Category: Resources

Categories
Resources

Every Child Matters and School Councils Summary

A brief summary of how an effective school council can help you meet each of the Every Child Matters outcomes.

Great for when you’re writing your SEF or creating your School Development Plan.

Created by School Councils UK.

Use the ‘More’ button to print or download (‘save’) this resource.
Every Chlid Matters and School Councils Summary

School Councils and Every Child Matters School Councils UK Briefing We believe that if every child can have their voice heard, understood and responded to, they will become active participants in their communities. School Councils UK has welcomed the Every Child Matters priorities, and has seen first hand how school councils’ work within the categories improves children’s lives. A more detailed version of this table is available on www.schoolcouncils.org EVERY CHILD MATTERS AND SCHOOL COUNCILS OUTCOMES Being Healthy Developing confidence, communication skills, and being happier as a result of being involved with school and class councils helps children develop emotional resilience. Students also help make their peers healthier by improving food in the dining room and promoting sports activities and competitions. Staying Safe Effective school councils engender peer leadership, openness and awareness. These qualities make schools safer and happier places. Ex-Schools minister Stephen Twigg stated that the most effective anti-bullying schemes were led by students. Enjoying and Achieving By taking the opportunity to become involved in the school community, essential life skills such as listening, diplomacy, compromise and communication are developed. Effective participation structures in school help raise attainment by improving the learning environment. Through school councils, children’s belief in their ability Making a to make a difference develops. Positive Contribution Life skills learnt through active participation enable students to contribute to their community and wider society. Economic Well Being Many school councils are given budgets to manage. The responsibility of running a budget helps children develop economic and financial awareness. School Councils UK 108-110 Camden High Street, London NW1 0LU 0845 456 9428 info@schoolcouncils.org www.schoolcouncils.org © School Councils UK 2006. Please feel free to reproduce this resource with acknowledgement (non-commercial use only).
Categories
Resources

Being a Good Chairperson

It’s a tough job being a chairperson.

This guide will help you to understand what it needs and help you to be a great one.

Created by Eva Crasnow and Asher Jacobsberg at School Councils UK.

Use the ‘More’ button to print or download (‘save’) this resource.

Being a Good Chairperson

So you want to be a … Chairperson (chair) School Councils UK Role Guide 02 What is a chairperson? The chair has two main roles (neither of which is being sat on): To make sure the meeting runs effectively, and within the groundrules of the meeting. This involves preparation beforehand as well as being in charge during the meeting. The chair also represents the school council at formal occasions. For instance, it might be the chair’s job to meet with the headteacher and the governors. What kind of person makes a good chair? • • • • • A spokesperson – the chair will need to be able to sum up other people’s views and be happy to put them across to all kinds of people, including large groups. An organiser – to make sure everyone is prepared for meetings: knows when and where they are going to be and what is going to be discussed. A communicator – to make sure that everyone understands what is going on. An action person – the chair needs to make sure that meetings aren’t just talking shops, that they have a purpose and result in action. A mediator – sometimes the chair will need to help find a compromise between two people or two conflicting ideas. He or she will need to be fair and not let his or her own feelings get in the way. So if I were chair what would I actually have to do? Well, the first thing you would have to do is to get selected as chair. Different councils do this in different ways, but the two most common are: that have come from their class or year councils. Make sure you give people enough time to collect ideas and bring them to you. The agenda needs to go out well before the meeting so reps can discuss it with their class. In the meeting it’s your job to run the discussion – this does NOT mean that you do all the talking. Chairing a meeting means making sure that: Everyone knows what the rules and point of the meeting are; Everyone keeps to time so that everyone has a chance to speak; Every discussion ends in clear action points. But the role of the chair isn’t just about meetings. It’s also your job to make sure that everyone who agrees to do something actually does it. You are the representative of the whole school council, so you will have to talk to staff and governors about what the school council thinks and is doing. • All the people at the meeting vote for who they would like to be the chair for the next year. The chair rotates, this means that different people take it in turn to be the chair. • The second option means that more people get to have a go at being the chair, but can mean that some meetings don’t run as well as others. Once you’re selected as chair you have several things you need to do for every meeting. The first is to help prepare the agenda (the list of things you will discuss at the meeting), you should do this with the secretary and the vice-chair, you may find it useful to get advice from the link teacher. The items on the agenda should come from the whole school, so you will need to remind the school councillors to give you the ideas School Councils UK 108-110 Camden High Street, London NW1 0LU 0845 456 9428 info@schoolcouncils.org www.schoolcouncils.org © School Councils UK 2006. Written by Eva Crasnow and Asher Jacobsberg. Please feel free to reproduce this resource with acknowledgement (non-commercial use only). So you want to be a … Chairperson (chair) School Councils UK Role Guide 02 That’s quite a job, what can I do to make it easier? Most councils have a vice-chair as well to help the chair and take over when she or he isn’t there. In a meeting you might ask the vice-chair to keep time whilst you run the meeting. You could also ask him or her to watch how you chair and give you feedback after the meeting to help you improve. You could take chairing in turns to give yourself a break. Another way to make things easier on yourself is to get your council working well together, then they won’t need much chairing. If your council is getting bored or angry, could you stop and play a quick game? These give people an opportunity to have a break and come back to the problem with a different perspective. Also, think about how the room is laid out. Does everyone feel comfortable? Can everyone see each other? Is their anything that could be distracting people? Running meetings is a skill lots of people use at work all the time. Are there people you could observe or chat to for tips? Your headteacher, chair of governors, or local business people for instance? When would I need to do all these things? Well, each school is different but this is what we recommend: When? Once a year What? Stand for election. Probably once as a class rep and then in the meeting to be chair. Represent the council and your school at events. Send out a reminder for any agenda items (it may take them a week to get to you) and last meeting’s minutes. Work out the agenda and send it out to everyone who is coming to the meeting. With whom? Your class/form/tutor group and council. It depends on the event. The secretary. Send to all school councillors. The secretary, vicechair and link teacher. Everyone, especially the secretary and vice-chair. Other councillors. Throughout the year. Two weeks before each meeting. A week before each meeting. At the meeting Make sure the meeting runs smoothly and that the secretary is keeping minutes showing who, when and what is to be done. Make sure that every one who has agreed to do something actually does it. Make sure that the headteacher, other staff and the governors are kept informed of what the school council has been discussing. In between meetings After each meeting School Councils UK 108-110 Camden High Street, London NW1 0LU 0845 456 9428 info@schoolcouncils.org www.schoolcouncils.org The link teacher, other councillors. Can I get any more information on being a chairperson? Go to www.schoolcouncils.org, click ‘resources’ and go to ‘download resources’, there you’ll find a list of links to other info about being a chair. In the resources section you will also see our Handbooks for primary and secondary students which give you loads more ideas about how to run effective meetings and make sure your school council gets things done. © School Councils UK 2006. Written by Eva Crasnow and Asher Jacobsberg. Please feel free to reproduce this resource with acknowledgement (non-commercial use only).
Categories
Resources

School Council Event Budget Form

This form will help students who are planning an even to create a budget to see whether it will make or lose money.

Another copy of the form can be used to record what is actually spent and made, giving an overall profit.

This works well with the action planning forms and guides.

If you want to suggest to your school that you could run an event, use this form and the SMART Matrix and you’ll be able to come up with a really good plan.

Created by Asher Jacobsberg at School Councils UK.

Use the ‘More’ button to print or download (‘save’) this resource.
School Council Event Budget Form

School Councils UK Training Please feel free to reproduce this resource with acknowledgement (non-commercial use only). © School Councils UK 2007. Event Budget Form Name of Event Date of Event Name of Treasurer(s) Income (money in) Expected Item e.g.Tickets e.g.Tickets Quantity 100 Amount £0.50 Total £50.00 Total Income Expected: £ Expenses (money out) Expected Item e.g. Getting tickets printed Quantity 100 Amount £0.05 £0.05 Total £5.00 Total Expenses Expected: £ Expected Event Profit/Loss (Income minus Expenses) = £ This is the expected budget. You should use another copy of this form to enter the actual figures after the event. School Councils UK, 3 Floor 108-110 Camden High Street, London NW1 0LU Tel 0845 456 9428 Fax 0845 456 9429 Email info@schoolcouncils.org www.schoolcouncils.org rd
Categories
Resources

Action Planning Form

A simple form to help you plan your project and then make sure it’s running smoothly.

Once you’ve set your aims using the SMART Matrix, write down each of the tasks that will make up your project.
Who is going to be responsible for each one?
When does it need to be done by?
What help will you need?

Created by Asher Jacobsberg at School Councils UK.

Use the ‘More’ button to print or download (‘save’) this resource.
Action Planning Form

School Councils UK Training Please feel free to reproduce this resource with acknowledgement (non-commercial use only). © School Councils UK 2007. Action Planning Form Name of project What needs to be done? (page 1) Date project ends Who will do it? What help/materials/information is needed? When should it be done by? Tick when done E.g. Book school council training School Council Co-ordinator Find out dates on www.schoolcouncils.org, get approval from school, book by email or fax. Next week (add in today’s date!) School Councils UK, 3 Floor 108-110 Camden High Street, London NW1 0LU Tel 0845 456 9428 Fax 0845 456 9429 Email info@schoolcouncils.org www.schoolcouncils.org rd School Councils UK Training Please feel free to reproduce this resource with acknowledgement (non-commercial use only). © School Councils UK 2007. Action Planning Form What needs to be done? (page ___ ) Who will do it? What help/materials/information is needed? When should it be done by? Tick when done School Councils UK, 3 Floor 108-110 Camden High Street, London NW1 0LU Tel 0845 456 9428 Fax 0845 456 9429 Email info@schoolcouncils.org www.schoolcouncils.org rd
Categories
Resources

Action Planning Tips

Whether you’re planning an event, a campaign or a project, you need to plan! Break your plan into small steps which will keep you motivated and on track, and be SMART.

These tips will help you understand what an action plan is and what SMART targets are.

Created by Asher Jacobsberg at School Councils UK.

Use the ‘More’ button to print or download (‘save’) this resource.
Action Planning Tips

School Councils UK Training Please feel free to reproduce this resource with acknowledgement (non-commercial use only). © School Councils UK 2007. Action Planning Tips Whether you’re planning an event, a campaign or a project, you need to plan! Break your plan into small steps which will keep you motivated and on track, and be SMART. Action Points What are you going to do? How are you going to do it? When are you going to do it? Where are you going to do it? How will you know when it’s been done? SMART Targets Specific Measurable Achievable Relevant Time-limited School Councils UK, 3 Floor 108-110 Camden High Street, London NW1 0LU Tel 0845 456 9428 Fax 0845 456 9429 Email info@schoolcouncils.org www.schoolcouncils.org rd
Categories
Resources

School Councils and Ofsted Inspections

How your school council help you prepare for an Ofsted inspection and completing your SEF.

Whilst some of the references to legislation are a bit out of date, the principles underlying this fact sheet are still good.

Created by School Councils UK.

Use the ‘More’ button to print or download (‘save’) this resource.
School Councils and Ofsted Inspections

01 Involving the School Council in Ofsted Inspections School Councils UK Activity Guide What is the new Ofsted Framework? The 2005 Inspection Framework provides a radically different system for school inspections. The main differences are: • • Learners are helped to develop stable, positive relationships Learners, individually and collectively, are consulted when key decisions affecting them have to be made and their views are listened to Action is taken to reduce antisocial behaviour, such as bullying and racism • • • • • • Short inspections of no more than two days and smaller inspection teams Short notice (normally 2 days) of inspection to avoid unnecessary preparation Three years as the usual period between inspections Strong emphasis on self evaluation as the starting point for inspection Required input from pupils, parents and other stakeholders A common inspection framework for all schools and post-16 colleges. • How can pupils help the school prepare for inspection? Pupils can help assess levels of participation by looking at the criteria above and organising a survey. Ofsted have provided some useful tools to evaluate participation. In the new self evaluation forms, school leaders are asked specific questions about how the views of learners are obtained. In addition, they are asked to give specific examples of how these views have affected decisions. It is suggested that the school development/improvement plan is communicated to students in a way they can understand and discuss. Pupil questionnaires are also available which ask questions such as ‘do teachers listen to your ideas?’ (primary) and ‘is this school interested in the views of its pupils?’ (secondary). School Councils UK also have tools available for assessing the effectiveness of a school council. This information will be useful for inspectors and will in itself show the school is serious about listening to the views of learners. What is being inspected? Subject to legislation, inspectors must report on: • • • • the quality of the education provided in the school how far the education meets the needs of the range of pupils at the school the educational standards achieved in the school the quality of the leadership in and management of the school, including whether the financial resources made available to the school are managed efficiently the spiritual, moral, social and cultural development of the pupils at the school, and the contribution made by the school to the well-being of those pupils. • • How will pupils be involved in the inspection itself? In addition to evidence above, inspectors will talk to pupils during their visit. Ofsted have suggested that inspectors meet with members of the school council. The council could do one of the following: School Councils UK 108-110 Camden High Street, London NW1 0LU 0845 456 9428 info@schoolcouncils.org wwwww.schoolcouncils.org What level of pupil participation are inspectors looking for? Inspectors must evaluate the school according to the five ‘Every Child Matters’ criteria. These include ‘The extent to which learners make a positive contribution’ and inspectors are looking to see that: • Take the inspector on a tour of the school, explaining what the council has been doing © School Councils UK 2005. Please feel free to reproduce this resource with acknowledgement (non-commercial use only) School Councils UK Activity Guide • • • Do a presentation for the inspectors, explaining the structure and function of the council. Invite the inspectors to observe a school council meeting, and ask questions to council members Prepare a portfolio of evidence for inspectors such as minutes, letters, surveys and photos outlining the work of the council Staying safe • • Are pupils taught about key risks and how to minimise them? Are there things in or around school which make pupils feel unsafe? Enjoying and achieving • • • • Is support given to pupils with poor behaviour and attendance? Do pupils feel that their personal and academic development is monitored? Are pupils fully involved in planning and evaluating citizenship education? Is there a system whereby pupils can evaluate teaching and learning, and make suggestions in confidence about particular lessons? How can the council be involved after the inspection? One of the most interesting aspects of the new inspection framework is that inspectors will be writing a brief letter to pupils giving the main findings of the inspection. This will be addressed to the school council and written in a language that is accessible to the pupils. Ofsted expects schools to ensure that all pupils are made aware of the findings of the inspection. The school council could be asked to present these findings to the rest of the pupils. This could be done in classes by representatives, or in an assembly or through a special newsletter. Pupils may also wish to respond directly to the inspector on any aspects of the report that they feel are inaccurate. The work then begins for pupils to help tackle some of the issues that inspectors have raised. Their views on the inspection judgement can help to form part of any improvement plan which the governors may produce. It may be helpful for pupils to look at the five criteria within ‘Every Child Matters’ for schools and how things could be improved: Making a positive contribution • • Are pupils helped to develop stable, positive relationships? Are pupils, individually and collectively consulted when key decisions are made, through form councils, the school council or by other means? Does the council allow for pupils to give their views and for these to be taken into account? Has the school council reviewed school policies such as behaviour and attendance? • • Achieve economic well-being • School Councils UK 108-110 Camden High Street, London NW1 0LU 0845 456 9428 info@schoolcouncils.org wwwww.schoolcouncils.org Being Healthy Are pupils given opportunities to develop their enterprise and financial skills, and to work in teams? • • • • Are pupils encouraged and enabled to take regular exercise? Are pupils discouraged from smoking and substance abuse? Do pupils know about sexual health risks? Are pupils encouraged and enabled to eat and drink healthily? Further Information Copies of all Ofsted documents available at http://www.ofsted.gov.uk Gideon Lyons © School Councils UK 2005. Please feel free to reproduce this resource with acknowledgement (non-commercial use only)