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Abbs Cross School and Arts College Student Voice organisation and impact

Abbs Cross School and Arts College . Abbs Cross School and Arts College Student Voice organisation and impact. commitment to opportunity and excellence. Abbs Cross School and Arts College. Wendy Washington – Assistant Headteacher Nigel Franceschi – Deputy Headteacher Students:

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Abbs Cross School and Arts College Student Voice organisation and impact

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  1. Abbs Cross School and Arts College Abbs Cross School and Arts CollegeStudent Voiceorganisation and impact commitment to opportunity and excellence

  2. Abbs Cross School and Arts College Wendy Washington – Assistant Headteacher Nigel Franceschi – Deputy Headteacher Students: Alex Dukes (Year 9) Victoria Johnson (Year 9)

  3. A personalised school Student Voice – empowering students to make a difference What we learn When we learn Howwe learn With whom we learn Where we learn It’s all about LEARNING

  4. Organisation of Student Voice Students will engage with teachers in pursuit of personalising learning through an analysis of effective teaching Championed by Mr Franceschi Progress and Development Voice Teaching and Learning Voice Students will explore their role in effective learning and develop strategies to support progress and development, addressing their responsibility in dealing with transgression from an accepted code of conduct. Championed by Miss Barnes Students will recognise and contribute to developing a 21st Century Learning Environment Championed by Mr Campbell Environmental Voice Student Voice Executive Each focus group will have 3 representatives plus Head Boy and Head Girl. They will meet regularly with HM, LT and Governors. Championed by Mrs Washington

  5. Student Training • Increased responsibility for school development • Increased need for professional training • Real impact requires high level preparation and training for students • Research skills • Other generic transferable skills

  6. Training Day at UEL - 2007 • Launch of Student Voice. • Ethics involved – respect, anonymity, honesty, integrity, consent, confidentiality. • Training in research methods – no blame culture. • Tour of Docklands campus – and a chance to meet students. • Workshops - Think of your best learning experience….Teacher doing? Student doing? Environment like?

  7. Charters • Meeting with teachers - blue charter • Questionnaire to all students - green charter • Interview representative students – red charter

  8. Training Day at UEL - 2008 • Celebrate development of student voice. • Ethics involved – respect, anonymity, honesty, integrity, consent, confidentiality. • Training in evaluation methods – Evaluate the success and effect charters are having on learning. • Tour of University Accommodation– and a chance to meet students. • Workshops.

  9. Evaluation of Charters • Blue Voice Charter: • It is much better in classes that use seating plans. If there is no seating plan then the classes can get noisy and distracted. Then valuable time is lost. • The teachers are aware of the charter and are not talking as much as before. • Teachers are showing more respect for us and the relationship between teachers and students is stronger. • Almost all lessons have starters and this gets our minds working.

  10. Evaluation of Charters • Green Voice Charter: • The new blinds have made a real difference. • The walls are still all white – definitely not brightly coloured. • The ICT facilities, outdoor furniture and brighter lighting is really good. • Noise still travels and some classes are still interrupted. • When we put a comment in the log it is answered and we usually get a result.

  11. Evaluation of Charters • Red Voice Charter: • E behaviour has made a very distinct difference to the behaviour of many pupils and small scale disruptions are decreasing rapidly now that pupils know their good and bad behaviour is on record. • Much of it like “listen carefully” and “ follow the instructions of the teacher” is getting better. • When consistently bad students are good, they are rewarded more for doing the same thing as students who are usually good – who get no reward!

  12. Training Day at CEME - 2009 • Celebrate awards won and continued development of student voice. • Ethics involved – respect, anonymity, honesty, integrity, consent, confidentiality. • Training in student leadership skills. • Tour of CEME – A 21st century learning environment. • Workshops - Blue: Creating a learning partnership.Green: Student input into new science build.Red: group behaviour.

  13. Where the school goes now • Blue – Learning Partnership with teachers • Red – Restorative justice • Green – Learning Environment 24/7

  14. Measuring the impact Ofsted Good Practice Survey – Feb 2009 • Student Voice permeates the work of the school and is embedded in its planning and evaluation structures. • Total commitment of Senior Leaders. • All students make a very active contribution to planning and decision-making. • Students have developed very effective personal and communication skills.

  15. Measuring the impact • Sustainability is planned for and talent and independence is nurtured. • Individual and small group mentoring. • Students are actively encouraged to take on further leadership roles. • Enrichment opportunities give opportunities for participation and leadership, e.g. international links, arts and sports activities as part of extended school.

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