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Primary school one year into having P4C whole school training

Having the SAPERE training has enabled all of my staff to develop the confidence to teach P4C. The impact on teaching and learning is particularly noticeable in the area of speaking and listening with pupils showing a marked improvement in this area. READ MORE

Rokeby Secondary School, an all boys' school in east London

The SAPERE Level 1 and 2 training has had a huge impact on the whole school community of Rokeby School.  Since all the staff and 18 students took on the training, P4C has been introduced into the whole school curriculum.  It has supported the development of staff and student relationships, as well as peer relationships.  The behaviour incidents of students has been reduced and the school results have seen a huge leap from 43% to 67% A*-C grades at GCSE (including English and Maths).  We have made links with Manningtree High school in Essex, and they too are now introducing P4C to their students. 

ROKEBY SCHOOL CASE STUDYROKEBY SCHOOL P4C FILM CLIP and Rokeby_P4C_Champion.pdf about one of the boys from Rokeby School.

Teaching assistant at an infant school (4 years of P4C experience)

I have attended SAPERE training courses for Levels 1, 2 and 3 in Philosophy for Children in the course of my work as a member of an Open Futures school.  The training has enabled me to broaden and deepen my own thinking skills as well as that of the children in my school. It has provided new opportunities for me to use methods to encourage our children to become more confident in their thinking, consider how they manage their relationships with their peers and increase their understanding of everyday concepts by questioning within a community of enquiry. READ MORE

Secondary RE teacher

It re-energised my teaching, gave me the ability to handle philosophical questions and enquiry more confidently and successfully, reminded me to use a wider range of resources to stimulate thinking, reminded me of the power and potential of dialogue, helped me to form different questioning techniques, gave me a way of building a creative classroom environment with endless possibilities for stimulating responses, reflection and growing relationships. READ MORE

Head teacher at a small rural primary school

We have committed time and effort to P4C in our school because we feel it gives children an opportunity to express their thoughts and feelings in a constructive and effective way. We can see a development in the ability of children to negotiate, see the views of others and put their own case forward in a way which benefits their own thinking and does so through constructive dialogue with their peers and adults alike. We have found that particularly in RE the discussions around difficult themes such as "What happens when you die?" enable us to better assess the understanding that children have of these subjects which will in time impact greatly on our assessment procedures.

What does P4C help you with most (in life and in school)? Year 6 views on P4C at a primary school: 

  • Asking questions
  • It helps you with developing speech and helps you to create a conversation with anyone
  • Learning to appreciate other’s opinions and it helps me to think more deeply
  • It helps with my courage to talk out loud
  • To think about things in a different way
  • Interacting with pupils easier
  • It helps with collaboration
  • It helps me to build up my confidence and improve my knowledge in asking questions
  • People having different opinions

There are further examples of P4C practice on the CASE STUDIES page of this website.