Abbs Cross School and Arts College.

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

• Wendy Washington Assistant Headteacher
• Nigel Franceschi Deputy Headteacher
• Students
• Alex Dukes (Year 9)
• Victoria Johnson (Year 9)

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A personalised school

• Student Voice empowering students to make a
  difference
• What we learn
• When we learn
• How we learn
• With whom we learn
• Where we learn
• Its all about LEARNING

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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
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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

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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?

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Charters

• Meeting with teachers - blue charter
• Questionnaire to all students - green charter
• Interview representative students red charter

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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.

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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.

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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.

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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!

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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.

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Where the school goes now

• Blue Learning Partnership with teachers
• Red Restorative justice
• Green Learning Environment 24/7

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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.

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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.