STAKEHOLDER VOICESECURING THE FUTURES OF OUR LEARNERS

Integrate Education - Consultancy ReportRebecca Bell, Director Integrate EducationJune 2015

CONTENTS

1. BackgroundA. Purpose of this processB. MethodologyC. ScopeD. ChallengesE. Guiding Principles

2. Outcomes – Headline FindingsF. PupilsG. ParentsH. GovernorsI. Staff (and staff needs)J. 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 school’s enquiry questions:

How can we provide a conceptually rich, thematic curriculum that inspires the children and prepares them for the world they live in?

How can the staff develop a greater understanding of the new curriculum and how we can tailor it to the needs of our children?

A) Purpose of this Process

To capture a baseline of stakeholder perceptions of where the school is now with regards the curriculum and the learning environment

To 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 Processes

B) Methodology

Our 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 it’s 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 sessions

Staff voice workshop (INSET day -approx. 60 participants)

Parent voice workshops (14 participated)

Parent questionnaire – Number of returns TBC

Learning Consultants interviewed a range of pupils from across the school

Pupil voice workshops x 3 (approx. 35 pupils involved)

SLT representatives attended & supported each workshop process All outcomes have been fully recorded and documented (Ref Appendix

items)

1

3 4

2

D) Challenges• Limited 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 it’s desired future state, in response to the vision and perceived needs of the school community.

HEADLINE FINDINGS: PUPILSSupporting Evidence

Appendix 1 Learning Consultants workshop questionnaire

Appendix 2 Notes from Learning Consultants interviews

Appendix 3 Learning consultants photographic responses to key questions about school life

Appendix 4a & 4b Responses to pupil voice workshops – Visiting School Island: collecting perceptions of school today(KS1 and KS2 respectively)

Appendix 5 Pupil Voice Definitions of an Empowered Learner

HEADLINE FINDINGS: PUPILS S.W.O.TSuccesses

• The 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 Area• Most children feel they are getting better in their learning• The 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 well• ‘The children enjoy working in groups and collaborating and see this is a good way

of developing team skills• Just over 50% of the children reported finding their learning exciting and interesting• 63% felt that the curriculum is helping them to learn for life• 79% feel that what they learn about is creative and inspiring• KS1 Enjoy the trips out

HEADLINE FINDINGS: PUPILS S.W.O.TWeaknesses

• The 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 stretched

• Just under 50% of pupils did not know if the school is supporting them to be more independent• Most 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 learning• There 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 school• 15% of the pupils stated that they felt proud of their school• Tests make them anxious and worried • Few pupils could really explain what the features are of a good learner• It is felt that disruptive / distracting behaviour is not always dealt with effectively• The 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.TOpportunities

• Develop an approach to the curriculum and pedagogies that will offer:

Outdoor learning opportunities More experiential learning Learning within the wider community Context for Creative Enquiry – developing the skills,

attitudes and attributes of an effective learner Enriching 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 schools

More 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 development

HEADLINE FINDINGS: PUPILS S.W.O.TPotential Threats

• Not responding to pupil feedback and the wider context in which the children are living and learning

• Lack of resources to develop the environment• Barriers to the development of appropriate pedagogies e.g.

Staff resistant to change Lack of appropriate staff training & development Lack of leadership in developing teaching and learning

• Lack of confidence to be independent learners could be a barrier to children making accelerated progress

• The children find texts / exams worrying and the demand for tests is increasing

• Coping with change/transition to new environments and areas of learning is seen as challenging by some pupils

HEADLINE FINDINGS: PARENTSSupporting Evidence

Appendix 6 Parent Questionnaire results from the workshop

Appendix 6a Parent Questionnaire results from the questionnaire sent out to all parents

Appendix 7 Parents ‘Preferred Learning Diet’

Appendix 8 Parents collective definition of an ideal learner leaving Alexandra Park Primary ‘secondary ready’.

HEADLINE FINDINGS: PARENTSS.W.O.T

Successes

• The 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 interested by learning• The teachers enable ‘memorable learning’ - especially due to special events and themed days• Pupils are happy at school• 71% felt that the school encourages the development of independence• All parents (bar one who is new to the school) stated that the school encourages a climate of respect

and consideration – they feel that self discipline is expected and high standards• 71% of parents feel that the staff always/often work closely with them to support their child’s learning• 93% of parents feel that the school supports the children to view all people, cultures and beliefs with

tolerance and respect • 86% of parents felt that the children are able to learn to the best of their ability• 93% felt that the school is safe (The one parent that did not related the lack of safety to bullying)• 93% of parents stated that leadership and management of the school is ‘often / always’ ambitious

and clear in the targets that are set• Staff are approachable• Parents were very understanding of the pressures that school / staff are under to ‘perform’. Overall

they feel that the school works hard and achieves good outcomes for their children.

HEADLINE FINDINGS: PARENTSS.W.O.TWeaknesses

• More challenge required (especially for the higher ability learners)• Too much pressure to sit still and engage - more social, collaborative learning desired, that

is active and play based• Mixed views as to whether or not the learning spaces are stimulating for the learners – might

this suggest inconsistent use of space across the school i.e. quality of displays, creative use of spaces etc.

• Feedback from one set of parents indicated a reliance on rewards, feedback and praise (all other parents felt that the recognition and rewards are positive and balanced, although the parents did express a desire to know more about their child’s achievements)

• 36% of parents felt that their child can not always access the learning and join in. (A more inclusive and differentiated environment is required)

• Parents felt that more could be done to enable their child to view the wider community with a sense of belonging and responsibility and to engage more within the wider community

• 43% of the parents felt that the school premises could be developed to provide a better environment for learning (this concurs with the pupil perspective – especially outdoors)

• 43% of parents question whether the curriculum is balanced and broad (refer to appendix 7 to gain insight into what they feel needs to be added to the learning diet)

• Working parents can’t access events in school i.e. parent voice workshop• Some inconsistency in the standard of teaching• Feedback on homework would be appreciated• Lack of diversity / variety in extra curricular activities

HEADLINE FINDINGS: PARENTSS.W.O.TOpportunities

• Strong appetite to set ambition to make learning more active / physical – more play based.

• Parent feedback leans toward developing more practical learning experiences for the children e.g. more D.T, more Creative Arts, Experience of Work (enterprise) and financial education.

• The parents have very clear (and worthy) ideas as to how the learning diet at Alexandra could be enriched…

• Refer to Appendix 7 – Parents preferred learning diet, and galvanise parent support e.g. PTA fundraising to enable the learning environment to be developed

• For SLT to translate pertinent weaknesses into areas for development and feedback to parents as to how theses needs, as defined by them, are being addressed. This approach will build even more positive relationships between home and school.

• Parents want to be involved in ‘big decisions’• Recognition, and development, of how the curriculum is helping the children to learn for

life, could be made more explicit (Some parents felt that this is happening implicitly, while others really weren’t sure).

• There is a desire for the curriculum to be more ‘outward looking’ into the wider community and wider world.

• Parents strongly support the development of attitudes and attributes, and skills for their children. There ideal curriculum would enable these to be taught / developed (Ref. Appendix 8) Take encouragement from this.

HEADLINE FINDINGS: PARENTSS.W.O.T)

Possible Threats

• Not responding to parent feedback• Resources – namely time, to ensure a positive ongoing ‘PR’ campaign

to reach out to parents and communicate (and consult on) key developments in the school

• Lack of finance to enable the curriculum developments • Teachers / staff requiring CPD to enable the shift in pedagogic

approaches to a more creative curriculum• Failing to engage the ‘hard to reach’ parents

HEAD LINE FINDINGS: GOVERNORS

Supporting Evidence

Appendix 9 Governor workshop questionnaire responses

Appendix 10 Governor ideas for enriching the curriculum/learning diet

Appendix 11 Governor definition of how a learner should be empowered by the end of year 6

HEADLINE FINDINGS: GOVERNORS

S.W.O.TSuccesses

• The school has a caring and friendly environment• The children ‘often’ make progress academically and are sufficiently challenged for their

ability (NOTE: pupils and parents not in agreement)• All governors felt that high levels of achievement are valued • Governors felt that, in general, the children lack confidence in their learning and life

beyond school• There is a healthy emphasis in independent learning• 100% of Governors felt that the children are effectively encouraged to show respect and

consideration for others, and develop self discipline / Behaviour for Learning• Most children can ‘often’ join in the learning activities• 5 our of 6 felt that the school staff ‘always’ engage positively with parents to help support

their child’s learning• All Governors felt that the school ‘often / always’ promotes tolerance and respect for

different cultures, people and beliefs.• All Governors agree that the leadership and management of the school is ‘always’

ambitious and clear in it’s targets to develop• 5 out of 6 Governors feel that the curriculum is sufficiently broad and balanced -

HEADLINE FINDINGS: GOVERNORS

S.W.O.TWeaknesses

• 5 out of 6 feel that the learning environment is ‘sometimes’ stimulating• 4 out of 6 feel that the school premises ‘sometimes’ provides an environment

that enables effective learning to take place.• 5 out of 6 said they did not know if the children are developing social skills

(due to the fact that this is not an explicit feature of teaching and learning)• Most Governors felt that more could be done to enable the children to engage

in the wider community and view the wider community with a sense of belonging and responsibility (NOTE: this concurs for parent and pupil perspective)

HEADLINE FINDINGS: GOVERNORS

S.W.O.TOpportunities

Ref appendix 11:• The Governors see that an empowered learner that is ‘secondary

ready’ must have a balance of skills, attitudes & attributes and knowledge & understanding in order to be a successful life long learner

Ref appendix 10:• The Governors are in agreement with parents, and pupils that the

pedagogic approaches used could be more active and interactive• Governors also share the view with parents and pupils that more

learning should take place outdoors and beyond the school• Governors would like to see learning becoming more experiential• Governors have clear ideas as the how the learning environment

(school premises could be developed to improve the learning environment)

• Governors see these curriculum and pedagogic developments as an opportunity for the children to have more say in their learning, co-constructing the curriculum and what they learn

• Governors embrace the need for staff CPD to support the development of innovative teaching and learning approaches

HEADLINE FINDINGS: GOVERNORS

S.W.O.TPotential Threats

• Governors not actively engaging in working with SLT to set a strategic vision for the future direction of the school, in light of this stakeholder feedback

• Lack of financial management to ensure that curriculum innovation and the development if teaching and learning is fully resourced

• Governors not contributing the to ‘PR’ campaign to ensure all stakeholders remain engaged with in terms of the outcomes of the stakeholder voices processes and decision making moving forward

• Governors not developing their own knowledge and understanding of the National Curriculum requirements and appropriate pedagogic approaches, to inform decisions making processes

• SLT lacking support and appropriate challenge in response to this stakeholder report

HEAD LINE FINDINGS: STAFF

Supporting Evidence

Appendix 12 Staff Questionnaire outcomes

Appendix 13 Staff Vision of the Ideal Learner

Appendix 14 Staff Vision for Curriculum Enrichment

Appendix 15 Aggregated Questionnaire outcomes from Governors, Parents and Staff

HEADLINE FINDINGS: STAFF

S.W.O.TSuccesses

• The staff measure the impact of their work lower then other stakeholders – might this reflect high standards/expectations and a good level of ambition?

• Their views as to the future needs of the pupils and how the learning environment could be developed aligns with the views of other stakeholders, especially the need to develop a more skills based curriculum – developing the attitudes and attributes of the learners along with skills for learning and life. Also the need for more outdoor learning and more experiential learning

• The ‘whole child ‘clearly sits at the heart of the staff’s values and beliefs regarding the core purpose of the school

• Level of care in the school = very high• Pupils encouraged to be independent and respect is an embedded expectation within the

culture of the school• Parents are engaged with positively• Staff agree that leadership is strong• Staff share the view that the environment is stimulating and challenging • Pupils are regarded as confident – this is not consistent with the views of other

stakeholders

HEADLINE FINDINGS: STAFF

S.W.O.TWeaknesses

• 77% of staff believe that pupil peer relationships need development (more co-operation, collaboration and care)

• 92% of staff believe that the pupils require the development of social skills – they progress more academically than they do in social development.

• 72% of staff measured the curriculum as ‘sometimes’ enabling learning for life

• 39% of staff do not regard the learning opportunities as fully inclusive• The teaching needs to inspire more excitement and interest in learning• More engagement in the community is required – links to the wider world• There is a perceived lack of breadth and balance in the curriculum (74% of

staff say it is ‘sometimes’ broad and balanced)• More emphasis required on the personal needs of the children (Pastoral

development & PSHE?)

HEADLINE FINDINGS: STAFF

S.W.O.TOpportunities

• To develop the curriculum based on shared views and perceptions of what is required

• To harness the shared views and the energy that comes from this to support change and development

• Positive relationships serve as a great foundation for a change process – the level of care for the pupils, and sense of shared professional purpose, means that the children will remain at the heart of decisions made to develop teaching and learning

• The staff have a clear, and worthy, vision for the future development of the curriculum. There shared ambition is clear and commonly shared.

• Staff have good relationships with parents, this will support the heightening of a more positive parent ‘PR’ and partnership campaign

• The staff appear ‘open’ to change and development, and willing to collaborative in their endeavours to improve provision

• Shared appetite to go beyond the school for teaching and learning opportunities – more outdoor learning and learning in / with the wider community

HEADLINE FINDINGS: STAFF

S.W.O.TPossible Threats

• Fear of change• Lack of appreciation that change takes time and that you have to hit the

‘storm’ before you hit the ‘norm’• Drama – a pedagogic approach that some find threatening• CPD needs of staff not being clearly diagnosed and fully met• Lack of adequate resources e.g. stimulating and provocative texts• Subject Leaders needing to support how their subject can be taught within a

broad range of themes and lines of enquiry (this will be more demanding of time) – they will need to be adaptable and flexible in their approach and ensure curriculum coverage and rigour (strong and confident leadership attributes required)

• Lack of time to plan and reflect as teams• Lack of time to galvanise resources including trips outs, visitors in etc.• Lack of contacts within the community to enable closer links to be developed

HEADLINE FINDINGS: STAFF NEEDS

Perceived Barriers

Staff requests for Resources / CPD to support making curriculum innovation happen:

• Identification of good / high level resources• Comfort of UKS2 pupils who are ‘set in their ways’• Personal comfort levels of staff• Feeling restricted to using books• Learning new vocab [drama] and applying it• Transition from the Drama into the teaching and learning – what does

it look like?• Time for planning and making resources. Time to ‘stage’ classrooms

x 3• Time for planning in teams and making/gathering resources

SUMMARY OF AGGREGATED QUESTIONNAIRESParents, Governors and Staff

• Please note – that all stakeholders are largely aligned in their measurement of the impact that the school is having on the learning and wellbeing of the pupils. These views are largely very positive.

HEADLINES:• 89% of all Governors, Parents and Staff (G.P.S) agree that adults is school often /

always care for the children• 34% of G, P and S agree that only ‘sometimes’ the children have positive relationships

with each-other• 84% of G, P and S agree that the children often / always make academic progress• 95% of G, P and S agree that the children are often / always encouraged to consider and

respect others• 31% of G,P and S agree that only ‘sometimes’ the children are excited and interested in

learning• 47% of G, P and S ‘don’t know’ if the children view the wider community with a sense of

belonging and responsibility – How could this be heightened?• 35% of G, P and S perceive that the curriculum needs to be more balanced and broad• 91% of G, P and S believe the leadership and management of the school to be often /

always ambitious

The Empowered Learner – Yr. 6Emergent trends in opinion

skills

• Communication Skills (Inc. competent I.C.T skills)

• Social Skills

• Self awareness & Self control (knowing strengths and development needs)

• Fully literate – reading, writing, speaking and listening

• Thinking skills & problem solving

• Independence

Attitude

s &

attributes

• Confidence

• Independence (self directed learner)

• Ambition

• Positive work ethic – Love of Learning

• Positive relationship to challenge & risk (mental toughness)

• Resilience

• Outward looking and open minded

• Respect for self and others

• Morality

Knowledge &

Understanding

• Application of K&U in different contexts

• Meeting National Expectations in core subjects – APPLYING K&U

• Personal safety

• Health and wellbeing

• Greater global and cultural understanding

• Greater understanding about the world of work – enterprise and opportunities

• More music

• More creativity

Ideal Learning EnvironmentEmergent trends in opinion

Pedago

gy

• Explicit teaching of skills, attitudes and attributes as well as K&U

• Collaborative & co-operative (Kagan?)

• Supports independence

• Engages thinking, feeling and physical learners

• Rich in feedback and challenge

• Opens up the wider world through rich concepts and themes

• Enquiry led

• Exciting, engaging – creative and fun!

• More time to talk – dialogic learning

Lear

ning

Environm

ent

• More outdoor / off site learning

• Flexible and variable use of space

• Spaces that are stimulating and inspire curiosity & engagement

• Areas designed to be fit for purpose e.g. well lit, quiet zones, investigation zones, creative enquiry zones

• Quality displays

• Quality resources for learning and developmental play

• Calm, controlled environment (esp. at playtime)

• Purposeful and contextualized

Learni

ng experiences

• Community based learning

• Visitors in and visits out

• Enterprise

• Vertical learning groups

• Exciting events e.g. launching new themes, presentations, performances etc.

• Parent partnership in learning

• Multi-sensory – playing to learn

• Inclusive

• Respond to pupil & staff interests

LOOKING INTO THE FUTURE – KEY QUESTIONS

Who will you share this report with? How and why?1

3

How best can you support the continuous learning of the adults, so that they may all contribute to ‘one team’ working to achieve the your shared vision?

4

How will you address the perceived barriers to curriculum innovation? 2

How will you translate your vision into a strategic action plan?