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    • Thinking School

    Here at Old Clee Primary Academy, we have recently embarked on an exciting new journey in becoming a Thinking School. 

    At Old Clee we aim to develop creative thinkers, resilient problem solvers and reflective questioners who can work collaboratively and are equipped with the skills and knowledge to make a positive impact in the world around them. Our pupils will be independent, inquisitive and creative learners, where active thinking is promoted in every aspect of school life.  Developing metacognitive strategies both in and out of the classroom is something we are continuing to embed as an Academy – to continue this journey we have been collaborating with ‘Thinking Matters’ (https://www.thinkingmatters.com/) and have identified a ‘Drive Team’ (made up of Team Leaders and Senior Leaders) who are working together to shape how we further enhance metacognitive practice and thinking.

    At Old Clee Primary Academy, our staff have a secure understanding of how children learn best and are determined to ensure that our pupils understand how they learn and are fully equipped with a bank of strategies to support them. Research carried out by The Educational Endowment Foundation’s (EEF) on Metacognition underpins our thinking in school.

    Metacognition is defined as not simply “thinking about thinking”, it is much more complex than this. Metacognition is actively monitoring one’s own learning and, based on this monitoring, making changes to their learning behaviours and strategies.

    Old Clee ‘Meta-Learners’ will be:
    • Motivated
    • Empowered
    • Tactical
    • Adaptable

    Our pupils will be able to understand and verbalise their thinking processes whilst appreciating that learning can be difficult and see this as a journey. They will self-reflect and evaluate their own learning and scaffold this using required tools, strategies and the learning environment.

    Our Academy recognises that we live in a rapidly changing digital world. At Old Clee we want to enable our pupils to not just learn what to think, but how to think by developing intellectual learning behaviours. In order to achieve this, we have adopted a whole school approach which encompasses a common vision, a common language and common tools and strategies.

    Using recent informed evidence, we are dedicated to ensuring staff receive continual professional development and are excited to develop our partnership with Thinking Matters. Join us on our journey where we will keep all members of Old Clee’s learning community fully informed of our vision and progress.

    The DRIVE TEAM

    The Drive Team at Old Clee Primary Academy consists of staff with a range of responsibilities, including Subject Leaders, Assistant Heads, the Deputy Head, and the Headteacher. Their primary focus is on implementing and embedding Thinking Schools approaches to drive improvement across all areas of learning and behaviour. The team meets regularly to share ideas, evaluate impact, and review the effectiveness of these strategies. They also play an active role in team teaching, supporting planning, delivering training, and working with groups or individual pupils to enhance provision.

    Pupils are encouraged to take ownership of their learning and understand the important role they play in their own progress. To support this, the academy makes use of a variety of strategies and tools, including:

    • Thinking Frames to support visual learning and organisation of ideas
    • Habits of Mind to promote positive learning behaviours
    • Growth Mindset to encourage resilience and a belief in continuous improvement
    • Daily retrieval/recaps to reduce cognitive load and strengthen retention
    • Self-regulation strategies to promote independence and emotional control
    • Visible Thinking Routines help pupils organise their ideas, deepen understanding, and make their learning visible through structured, reflective thinking. 

    Through these approaches, the academy is fostering a culture of reflective, independent, and resilient learners who are equipped with the skills and mindset needed to succeed both academically and personally.

    Bloom's Taxonomy

    Bloom's Taxonomy is a hierarchical model of cognitive skills in education. 

     

    Statement from Headteacher – Miss Richardson regarding our Metacognition journey so far.

    I firmly believe that a school’s role extends beyond academic provision to the holistic development of each child. It is vital that pupils become motivated learners and critical thinkers, equipped with the confidence and skills to ask questions, explore solutions independently, and engage meaningfully with their learning. A rich, engaging curriculum combined with structured opportunities for collaborative learning underpins this development.

    The implementation of the Thinking Schools approach at Old Clee Primary has cultivated a culture where pupils embrace challenge and actively ‘learn to learn.’ Through consistent high expectations, evidence-based strategies, active learning, and targeted support for individual needs, pupils have achieved sustained good or better progress, with attainment improving year on year. After a couple of years of embedding thinking skills across the school, both staff and pupils now employ robust strategies and tools that foster higher-order thinking, engagement, and academic challenge in every classroom.

    Statement from our Chair of Governors – Mr Claridge regarding our Metacognition journey. 

    As Chair of Governors at our academy, I am delighted to support our ongoing Thinking Schools journey. We recognise that developing pupils’ thinking skills, metacognition, and independent learning is central to raising standards and preparing children for lifelong learning.

    The introduction of Thinking Frames, Habits of Mind, and Visible Thinking Routines has transformed how pupils approach their learning. These strategies make the process of thinking explicit, helping children to plan, reflect, problem-solve, and communicate their ideas with confidence. Across all year groups, pupils are increasingly able to explain how they are learning, not just what they are learning, demonstrating a deeper understanding and ownership of their education.

    By making thinking visible and intentional, our children are developing essential skills that will support them throughout their education and beyond.

    We look forward to continuing this exciting journey and celebrating the ongoing impact on our pupils’ learning and growth.

    Mr Claridge
    Chair of Governors
    Old Clee Primary Academy