CASE STUDIES
The Dear Academy is a learning centre where each child and their unique journey matters.
Case Studies
Every child’s path is different. Here’s how we’ve helped guide and support a few of them. Parents at The Dear Academy will get a Learning Summary every 10 weeks.
Case Study 1
T has had an amazing half term in ILT and a truly significant one for his self-belief and enjoyment at school. T has really got into school now, and after some small developments in ILT, he has made some huge ones this half term. His castle project was wonderful to watch as T planned and executed the project completely by himself. He drew it, and it looked like a castle, which in itself is very significant and huge progress. He then tried to cut the windows out. He kept saying he couldn’t do this. I was proud of him for seeking feedback and not giving up, as this is new for him. I reminded him how to do it and left him each time to try independently. When he did it, after about three times of telling me he couldn’t, he was ecstatic! He came running up to me, beaming, "I did the window!" He was so proud of himself, and I was so proud of him. It was a pivotal moment and one which we celebrated several times with the class. They were also so proud of him. This sense of self, awareness of one’s capabilities, and pride in achievement is what ILT is about. T's rocket card was a later project, where again he showed a clear idea of what he wanted to achieve and he managed it with only a little bit of support in realising his vision. T is finding the class drawing challenges easier, and he partakes in them with more enthusiasm and positivity now. However, he can rub them out if he feels they are not perfect, and this is something we are supporting him with. Maybe he could do some simple ones, linked to his interests, on YouTube at home? What a half term, T! I can't wait to see what you do next term.
Case Study 2
A has made enormous progress in ILT this half term. Her confidence has grown enormously, and she is much happier and more relaxed in the setting. The biggest difference has been the voice that she has found in the setting. We have worked hard with A to help her see that her voice is important at school, and she has had a lot of help with this at home too. As a result, A advocates for herself now, and she speaks to the adults much more often. She also sees them as a source of support in ILT and in her social life. A's voice is not only heard more now but also heard loudly. She projects much better and also smiles a lot now too. This is great to see. A's sewing project was a great success as A used the adults for support, sharing her thoughts and difficulties. Her maths game was also successful, as she asked for guidance when she got stuck, audibly communicating her rough red moments. A is a very capable learner, and she is now making much more progress in all areas of the curriculum as a result of her learning skills development. I look forward to seeing what she does next term. Keep up the super work, A, and use your voice with everyone and often!
Case Study 3
L has had an excellent half term in ILT. He has worked on a great many projects, and with all things L's done, they have all had his unique touch! From a 3D lion to a comedy performance in front of 65 people (including Mrs. B), he has been engaged and creative as always. L has had some difficult emotions to work through, and at home and at school, L is being supported to feel happy and to have a great sense of self. The comedy show was actually suggested to L as he loves to make people laugh. Sometimes, this is not always at the best time, so for L to see that this talent of his can be harnessed into an ILT project will help him to see this skill as positive and not just a tool for distraction. It is a key part of him, and so we need to value it. He learned some jokes, practiced them, and then performed. He had to work on his diction, slowing down, and being clear and loud. He did this well, as you can see from the video. Of course, the show had some dance moves too! :) L can find focusing difficult, as you are aware, and so ILT is a key time for him to experience what focusing feels like and to see the rewards gained from focusing hard. As a result, L is much more keen to focus in carpet sessions and to pick up the learning he needs from these times. His attitude to learning things he is less interested in is improving massively. L, I am very proud of you! Keep up the hard work. :)
Case Study 4
T has had a wonderful half term in ILT. He has become so confident, and this is evident in so many ways, but particularly in the way he speaks in class sessions. He is so much more involved and excited by the learning. He thrives in imaginary community sessions and loves to create situations for us to discuss as a class, such as using a map of the school grounds to show us all where he saw the goblins, where they ran to, and what they did. He showed a great ability to navigate a map and also demonstrated his wonderful creativity and imagination. But the standout skill was his great progression in oracy skills. T has continued to love drawing, and he has managed to ensure that this interest is getting him into his Goldilocks' Zone by varying the skills he is developing. He has added painting to his repertoire and also used his drawing to create 3D models. He even used the photocopier to experiment with size and manipulation of his work. He loved enlarging his T-Rex drawing, and when he had painted it, it was ready for the wall! A true masterpiece! :) Keep up the fabulous progression, T! I am so proud of your continuing learning skills development. I can't wait to see what you work on next term. :)
Case Study 5
I am so proud of S! She has had the most amazing half term in ILT. She has grown into such a confident and hardworking girl. I always knew S was very capable, but she often resisted working hard and often fell short of what she was able to do. Not this half term! Wow! S, your projects this half term have blown me away. You have not stopped, and this has been excellent for your developing sense of self. I hope you can now see what an amazing learner you are and that you keep this tenacity for your continuing learning journey. There have been so many wonderful projects this half term, but the standout ones have to be your hair bobble decoration, your cushion, and your bracelet for Mummy. In all of these, you used your interests, which is fabulous. I think you need to remember that ILT projects should always light you up and excite you. This is the fuel for your projects being successful. As well as choosing well, you have shown great determination to make your projects look like your plan, using and adapting it as you go along. You annotated your bracelet plan, using it to be accurate as to the shape and colour of the beads. There were moments in the project where you realised you had problems, such as beads not having holes, being the wrong shape, or the wrong colour. At no point did this make you despondent, but using your resilience skills, you used these mistakes to ensure your finished bracelet was exactly as you planned it. This is very mature and a great skill. You also showed a great capacity for seeking and using feedback, or at times, simply keeping me up to date with your progress, mistakes, and solutions. I am so proud of you S, and I know your family are super proud of you too. And, the most important thing - you are proud of yourself! :)
Case Study 6
H has had another amazing half term in ILT. It has been a half term full of wonderful projects where H tries her best as usual. Interestingly though, it has been a half term which has revealed a key area that H needs to work on: happiness to make mistakes. H does not agree yet that making mistakes is ok. I think she generally agrees with the statement but does not apply it well to herself. The area where this shows up the most and where she has worked a lot this half term is with writing. H asks for a lot of support, and in writing tasks, she has been the least independent of any tasks so far in Reception. This is a key area to be worked on in ILT in the next term. H needs to feel that mistakes are learning opportunities and not times to be hard on herself. This will take a lot of repetition both at school and at home. I know you support her with this at home too, which is great, as she has so much support. H has so much to offer and such wonderful capabilities. We do not want her to feel that she needs to be in the 'good girl' role where things are perfect and she is praised for this. All people she interacts with will need to be mindful of this. H's confidence in other areas, such as performing and talking, need to be pulled through into areas where she feels less confident. You can do it H! You are such a clever girl - mistakes are very important for learning. It's where the learning is hiding, and we find the learning through the mistakes. Keep it up! :)
Testimonials
Here's what parents have to say…
Testimonial 1
Since the ILT evening, I’ve felt more confident in supporting ideas that she comes up with, and letting her do more of it at home. The session will help with my daughter’s work, I think. I feel like, in participating, I’m able to come at it in a more empathetic way. I’m always proud of what she manages, but I think we will be able to work better with feedback now.
Testimonial 2
ILT has had a huge impact on our son's early school experience. We have seen his confidence grow, and his sense of accomplishment has been wonderful to witness as he proudly tells us when he has completed his most recent challenge. He has also been able to take the lessons he’s learnt through ILT and apply them to other areas of his life with no prompting from us. He often refers to himself as being in the “rough red,” “growing green,” or “brilliant blue” when experiencing difficulties, and his understanding of this has done wonders for his resilience and determination. Given how beneficial we have found the process, we would recommend exploring the benefits of ILT to any parents with young children. Our son now has a real love of learning and exploring new things, and we believe his positive experience of ILT has been a great contributor to this.
Play
Play is a natural way for humans to learn and explore independently.
You play when:
You get a new piece of technology and you learn to use it without the manual
You learn a new skill or hobby such as tennis or netball
You have a project at work which needs collaboration
You need to design something for a client
Play is a fun and successful way to learn for all humans; newborn babies through to the elderly.
Benefits of Play-Based Learning for all people no matter their age:
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Enhanced Engagement and Motivation:
Playful activities can make learning more enjoyable and engaging, leading to increased motivation and better retention of information.
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Creativity and Innovation:
Play encourages exploration, experimentation, and divergent thinking, fostering creativity and innovation.
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Improved Skills and Knowledge:
Learning through play can be just as effective as traditional methods in developing key skills, including literacy, numeracy, social skills, and executive functions.
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Stress Reduction and Well-being:
Play can help reduce stress, negative emotions, and improve overall well-being, creating a more positive and productive learning environment.
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Teamwork and Collaboration:
Playful activities can promote teamwork, communication, and collaboration, fostering positive social interaction and group cohesion.
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Learning in Context:
Playful scenarios and simulations allow learners to practice skills and apply knowledge in realistic contexts, improving retention and transfer.
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Emotional Intelligence:
Engaging in playful activities can help adults develop emotional intelligence and social skills, such as self-regulation and conflict resolution.
The Human Side of Play-Based Learning
This section explores how play fosters growth, creativity, and resilience across all ages. You'll find real-life examples of play in action, including video links - like pro skateboarder Rodney Mullen - highlighting how deep learning and human potential emerge through playful exploration.
Pro Skater Rodney Mullen
Watch Pro Skater Rodney Mullen’s TED Talk on the evolution of skateboarding
Video credit: TEDx
A key theme of the talk is that innovation comes from play and exploration, with failure being essential to the creative process. Mullen highlights the importance of challenging oneself, passion, and persistence in driving progress, both in skateboarding and in life.
Sir Ken Robinson
Do schools kill creativity?
Video credit: TEDx
Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.
Bring on the Learning Revolution!
Video credit: TEDx
In this poignant, funny follow-up to his fabled 2006 talk, Sir Ken Robinson makes the case for a radical shift from standardised schools to personalised learning - creating conditions where kids' natural talents can flourish.
How to Escape Education's Death Valley
Video credit: TEDx
Sir Ken Robinson outlines 3 principles crucial for the human mind to flourish - and how current education culture works against them. In a funny, stirring talk he tells us how to get out of the educational "death valley" we now face, and how to nurture our youngest generations with a climate of possibility.
Dr. Gabor Mate
Dr. Gabor Maté is a physician renowned for his expertise in addiction, trauma, and child development. A writer and speaker, he is the creator of the Compassionate Inquiry therapeutic approach, focusing on the connection between childhood trauma and long-term mental and physical health.
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