All schools can adapt their curriculum to support the needs of their school community. However, if a school faces many challenges because of the nature of that community, and does not receive high academic results, it can be unfairly criticised. In this context, it can often seem too risky to adapt the curriculum, even if the changes could reasonably be expected to improve academic results. This vulnerability to criticism creates a 'catch-22' situation, perpetuating the status quo and paralysing innovation and improvement.

Kay Lindley, the headteacher at Victoria Primary School, in Keighley, West Yorkshire, was surprised when one parent asked how much she would be paid to attend the school’s pilot family literacy scheme. It soon became apparent to her that this attitude was typical of many parents in the area.

Ninety-nine per cent of Ms Lindley's pupils are drawn from three extended families, all originally from the Mirpur region of Pakistan. The first language of all students is Mirpuri Punjabi. When they start school, most children do not speak English at all.

The perception that what happens in school is separate from what happens outside, in 'real life', was pervasive. Ms Lindley knew that a lack of support at home meant that her pupils were missing many opportunities for development.

When working with communities, one of the most critical things to do is to employ a person from their ranks. The employment of a pastoral and community manager has been one of the most successful initiatives at Victoria Primary School. Zafar Iqbal is a trusted member of the community who understands local concerns. As a parent himself, he speaks from first-hand experience.

Improving student retention

While lesson objectives are achieved and the quality of teaching and learning has always been judged 'good' by Ofsted, retention remains as a real problem. 'Power to Innovate' is a two year old Department for Education and Skills (DfES) initiative which recognises that, in some cases, schools know what is best for their children and may wish to change the curriculum accordingly. 'Power to Innovate' status would allow Victoria Primary School to remove some aspects of the current curriculum and replace them with more relevant content.

The support of the DfES is a vital ingredient because it would understandably reduce the fear of criticism from other quarters. Victoria Primary School is now interested in with working with local parents to coconstruct a new curriculum.

I recently visited Mirpur, in Pakistan, with Kay and Zafar and heard first-hand how respect for Victoria Primary School is growing, and the increased role it is now playing in family life in Keighley.

Richard Hunter
Head of Family of Schools Affiliation