values in action: enacting christian values in … · with these thoughts in mind, quentin and...

VALUES IN ACTION: ENACTING CHRISTIAN VALUES IN

CHURCH SCHOOLS

CONTENTSForeword by Professor Trevor Cooling ........................ 03

Introduction ............................................................... 04

Symbols ..................................................................... 08

Material Resource....................................................... 13

Rituals ........................................................................ 15

Relationships and Experiences .................................... 17

Heroes and Heroines .................................................. 19

Final Thoughts ........................................................... 19

Values in Action: Enacting Christian Values in Church Schools

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FOREWORDWhat, I wonder, do you think is the most important aspect of a child’s education? I wouldn’t be at all surprised if you said something like character development, fulfilment, or finding a vocation in life. That’s why I was shocked to read the speech that Nicky Morgan, our Secretary of State for Education, made to the Confederation for British Industry on 9th November 2015. Here is a flavour of what she said:

‘This government is committed to making sure every child can compete with their international peers – securing their future, and the economic security of our country.’

Of course the economic security of our country is important; we are some of the most fortunate people on earth in that respect and that is indeed something to be grateful for. But for the Secretary of State to talk solely in those terms in respect of our children’s education is alarming. There are a lot of us working in education who are worried about such a one-sided view of what schools are for.

That’s why I am so enthusiastic about Church of England schools; their raison d’être is to give attention to all aspects of a child’s person and not just to pursue academic performance in the cause of economic security. Recently the Church of England held a conference at Church House in Westminster at which a major programme focussed on character education was launched.

At the heart of character education are values. We become what we desire; what we desire is expressed through our values. That schools enact wholesome values for children is very important

I am therefore thrilled by this collaborative project between my university and the Diocese of Canterbury. It was my privilege to attend a couple of the sessions where representatives of church schools met at Christ Church to inspire each other and to share examples of the values education work in which they were participating. They were brilliant occasions. This publication means that you, the reader, too can enjoy the benefits of those sessions. Here you will see how some of our church schools have carefully planned so that their pupils experience the Christian values that are at the heart of the education that Church of England schools offer their pupils.

And what’s more, I am pretty sure that children who experience a values-based education are more likely to be active contributors to our nation than those that are drilled to compete for success in exams and tests. Their contribution will not just be to the economic security of the country, but to its national character.

Trevor Cooling is Professor of Christian Education and Director of the National Institute for Christian Education Research at Canterbury Christ Church University

December 2015.

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INTRODUCTIONThe genesis of the project This project emerged unexpectedly – as so many good research undertakings do – during a conversation between Quentin Roper, Director of Education for the Diocese of Canterbury and Dr Hazel Bryan, Head of Research in the Faculty of Education at Canterbury Christ Church University. Whilst exploring professional learning for church school leaders they began to trouble over the challenges faced by headteachers and school governors of balancing a vibrant narrative of Christian values with the demands of a performative state. In what ways, they wondered, would it be possible to ensure that what feels like a purely instrumentalist, examination-driven and economic rationale for education does not inhibit the possibility for spiritual, physical, emotional, social and cultural development? That is, the opportunity for human flourishing for every child? How might school leaders capture and analyse the enactment of Christian values in their schools in relation to how they are articulated to their community and beyond? Would some kind of model or tool be of value in this endeavour? With these thoughts in mind, Quentin and Hazel presented their thinking at the Diocesan Conference for School Leaders at St Mary Bredin Church in Canterbury in October 2014. They invited participation from clergy, governors and school leaders and launched the project the following month, in November 2014.

The projectThe project was designed to provide opportunity for Church of England primary and secondary schools and academies to:

• explore the ways in which schools enact their Christian ethos and values;• engage participants in sharing good practice;• make a valuable contribution to research in Christian values and education;• be part of an innovative research and knowledge exchange project between the Diocese of Canterbury and

Canterbury Christ Church University.

School leaders, teachers, governors and clergy were introduced to a model based upon the ideas of Hofstede (2004) that Quentin and Hazel had adapted as a starting point for discussion. The model provides a tool that enables the user to capture their experiences as they approach, enter and spend time in a school. It is a layered model, that enables the user to capture and analyse evidence from different areas or ‘domains’ with the intention of articulating the ways in which Christian values are experienced within each domain:


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Symbols This is the first and outermost ring on the diagram. The symbols refer to the things which are immediately visible to someone – child or adult - as they approach the school. Of course, many people access information about a school online before physically approaching the building, so the domain of ‘Symbols’ includes this as well. ‘Symbols’ also refers to the images and artefacts that are regularly on display:

• architecture (buildings, what is seen on arrival, adaptations of buildings);

• icons (what are they? where are they? why are they there? what is immediately visible in the school entrance hall and in the corridors?);

• artefacts and displays; • school website (what does it say and why?); • brochures (what do they say and why?)

Material ResourceWhereas ‘Symbols’ refers to that which is immediately visible upon entering a school, Material Resource requires you to go into classrooms and other learning spaces where resources are used. Material Resources refers to:

• Classroom organisation (in what ways does the organisation of the learning space reflect Christian values?)• Texts and their use (in what ways do the images and written word within texts reflect Christian values?)

RitualsSchools are run on rituals. They are activities that have collective value. They may relate to social practices or religious ceremonies, but they may also relate to pedagogical or organisational aspects of school life. Without even realising it you may also have your own rituals. This section of the model enables you to bring these to the surface, and to consider why it is that you ritualise these practices:

• Assessment (how and what do you assess and why?)• Calendar (what is the rhythm of the school calendar? How are events celebrated and why?)• Organisational (what are the ritual events? For example, lining up and going into assembly; in what ways does this

reflect the Christian values of the school?)• Individual professional (what are your personal rituals? Do you always start a lesson or finish a lesson in the same

way? Why? How does this reflect your values?)

Relationships and ExperiencesSymbols and Material Resource refer to the physical, visible environment. Relationships and Experiences, however, refer to the ways in which individuals interact with each other:

• Social interactions (in what ways do members of the school community interact? What are the customs and practices in your school?)

• Hospitality (in what ways is the school community hospitable?)• Policy into practice

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Heroes and HeroinesSocieties elevate individuals to heroic status if they represent that which is honoured within the group. Christian school communities have many heroes and heroines and this section of the model provides opportunity to consider the heroes and heroines, how they are celebrated and what it is that you are seeking to share with the children in your school:

• Pedagogical (who influences your pedagogy? former mentors? colleagues? scholars?)• Personal (who are your personal heroes and/or heroines? Are they family members, sports stars, musicians, artists,

politicians?)• Spiritual (to whom do you turn for spiritual guidance?)• Leadership (who influences your leadership style?)• Cultural (who are the cultural leaders celebrated in the school?)

The bookletWhat makes a church school? This was the question we asked ourselves as we began the project. In what ways do we celebrate and communicate our Christian values on a daily basis? How are our Christian values experienced by members of our school community and beyond?

As a research group we met on a termly basis to explore, share and discuss each other’s practices from schools across the Canterbury Diocese. Our varied practices are drawn from a range of sources including pupils, parents, fellow teachers and practices that have travelled with us from other schools, other Dioceses. They are rooted in theological tradition and many are drawn from Bible stories.

In our research sessions we thought about each other’s ideas in relation to our own school contexts; this gave rise to much discussion, questioning, sharing of resources

and in some cases, visits to each other’s schools. The wealth of ideas we present in this booklet is an expression of our commitment to our school communities and a starting point for the further generation of ideas.

This booklet will enable you to explore and demonstrate the unique and distinct character of your school. The booklet will also introduce you to rich and diverse practices across the Canterbury Diocese that you may not have thought of and that you may wish to adapt to your own context.

The booklet - and the approach we have designed therefore enables school leaders to do two things. Firstly, to capture the rich ways in which Christian values are experienced in different ‘domains’ by different people. Secondly, the tool enables school leaders to demonstrate how these Christian values are experienced and enacted throughout the school year.


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Values

It seemed fitting, when coming to the end of the project to compose a statement of our Christian values. Christian values, we believe, are those which emanate from the Bible. They become visible in school via bible stories and biblical passages. They are experienced through actions, relationships, within community. They are heard through bible stories and biblical passages. They are also heard in the ways in which we speak to each other in school, in how we treat each other.

A ‘Values in Action’ FileAn idea to emerge from our discussions is that of a Values in Action (ViA) file. This might be electronic or hard copy – or probably both. It could be the place where the myriad of Christian values in action are captured. We have made a small start with this – you will be able to develop this far more in your own school context.

ReferencesHofstede, G. (2004) Cultures and Organisations: Software for the Mind.

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SYMBOLSThis section provides examples of activities undertaken by pupils, school leaders, teachers, clergy, families and visitors in relation to the school buildings, grounds, website, prospectus, icons and artefacts. That is, all those things which are immediately visible when approaching the school, physically or online.

PUPILS Example: Children were asked to photograph where they see Christian values in symbols around the school. One child took a camera and photographed what a visitor might see as their first impression of the school as they approached and entered the site and buildings. They were asked to think specifically about the Christian signs and values. Lovely images of warm welcomes were captured: charity collections, school mottos and peaceful fish. The children put the photographs in order and wrote next to them what they thought the pictures showed.

Capturing this: The outcomes of this activity could be used to inform planning for Collective Worship; which values are well understood? This activity can be documented in the ‘Values in Action’ (ViA) file.

Example: The Pupil Council discussed Christian values and where they can be found in the school. They decided to take photographs that were displayed in a book with supporting pupil commentary. The pupils took photographs of creative, engaging subjects such as music, art and performance, collective worship and sporting activities.

Capturing this: The Pupil Council decided to capture their images and commentaries in a book that can be shared with the whole school and visitors.

Example: Pupils in the school Religious Education TED (Together Everyone Decides) team, which consists of children from each class in the school, visited another local church school to capture symbolic evidence of being a church school. Children used a camera to record what they saw. On returning to the school the TED team decided which of the ideas they would like to introduce to the school.


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Capturing this: Photographs could be displayed or shared with the School Council, engaging other pupils in the decision about what they wanted to develop.

Example: Some of the pupil Worship Leaders went into the playground and asked other children to describe the school in one word. They asked approximately half the school. The list of words was graphically represented in a ‘Wordle’.

Capturing this: Wordles can be displayed in school, on the school website and in the school prospectus. Keep these examples in the ViA file

Example: The children were asked to represent the school’s values in artwork. Artworks were made into banners to hang around the school hall. An angel was designed by Year 6 and made with a local artist, to be placed at the front of the school.

Capturing this: Take photographs of the artwork to keep in the ViA file and to show on the school website and prospectus.

School Leaders and TeachersExample: A large tree was painted across two walls in the lobby area with the school’s values from Fruits of the Spirit hanging from the branches. The school value of Love (selected through voting on a tick sheet) led to a display in the school entrance.

This took the form of paper hearts hung on a tree, and written on the hearts were the children’s ideas about Love. A selection of hearts was left near the tree to be added by anyone, including adults, who wished to do so.

A large papier mâché heart was loaned from the local church and bore the names of children recently baptised into their community. The display also included photographs to illustrate the phrase, ‘love God, love each other, love yourself’ with arms held high (loving God), held wide (loving each other) or with hands clasped over hearts (loving yourself).

Capturing this: This idea could be captured in writing for the parish news, or in pictures for the school/church website to highlight their joint activities and connections.

Example: Christian symbols - School leaders sought engagement from a range of stakeholders including the Christian Ethos team, staff volunteers, parents (at a coffee morning), visitors and governors. The methodology was a ‘Diamond 9’. Initially the stakeholders were given 15 Christian symbols from which they selected 9, placing them in a diamond reflecting their personal priority.

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The aim of leaders was to help them decide which symbols were the most important personally, which they could then make more visible around the school. School leaders reflected on the challenge of securing the pupil voice, feeling that children may not know or understand some of the symbols. They considered setting this as a homework task, although this may introduce parental views, or completing as a focused piece of work with a sample of children from each class. Using the same set of symbols, albeit slightly modified, leaders therefore asked a group of Year 3 children to work in pairs and make a list of what they considered to be Christian symbols. They were then given a set of symbols and asked to pick one, stick it on their paper and explain why they had chosen it and where in school they would like to see it.

Capturing this: Photograph the process as well as the outcomes. Capture the images and keep in the ViA file. Share the symbols and their meaning in the school newsletter and online. Children could design their own school Christian symbols to display alongside traditional symbols.

Example: School leaders circulated a parent questionnaire, with anonymous responses collated from two questions: What three symbols do you notice when entering our school? What three words would you use to describe our school community?

Capturing this: Responses could be collated in graphic form or as a chart. Share the findings with leaders and governors – how closely does this match the school’s vision statement and intended narrative about values?

Example: A reflection area was created, resourced by purchasing candles, crosses, pebbles with Christian values inscribed on them and a variety of Bibles. Class teachers personalised the area by adding photographs, words and prayers. Pupils also added prayers.

Capturing this: Take photographs for the ViA file.


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Clergy and governorsExample: The vicar is a governor at three local church schools and is therefore able to make comparisons in two particular areas:

• How visible and evident are Christian symbols on the website, logo and uniform?• How does the school architecture influence the use of symbols?

Capturing this: This could be discussed in staff meetings, and with pupils during School Council. The vicar could also use the same process to see how values were evident in the context of the local church. A further suggestion was the creation of a prayer labyrinth at the school’s external Forest School site.

Example: The site manager (staff governor) undertook a learning walk into the school; the focus was to determine at which point the school showed itself to be a church school.

Capturing this: Photographs recorded a sequence from the first approach at the car park to the main entrance into the school. A possible next step would be to give a camera to a small group of children, asking them to undertake a similar exercise but concentrating on looking for Christian symbols. Gradually open this out to the whole school: how are the symbols understood?

Pupils, governors and visitorsExample: Participants were given a map of the school and ‘detective’ sheet entitled ‘Looking for evidence we are a Christian school’.

They were asked to look at displays and what items are put out on the counters, tables or bookshelves.

Participants were invited to take photographs of the special things that they saw, marking a number on the plan of items added to their list.

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Capturing this: Share the findings in a school assembly. Invite parents to do this activity during parents’ evenings. Keep the detective sheets and photographs in the ViA.

Teachers, Families and PupilsExample: A ‘Tree of Achievement’ has been painted onto the wall in the school entrance hall. At the end of each term, selected children are presented with a leaf with their photograph on. With their parents they stick the leaf onto the tree. By the end of the year every child is on the tree. This is integrated into the school work with Kent Wildlife and represents the Christian school family tree, new life and beginnings, a celebration of talents (not hiding them away) and being grafted with Jesus in order to grow.

Capturing this: The Tree of Achievement could be represented on the school website.

Pupils, Staff and ClergyExample: In the school entrance, staff and pupils have added prayers (including the school prayer) and Christian values.

Capturing this: How are prayers shared between the church congregation and school community so that there is a sense of mutual prayer support? How can this be achieved?


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MATERIAL RESOURCEIf you spend some time in the school you will become aware of the resources around you. This section provides examples of resources that are developed for spiritual enrichment.

PupilsExample: Prayers written by pupils have been collated into a whole school prayer book.

Capturing this: This is a material resource for spiritual enrichment and worship that could be used by clergy, staff and Governors. It could be kept in the entrance hall for all visitors to read. Prayers written by pupils could be recorded on a podcast and kept on the school website.

Example: Using cameras, pupils took photographs throughout the school demonstrating, in their view, values in action.

Capturing this: Photographs taken by pupils, with their thoughts annotated can be kept in the Values in Action file. This can be taken to the School Council, a staff meeting and a Governors’ meeting to explain what the pupils have discovered. Invite pupils to present at a staff meeting and Governors’ meeting.

Example: Using cameras, the school ‘Worship Group’ (pupils led by a teacher) took photographs of the school entrance and the connecting corridor to look for evidence of the school’s values. These were discussed with the lead teacher and improvements were suggested. For example, the main display being more obviously Christian based.

Capturing this: The photographs taken by Worship Group can be annotated and dated and kept in the Values in Action file.

Example: Kindness Wreath and mobiles. Pupils made mobiles to hang in the classroom of each of the school values, and decorated pebbles with the school values. They made birthday cards that reflected the school values and a kindness wreath that was hung on a door or wall.

Capturing this: Take photographs for the ViA file.

Example: Spiritual Garden. The school designed and built a Spiritual Garden. Wooden plaques were made that display the school values in the spiritual garden.

Capturing this: Ensure that regular activities take place in the Spiritual Garden and that these are captured in artwork, photographs and the written word.

Teachers and PupilsExample: Gestures. This is a resource for spiritual enrichment. For each of the school’s five values, teachers associated a gesture so that children could learn the values and be clear as to what they represent e.g. Thankfulness gesture is praying hands as saying thank you to God.

Capturing this: Each class could have a photographic display of the gestures for reference for visitors and new class members. These could also be shared on the school website and newsletters.

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School Leaders and TeachersExample: Values Certificates are presented at ‘Achievement Assembly’ each week. The teachers pick individuals who have exemplified one of the values. The pupil is celebrated in assembly with an explanation of how they have demonstrated the value. Children are presented with the certificate which is displayed in the hall for that week and taken home afterwards. In addition, pupils can vote for a fellow pupil who exemplifies one of the values.

Capturing this: A collection of names of all those pupils who have been awarded a Values Certificate can be captured in the Values in Action file. Add the date and the reason why the award was given.

Pupils, Staff and ClergyExample: A classroom display area and a display in the school entrance hall were developed in partnership between pupils, teachers and an incumbent. These were intended as material resources to be used by other pupils and staff to further understanding of the church year.

Capturing this: Photographs of pupils, staff and incumbent working together can be taken for the Values

in Action file. The reflections from the incumbent and pupils can be captured and kept in the file. A podcast could be made of the pupils and incumbent discussing their work and kept on the school website.

Staff, Governors and ClergyExample: A working party was set up in response to Ofsted and SIAMS inspections to revisit the school values, in terms of how the school values are represented and visible in all school documentation, how they are articulated by pupils and staff and how they are evidenced in RE and Collective Worship. The outcomes were revised to be clearly Christian with Biblical bases. This was followed up with a series of whole school acts of Collective Worship and in at least one of them the children helped formulate and present.

Capturing this: Capture the narrative of this journey in the ViA file. Ask the working party and children to write reflections of their part in this.


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RITUALSRituals are an essential feature of society and they represent culturally important features. This section provides examples of activities that are ritualised. That is, they are a constant feature of school life, providing on-going spaces for spiritual engagement. Our examples feature Prayer Stations and other Sacred Spaces as well as annual school activities.

PupilsExample: Interactive prayer stations are placed in a central space, easily accessible to children, relevant to different age phases within the school and changed so that there are three per academic year. In one school this was a large wooden tree, (standing, painted, 3D) with fruits (with a whiteboard surface) hung on the branches. Children are able to write prayers on them with erasable pens, (they are reusable), linked to the school values or fruits of the spirit.

Capturing this: Take photographs of each interactive prayer station for the Values in Action file. Reciprocal idea – interactive prayer station in church to offer prayers for the school.

Example: Sacred Space: A display of cookery equipment in the Prayer Area invited pupils to create a ‘Recipe for a Friend’. This was linked to the Christian values of fellowship, compassion and forgiveness.

Capturing this: Share ideas in the school newsletter. Write to a famous chef for their Recipes for a Friend.

Example: A fishing net is displayed in the Prayer Station. Children are invited to write prayers on paper fish and put them in the net. Coloured floats with hooks are used for those who wish to pray/reflect without writing. Books are displayed in this area and cushions, printed with Christian values (friendship, love, family) help to make the area tactile and comfortable.

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Capturing this: Take photographs of the Prayer Station. Keep the fish in the ViA when no longer on display.

Example: Sacred Space. Under the heading ‘Woven Together’ children are invited to add threads to a collective weave.

Capturing this: Take photographs and keep the weave.

Example: Sacred Space: a large cardboard tree stands in the Prayer Station. Children write prayers on pre-cut crosses that they hang on the tree. This is linked to the school values of forgiveness and compassion.

Capturing this: Take photographs to keep in the ViA file.

Example: Bible Club Week is held after school for one week in June

Capturing this: Invite pupils to reflect upon their experiences and capture in a pod cast which can be uploaded to the school website.

Example: A Christian Youth Worker and Youth Minister speak to Y6 in July about the spiritual aspects of moving on during transition to secondary school.

Capturing this: Invite pupils to capture their thoughts through drama, artwork, poetry or music. Share this in Collective Worship.


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RELATIONSHIPS AND EXPERIENCESRelationships and experiences are central to the Christian life. We provide here examples of how Christian values are found in relationships and experiences in school.

PupilsExample: The Pupil Council was commissioned to carry out observations of pupil behaviours and attitudes towards each other, and of adults including staff, in their interactions. The Pupil Council put together a list of actions to observe (which reflected the school policy on behaviour) and observations were carried out at different times and locations in school. The actions observed were recorded an a form using a simple tally system. The results were as follows:

Children helping each other: ........................................................22

Children arguing: .........................................................................11

Rough play: ..................................................................................31

Children playing together: ............................................................30

Children including others: ............................................................10

Good manners: ............................................................................19

Courtesy and respect: ...................................................................8

Adults responding kindly and being good role models: ...............14

Ordered calmness: .......................................................................5

Adults helping children: ...............................................................14

Adults talking with children: ........................................................8

Children following school rules: ...................................................12

Adults smiling: .............................................................................18

Children smiling: ..........................................................................70+

The observers could also record actions not on the list. The results were as follows:

Kindness: ......................................................................................4

Pushing: .......................................................................................5

Sharing: ........................................................................................2

Name calling: ...............................................................................6

Capturing this: The tallies could be filed in the ViA file. They could be used as a discussion for whole school worship or as a class-based activity. Pupils could design further surveys and use this methodology to engage families and friends in discussion around Christian values.

Example: Children and worship leaders photographed where the school’s values could be seen exemplified by the children in the playground or around the school. They wrote down which values went with each photograph.

Capturing this: The children’s responses were written next to the values to create a spider diagram of responses. Photographs with captions could be placed in the Values in Action file, displayed as examples in the school environment or used in marketing (website, prospectus)

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Example: Each term, one pupil from each class is nominated as a person who demonstrates the core Christian values of the school. Their photograph is displayed on a board in the hall with a description of why they were nominated.

Capturing this: Capture this information for the ViA file.

Example: Visitors were invited to write statements about their experiences of the school.

Capturing this: Selected comments could be shown on the school website and school prospectus. Statements could be gathered together in the ViA file.

School leaders and teachersExample: The National Society Statement of Entitlement for RE was used by school leaders as an evaluative tool where they asked themselves whether they could evidence the provision of experiences for each of the statements.

Capturing this: Record the evaluations and outcomes in the ViA file.

Pupils and ParentsExample: Pupils and parents were invited to complete a questionnaire responding to questions on their experience of being part of a church school. In addition, pupils were invited to take photographs of their experiences in the school. These were annotated by pupils. The findings were fed into a Governor away day which focussed on SIAMS. This enabled the leadership team to complete their overall self - evaluation in preparation for inspection. A display of photographs taken by the children was displayed in the entrance hall.

Capturing this: Record the process and outcomes including photographs in the ViA file.

GovernorsExample: Governors take a small group of pupils at random from each class to explore their thoughts and wishes. Comments are fed back to Governor meetings and recorded for future reference.

Capturing this: Anonymous comments from pupils are minuted in Governor meetings.

Clergy and lay readersExample: In order to enhance relationships between the school and the church - and parents and pupils involvement in both- the rector and lay-reader hold a monthly family non-eucharistic service where children deliver prayers, sing and participate in the address.

Capturing this: Invite those present to reflect upon their experience and respond through art, craft, drama or music.


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HEROES AND HEROINESHeroes and heroines are important culturally and socially. For many they are important spiritually. Here we provide an example of how such people can enrich the life of the school.

School Leaders and TeachersExample: A Paralympian visitor was invited to Collective Worship in school to speak on the value of endurance. Whole school homework was set for each child to think of a person who represents one of the school’s five values of friendship, trust, compassion, endurance or thankfulness. This person could be well-known or from history.

Capturing this: A4 posters with images and explanations can be produced. These could be displayed in the entrance foyer, school hall or presented by children during Collective Worship. Where choices are relatives, they could be invited into school as speakers/visitors. Keep a record in the ViA file.

FINAL THOUGHTSThis work has at its heart an invitational impulse: it promotes listening, being observant and being reflective. It provides opportunity for schools as communities to own their own discourse around Christian values and in this way it is based upon an ethics of participation.

Whilst any exploration or evaluation within school needs to be overseen by a school leader or leaders, the approach developed through this project welcomes and values every voice within the school community.

In reflecting on the process and findings of this project we have noticed the abundance of visual representations of Christian values within schools, particularly linked to Collective Worship and prayer. What has been more challenging to evidence has been exemplifications of relationships and experiences - areas of life within a Christian school community that are more complex to capture and represent. This will form the next phase of our work.

Participating schools:Ruth Aikman - St. Alphege CE Infant, Whitstable

Katherine Baker - Milstead and Frinsted CE Primary

Lisa Barnes - St. John’s CE Primary, Maidstone

Rev. Richard Braddy - Benefice of Wantsum Group

Justine Brown - Deal Parochial CE Primary

Mary Cline - All Souls’ Primary, Cheriton

Lisa Dicker - Archbishop Courtenay CE Primary, Maidstone

Heather Grady - St. Mary’s CE Primary, Ashford

John Gray - Stelling Minnis CE Primary

Steph Guthrie - St. Alphege CE Infant, Whitstable

Vanessa Hardy - St. Michael’s CE Primary, Tenterden

Alison Hatch - Cranbrook CE Primary

Lara Holmes - Eastchurch CE Primary

Sue Hopper - Eastchurch CE Primary

Catherine Karunaratna - The Downs CE Primary, Walmer

Tim Moseling - St. Mary’s CE Primary, Ashford

Issy Norton - Selling CE Primary

Ambrose Oliver - Egerton CE Primary

Janice Osborne - Charing CE Primary

Denise Parrett - Herne CE Junior

Carlynne Pretorius - Archbishop Courtenay CE Primary, Maidstone

Jackie Roach - Kingsnorth CE Primary, Ashford Kate Rushbrook - Deal Parochial CE Primary

Alison Short - Hythe Bay CE Primary

Lis Webb - All Souls’ Primary, Cheriton

Andreas Weitzel - St. Peter-in-Thanet CE Junior, Broadstairs

Nicola Weller - St. John’s CE Primary, Maidstone

Annie Wiles - All Souls’ Primary, Cheriton

Sara Williamson - St. Michael’s CE Primary, Tenterden

Iain Witts - Kingsnorth CE Primary, Ashford

With thanks to Sarah Donlan and Gill Harrison for administrative and organisational support.

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