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What others say matters, so here are a few things people have said about
D a y a W e e k S c h o o l ...
H e a d t e a c h e r s
“My first reaction was that this would be great for the children who would be able to attend the school, however, the impact has been far more than this. There is a buzz in school. G&T is being talked about by all the staff. The staff have the opportunity to go and see what is going on in the DWS class and members of staff are also benefiting from the information that is provided by the DWS teacher so that is giving them ideas that they can use in class. Next steps are to build on this and use the planning ideas as part of a staff meeting.”
“Day a week school has not only been beneficial to the two pupils who have attended the programme, but it has also helped to raise teacher expectations and levels of achievement in the rest of the school. Through the regular feedback sheets, homework and through discussions with the children, teachers have gained ideas of how to plan activities that develop high order thinking skills. This has helped to extend more able pupils and to raise the level of challenge in all lessons.”
P u p i l s
“It’s different. You’re not always sitting down thinking I know this already. Everything we do is new”
“I like the choice of what to study and the challenges”
P a r e n t s
“I have found her to be enthusiastic and talkative about her days at DWS…. She has enjoyed working with the other children. I feel it has challenged us to challenge her more in problem solving.”
“J is finding the work both interesting and challenging… being with like minded children has also stimulated his mind and he looks forward to his day at DWS. DWS has been able to spark an interest and get J to ‘think outside the box”.
“My son Michael is attending Day a Week School and I went onto the Gifted & Talented website which gave me great insight into his position I wished I had discovered it many years ago. Although an extremely outgoing child he started to become very unhappy at school. Whilst loving school it appeared the rest of his class thought he was 'weird' wanting to have conversations and discussions about the world and environment always thirsting for knowledge when they just wanted to 'kick a football'. Michael always could relate well with adults and spent time having conversations with teachers we tried to help him adjust and deal with the situation to feel like he fitted in. When I heard your descriptions of DWS children it was if you were describing Michael."
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