A Growth Mindset and Metacognitive Approach to Learning Policy 2021

Aims of this policy:

This policy aims to ensure a consistent approach across school in order to promote a Growth Mindset culture by using language, by modelling, by managing behaviour and by organising teaching and learning.

What is a Growth Mindset

At Butler’s Hill Infant School we value the whole child and strive to develop the self-esteem, perseverance, independence and ambition of our children. With our core aim of Dream Big Aim High, we aim to instil our pupils with the self-belief that with effort they can achieve and meet their ambitions. Consequently, as a school we are using the theory of Growth Mindset (Carol Dweck, 2012) to support children's understanding that intelligence and ability is not fixed and when they persevere they can and will achieve more.

How we promote a Growth Mindset at Butler’s Hill

As a school we want to promote our children's Growth Mindsets so they have the skills to support them when faced with challenges either at school or beyond. As a result, we dedicate direct and specific teaching time embed the value of a Growth Mindset. Research suggests that when time is spent teaching children about their brains and mindsets it gives them a purpose and belief that they are "getting better" the more they try. We embrace the idea that a mistake is what helps us learn and how we are always learning from the past in everyday life.  We use a variety of resources to support our teaching of this such as videos, displays, pictures and stories. We reward this positive attitude through affirmation stickers and certificates.

All staff will model, and encourage the children to use, key vocabulary and phrases which focuses on the process of the children's attitude towards a challenge, which in turn helps develop them as continuous learners who will persevere in the face of challenge throughout their lives.

All staff will model, and encourage the children to use, key vocabulary and phrases which focuses on the process of the children's attitude towards a challenge, which in turn helps develop them as continuous learners who will persevere in the face of challenge throughout their lives.

Metacognition and Executive Functioning Skills.

At Butlers Hill Infant and Nursery School, all staff have undertaken training in the value of promoting and improving our children’s Executive Functioning Skills and the importance of taking a Metacognitive approach in our classrooms and our teaching.

What is Executive Functioning?

Executive function and self-regulation skills are the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully. Executive function and self-regulation skills depend on three types of brain function: working memory, mental flexibility, and self-control.  Children aren’t born with these skills—they are born with the potential to develop them. Some children may need more support than others to develop these skills.

When children have opportunities to develop executive function and self-regulation skills, individuals and society experience lifelong benefits. These skills are crucial for learning and development. They also enable positive behaviour and allow us to make healthy choices for ourselves and our families.   

(Harvard University -  https://developingchild.harvard.edu/science/key-concepts/executive-function/)

What is Metacognition?

Metacognition is something most of us do every day without even noticing. Reflecting on our own thoughts is how we gain insight into our feelings, needs, and behaviours — and how we learn, manage, and adapt to new experiences, challenges, and emotional setbacks.  In simple terms it’s the process of thinking about our own thinking and learning.  Whilst children’s metacognitive abilities don’t fully engage until they are about 12 years old we can support our children at a much earlier age to understand their own learning and build their confidence to become independent and resilient lifelong learners, understanding mistakes and failure is all part of the learning process.

Mediated Learning

Taking a mediated approach enables children to be guided to their own learning through carefully crafted questioning.

How parents can support Executive Functioning at home   

There are many things parents can do to support their child’s executive functioning and metacognitive skills.  The following are just a few simple ideas.

• Simple memory games (Simon Says, Grandma went to market)
• Hiding toys (which one is missing?)
• Card games (snap, Uno)
• Clapping and copying games
• Drawing and colouring activities
• Singing and action songs
• Puzzles
• Animated films
• Storytelling
• Science activities at home
• Word games and word searches