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Growth Mindset


As a school we believe that we have a duty to stretch and challenge all of our pupils, regardless of their ability. We believe in encouraging our pupils to develop a Growth Mindset. All of our pupils are encouraged to be the best that they can be in all aspects of their school life. The benefits of promoting a Growth Mindset with pupils are well documented in pedagogical literature, most notably through the work of Professor Carol S. Dweck. Over four decades and countless studies, Carol Dweck and other Mindset researchers including Barry Hymer and Mike Gershon, have provided empirical evidence that people with Growth Mindsets are more:

  • Open to challenges and constructively critical feedback

  • Resilient in the face of obstacles and initial failure

  • Convinced that individual effort makes a difference

  • Likely to attribute success and failure to their own efforts, rather than to their innate abilities

  • Able to learn well with and from others

  • Likely to rise to the top – and stay there


    The staff will:

  • Provide high-challenge tasks to all students

  • Encourage students to embrace failure as a necessary part of learning

  • Celebrate effort and resilience rather than outcomes

  • Provide feedback that keeps learners engaged

  • Provide feedback that helps learners spot weaknesses in their performances

  • Provide feedback that helps learners know when they are getting something right

  • Encourage students to develop metacognition by thinking about their own thinking and learning about their own learning

  • Engage students by asking questions that make them think

  • Use questioning that encourages students to make learning-rich mistakes

    The links below provide more information about the research behind Growth

    Mindset and provide advice to parents on how you can support your child to develop these positive learning habits. – ‘You can learn anything’ – ‘Growing your mind’ – ‘Growth Mindset vs. Fixed Mindset’ – ‘Developing a Growth Mindset – Carol Dweck’


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