We hear and read about the effects of a defined national curriculum and the limitations placed upon schools in delivering a broad and balanced curriculum. Deep down, most people recognise that this curriculum is needed if we wish to develop balanced and happy individuals who have the skills to cope well with life.

In my new role as Head of the Family of Schools Affiliation, I was extremely fortunate in being invited to visit Cooper Perry Primary School, in Seighford, Staffordshire. At this time, the school was about to affiliate to the SSAT. I spoke to headteacher, Steve Hall, about how, in a rural, one form entry school, he is able to develop life skills for his pupils. On this occasion, I came away inspired by the motivation, confidence, resolve and happiness that exuded from the children, as a result of the school's successful work in this important area. In a later publication, Steve will share his award winning programme, International Links, with readers of Snapshots.

Primary age children deserve, and are entitled to, the opportunity to be exposed to competences that include skills, attributes and knowledge. All of these are transferable and will ultimately encourage and develop personal fulfilment. They will lead to future employment, personal happiness and self-worth, and therefore a high quality of life. The general compulsory education that currently dominates so many countries limits both personal and social competences.

All schools have to believe, and be brave. They need to engage all children, staff and parents, and the community, but still deliver the required curriculum. As with all such initiatives, this can be done. However, the challenge requires dedicated commitment to the whole child. This work should focus on areas such as communication (including speaking, reading, writing, listening and foreign languages), basic levels of science, maths and technology, new technologies, entrepreneurship, cultural growth and awareness, and personalised learning. This last area assists aspects such as the development of the student voice and learning to learn. Personalised learning will continue to be explored and developed in the SSAT Family of Schools throughout 2006. With the support of families, children will learn skills that will help them to work with others, improve their own performance and learning, solve problems and issues and be able to focus on what matters in life.

It's good to be different and it's time to be different - our children surely deserve it!

Richard Hunter
Head of Family of Schools Affiliation
Specialist Schools and Academies Trust

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