What is a Growth Mindset?
From the BBC website:
Has your child ever said to you ‘There’s no point, I’ll never be able to do it’ or avoided doing something because they’ve failed at it in the past?
Feelings like this can be related to what children believe about what makes them ‘good’ at something – whether it’s school work, sport, or even their ability to manage their emotions and behaviour.
Some children will tend to give up on challenging tasks easily, or avoid tasks they’ve failed at before. They tend to believe that being ‘good’ at a particular activity is a fixed state, and is something they can’t control. In psychology, this way of thinking is called a ‘fixed mindset’.
Others might bounce back quickly from failure and be more likely to explore how they can get better at doing something. They tend to be children who believe that you can improve your abilities by practising, or by finding a different way to achieve your goal. This way of thinking is called a ‘growth mindset’, and developing it can help make children more resilient for life.
Children (and adults!) with a growth mindset believe that intelligence and abilities can be developed through effort, persistence, trying different strategies and learning from mistakes.
On the other hand, people with a fixed mindset believe that our intelligence and abilities are fixed traits; something that you are born with and that you can’t really do anything about.
What does East Peckham Primary School do to develop a Growth Mindset?
To make growth mindset part of our learning process, we ensure all children are challenged to help them to develop their resilience. Children are reminded that if they are struggling with learning that mistakes are all part of learning and children will ofsted say to each other "Don't worry. You just can't do it ... yet!"
Each class has also developed a Learning Character for the school, each with a couple of key characteristics for the children to practise. Each character has been allocated to a class which they discuss openly throughout the year. The characters have been allocated to allow children to progress through the characters to the final goal of Excellence in year 6.
We hold regular assemblies to learn about all characters in the school and discuss different scenarios where the characters have been spotted in ourselves and others.