The role of selection

While the curriculum as a whole is accessible to all pupils, there have always been those activities where a process of selection is involved. When teams are formed for sporting events, orchestras and choirs brought together, speaking parts or main roles allocated for musicals and plays, the selection of some children and not others is always involved.

While some stakeholders would equate the existence of competitive activities within the school programme as an indication of élitism, it would be wrong to oversimplify the selection process as a ruthless, ‘survival-of-the-fittest’ game, where only the best are given opportunities. This is not the way competition works at the Academy. Nor do we apply positive discrimination to give everybody a chance, irrespective of talents.

So how do we decide who is to play in the sports teams or who will represent the school in a quiz? To answer this question, we need to put the whole issue of competition in its proper context and then articulate the guiding principle that influences the selection process, more than anything else.

The limits of inclusiveness

Firstly then, the context in which competition operates is a rich extra-curricular programme that includes an extensive range of non-competitive activities, as well as competitive ones. In many aspects of school life, children can engage in an activity at a fun level in an after school setting, or more seriously as part of a group chosen to represent the school.

For example, the after school Drama Club gives the chance for children with an interest in Drama (but not necessarily any flare for it) to participate in dramatic play, improvisation, rehearsal and performance for small audiences in informal settings. However, when casting the main roles in any musical or play, the staff would be looking to choose mainly those children who are comfortable and talented in a centre stage role. Staff would be keen to avoid the same small number of children securing the main parts all the time, but on no account will staff simply rotate roles round a whole class or year group, irrespective of talent or giftedness.

This applies equally well to sports selection. The 1st team squad will be made up of a core of regulars and a number or 2nd team players who will be given the opportunity to play for the 1st team from time to time. Random selection of players to give everybody a chance will simply not happen and cannot be justified.

Nothing, however, is set in tablets of stone and children are always encouraged to do their best. Just as happens with Maths setting, there is an ability to move up and down depending on current performance throughout the season.

Developing every talent

Secondly, the guiding principle is that, in preparing children for life, the Academy seeks to develop talent wherever it may be found. children do not all have identical talents, so we would not expect them all to be equally good at the full range of activities. Part of our job is to nurture and develop talents as far as we can, and to find a niche for all children where they can excel.

As children come to the end of their time at school, they will become more and more aware of precisely where their talents lie and where they are not so skilled. We must help in this growing sense of self-awareness by encouraging children to play to their strengths, whilst valuing the broad all-round education we provide. This means that selection for teams and groups will more-and-more be based on merit alone, but that the breadth of our provision will open up opportunities for all to develop their talents in a multitude of ways.

When reflecting on competition it is vital to remember the wider context, that of the school and its communal life, of which competitive activities are only a small, yet very public, part. The warmth and personal acceptance demonstrated to the children by staff and the ethos of teamwork developed over the years, leads to the inclusion of all the children in this wider sense. This basic fact must not be lost sight of, when we focus on competition and admit that, for very good reasons, there has to be a limit to inclusiveness where a selection process is involved.

Confidence to grow

The end of primary school is the end of the beginning as girls and boys move forward from the Junior School, to face new challenges and to meet fresh opportunities. As parents and as teachers we hope that we have equipped them to tackle the next stage.

• They have learned skills in the classroom, in practical subjects, in activities, in games
• They have worked together with other people, both adults and their peers, and learned to listen, to contribute, and to become good team players
• They have become increasingly independent in their learning.
• Their environment has promoted health and well-being and learning how to make the right choices.
• They have seen that there is a world outside their own everyday experience
• They have recognised the value of a positive approach and an inquisitive mind