Natalia Prochniak, Star Primary School
At Star Primary School, the journey of exploration into Learning Power Approaches (LPA), inspired by the work of Guy Claxton, has been nothing short of transformative. As a former Nursery and now Reception leader, I found myself captivated by the close alignment between LPA and the characteristics of effective teaching and learning. This sparked my curiosity, propelling me to delve deeper into its impact and implementation across various educational settings.
In the Early Years Foundation Stage at Star, we’ve dedicated ourselves to understanding and applying the characteristics of effective teaching and learning; playing and exploring, active learning, and creating and thinking critically.
Through rigorous research, it has become abundantly clear that LPA is a potent tool for nurturing children’s metacognitive abilities. Guy Claxton articulates the significance of LPA in fostering independent thought processes among pupils. “Children who are thinking things through for themselves learn more effectively and more deeply” (Claxton,2018). This emphasis on guiding children to reflect on their learning and thinking processes is paramount to their academic and personal development.
Dr. J. Grenier further reinforces the importance of metacognition, asserting that it lies at the heart of children’s learning. According to Grenier, fostering critical thinking entails developing metacognition, wherein individuals are conscious of and can regulate their own thinking and learning processes. This aligns with the notion of executive function, described as the command-and-control centre of the mind, crucial for filtering distractions, prioritising tasks, setting and achieving goals, and controlling impulses (BERA-TACTYC, 2017).
Nurturing independent thinkers through the Learning Power Approach
Driven by research, I set out to establish a system supporting metacognition in early education. My goal: implement the Learning Power Approach (LPA) to nurture independent learners who reflect on their learning, take risks, and articulate their understanding confidently. Aligned with effective teaching in the EYFS, this approach aims to cultivate resilient, critical thinkers capable of navigating the complexities of modern life. By instilling confidence, resilience, and critical thinking, we empower students to thrive academically and in life. Our intent is clear: to create a transformative educational experience, inspiring a lifelong love for learning and unlocking the full potential of every child.
Bringing Learning Power characters to life
The implementation of LPA at Star Primary School was driven by a desire to cultivate independent learners who reflect on their learning processes, take risks, and articulate their learning and understanding. Six learning power characters—Independent Izzy, Curious Chloe, Persevering Peter, Problem-Solving Pedro, Challenging Chu, and Reflective Raheem—were developed to support children in acquiring key dispositions essential for metacognitive thinking.
Each character embodies a specific disposition, such as independence, perseverance, curiosity, problem-solving, embracing challenges, and self-reflection. These characters serve as mascots within the classroom, providing a tangible reference point for children to internalise and emulate these dispositions.
In the Nursery setting, a phased introduction of the characters allowed children time to familiarise themselves with each disposition. Through regular role play and discussions, children learned to associate each character with specific skills and behaviours. In Reception, the focus expanded to all six characters, reinforcing and advancing the development of these dispositions.
To ensure sustainability and effectiveness, strategies were implemented to integrate LPA into daily routines. Stickers featuring the learning power characters were awarded promptly when children demonstrated the corresponding disposition, facilitating immediate recognition and reinforcement.
In Reception, children were encouraged to articulate why they received a particular sticker, fostering metacognitive awareness and deeper understanding of their learning process. This approach not only celebrated their achievements but also encouraged self-awareness and critical thinking.
Despite challenges such as time constraints, the implementation of LPA has proven to be a valuable investment in fostering holistic development and metacognitive skills in young learners. By embedding LPA into the fabric of early childhood education, we empower children to become lifelong learners who approach challenges with confidence, resilience, and curiosity.
Empowering learners: The impact of Learning Power Characters
Over the past two years, our implementation of the Learning Power Approach (LPA) has yielded transformative results in our students’ learning journeys. By integrating learning power characters into our curriculum, we’ve witnessed a remarkable shift in how children engage with their learning, tapping into metacognitive skills to become independent thinkers.
Aligned with the characteristics of effective teaching and learning, our focus on independence, perseverance, curiosity, and reflectiveness has empowered students to take ownership of their learning process. Throughout the day, children seamlessly reference the learning power approach, articulating how they’ve applied specific dispositions to achieve their goals.
For instance, Child A proudly shared her achievement of receiving an Independent Izzy sticker, explaining, “I have Independent Izzy because I zipped up my jacket all by myself”. Similarly, another student enthusiastically displayed their Persevering Peter sticker, recounting their efforts to build a tower despite repeated setbacks. “I tried again and again like Persevering Peter”.
The impact has been particularly pronounced in Reception, where children transitioned from nursery with a solid foundation in the learning power characters. As a result, they demonstrate increased independence, confidence, and resilience, actively shaping their learning experiences and leveraging metacognitive skills to excel.
We’ve observed a significant shift in students’ articulation of their learning, with metacognitive skills becoming more evident. Pupils are driven to attain the various dispositions, fuelling their effectiveness as learners. Remarkably, this enthusiasm extends beyond the classroom, with parents noting improvements in their children’s articulation and disposition attainment at home.
Parental involvement has been instrumental in reinforcing these skills, with families engaging in discussions about the learning power characters and celebrating their children’s achievements. An overwhelming 98% of parents expressed support for the LPA approach, recognising its importance in nurturing lifelong learners.
The integration of learning power characters has not only enhanced our students’ academic journey but also equipped them with essential skills for lifelong learning. As they navigate future challenges, they do so with a profound sense of agency and self-awareness, empowered to thrive in an ever-evolving world.
We continue to embrace Learning Power Approaches at Star Primary School. Through collaboration, reflection, and an unwavering commitment to excellence, we are unleashing the full potential of every child who walks through our doors.
More resources
- Creating an LPA-Rich Environment by Nicky Clements
- Celebrating Children’s Learning by Julian Grenier, Sue Finch, and Caroline Vollans
- Powering Up Children: The Learning Power Approach to Primary Teaching by Guy Claxton and Becky Carlzon.
Additionally, you can explore more about creating an LPA-rich environment at Learning Power Kids .
Education Endowment Foundation’s Teaching and Learning Toolkit: EEF: Metacognition and self regulation.
