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Philosophy for Children (P4C) and Ofsted

Quotes and links to a sample of Ofsted reports that feature Philosophy for Children:

Ofsted Good Practice Resource - Enquiry-based religious education; ‘Philosophy for Children’ in practice: Smannell and Enham Church of England Aided Primary School Click here to see the report.

The personal development of pupils is a strength of the school. In ‘philosophy for children’ sessions pupils learn to debate and listen to and respect the opinions of others, even when they may be different from their own. Their ready acceptance, tolerance and respect for those who have different beliefs and home circumstances to their own are a testament to this strong personal development. Pupils take on various roles of responsibility in school, such as the Pupil Parliament and the various committees within the parliament. Mosborough Primary School, March 2017

Philosophy for Children is giving pupils the skills they need to present a point of view and become more articulate, thus boosting their confidence.’  St Matthews School Westminster website.

The whole-school provision of Philosophy for Children is well delivered and develops four key types of thinking: collaborative, caring, critical and creative. The following observations were made by staff about the inspection: Inspectors observed 6 P4C sessions during their time at the school. Half of these were judged to represent outstanding teaching. The inspectors were keen to learn from facilitators what the specific skill focus was for each session. The school makes a point of identifying such skills as part of their planning using a set of ‘building blocks’. Click here to see the report Rokeby School, Newham, London 2011.

‘The school is very inclusive. Any discrimination is tackled with vigour and promotion of equality of opportunity is good. The school recently received its Bronze Award for commitment to philosophical enquiry. The impact of this work is evident in pupil’s progress in writing as well as in their speaking and listening skills. For example, in a Year 6 class, pupils were debating the question of whether love can transform people. The thoughtful contributions from pupils showed how much they respect each other’s ideas.’   Alverstoke C of E Junior School, Gosport, Hampshire, December 2012.

‘The curriculum is augmented by a programme of Philosophy for Children which improves confidence and self-esteem in pupils as well as developing their emotional intelligence and critical thinking skills.’  Report of the Statutory Inspection of Anglican Schools, Diocese of London Board for Schools, March 2009.

There is excellent provision for the promotion of spiritual, moral, social and cultural development. The provision includes highly creative groups established and run by the pupils that help them to consider life’s fundamental questions through the ‘philosophy café’ and promote equality and diversity issues. Cardiff High School, March 2013. CLICK HERE TO SEE THE REPORT.