The Well Educated Child: Four areas of specialism – one single minded focus

We believe that all children and young people should be enabled to reach their full potential as individuals, learners and citizens.

The Learning Exchange is committed to building better outcomes for children through school improvement and professional development. Our work falls into four main areas:

Leading learning



Research and professional development

The model of the Well Educated Child single mindedly places the child at the centre. It recognises that the Well Educated child is a child who is competent, caring, loving and lovable. It is a child who is hopeful about the future and capable of contributing towards a peaceful and productive society.

To help achieve this, the Learning Exchange is committed to supporting schools in the selection of one of the 4 areas which are their priority focus at this moment in time. Alternatively the setting may decide that their focus for school improvement falls across more than one ‘petal’, so the model helps in organising planning and provision.


The model is designed to enable settings to plan effectively with the child at the heart of all the thinking. It enables school leaders to clearly set out their needs and requirements for future professional development whilst avoiding duplication and actions which lead to wasted effort and time. The four ‘petals’ act as areas of specialism which provide the focus and the assessment point for school planning and enables the Learning Exchange to commit to the school through challenge and support in equal measure.

The Learning Exchange recognises that all four areas of specialism are important in the development of the concept of the Well Educated Child and are committed equally to each. Without a rich and engaging Curriculum, the children will not have the opportunity to open windows upon their world. Without Leading Learning, the process of ensuring entitlement, choice and quality of provision will not be met. Without a focus on Pedagogy, the art and science of what happens in the classroom and beyond will not be enhanced and developed. And without Research and Professional Development the teachers and leaders will not be able improve on their own learning and develop as professionals.

Whilst the Learning Exchange sees that an important part of its role is to update settings on the key messages coming from central government, it is also recognised that it is the duty of the Learning Exchange to look further afield as well. To look for what is acknowledged as the very best provision both nationally and internationally and incorporate it into the research and professional development opportunities for the schools. The Learning Exchange encourages teachers to ‘think beyond’ and to open doors on learning for the children. As John Lubbock said, ‘The important thing is not so much that every child should be taught, as that every child should be given the wish to learn’.

The Learning Exchange understands that knowledge is important in our knowledge rich society. It also understands that knowledge is growing exponentially so it has a duty of care to give the children the confidence and integrity to question the validity of the knowledge and its sources, the skills to find out for themselves and the disposition to remain curious, resourceful and resilient in the face of change.

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