www.keytolearning.com
















Our philosophy -----------------------------------------
How did it start -----------------------------------------
Viva Vygotsky! -----------------------------------------
Curriculum modules -----------------------------------------
What others say...     --------------------------------------
     Professional opinions     --------------------------------------
     What parents say...     --------------------------------------
     Feedback/Evaluation
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Conferences & Workshops -----------------------------------------
Books for Teachers & Parents






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PROFESSIONAL OPINIONS

To read a specific review, please use the following links:

Lois Holzman,author of "Lev Vygotsky: Revolutionary Scientist"
Professor Kathy Sylva, Oxford University
Claire Mills, Producer of "Too Much Too Young" Channel 4 Dispatches
Sir Christopher Ball, Chancellor of the University of Derby
Colin Rose, Accelerated Learning Systems
Sue Palmer, Times Educational Supplement
Dr Madeleine Portwood, Specialist Senior Educational Psychologist
Nanette Paine, Headteacher, Two Waters Primary School
Meg Thompson, Headteacher, William Reynolds Infant School
Dr Ruth Kaufmann, University of Tel Aviv, Israel
National Foundation for Educational Research (NFER)
Dr Madeleine Portwood, Specialist Senior Educational Psychologist
Shonah McKechnie, Senior Educational Psychologist
Tracey Wilson, Headteacher of Lumley Nursery and Infant School
Libby Hartman, Director of the Chelsea Group of Children, Developmental
Extract from report of Headteacher of William Reynolds Infant School to OFSTED
Extracts from Ofsted Report 2007
Anna Natora, Headteacher of Nursery School 14
Consultants of MSCDN
Monika Dick, Kilsyth Primary, North Lanarkshire, Scotland
Sharon Lamont, Millburn Primary School, Northern Ireland
Una Gossey, Early Years Advisory Officer, County Antrim
Sarah Sissons, Headteacher, Somercotes Infant School, Derbyshire
North Ayrshire Evaluation of Developmental Games Programme

 

Key to Learning is phenomenally impressive. It has depth and breadth, rigour and flexibility, insight and inclusion. It truly is a Vygotskian approach, carrying through to the 21st Century his monumental discovery that human learning and development are a unified whole. Unlike any other curriculum I am aware of, "Key to Learning" relates to young children as, in Vygotsky's words, "a head taller than they
are" - which is an essential characteristic of a developmental learning environment.
Lois Holzman,author of "Lev Vygotsky: Revolutionary Scientist"

One of my research officers visited one of your private nurseries and was just bowled over by the work the children were doing. She thinks your programme is brilliant! And so do I.
Professor Kathy Sylva, Oxford University

My mind is still buzzing with the ideas you sparked. If only the whole of the British preschool education could have taken on Vygotskian principles, there would have been no need to write our gloomy report.
Claire Mills, Producer of "Too Much Too Young" Channel 4 Dispatches

I am sure that this initiative has implications for the nation as a whole. I have seen preschools all over the world. There are some excellent examples, particularly in New Zealand, USA and Northern Italy, but this one is outstanding. I do not believe I have seen a better one the world over.
Sir Christopher Ball, Chancellor of the University of Derby
Co-author of Start Right Report "The Importance of Early Learning"

What sets Key to Learning apart from any other preschool that I have ever seen is the depth of conceptual planning that has gone into the school. It literally sparkles with superb original educational ideas. The emphasis at the school is on the development of children's abilities to think in symbolic terms - leading to higher order thinking skills in later life.
Colin Rose, Accelerated Learning Systems

As a literacy specialist who has spent the last few years working in Early Years, I was deeply impressed. The levels of language and cognitive skills displayed by the children were remarkable, and the activities were imaginative and exciting. In an environment rich with opportunities for childinitiated learning, all children also had two daily small-group sessions, carefully structured to develop a wide range of skills and learning styles.
Sue Palmer, Times Educational Supplement

The whole Key to Learning Curriculum ties in well with the government recommendations and focuses on the development of the early language and communication skills. I believe that with the programme we may well be on the way to creating a "level playing field" for children when they start full-time education in areas where there are high levels of social deprivation.
In addition, the programme is designed for all the children, regardless of ability and the evidence suggests that it is also beneficial for the most able. In conclusion, Key to Learning is a scheme that will enhance the developing skills of young children. I fully endorse its philosophy and recommend that we extend the number of participating pupils by encouraging more schools in the County to adopt it as
part of their early-years curriculum.
Dr Madeleine Portwood, Specialist Senior Educational Psychologist,
Durham Local Education Authority

Key to Learning has some super ideas. I like the way the children are not threatened in any way by language initially. They have this lovely confidence in telling stories so that when they get to year one, they are ready to take off and start reading and writing.
Nanette Paine, Headteacher, Two Waters Primary School

We have been using the Key to Learning educational programme in the Foundation Stage at William Reynolds Infant School since September 2005. The program has made a tremendous difference to the engagement of all pupils in their work and offers them the best start to their educational life. Children are able to develop the learning abilities and think creatively through planning and communication. There is evidence that pupils have higher levels of linguistic engagement. The principles
of Vygotsky remain embedded in the lively, exciting programme that fits well into Excellence and Enjoyment: A Strategy for Primary Schools where it states that: "The goal is for every primary school to combine excellence in teaching with enjoyment of learning".
Meg Thompson, Headteacher, William Reynolds Infant School

The process of learning starts when a baby comes into the world and continues during life. This process of learning and development is based upon a dialogue between the child and the environment. During this process, tools and skills are developed in order to fulfil needs and solve problems the child faces. Sometimes this process of learning is random - life supplies the need for learning. On these occasions, there is an option to develop the skills needed for learning, but we cannot be certain that all the concepts and skills that a child needs for a high level of thinking and learning are developed. Therefore developing a structural learning process, which is determined by the culture, and the goals that are set by it, is necessary for the development of a child.

Key to Learning is a curriculum that builds tools systematically. These basic tools -concepts and skills, which are a foundation for the development of high levels of thinking and learning - are presented in a clear and precise way through the materials. This creates the opportunity for a child to work with them and build the skills and knowledge required. While working through the problems the programme presents, the children learn how to deal with the task and to develop the strategy needed to solve the problem, as well as use the correct concepts needed for it.

The structure of the programme helps to generalise a concept by using it in different contexts and different modalities. It also offers opportunities for repetition, which helps to crystallise experiences into concepts and skills. Using these concepts and skills in different situations and activities helps the child to internalise them so they become part of the child's repertoire.

The learning process within the programme is well structured, built on clearly defined steps, and using a range of modalities, which helps to internalise the targeted concept. The development of these
strategies helps the child to develop literacy and numeracy skills as well as becoming well equipped for learning within a classroom setting.
Dr Ruth Kaufmann, University of Tel Aviv, Israel

All of the ex-pupils who were followed up in their new educational placement had settled in well and seemed to be achieving at the top of the ability range in the class. Without exception, all the teachers of the children followed up spoke of the children's positive attitudes to learning, their excellent relationships with adults and peers, their ability to work independently, their articulateness and willingness to contribute to discussion, and their ability to make choices and state preferences. It seemed, thus, as though they had been very well prepared for school and, with regard to the older
pupils, had maintained their excellent start.
National Foundation for Educational Research (NFER)
Interim Evaluation Report 2000

In my forty years of research in education, I have never seen a programme that develops language and communication as effectively as 'Key to Learning' does. Observation in the settings suggested that the impact of this programme was greatest on the child's vocabulary, creative language and focussed attention.
This was confirmed by experimental data which was collected at three time points and involved 83 children (aged 3 and 4). There were significant differences in the children's vocabulary and creative language. One group made on average 20 months progress during the 12 months of the intervention. Some children advanced three years. A second group on average made 18 months progress after 7 months of intervention. Clearly "Key to Learning" has a marked impact on the child's cognitive development and language skills.
Dr Madeleine Portwood, Specialist Senior Educational Psychologist,
Durham Local Education Authority

As an educational psychologist working within North Ayrshire Council I was delighted to be involved in carrying out a pilot study of Developmental Games one of the components in the Key To Learning curriculum. The programme matched closely with the existing Scottish curriculum and was used with preschool, primary and special school pupils. One of the most interesting findings in the qualitative
data from the study was the diversity of impact of the programme on children's learning and manifestation of this. Although the main emphasis is upon visual and spatial skills and creativity, staff reports indicate significant impact upon, language and communication, co-operation and confidence. I look forward to an ongoing involvement with this exciting curricular programme.
Shonah McKechnie, Senior Educational Psychologist,
North Ayrshire Council, Scotland

I am astounded by the children's ability to work together to retell traditional stories. Story Grammar dramatically enhances children's understanding of stories and their ability to retell stories. The use of language is outstanding,
Tracey Wilson, Headteacher of Lumley Nursery and Infant School,
Durham Local Education Authority

The Chelsea Group of Children is the first school in England to use Key to Learning in teaching children with developmental challenges. The Program not only improved cognitive functions across the spectrum but also enabled teachers to spot specific areas of difficulties in a child's abilities and understanding. We feel this approach should be used in all nursery schools and especially for children with special needs. Within the popular movements in education, one essential component has been missing and that is practical application in the classroom. Galina Dolya has developed learning activities and materials, based on Vygotsky's Theory
of Education, and accompanied by clear and comprehensive instructions which can be immediately incorporated into the early year's curriculum. Our student's responses to the programme have obliged us to document our experience of the process and the results so other educators may benefit. We at Chelsea Group have delved into the best, research based practices in education available in Europe and the United States and we have found Key to Learning offers the most comprehensive and effective, yet simplest program we have used over the past 10 years.
Libby Hartman, Director of the Chelsea Group of Children, Developmental
Assessment and Diagnostic Teaching Centre, London

The Foundation Stage Profile (total) scores have increased from 67.0 in 2005 to 81.1 in 2006. Personal, Social and Emotional Development, Knowledge and Understanding of the World, Physical Development and Creative Development have increased significantly. Moderation exercises undertaken by staff show that assessment procedures are very good. (Ref: Moderation Report). This is as a result of the investment in the Key to Learning Programme which is followed within the
Foundation Stage. The Vygotsky approach to learning extends children's ability to think and communicate by using mental tools in a systematic way. (Ref. "The Key to Learning Programme"). The Foundation Stage staff have become pioneers for this way of learning and have been involved in the training and development of other teachers.
Extract from report of Headteacher of William Reynolds Infant School to OFSTED

William Reynolds Infant School is a good school with an outstanding curriculum which underpins pupils' outstanding personal development and good achievement.
Children come into the Nursery with low standards; the skills associated with communication and social skills are particularly weak. Teachers work very hard to ensure that children make good progress in developing their speaking and listening skills and outstanding strides in their personal development. This provides a firm foundation for their work in Years 1 and 2.

Many pupils start school unable to manage their own actions but the school works very hard to improve pupils' conduct and this results in outstanding standards of behaviour. The curriculum in the Nursery and Reception classes has been recently improved and now meets the pupils' needs very well.

Pupils start the Nursery class with low standards. They make good progress through the Nursery and Reception classes because of good teaching and a very well structured curriculum. Pupils' spiritual, moral, social and cultural development is outstanding. Children's personal development in the Nursery and Reception classes is excellent because of the strong focus on helping children to
act sensibly and to share with others. However, the creative elements of the curriculum are also well addressed and this adds to pupils' enjoyment of school.
Extracts from Ofsted Report 2007

As a long standing theoretician and pragmatist of pre-school education I was convinced, that there was nothing else for me to discover in this domain, that I had already achieved everything in my professional career and I was ready to retire.
However, working with "Key to Learning" has changed the routine and taken away the professional burn-out. It gave me the impetus and desire for further research and it made me sure that now I cannot walk away I have so much more to do."
Anna Natora, Headteacher of Nursery School 14,
Masovia, Poland

The program "Key to Learning" has a form of systematic, logical integrity which is constructed from thematically coherent sessions and modules. It enables teachers to accomplish definite objectives by taking into consideration the idea of a "step by step" developmental curriculum. Therefore it has the unusual advantage to follow the individual development of the individual. The programme prepares the child to manage situations in their lives by developing key abilities, such as self-regulation, concentration and abstract thinking. It also develops the language and communication competences of a child which form the foundation of his relationships with peers and adults. Opportunities for group activities that appear in many sessions promote to the child a challenge to work to the maximum of ability. Thanks to this, his self-esteem and position in peer group is strengthened. With "Key to learning" the child evolves gradually and systematically from the stage of "caterpillar" into a "butterfly" - to a maturity to enable him to function effectively in school environment. We feel huge satisfaction when we are looking at the programme from the trainers' perspective and it has changed our life dramatically. Thanks to "Key" and Galina's personal input we have discovered copious creativeness and we have also become more "open". We have learnt how to effectively use the time to fulfill new tasks and personal dreams.
Consultants of MSCDN,
Warsaw, Poland

I attended your course in North Lanarkshire, Scotland earlier this year. I was inspired by the concepts behind the "Key to Learning" and the wonderful activities in the books. When the children, Primary One (4 to 5 year olds) commenced in August 2006, I introduced the 4 programmes to them. The children responded with great enthusiasm and their level of engagement has been such as I have not witnessed before. This cohort had been flagged up from their nursery as having a number of children with a range of social and academic difficulties. As the sessions have progressed, I have begun to observe how quickly this group can absorb new learning
across all curricular areas. Moreover the problems that were indicated by the nursery staff have not arisen. I have taught Primary One children many times and I can honestly report that the Key to Learning has improved the child's acquisition of new skills and given me great pleasure working with children who are displaying such a thirst for learning.
Monika Dick, Kilsyth Primary, North Lanarkshire, Scotland

A huge thank you. I am very excited at the prospect of following up today's journey into the magic kingdom for the quest to find the Key to Learning.
Sharon Lamont, Millburn Primary School, Northern Ireland

Excellent practical ideas with underpinning knowledge and pedagogy, a most inspiring and excellent programme. Key to Learning really opens those windows of opportunity for children "the key to the future".
Una Gossey, Early Years Advisory Officer, County Antrim,
Northern Ireland

I knew where I wanted to go
I knew what I wanted to give children
I didn't know where to go for the answers
I stood still
I was afraid of falling
You gave me wings and a way to go
Now I know I can go to the edge
I know we can fly
Sarah Sissons, Headteacher, Somercotes Infant School, Derbyshire

NORTH AYRSHIRE EVALUATION OF DEVELOPMENTAL GAMES PROGRAMME

 

What Did The Teachers Say About Their View Of Children's Learning...

• "It has been an eye opener in highlighting what the children are actually thinking."

• "I think I have undermined their learning in the past. They are capable of more than I give them credit for."

• "It's made me aware that children learn in very different ways."

Where It Fits In Their Curriculum

• "It fits into every area particularly knowledge and understanding."

• "It fits in well especially expressive and aesthetic and thinking skills."

• "Some activities showed themselves up as a gap that I felt the curriculum didn't provide for the children."

How It Compares With Other Lessons

• "With Key to Learning there's more opportunity for interaction...and for the children to think about their ideas."

• "There was more than one answer as long as they could justify their ideas."

• "The games brought more out in the children like thinking, talking and co-operating with each other."

The Children's Reactions

• "One girl would not speak at the start of term but then she realised her answers were as good as everyone else's and she really came out of herself"

• "One boy has really improved in confidence, he's so quick at seeing things - I probably wouldn't have found that out about him without Key to Learning."

The Differences In The Children

• "Their ability to work co-operatively has improved - I would say above levels of what I would normally expect from children at this stage of Primary One."

• "The quieter ones speak out more and the louder ones have learnt to wait their turn and let others contribute their ideas."

Developing "Developmental Games"

• "It seems to be a forerunner for Formative Assessment Strategies. It opens up levels of communication, raises self-esteem and focuses children on learning strategies and approaches."

Shonah McKechnie, North Ayrshire Psychological Services, Scotland