have recruited a teaching and support team that shares the FLS ethos and vision, and brings complementary talents and skills. They have fostered a collaborative staff culture that ripples out into the wider school community. I have experienced this positive sense of community firsthand, in getting to know FLS teachers and staff, in attending meetings as a parent, and as a governor, and in participating in school learning and social activities. I have been confident, in my role as parent and governor, that the school’s learning provision is underpinned by effective operational planning and management. I have seen evidence of this in the school’s clear and timely communications with parents and governors; its comprehensive set of school policies; and its establishment of a governance structure. The governing body and trustees include people with professional backgrounds in educational leadership, teaching, business, law and other specialisms, who bring a range of skills and experience to support FLS. Governors and trustees have participated in face-to-face meetings, and contributed to discussion on school educational provision, staffing, finances and the long term vision for the school. FLS encourages active parental involvement in children’s learning, consistent with its philosophy of family learning. This contributes to the sense of community shared by parents and children. This was very evident during the Covid-19 lockdown when parents and children embraced online channels (such as Zoom and WhatsApp), coordinated by the school, to participate in structured lessons, share children’s work and achievements, and celebrate children’s birthdays. Many parents contributed their time and expertise to provide learning opportunities for children – ranging from science videos to origami classes – during lockdown. Earlier in the academic year, parents contributed time on site, for example, by giving recorder classes, supporting onsite or offsite learning activities, and creating craft and fundraising activities for the school’s successful inaugural Christmas Fayre in December. Parents also make use of the school’s Tapestry ‘app’ to formally record information and examples of their children’s progress. In my view, FLS communicates and consults effectively with parents, and governors, using channels tailored to the message and audience. Formal communication on important topics, such as school timetables, calendars, operations with regard to lockdown, and policy matters, such as the school’s response to the Black Lives Matter protests, is typically conducted by email. Parents have been informed and consulted throughout the Covid-19 crisis, including with regard to school reopening post-lockdown, and plans for the new school year in September 2020, which will involve the additional intake of fifteen children. Above all, I have been impressed by the leadership team’s response to the unprecedented challenges that the Covid-19 lockdown has posed. In a very short space of time, the team developed and oversaw the transition to a viable model of online provision (‘FLS at home’), keeping the wider FLS roll engaged, while providing onsite provision for a small number of children of key workers. The leadership team considered DfE guidance, health, and educational issues raised in wider professional debate (including advice of teaching unions, other schools, and health experts), and consulted with parents via an online questionnaire, to gather a broad range of views to inform reopening, and to develop a post-lockdown transition plan. In all their deliberations, the team put the safety of children and staff first. The Family Learning School’s first year has been a success, despite these challenges, thanks to the vision, leadership and tenacity of Julie and Alida, and their flexible, hard-working team. Julie’s and Alida’s complementary skills have enabled them to respond to the many educational and operational demands to be expected for a school in its first year. The school has received much positive feedback from parents in the last twelve months. The level of parental involvement, happy and engaged children, and demand for future places are evidence of the team’s achievements. Like all good leaders, Julie, Alida, and the team are open to constructive criticism and challenge and respond where this arises. The school’s strong community has increased the school’s resilience to deal with challenges such as Covid-19. It provides a strong foundation for the FLS vision to grow and prosper.
