Tag Archives: Casestudy

ClusterBlogging Case Study – Smithdown Primary School Liverpool

23 Jan

The Smithdown Primary School Blogging Project has been running for 14 months. Deputy Headteacher Fiona Pickering, Year 1 teachers Gemma Hathaway and Sarah White explain the impact so far. Blogging is often seen as a KS2 project enabling KS2 pupils to get their writing published to a global audience. However, what they have managed to do at Smithdown Primary is quite unbelievable. Pupils as young as 5 years old are independently blogging and sharing their writing with thousands of people from countries all over the world!

Blogging got up and running at Smithdown Primary School after Fiona Pickering, the Deputy Head Teacher, attended a meeting back in November 2015 where DeputyMitchell shared the impact blogging had on other schools around the UK and it immediately appealed and aligned with the direction Smithdown Primary School wanted to move forward as a school.

We recognised that blogging would be a powerful tool in providing an opportunity to get children reading and writing in a non-threatening way (often on their own terms), communicating with parents and making links with other schools, not just in the UK, but worldwide.

We committed to working with DeputyMitchell over a 2-year period through, and he quickly came into school and launched the idea of blogging with a whole school staff meeting. It was at this meeting that every class had their own blog set up that canbe viewed here: www.smithdownnprimaryblogs.net through Creative Blogs owned by John Sutton. Staff were given a beginners guide to blogging which included been shown how to log on, how to make their first posts and how to comment on one another’s posts. DeputyMitchell was on hand to answer any technical questions and ensured that staff left that first meeting with enough knowledge to get their blog off the ground.

Teachers sent home letters directing parents to the new class blogs and in the first instance most teachers began blogging by uploading pictures of lessons and sharing exciting moments of school life. Some parents began commenting underneath posts, and also spoke to teachers to express that they loved the opportunity to see what their child had been up to, as when they usually asked they would normally get a response of ‘I can’t remember.’

Once the blogs were established, DeputyMitchell came back into school and began working with individual classes. Children in Years 2-6 were provided with their own log in details, and they were taught how to navigate the blog, how to write a post and how to submit it for review. He also shared the blogs with the thousands of followers on his twitter account, which meant as he was working with the children, the globe and flag counter were active, and the children’s interest level was high, especially if they had visits from the other side of the world whilst they were busy blogging!

Teachers in EYFS and Year 1 had additional sessions explaining how a blog could look with the younger children and apps such as Pic Collage, Photo Peach and Animoto were shared as a way to inform parents of the things that their child had been up to.

One of the greatest pieces of advice that David gave us was to become active on Twitter, connect with fellow teachers and professionals and build an audience for your blogs. Teachers who blogged regularly and maintained an active presence on Twitter found that their blogs were receiving the most hits and comments. It was important to maintain the momentum of blogging, to maintain the wow factor with the children – and receiving comments and new flags on the flag counter did just that.

Homework (some set, and some free choice) became a successful element of blogging in some classes. Children in Year 6 would go home and write diaries in role as Ernest Shackleton.

Children in Year 2 would get competitive whilst answering maths challenges, even setting questions for me!

Children in Year 1 could share what they had been up to in school, and also what they had got up to on exciting school trips.

Teachers in EYFS shared photographs and video clips of life in school, and were also able to share their ‘Stay and Learn’ sessions where the parents themselves starred in the video clips posted up on the blog.

Children from Year 1 to Year 6 began commenting and posting independently in school, and at home. Children would come running into school asking teachers if they had seen their posts and would be keen to reply to anyone who had taken the time to leave a comment on their posts. Parents (especially in EYFS and Key Stage 1) began commenting and engaging with the blog and even started posting and commenting too.

Throughout our first two terms of blogging many of our class blogs had thousands of hits and as teachers in EYFS and Key Stage 1 were so enthused by blogging, maintained an active role on Twitter, and posted blogs regularly, we built ourselves a regular audience and between us had around 10,000 views by the end of the year. Something that surpassed all of our expectations! (The supportive retweets by DeputyMitchell, with his thousands of Twitter followers also helped build an audience, and helped to get interest from around the world.)

Myself and Sarah would have our class blogs (here and here) open on the interactive screens in a morning when the children came into school, before children even said good morning they would run to count the flags on the flag counter, check the comment counter and ask to find countries on a world map if we had new hits from new places around the world! They became obsessed, as did we! We got the blogging bug and it certainly rubbed off on our classes. Children as young as 5 were broadening their understanding of the world and were locating countries and continents that they had never heard of until they started blogging. They would even make requests where they wanted a flag hit from, and we would tweet out to schools in those countries in the hope that someone would visit!

After our first two full terms of blogging, and as our classes moved up into the next year group, it became time to think about how to move forward once again in order to ensure blogging remained a high priority, children’s interest didn’t waiver and also ensure our audiences we had worked so hard to build up came with us as we launched new pages for our new classes.

Sarah and I are both now in Year 1, and we were determined to get the children blogging independently. We wanted to create a balance between teacher posts and those from the children themselves so that children had some degree of ownership of their blog. Both Sarah and I felt strongly that age would not be a barrier and that we could get the children blogging independently from the age of 5. We firmly believed if we taught the children how to blog, in the same way we taught them how to remember their number bonds etc, then it could be done…and it was!

So what does blogging look like in Year 1?

Maths challenges on the blog have been a great success with parents and children alike, especially during half term when parents reported that children were eagerly awaiting their next challenge.

A highlight of Autumn 1 was whilst reading the Lonely Beast by Chris Judge, we set up coveritlive over the blog and had a live chat with the Lonely Beast himself! The children were ecstatic and the questions they came up with were phenomenal. We also tweeted the authors Chris Judge and Mini Grey with some of our work. When they retweeted or sent a message back to us it not only delighted us as teachers, but made the children really proud of themselves and of what they had achieved.

By creating a form on the blog has helped us to provide some structure for the children when composing a blog post, we have used forms to create diary entries and recapping visits out of school etc. You can read these on our blog here.

Blogging with Year 1 might seem like a challenge, but believe us it isn’t! Start your children blogging now and imagine what they will be able to do as they grow in confidence and move up through school! The children aren’t just blogging at school; they are also going home and blogging too. It’s amazing to see their enthusiasm grow and we are excited to continue our blogging journey this year.

What is next for blogging at Smithdown

We have identified groups of children in Y3 and Y4 (www.smithdownprimary.com/projectb) who are making slow progress with their writing and could also be classed as reluctant writers. Like most children they love going on the computers so we decided blogging might be the way forward to boost their enthusiasm for writing. Week 5 into the project and so far so good! As a group, they are meeting once a week to blog about their interests/news and some of the group are choosing to blog from home. Not only is it having a positive impact on themselves their class mates are also going onto the blog and leaving constructive feedback for their peers. Please visit our Project B blog here and see how we are using blogging as an intervention strategy to engage reluctant writers.


If you are interested in a similar project for your school, cluster or district with Deputy Mitchell, please click here to register interest.


ClusterBlogging Case Study – Ridgeway Primary School in Reading

24 May

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The Reading/Bracknell cluster has been running for just over 12 months. Laura Mahoney (Ridgeway Project Leader) explains the impact so far…

Having heard the buzz about blogging from the first Reading cluster we were excited to join the new Reading and Bracknell cluster just over a year ago. We went along to the very first session and David Mitchell introduced us to the many opportunities and possibilities blogging as a school can bring. Slowly, we then began to grow our school blog. I began the Reception blog with photos and videos of daily life in our classroom. As parents began to notice the blog they loved being able to see the learning that had happened that day.  This allowed real conversations to develop after school between parent and child as well as learning being continued. This was a marked improvement on ‘What have you done today at school Oscar?’ to which Oscar replied daily with ‘Nothing’ or ‘I just played’. This inspired me to really push the blogging across the whole of Early Years, sitting down with teachers of an evening and making blog posts together. Every morning I would promote the blogs in the playground, asking if parents had seen a particular photo or video. I gave out many, many slips of paper with the blog address on asking parents to comment with their children. Parents very quickly realised, if they commented on the blog Miss Mahoney would leave them alone. Never before had I felt the learning at school was truly being shared and continued at home as it is today in our school. Here are a few quotes from parents on our Early Years about the impact the blog has had.

 ‘The blog is just great, I never worry about what he is up to in school now. I know he is safe, looked after and most of all having the best time’

‘It is lovely for my family in Syria to see him at school’

‘Every day the first thing he does when he gets home is log on to the blog himself and talk about every picture in detail’

‘We love the blog, she now will tell me about everything you do in school, I can’t believe how much you squeeze into a day’

‘I can’t believe Paul Hollywood commented on my daughters cooking, that is just amazing’

In KS2, the Year 3 blog with children writing up their very best writing for the world to see, loving the ability to comment on each other’s writing outside of school. One by one each class had their own blog launch, globe watching, the works. The most successful of which was in Year 6. With friends strategically placed around the world popping up on the globe leaving a few comments and David Mitchell retweeting us to the world we waited. The next morning sitting next to the Year 6 teacher we logged on to check for more comments, 106, we were blown away! A school in Hong Kong had found our blog and started a dialogue with our Year 6 class. No more motivation was needed, they were blogging quicker than the teacher could approve comments, which certainly kept them beautifully busy at the end of the Summer term. By the end of July we had a large number of children in KS2 excited about writing at home and teachers showcasing those ‘wow’ moments in class. 

September brought an influx of new teachers and new enthusiasm for the blog. We began with a staff meeting, demonstrating how to use the blog to share all those amazing moments in class for the world to see. By the end of September every class had their own blog and were using it weekly if not daily. When the enthusiasm wore off we introduced ‘The Golden Laptop’. This now is awarded to any class, group or individual for the blog post of the week. Now things have got competitive. But we still knew this was only the tip of the iceberg as far as the possibilities blogging could open up.

In Early Years we wanted to harness the interest the parents were showing in the blog to take it further and allow the children to blog at home. We thought the ideal opportunity for this was to replace the traditional ‘Bear Diary’ with the ‘Bear Blogs’. So far we can’t find a negative. Every child has taken home the class bear and written a blog post. It only do you not have to worry about that tatty old book going missing, parents don’t have to worry about printing off photographs, sticking them in and writing in their best handwriting all by Monday morning.

 After watching David deliver a few Coveritlive session and using tools such as Padlet and Thinglink we knew our next step was to use the blogs as a day to day teaching tool. We are still at the beginning of this new journey but have had some great examples. In our staff meeting Paul Hollywood answered some questions the staff had abut hot cross buns, many were disappointed it was Mr Frost on Coveritlive. Year 5 children have become experts at giving feedback, leaving live comments on Year 4’s sentences. Nursery children could not believe that the Bear from ‘Whatever Next’ told them all about how to turn a cardboard box into a rocket. Year 4 have begun to use it to reinvigorate guided reading sessions with Thinglink. After putting a survey on the blog Year 5 received over 150 responses, leading to amazing pie charts and graphs being created and developed into a power point presentation.

Blogging has opened the window to the world for the children at http://theridgewayblogs.net/The Ridgeway Primary School. It has inspired, encouraged and excited the children to always display the very best of themselves for the whole world to see.

You can read more from the pupils at The Ridgeway School by visiting their blog HERE!
You can also follow Laura on Twitter HERE!

Impact at St. William’s Primary School – Norwich

17 May


The Norwich Pupil Premium Cluster Blogging Project has been running for 14 months. Sarah Shirras (Headteacher at St. William’s) explains the impact so far…

The blogging cluster has enabled us to set up class blogs across the school and for staff to have training and support both from David and from our staff involved most closely in the project. We have also benefited from working with the other schools in the cluster, learning from their practice and sharing ideas. The blogs have impacted on several areas of our work and contributed significantly to school improvement. They have improved communication with parents, particularly about the content of the curriculum as they can view photos, videos and audio recordings of the children’s work. They have given children another voice about the activities we do in school, writing their thoughts and feelings in no uncertain terms! Children are highly engaged with the blogs, choosing to write about their activities in and out of school and express their opinions about their learning. It has been great to see reluctant writers being able to write on subjects of their choice rather than those chosen by staff. The blogs have also increased connectivity across and beyond our school as children and staff read each others’.

We have lots still to do as blogging is not used as much in some classes as others. There is so much that can be achieved, but we are delighted with the impact they have had so far!

Sarah Shirras
Headteacher at St. William’s

You can view their blogs here.

Case Study – Manor Primary School in Reading

28 Jan

Manor Primary School in Reading joined one of my first Cluster Blogging projects back in November 2014. In this guest post, Pete Jeffreys outlines progress so far in this informative post which includes his end of Year 1 report.


Pete Jeffreys
Computing Coordinator
Manor Primary School

What we’ve learned from a year of class blogging

Way back in the summer of 2014, we signed up to join other schools in our area to launch a class blogging project. At that time, we had heard of a few examples of this working well in other places but hadn’t yet got an idea about how this would work for us. Nevertheless as a school we fully embraced class blogging from the autumn term and haven’t looked back.

From the start, David worked with us to setup a simple online survey for a selection of children to take part in at the beginning of the project. We chose a selection of pupil premium children from every class across the school and they took part in the survey anonymously. We then largely forgot about these results until a year later when the same children took the same survey again – giving us a baseline, followed by a line in the sand a year later.

The results have proved very interesting reading! What started off as a quick analysis between a few of us involved in the project quickly grew as we got more and more intrigued by what we were finding. This has evolved into a 25 page report for our governors – which we’re happy to share HERE..

As well as capturing children’s responses, we’re proud that we’ve also got the input of some parents and staff to support what we’ve been doing and help us plan what needs to happen next to extend the impact of class blogging even further.

We need to do more to share examples of great blogging within school. Our Digital Leaders are just starting to award weekly Blogging Awards to a class or child of their choice – to recognise active class blogs with active visitors, interesting posters, and helpful commenters, among other categories!

We also need to spend some snippets of staff meetings to share examples of how to use class blogging and tweeting. We’ve already shared thoughts on how to plan for blogging, how to be a Tweeting Teacher, thoughts about how blogging changes through the school and what should be on a blog. We’ve kept on top of our help sheets for staff on a range of topics – including blogging, tweeting and other useful skills. In partnership with subject coordinators we’ve used our blogging platform to evidence learning across a wide range of subjects too. We hope that by sharing more examples of using blogs well, teachers across the school will be able to pick up ideas from each other to share good practice.

We are also keen to do more to engage parents through our blogs. Some examples of what some of our parents are missing out on at the moment…

  • In our Nursery and Foundation classes, parents are increasingly engaged by using the Tapestry for online learning journeys. Alongside this, Blackbird class are working to use their blog to showcase whole-class activities.
  • In Key Stage 1, Eagle Class have been using their class blog particularly to support their creative curriculum subjects. Some of this has been through adults showing off some great examples of children’s work, and some has been through children writing on the blog themselves. The children particularly love to get comments back from other people to know that their work is being appreciated by a wider audience!
  • In Year 3-4, the teachers in Falcon Class and Heron Class have seen children growing their confidence through contributing their own writing to the blog. Sometimes this is related to school work, and sometimes it’s focused on what they’re doing at home. Some children sometimes choose to present their final piece of writing in a unit (a “Big Write”) using the blog rather than writing on paper.
  • We are very fortunate in our school that we has an SEN resource unit which supports children with moderate learning needs. Their Goldfinch Class blog is a lovely celebration of the progress these children make, and they love to know about all of their international visitors who come to see them. A great example of how a teacher can engage with the wider teaching audience through Twitter.
  • In Year 5-6, our slowest blog to get started was Kingfisher Class which has only really picked up the pace since September. The secret for this class was the teacher seeing how motivated his children can be if they can take control and shape the direction of their blog.

Some blogs are experimenting with the “subscribe by email” feature to give parents a weekly digest, we’re also keeping a closer eye on class Twitter accounts to share their content through the school Twitter account and Facebook page. We also occasionally text out links to class blog posts to let parents know what else is there. These all tend to result in more parents visiting, but they’re still not keen to leave comments. We’d be keen to hear what’s worked well for others!

As we’re now well into our second year of the project, there are still plenty of ideas bubbling around and some great examples of using the blogs within lessons. We look forward to looking back on the whole two year project later this November!

Pete Jeffreys
Computing Coordinator
Manor Primary School

If you are interested in a similar project for your school, cluster or district with Deputy Mitchell, please click here to register interest.

Cluster Blogging Case Study by Sian Randall

07 Jan

The READING/BRACKNELL Pupil Premium Cluster Blogging Project has been running for 7 months and Head of School of Moorlands Primary School (Sian Randell) tracks progress so far in this informative guest blog post.

Name: Sian Randall
Role: Head of School – Moorland Primary School (Reading)

I was first introduced to blogging a year ago during a head conference; I heard David Mitchell speak about blogging and having never heard about blogging as an educational tool my interest was flared. I’m not one of those tech savvy people and I don’t keep up to date with the latest gadgets but the ‘educational potential’ of blogging really inspired me and it was a tool I could really see making a difference to our children at Moorlands in Reading (UK).

I began by setting up my own blog, immersing myself into the experience of it, and exploring how it could be used across the school taking the attitude ‘practise what you preach’. Quickly I fell head over heels with blogging and got very competitive, wanting to see the foot fall and globe tracker increase. Becoming more imaginative and creative with my posts; I now use my blog to track everything – SMSC, documenting school events, communicating with parents, online questionnaires and generally bragging about how wonderful Moorlands is.

Blogging took off at Moorlands rapidly following a training session lead by Mr Mitchell; the staff and children were enthusiastic and the benefits were quickly seen. Since the launch of the Year 6 blog their writing quality has increased -one particular piece of writing began the snowball; it got global recognition, getting multiple comments and tweets, some coming from research scientists in Australia! The year 6 children are now in a blogging frenzy; they are writing with purpose, are conscientious of their audience and want to write! Writing is not their only publication they now blog about everything from writing to art and PE.

With Year 6 establishing their blog with a huge audience and my ‘Head of school’ blog paving the way other year groups joined in. Year 3, Year 4 and Year 5 have now become well established and visited blogs- measurable impact has been made not only in writing but in all areas of the curriculum. Blogging has a way of giving all learning an audience, purpose and makes learning personal and meaningful; children simply buy into it! With myself and the teachers constantly raving about, publishing, tweeting and advertising the blogs, I can proudly say we are a blogging school and our standing in the global community has been raised and recognised.

We are soon launching the blogs across KS1 and EYFS and the children cannot wait, I am eagerly anticipating a similar impact as the use of a blog is not limited to simply ‘posting’ it can be used as an interactive educational tool within the classroom as well as outside it.

Blogging is becoming part of Moorlands’ identity, it is still in its infancy and there is so much more for us to explore and use. From February next year our blog site will become our main school website, the capabilities of it are endless and we are all keen to exploits it’s unique capabilities.

Visit Moorlands Primary School blog site here.


Cluster Blogging Case Study by Headteacher Simon Feasey

18 Oct

The Durham Pupil Premium Cluster Blogging Project has been running for 7 months and Headteacher of Bader Primary School (Simon Feasey) tracks progress so far in this informative guest blog post.

Simon Feasey

Simon Feasey

Hearing of and then eagerly joining and participating in one of Deputy Mitchell’s blogging cluster projects promised to be just the sort of innovative practice we wanted to share in and develop and embed at Bader. The promise of raising standards in writing, through increased engagement and the expansion of audience the medium offered was in itself a pretty good reason for investing time, energy and resource. Identifying school leads for the project who would make maximise impact was easy. I sensed from the off that engagement in the blogging phenomenon would offer so much more, and that the whole would be greater than the sum of the parts. I was not disappointed. This particular band wagon just keeps on rolling!

All groups Nursery through to Year 6  maintain their own blogs. Range of use and content of posts vary beyond description. This might warrant a look. A small sample:

Reception: Videos of children designing, making, baking, planting…

Year 2: Videos of children, post-Reading Recovery intervention, reading during Read Aloud Week shared with a partner school in Oxfordshire.

Year 3: Tasks set, using Padlet, for children to share independent research in Science, Latin and literacy.

Year 4: Progress with regard to YEAR 4’s progress with 50 things to do before you are 11, including a video of their snail race Science inquiry.

Year 5: Reports on key ideas learned in Science topics, with further opportunity to extend learning.

Year 6: Pupil input, through comments, on school’s identification of key learner qualities and their definition.

Recent newcomers are the Digital Leaders blog (with an introductory video created by the digital leaders on their role) and Cookery Club (complete with baking activities, recipes + instructions).

A real boom has been the extension of previously delimited professional learning communities. I offer one very good example: our embracing of Visible Learning concepts and principles, and our endeavour to become a Visible Learning accredited school. In keeping a Visible Learning blog, I have 1. maintained a useful record of our particular journey, and 2. sought to share experience and learning that others may be interested in. I know there is an interest because of the positive feedback received. I share and understand the interest shown in tracking our school’s journey because I follow several excellent, informative and inspiring blogs kept by fellow Visible Learning pioneers. Commonly, notification of new posts will be announced via Twitter #VLNetworkUK. 

In January 2015, we disbanded our School Council and replaced it with an elected parliament. The thinking behind that decision was based on our want to have Bader pupils understand democracy, the rule of law and public service by replicating the function of Parliament in London other than our parliament not being party political. Minutes of weekly meetings, activities, and updates from respective ministers are regularly posted, with the expectation that school community members will express their views, positively or otherwise, but respectfully. The blog being readily accessible to all, offers opportunity for expression of views: democracy and freedom of speech in action.

Pupils at Bader, in all year groups from Y1 to Y6, experience an annual residential visit. Needless to say, mobile phones and such communication devices are not allowed. Recently, our Y5s went skiing for a week and our Y4s went to France for a week. We kept parents updated, virtually hour by hour. A picture taken at the top of the Eiffel Tower, for example, was uploaded to the blog and viewed by parents back home. Parents commented regularly. Comments were relayed to the children and responses posted in return. I really can’t say just how well received this was by parents. As a parent, I fully appreciate that handing your child over to others to look after for any period of time away requires a truly significant placing of trust. On our return, so many parents expressed their gratitude for the efforts made to keep the blog live and regular; saying how reassuring it was to follow their chilD’s adventure. 

We now plan on redesigning our website in a way that foregrounds this full range of blogs. Our blogs announce, celebrate and define our school as a living and breathing organic learning community.