What If? Book

Have you ever asked yourself a question you know there isn’t a definitive answer for? What i Perhaps you should more often, it could open

up a whole world of possibilities. f?

This vivid, bright book covers the successes generated in a community in Oldham from an for Schools, toAn Introduction Philosophical Enquiry Communities, Groups Housing and Businesses approach called Philosophical Enquiry and the benefits of how thinking differently has positive knock on effects for many other projects. What if?

Contour Housing Group having witnessed the wizard power of Philosophical Enquiry at Limeside Primary School, partnered with them to spread the effects further into the local neighbourhood.

The method has not only improved children’s performance in the school it has also changed ways of working in both Contour and Limeside Primary School as well as in their approaches to community cohesion.

The technique is already being actively championed in schools but never has it been used in a joined up approach across a single regeneration area such as here.

The book is a living testament to what you can create through Philosophical Enquiry and is based on a philosophical question, “What if?”

So, if you want to achieve real results ask yourself a question that doesn’t have a definitive answer – ask yourself “What if?” Philosopher

What if?

A book designed in partnership with Contour Housing Group, Limeside Primary School and friends. Carly A, Shannan A, Ben B, Molly B, Daniel B, Jack B, Jordan B, Chloe B, Daniel B, Jacey B, Brooklyn B, Connor B, Lee B, Samantha, Connor B, Corran B, Tommy B, Callum B, Leah B, Callum B, Jack B, Daisy B, Josh B, Kelsey B, Faye B, Molly B, Scott B, Jozef Kaiden B, Dylan B, Blake B, Jordan C, Connor C, Jordan C, Sheldon C, Demi C, James C, Megan C, Chloe C, Kylie C, Robbie C, Gabrielle C, Gerard C, Katie C, Khyearra C, Codie C, Jordan C, Michael C, Shelby C, Taylor C, Demi-Leigh, Caitlin C, Evan C, Shauna D, Shaun D, Jamie D, Lewis D, Bradley D, Jack D, Hollieanne D, Reese D, Aidan E, Jack, Daniel E, Emily E, Hayden E, Holly E, Olivia E, Jessica F, Katie F, Amy F, Hayley F, Nathan F, Ryan F, Owen Ryan, Ryan G, Tallulah G, William G, Winona G, Cherrie G, Leanne G, James G, Laura G, Ryan G, Kalum G, Ebony G, Elle G, Kayleigh G, Ryan G, Chloe H, Ethan H, Bradley H, Luke H, Lyndan H, Leah H, Aaron H, Shannon, Ashleigh H, Joshua H, Charlie H, Ryan H, Kara H, Anthony H, Bradley H, Brett H, Jessica H, Kyle H, Connor, Jordan J, Kayleigh J, Leanne J, Kalvin J, Khyia J, Connor K, Leah K, Rhys K, Courtney K, Megan L, Robbie L, Charley L, this book is for Brett L, Shannon L, Liam L, Thomas M, Callum M, Marcus M, Paul M, Darelyn M, Kian M, Kiara M, Mahan M, James Adamson, Leah M, Shane M, Daniel M, Katie-Lee M, Delisi M, Kaya M, Lewis M, Bradley O, Connor O, Ebony O, Shannon O, Jason O, Milli O, Demi P, Kade P, Kane P, Keeley P, Gage P, Michael P, Porschia, Chloe, Amy R, Damian R, Jack R, Layton R, Lewis R, Dale R, Courtney R, Adil S, Emily S, Jacob S, Olivia S, Alana S, Alexander, Jordan S, Declan S, Sarah S, Callum S, Saskia S, Skie S, Jordan S, Ben S, Abby S, Chelsea S, Abbie T, Toni T, Cory T, Milli T, Stacy T, Jack V, Roman W, Dannii W, Kaitlin W, Brooklyn W, Lewis W, Megan W, Rosemary W, Caitlin W, Charlie W, Kieran W, Dylan W, James W, Georgie W, Adam W, Kyle W, Ryan W, Jaydn W, Alix W, Shannon W, Aaron W, Morgan W Jack Y, and all past and future pupils, Danielle Albon, Debra Andrew-Finegan, Helen Arya, Stella Bowden, Janice Chapman, Gwen Cooke, Christine Crossan, Karen Dunn, Linda Fairbrother, Kristy Fullelove, Simon Fullelove, Tracy Giddens, Denise Hayward, Dawn Henry, Jackie Hopkins, Helen Hopkinson, Rose Iveson, Susan Jacobs, Denise Jerzynek, Elaine Leech, Katharine Maskell, Jennifer McClaren, Belinda Parkes, Marjorie Reeves, Jayne Rigby, Bev Ring, Hazel Tetlow, Lynn Thorne, May Walker, Geoff Wood, Steven Young, Collette and all the Governors, families, and friends of Limeside Primary School, Angela Reeves, John Walsh, Hilary Lomax, Shanine Meadowcroft, Shirley Buckley, John Stanley, Nanu Miah, Lynne Thorne, Sayful Alam, Tracey Hamer, Linda Foster, Sarah Furbey, Violet Simpson, Jean Stretton, Steve Williams, Alice Walker, Father David Hawthorn, Nick Cumberland, Phil Dandy, all of the Avenues & Hollins Residents, Clarkwell Community Partnership Group, Avenues & Hollins Tenants and Residents Association. What if...

I am delighted to present this innovative celebration of Contour’s work with Limeside Primary School, 1. hello FOREWORD BY LIMESIDE PRIMARY SCHOOL AND CONTOUR HOUSING GROUP local people and Clarkwell residents. We take seriously 2. Introduction BIG IDEAS MAKE A DIFFERENCE our commitment to our communities. I believe that Copyright © 2007 Contour Housing Group and this book illustrates clearly the Limeside Primary School. First published in Great 3. What if... we turned a corner? CONTEXT - TOTAL REGENERATION type of thinking required to Britain in 2007 by Contour Housing Group and regenerate communities and Limeside Primary School. 4. What if... We had the tools? CONTEXT - HOMES & SCHOOLS helps us to be a truly social Contour Housing Group Ltd landlord in every sense. Quay Plaza 2 1st Floor - Lowry Mall 5. What if... WE GRew our own? COMMUNITY - SUSTAINABILITY The design of this book has Salford Quays been undertaken with the Salford community in mind. Limeside M50 3AH 6. What if... WE ate together? COMMUNITY - TOGETHERNESS Primary School pupils have Tel : 0845 602 1120 taken many of the photographs themselves and Fax : 0161 875 8200 7. What if... we led from every chair? COMMUNITY - LEADERSHIP designed some of the pages and artwork. Several of Email : [email protected] these are the result of special educational workshops www.contourhousing.co.uk 8. What if... We worked together? COMMUNITY - COHESION held directly with the design agency. The right of Limeside Primary School and In order to address sustainability issues, the Contour Housing Group to be identified as the authors of this work has been asserted to them 9. What if... we worked as a team? BUSINESS/TEAMWORK - COMMUNICATION environmental impact and carbon dioxide produced in accordance with the Copyright, Designs and from this project (mainly through the excessive Patents Act 1988. All rights reserved. discussion and laughter) we have planted a special 10.What if... we could BE ANYTHING? BUSINESS/TEAMWORK - SKILLS No part of this publication may be reproduced, tree on the park at the centre of our community, the stored in a retrieval system or transmitted in any print has been commissioned from a local printers form or by any means including photocopying, 11. WHAT IF...WE COULD FLY? EDUCATION - SKILLS and is printed using vegetable dyes on chlorine free electronic, mechanical, recording nor otherwise, paper from a sustainable source. without the prior written permission of the rights holders, application for which must be made to 12. What if...we just added wings to caterpillars EDUCATION - CURRICULUM Thank you to everyone for their involvement in the publisher. making this a successful project. ISBN 978-0-9556487-0-0 13. What if...WE were wizards? EDUCATION - APPROACH ISBN 978-0-9556486-0-1 Cover and book design by the pupils and teaching staff of 14. What if...We USE OUR key skills? EDUCATION - KEY SKILLS Limeside Primary School, Oldham. Printed and bound in Oldham, EDUCATION - CULTURE Mike Creamer, England by Rap Spiderweb. 15.What if... we shine? Chief Executive A joint publication by Contour Housing Group Contour Housing Group and Limeside Primary School. 16. What if... this was just the beginning? ... Limeside Primary School Contour Housing Group

This book is a vision realised, which began Philosophical Enquiry allows people to; with a journey, a journey of discovery explore ideas, engage in dialogue, learn and enquiry that could have taken us in from each other and challenge each other many directions. without creating conflict. It is a tool which can be used in a whole host of settings. It is a little like a famous quote from Alice in Wonderland, Having witnessed first hand the hello “One day Alice came to a fork in the road inspirational work of Philosophical and saw a Cheshire cat in a tree. Enquiry at Limeside School in July “Which road do I take?” she asked. 2006, we fundamentally changed our “Where do you want to go?” was his approach to what could be achieved for response. Community Cohesion. Not only that but “I don’t know,” Alice answered. it has also had a huge impact on the way “Then,” said the cat, “it doesn’t much matter.” we work.

The path taken doesn’t really matter, it’s where you get to in the end that does. It’s not which way you go so long as you go together. Philosophical Enquiry is a technique which enables this.

For us at Limeside Primary School, the Being astonished by the children’s ease of important factor was the vision, the enlightenment has significantly helped dream and getting there together. us to bring together differing groups of In using techniques such as people and for them to become “active Philosophical Enquiry we developed rather than passive learners”. The results communities of enquirers. are real and speak for themselves.

The management guru, Peter Senge, talks about our connectiveness and that a journey of enquiry to realise a dream, is a series of reflective questions that connects our own learning moments to those of others, “a shared vision try something to create the future.”

This vehicle connected us. We’ve had many moments of shared different realisation that brought us closer together. The vision and pose questions and techniques have already gone beyond the school gates and solve problems are now ready to flow much further. We hope our experiences documented in this book can inspire others to use this technique and create their own communities of enquiry based on respect, hello hello mutual understanding and learning. bring people Helen Arya James Williams Headteacher, Limeside Primary School Regeneration Manager, Contour Housing Group Prepare to take together some risks... Q What is a Philosophical Enquiry? The book itself has been borne through the Philosophical Enquiry process and uses A It’s a series of tasks; a philosophical question, “What if?” Children’s performance across subjects has improved, 1. Usually a group uses a focus for discussion; team working has become more creative for our a book, piece of music or a project for example What is a philosophical question? 2. The group breaks into smaller teams and generates Quite often it’s a simple idea which can businesses, and community cohesion projects are Q questions to be put forward in the central discussion make a big difference. improving understanding between neighbourhoods. A A question which doesn’t 3. Coming together once more as one group these questions That simple idea for us has been The power of success of this approach has been in its have a definitive answer. are assessed and all those that are deemed to be Philosophical Enquiry - open ended, impact on 4 key fields that can help sustain an area; philosophical questions are voted on In phrasing questions to challenges or challenging discussion. 4. The most popular question is then used as the focus 1. Housing Throughout the book there specific subjects in a particular way reveals of discussion in small groups So simple in fact, its starting point for our 2. School are examples of how thinking unexplored avenues to solutions and community was in the local primary school. 3. Community differently and using this understanding. 5. These discussions are fed back to the group Its use now stems through adult 4. Business approach has impacted stimulating a bigger discussion community projects, applications on these 4 key fields. It takes individuals and groups off their 6. A summing up at the end is undertaken for funding and team work normal route of thinking and turns a corner. school 7. Feedback from individuals is collected performance. housing This is Philosophical Enquiry’s beauty, traditional prejudices, misunderstandings Anyone can undertake a Philosophical Enquiry but it’s better It’s not just all talk – the Philosophical or just the continued wrong approach to to use a trained facilitator to guide the group. discussions have had real Enquiry a task (just adding wings to a caterpillar If you want more information you can contact: James Williams measurable effects (as well as business doesn’t make a butterfly) can be broken on 0161 875 8132 or [email protected] or many immeasurable ones). down more easily without conflict. Mrs Helen Arya on 0161 681 1756 or [email protected] community Whatif... weturned a corner Over 10% of homes were empty Exceptionally high levels of antisocial behaviour. with no hope of being let scarred by regular arson, vandalism and ‘Decent Homes’ target achieved,installation 75% reduction in antisocial behaviour Particular streets run by gangs or rogue families with dumping. These properties act as a Almost 90% of residents of central heating systems - £1.5m . Door from 2003 achieved through a very tough fear of recrimination if residents reported incidents. magnet for additional trouble. are satisified or very and window replacement £837,000 approach. The application of a pioneering satisfied with repairs. School went into Poor fencing and lack of walls around properties New kitchens, bathrooms and electrical ASBO to address youth problems, 51% of residents thought the repairs rewiring £4.7m . Environmental Special Measures exacerbated unwanted antisocial intrusion into service was poor or very poor. evictions of residents breaking residents private space. Innovative curriculum improvements £2.8m. neighbourhood agreements. Integral The ageing stock was cold, dilapidated project began to place Real widespread involvement in involvement of residents to turn and in need of regeneration. creativity at the heart community projects with residents making around the community. Radical leap into the unknown of the learning project. a real difference to the neighbourhood. territory of meta-learning to Residents had only inadequate hot School invited to There is an 18 month move from passivity to active air blowers to keep them warm The creation of the little walled village - £1million present their work at waiting list of properties participants in the learning process. usually only heating a tiny from the Single Regeneration Budget was invested in After 2 hard years of London Institute of in 2007 compared to 60 portion of a room. low level walls keeping people out of residents rebuilding school First Investors in People Education, beginning of empty properties (10%) physically and Residents unengaged with gardens’ but without destoying the abiity to chat a continuing dual of the estate in 2003. intellectually school came - Philosophy for Communities local providers. over the wall to your neighbour. learning experience. out of special measures. introduced and all teachers trained to Level 1 facilitators. Avenues and Hollins properties Drive to embed Personalisation of the curriculum transfer to Contour. problem solving - School featured in National Educational Leadership Publication. - Healthy Schools award - Investors in People, Healthy Schools reawarded.

through TASC wheel at ? School judged good by Ofsted who said Projected publication - Sports Active with special centre of activities. Academic partnership it was a “beacon within the community of academic book in commendation from DFES established with Department and beacon for the community” collaboration with School and Contour of Education Manchester 3 schools and partnership began. University Active Mark Gold. 2002 2003 2004 London Institute. 2000 2005 2006 2007 2008

we’re still turning... what if. . . Given the right tools a place The finishing touches were the garden walls giving Equipping children with vital tools for life can be transformed. the estate an extra £1million worth of investment and giving it a uniformity and sense of place which now Regeneration is about more than just buildings it’s also about people. Although being able to handle Contour was delighted to be selected to take on both makes it unique and distinctive. instruments and tools in the traditional sense is the Avenues and Hollins estates, Oldham in 2003. The estate now has an eighteen month waiting list undoubtedly important, equipping children with tools Residents voted for us to be their landlord giving us a of people keen to live here, properties are not empty for life is vital. mandate to deliver decent homes and services and to long and antisocial behaviour has been reduced. At Limeside we do this by building the curriculum develop a programme of community initiatives. People are staying longer on the estate, confident around 6 major key skills. We worked with people to give them the high in the long term future, the quality of the primary • Being able to communicate well in standard of home we promised, it wasn’t easy, there school and the local environment. People can develop reading, writing and speech were problems but we worked closely with residents community links as they stay longer, they get to know • Being confident and adept with numbers throughout the process. each other and want to contribute to the community. and mathematical concepts Included in this we ensured local people were trained Already, different community groups on the estate • Being able and willing to learn in any situation and recruited by the contractors and also at our own have raised £300,000 themselves for projects that • Thinking flexibly and being open to new ideas housing and project offices. Essentially, giving them will help the area. Supported and guided by Contour • Capable of solving problems the transferable tools for their future beyond just the initially, the groups are now well versed in levering • Using Information and Communication Technology life time of the improvement programme. money for their community. to support these This improvement programme is an example of what And through them all runs the major life tool of being DO NOT PRINT is possible given the right tools for the job. able to work as a team and as an individual. THIS PAGE

RIGHT PAGES ARE we had... GATEFOLD At the end of the programme in November 2006 we had spent £12 million worth of investment and 550 properties improved to Decent Homes Standard. Each The tools home has had around £16,000 spent through the improvements. The Oldham Chronicle was impressed with headlines reading “from Desperate to Des Res. Sink Estate is now we needed? swimming as families join waiting list to move in.” The editorial proclaimed that Avenues and Hollins now “sets the standard”. The improvement programme of new kitchens, bathrooms, electrical rewiring, central heating and doors has brought about a dramatic change to residents’ lives. Better housing, lower crime, better Thinking in an organic way means environment and better schooling are all part success has bred success. . of this – a better ecosystem to take root in. By giving excellent support to . children at school and residents within the community we have raised expectations of success and achieved it through growing our What if. own and growing our future. we grew

People like plants

ourneed nurturing. own? With the right environment What if we turned this on its head everyone can grow to live and found ways to encourage them successfully together. to stay? In turn their inspiration In the past many motivated could accelerate existing efforts people moved away. within the community.

05/04/06 - 12/04/06

TREE PLANTING WEEK

As painted by Limeside Play Group, Nursery, Infants and Juniors Breakfast Served - 8.30am Limeside Primary School Canteen.

Parents, carers, children school staff What if... (community police have even been known to drop in) and former students.

A chance to meet and talk informally whilst enjoying a healthy. and very affordable breakfast * Start the day with a hungry brain not a hungry belly * * comm-UNITY * * * ** * * * We ate *

together?Models created by children from Limeside’s Year 1 class Involving all members of the community in transformation creates leaders. Leading from every chair, wherever that chair may be means that everyone, young and What if... old can contribute to making their community better. we lead Transformation is everyone’s responsibility. from every chair?

Within all our communities the leadership of residents is essential in making the difference. The school has taken the lead in helping us to understand transformational leadership. Contour takes the lead in providing support – residents take the lead in driving positive transformations to their communities. We are amazed by the energy and leadership of the community, Councillors, the church and the school. Without their input it would not have been possible to improve our neighbourhood so much.

Where residents lead… ...Contour follows

• In partnership with Limeside Primary School, local children • Setting up a bank account and sharing are researching new social business opportunities to office facilities for community groups encourage people to get involved and use the Primary school • Expertise for funding streams out of hours • Partnering with contractors to offer • A local group, Parents For Play, are putting in place plans vocational training and local jobs for a soft play centre in Hollinwood • Community development • The Friends of the Park group have won funding and made support for residents the park at the centre of the estate useable once more • Support with knowledge of • The Avenues & Hollins Residents’ Association has professional strategy enhanced the local Tenants’ Hall for many more uses • Partnerships with local Police to address • Residents voluntarily staff local play group antisocial behaviour

• There are national trips for both young and old • Free internet connection computers in housing office for residents to search for • Estate tidy days and tree and bulb planting jobs, emails and rent payments online

• Developing a community plan for the Estate • Partnerships with local authorities, local church (St Margaret’s and St Chad’s) and • Winning external funding such as Single Regeneration others for local fun days and carnivals Budget and Lottery Funding

• Tackling antisocial behaviour helping in a 75% reduction in incidents over 3 years Leadership can sometimes be difficult to find but it’s found in abundance on the Avenues and Hollins and in everyone in the school. WHAT IF... WE WORKED TOGETHER? 98% the number of residents who are White British and live on Avenues and Hollins, Oldham

the number of residents who are Bangladeshi and live in Clarkwell, Oldham 100% It is hard to underestimate the differences, which on first glance We also knew of the excellent work the communities of Clarkwell and What is Contour’s role in being developed by the Clarkwell Hollinwood have. Clarkwell is an Armed with a CD player, flip chart promoting community cohesion? Community Partnership Group area containing four blocks of flats, and photographs Lynn introduced Both groups wanted to meet again. (CCPG). They were extremely it is almost 100% populated by a both groups and stimulated a They wrote to Contour soon after the Why should a housing organisation enthusiastic about meeting with the Bangladeshi community, it is a short dialogue using Philosophical event stating “projects like this will get involved in ensuring that Avenues and Hollins Tenants and walk away from the town centre on Enquiry techniques. only unite communities and help to communities are cohesive? Why foster Residents Association (AHTRA) and the top of a steep hill. Most people learn about different cultures”. Both understanding between young and For the community groups, the invited us to a meeting to see how in the area are tenants of First ourselves and First Choice Homes old people, people of different faiths School and First Choice Homes there we could contribute to their projects. Choice Homes Oldham. They had were left in no doubt that we should The beauty of this approach is that it and cultures? Quite simply because was some apprehension as no one For us in Hollinwood, working with We used this to try out Philosophical established a community partnership work with communities and help to brings people together in dialogue, we know it is important and that it really knew what to expect. After the Avenues and Hollins Tenants Enquiry in the Community. group in 2005. organise more of these community stimulating debate, reducing conflict, makes a very positive difference. ten minutes of initial discussion the and Residents Association, we of enquiry events in the future. encouraging co-operation and The challenge was to introduce In contrast the Avenues and Hollins twenty people in attendance knew When we thought about how we had a willing and extremely hard questioning assumptions between Philosophical Enquiry techniques to Estate in Hollinwood is made up of 2 that there was an awful lot both had The aim of this project was to begin could do this we wanted to see working group with whom we had people and communities. the community groups. Lynn Thorne and 3 bedroom family houses, it was When we suggested that both in common. Questions were raised a community of enquiry, to unite if Philosophical Enquiry could be developed a strong relationship. and Helen Arya from Limeside a peripheral estate subject to a stock groups meet we soon realised such as what is our role as adults people, to help them decide which It is a way of thinking which the applied to different communities They wanted to discuss with other School were delighted to help out transfer from Oldham Council in 2003 that both groups in fact had in developing our young people, issues are of relevance to them and modern world does not always as successfully as we had seen in parts of the community the issues with facilitating the meeting of the to Contour and has a mainly white much in common. Both were how can we set an example and work with them in a way which is encourage, it is effectively asking us primary schools, this was untried which were affecting them. They groups. This is just another example British demographic make up. It is run by volunteers, both were how can we be leaders ? The groups not prescriptive where they set the to take a step back before we can within our communities in Oldham. knew they were not alone when of Limeside Primary School looking around 3 miles from Oldham Town trying to bring people together, bonded well, both young and old. agenda. The outcome has been take a step forward. It is going to What if we could use our contacts they worried about their young beyond the traditional role of the centre in the South of the Borough. overwhelmingly both were There was no problem with people a tremendous success, people be a long journey but we see this to bring together like minded people and they knew there were school, they truly wanted to take The Avenues and Hollins Tenants concerned about young people listening to others speak, solely were able to enter into the spirit technique as vital for our communities for their own other organisations in Oldham forward their ideas and skills into the and Residents Group has been in and how we can support them in a an understanding that they both of enquiry, to share thoughts in an continuing commitment to Limeside Primary School and Stanley Road School Clarkwell Community Partnership Group Avenues & Hollins Tenants and Residents Association Both sets of residents coming Philosophical Enquiry? experiencing the same problems. Philosophical Enquiry sessions were the starting point. wider Community. operation for over 20 years. changing world. wanted the same thing. open and honest way. community cohesion. together using Philosophical Enquiry It is hard to underestimate the differences, which on first glance We also knew of the excellent work the communities of Clarkwell and What is Contour’s role in being developed by the Clarkwell Hollinwood have. Clarkwell is an Armed with a CD player, flip chart promoting community cohesion? Community Partnership Group area containing four blocks of flats, and photographs Lynn introduced Both groups wanted to meet again. (CCPG). They were extremely it is almost 100% populated by a both groups and stimulated a They wrote to Contour soon after the Why should a housing organisation enthusiastic about meeting with the Bangladeshi community, it is a short dialogue using Philosophical event stating “projects like this will get involved in ensuring that Avenues and Hollins Tenants and walk away from the town centre on Enquiry techniques. only unite communities and help to communities are cohesive? Why foster Residents Association (AHTRA) and the top of a steep hill. Most people learn about different cultures”. Both understanding between young and For the community groups, the invited us to a meeting to see how in the area are tenants of First ourselves and First Choice Homes old people, people of different faiths School and First Choice Homes there we could contribute to their projects. Choice Homes Oldham. They had were left in no doubt that we should The beauty of this approach is that it and cultures? Quite simply because was some apprehension as no one For us in Hollinwood, working with We used this to try out Philosophical established a community partnership work with communities and help to brings people together in dialogue, we know it is important and that it really knew what to expect. After the Avenues and Hollins Tenants Enquiry in the Community. group in 2005. organise more of these community stimulating debate, reducing conflict, makes a very positive difference. ten minutes of initial discussion the and Residents Association, we of enquiry events in the future. encouraging co-operation and The challenge was to introduce In contrast the Avenues and Hollins twenty people in attendance knew When we thought about how we had a willing and extremely hard questioning assumptions between Philosophical Enquiry techniques to Estate in Hollinwood is made up of 2 that there was an awful lot both had The aim of this project was to begin could do this we wanted to see working group with whom we had people and communities. the community groups. Lynn Thorne and 3 bedroom family houses, it was When we suggested that both in common. Questions were raised a community of enquiry, to unite if Philosophical Enquiry could be developed a strong relationship. and Helen Arya from Limeside a peripheral estate subject to a stock groups meet we soon realised such as what is our role as adults people, to help them decide which It is a way of thinking which the applied to different communities They wanted to discuss with other School were delighted to help out transfer from Oldham Council in 2003 that both groups in fact had in developing our young people, issues are of relevance to them and modern world does not always as successfully as we had seen in parts of the community the issues with facilitating the meeting of the to Contour and has a mainly white much in common. Both were how can we set an example and work with them in a way which is encourage, it is effectively asking us primary schools, this was untried which were affecting them. They groups. This is just another example British demographic make up. It is run by volunteers, both were how can we be leaders ? The groups not prescriptive where they set the to take a step back before we can within our communities in Oldham. knew they were not alone when of Limeside Primary School looking around 3 miles from Oldham Town trying to bring people together, bonded well, both young and old. agenda. The outcome has been take a step forward. It is going to What if we could use our contacts they worried about their young beyond the traditional role of the centre in the South of the Borough. overwhelmingly both were There was no problem with people a tremendous success, people be a long journey but we see this to bring together like minded people and they knew there were school, they truly wanted to take The Avenues and Hollins Tenants concerned about young people listening to others speak, solely were able to enter into the spirit technique as vital for our communities for their own other organisations in Oldham forward their ideas and skills into the and Residents Group has been in and how we can support them in a an understanding that they both of enquiry, to share thoughts in an continuing commitment to Limeside Primary School and Stanley Road School Clarkwell Community Partnership Group Avenues & Hollins Tenants and Residents Association Both sets of residents coming Philosophical Enquiry? experiencing the same problems. Philosophical Enquiry sessions were the starting point. wider Community. operation for over 20 years. changing world. wanted the same thing. open and honest way. community cohesion. together using Philosophical Enquiry inquisitive radical way

This is far more exciting than other team It is quite enlightening,thinking it gets you building events. This is about changing “people’s behaviour so they become more thinking. It was interesting to see how enabled to ask more questions and take “many questions were dismissed for not more control. It forces you to question what being philosophical. is going on around you, whether you like it The children were putting more in than or not, and what you feel about it. the adults. The children at Limeside Vicky are a lot more inquisitive. If you want a What if... different way of approaching challenges changing people’s thisbehaviour is ground breakingly simple as long as you have a quality facilitator. “ Mark It’s a radical way of thinking. It’s a very useful tool, it could be set within a “programme of community capacity building. It could be a powerful one off Everyone should have a go as it is eye opening. You “ we worked consultation or a longer term project. have to think a lot more deeply about things. We could Having been developed over the year “use this technique across other organisations, with our you can see how the process has really key partner maybe, and do some teamopening building with them for the next bidding round. team?thinkingtuned the children into thinking in a Andrea as a conceptually different way. Karen problem “ As with most organisations there’s always solutionsolution . “ a demand to think differently, innovate or processprocess The Regeneration Team have already adopted the techniques revolutionise the sector. How can you achieve the freedom you crave? Contour’s Regeneration resultsresults into monthly meetings. Although you can use it in almost Team was embraced into any scenario it works best in meetings addressing a central issue. Most people are guilty of getting stuck in a rut thinkthink like like children! children! a Philosophical Enquiry Improvements from Philosophical Enquiry sessions to wider business and set in their ways when working especially session with Limeside Young people are very challenging and bring a areas have included small tweaks such as changes to resident in set roles with their team mates. Primary School. Sharing a full freshness of thought to subjects, not necessarily engagement models to bigger impacts such as strategic development open debate with children It can be this that holds us back from being bound by cultural or social norms. of business bids. In another area we are looking at resident IT provision from 7-11 years old, the in a completely different way. Usually we give residents access to IT but achieving what we want and often we’re fully team were taken through aware of it. It can be exceptionally difficult How can you think outside the box when in young we’re now investigating turning this on it’s head and letting residents minds there isn’t even a box? the whole experience of control and own the IT access. to break out of and achieve that innovative Philosophical Enquiry to freedom of approach you crave. The Philosophical Enquiry process is a great one for encounter it first hand. Other teams have now started to use the technique and there is a opening our minds to the limitless freedoms of child planned roll out throughout the organisation. like thinking. ...we could be I want to be a paramedic to I’d love to make be musically people better talented! to be ANYTHING?I want I do! I want to be an a firefighter whatanimal rescue man if because so I can help cats I want to be and dogs that get stuck up trees! a Policeman and drive a I want to be doing a job that gives fl ashing car! all pre-school children access to computers

The world is changing. What will people need to get their dream jobs we can all be in the future?

Above all they need to be able to ANYTHING! express themselves, understand themselves and others and see things from different angles to solve problems. Philosophy enables all this to happen.

By developing skills such as these anything becomes possible.

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c d i t e and to collect children’s views about their teachers and school processes. The Results: Flying is when we just added wings What caterpillars? Transformational change cannot happen by just tweaking a few parts and plastering over the cracks. if... True metamorphosis involves stripping things right back

• Revamp of the curriculum to make it skills driven • Rethinking of the core of curriculum to re children’s need to understand the world and make it a better place. • Philosophy throughout school • New foundation unit • Foundation stage principles throughout school Wizard results... As children and adults at Limeside have developed their learning, ‘wizardry’, achievements have soared. The school was 25th most improved nationally in 2003. For the past two years it has been in the top 2% for English, Maths and Science. A truly magical achievement! we were Wizards?

Wizard qualities... • Ask questions • Try out new things • Make mistakes and learn from them • Talk about what you are doing and learning • Teach someone else • Take risks and try things that are hard • Enjoy doing new things • Help someone else • Use different strategies to find the Wizard effort... best way to do something The world needs wizards. They are experts • Keep trying even if something goes wrong Think and say what needs to be done next in their fields. When they use their skills • Have lots of ideas they can create something magical. • What makes us great learners at Limeside?

The answer is meta-learning, the ability to reflect on how we learn and the skills we use. In short we learn about learning as we do it.

It was the first and possibly most important key skill we developed, embracing concepts such as resilience, collaboration, concentration, perseverance, imagination, reasoning, self evaluation, empathy . . . It was a whole new vocabulary for children and adults but one that was well worth developing. From the moment we first started to work on this, everyone’s (children’s and adults’) achievements, enthusiasm and engagement soared.

Learn about learning as we do it! Photos and comic strips were developed by children across all years in partnership with Clock Creative Communications. What if... we could all LLY3ESPONSI SHINE? CIA BLE 4O CHIEVE IGH" RS ) NDENT Being Socially Responsible, High EPE Achieving, Independent, Nurtured D and Empowered to meet life’s *N RED challenges is what it takes to be TU an active member of a thriving UR community. The dispositions of / SHINE have become the basic ERED principles which drive the work OW in the school and community, MP generating a sense of everyone’s & pride in themselves, each other, their school and community. Limeside is truly a place where everyone SHINEs with possibility. The End

What if... this was just the beginning...?

Have you ever asked yourself a question you know there isn’t a deﬁnitive answer for? What i Perhaps you should more often, it could open

up a whole world of possibilities. f?

This vivid, bright book covers the successes generated in a community in Oldham from an toAn Introduction approach called Philosophical Enquiry and the beneﬁts of how thinking differently has positive knock on effects for many other projects. What if?

Contour Housing Group having witnessed the wizard power of

Philosophical Enquiry at Limeside Primary School, partnered with them to for Schools, Philosophical Enquiry Communities, Housing Groups and Businesses spread the effects further into the local neighbourhood.

The technique is already being actively championed in schools but never has it been used in a joined up approach across a single regeneration area such as here.

The book is a living testament to what you can create through Philosophical Enquiry and is based on a philosophical question, “What if?”

So, if you want to achieve real results ask yourself a question that doesn’t have a deﬁnitive answer – ask yourself “What if?”