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STAKEHOLDER VOICE securing the futures of our learners
STAKEHOLDER VOICEsecuring the futures of our learnersIntegrate Education - Consultancy ReportRebecca Bell, Director Integrate EducationJune 2015
1. BackgroundPurpose of this processMethodologyScopeChallengesGuiding Principles
2. Outcomes Headline Findings Pupils Parents Governors Staff (and staff needs) Aggregated stakeholder views
3. Looking into the Future Key Questions
BACKGROUNDINTRODUCTIONThis report aims to summarise the key findings that have emerged throughout a period of consultation with pupils, parents, staff and governors in response to the schools enquiry questions:
A) Purpose of this ProcessTo capture a baseline of stakeholder perceptions of where the school is now with regards the curriculum and the learning environmentTo enable all key stakeholders in the school community to contribute to the process of shaping a shared vision for the future direction of the school To use the perspectives gleaned, to support curriculum innovation and the development of the learning environment Practical Enquiry ProcessesB) MethodologyOur approach to the consultation process has primarily been anchored around practical engagement and focused activity, as a means to facilitate deep reflection and dialogue around the schools current provision, and its future direction.These processes were supported by questionnaires, a suggestion box, use of photography (taken by pupils) and Easi-speak microphones used by the Learning Consultants to capture pupil voice.We aimed to develop an easeful climate of support and fun. Free from judgement all stakeholders were encouraged to share viewpoints with conviction and positive regard.Working with the pupils we facilitated creative learning activities which allowed children to access a range of learning styles, as well as providing a framework through which children could share their wider interests, thoughts about school life and their perceived successes and challenges to learning. Learning Consultants were recruited from the pupil council, to work independently, collecting images to support their perceptions of school and interviewing their peers. C) ScopeEvidence has been gathered following consultation over a period of 5 months, with the four key stakeholder groups as follows:Governor Voice workshop (6 involved). Governors also attended staff sessionsStaff voice workshop (INSET day -approx. 60 participants)Parent voice workshops (14 participated)Parent questionnaire Number of returns TBCLearning Consultants interviewed a range of pupils from across the schoolPupil voice workshops x 3 (approx. 35 pupils involved)SLT representatives attended & supported each workshop processAll outcomes have been fully recorded and documented (Ref Appendix items)1342D) ChallengesLimited numbers engaged at parent voice workshops
Not all pupils were able to actively engage due to limits in the scope of the budget
Not all support staff e.g. lunch time supervisors engaged
In a pupil voice workshop (Learning Consultants) some pupils found having a voice hard and did not appear ready to shape their own view points
Staff voice is not recorded in this report due to timetabling constraints
Parent voice questionnaires due back on Tues 9th June not included in this report
Pupil interview outcomes not included in this report these will follow.
E) Guiding PrinciplesClear and consistent trends that have emerged from the consultancy processes are reported without bias.
The headline outcomes within each section of this report represent the perceptions of each stakeholder group; they are also informed by the observations, informal conversations and interactions that Rebecca has had with pupils, parents, staff and governors.
The outcomes of the consultation are structured as a S.W.O.T report (Success, Weaknesses, Opportunities and Threats) to enable all to engage critically with the findings that have emerged.
The final section of this report offers questions to be addressed to support the school to realise its desired future state, in response to the vision and perceived needs of the school community.
HEADLINE FINDINGS: PUPILSSupporting EvidenceAppendix 1Learning Consultants workshop questionnaire
Appendix 2Notes from Learning Consultants interviews
Appendix 3 Learning consultants photographic responses to key questions about school life
Appendix 4a & 4bResponses to pupil voice workshops Visiting School Island: collecting perceptions of school today(KS1 and KS2 respectively)
Appendix 5Pupil Voice Definitions of an Empowered LearnerHEADLINE FINDINGS: PUPILS S.W.O.TSuccessesThe children feel cared for. They find the adults supportive, friendly and they feel they can go to staff for help and support.On the whole the children feel safe and cared for in a friendly environment . They feel encouraged and able to be the best that they can be. (How ambitious are they?) Note the parents share the same view.They value all the opportunities for collaborative learning and active learning. Active subjects e.g. P.E, Creative Arts and IT feature regularly in positive feedback The majority find the learning spaces exciting especially additional spaces like Rainbow Room, Zoom Room, Library, ICT Suite, The Bay AreaMost children feel they are getting better in their learningThe children all appreciated the clear expectations for positive behaviour, respect and consideration for the needs of others. References to bullying, were followed by agreement that it is dealt with wellThe children enjoy working in groups and collaborating and see this is a good way of developing team skillsJust over 50% of the children reported finding their learning exciting and interesting63% felt that the curriculum is helping them to learn for life79% feel that what they learn about is creative and inspiringKS1 Enjoy the trips outHEADLINE FINDINGS: PUPILS S.W.O.TWeaknessesThe children feel that their learning is largely restricted to indoors. They have an appetite for more outdoor learning (they currently associate the classroom with hard work, and outdoors with rest, play and socialising)There is not a consistent relationship to challenge many regard it as negative either finding work too hard or too easy, while others see challenge as critical to learning and feel sufficiently stretchedJust under 50% of pupils did not know if the school is supporting them to be more independentMost concerns and worries about school are linked to relationships with their peers developing the confidence and social skills to manage these relationships more effectively will help.The children had limited community awareness in terms of feeling a sense of belong and responsibility beyond school. They appeared to struggle to grasp the concept of wider community.For many pupils a lack of confidence appears to be a barrier to learningThere is a trend in opinion that the school building, especially outdoors, could be a better learning environment There is a very strong appetite for more learning to take place outdoors and in different locations in and beyond school15% of the pupils stated that they felt proud of their schoolTests make them anxious and worried Few pupils could really explain what the features are of a good learnerIt is felt that disruptive / distracting behaviour is not always dealt with effectivelyThe pupils perceive lunch times in two minds: as a time for fun and play, as a time of rough play that is busy and boisterous and induces anxiety or frustration
HEADLINE FINDINGS: PUPILS S.W.O.TOpportunitiesDevelop an approach to the curriculum and pedagogies that will offer:Outdoor learning opportunitiesMore experiential learningLearning within the wider communityContext for Creative Enquiry developing the skills, attitudes and attributes of an effective learnerEnriching learning with extra curricular provision and/or creative projects (whole school and into the community)Diverse learning communities: vertical peer groups, adult visitors, community/business mentors, children from other schoolsMore co-construction (pupils having a voice in the planning of the curriculum they are keen to contribute)NOTE: this aligns with parent perception of opportunities for developmentHEADLINE FINDINGS: PUPILS S.W.O.TPotential ThreatsNot responding to pupil feedback and the wider context in which the children are living and learning Lack of resources to develop the environmentBarriers to the development of appropriate pedagogies e.g.Staff resistant to changeLack of appropriate staff training & developmentLack of leadership in developing teaching and learningLack of confidence to be independent learners could be a barrier to children making accelerated progressThe children find texts / exams worrying and the demand for tests is increasingCoping with change/transition to new environments and areas of learning is seen as challenging by some pupils
HEADLINE FINDINGS: PARENTSSupporting EvidenceAppendix 6 Parent Questionnaire results from the workshop
Appendix 6aParent Questionnaire results from the questionnaire sent out to all parents
Appendix 7Parents Preferred Learning Diet
Appendix 8Parents collective definition of an ideal learner leaving Alexandra Park Primary secondary ready.
HEADLINE FINDINGS: PARENTSS.W.O.TSuccessesThe environment is caring and built on positive relationships (Appreciation of male role models)Children make good progress academically and socially (although the social skills development is more implicit)The majority of parents reported that their child approaches school with a good level of confidence (this contradicts the pupils feedback!)69% of parents stated that their child is excited and intere