Tag: KS2 (P3-P4-P5-P6)

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involver blog Resources

Primary school council elections

I got a lovely email today from one of the schools we’ve been working with this year. They’re thinking about how their school council elections will run next year and wanted some advice. It reminded me that I’d written this resource a while ago but not posted it for some reason.

It contains:

  • A recommended timeline for setting up a school council election.
  • 2 lesson plans for how to prepare classes across the school for taking part.
  • A manifesto worksheet for pupils to use to recommend themselves.

Have a look and let us know if you find it useful and how you’ve improved on it.

[gview file=”http://involver.org.uk/dl/Primary-election-process.pdf” save=”0″]

You can download a PDF here (keeps all the formatting and fonts):  [download id=”248″]

Or a Word file here (if you want to  edit and adapt it): [download id=”249″]

I also gave the teacher who emailed some other tips:

  1. Get in touch with Haringey Democratic Services: http://www.haringey.gov.uk/index/council/voting.htm#contact – they should be able to lend you proper ballot boxes and booths, they may even send someone to talk to the school about how elections are run (of course you’d want to check that they were used to speaking to young children).
  2. Have children as the returning officers: counting votes and announcing the results – they need a little training, especially on confidentiality, but it tends to work very well – make sure they only announce the winner, not how many votes each person got as that can be embarrassing and upsetting. If you didn’t want to get children from the school to do it, members of Haringey Youth Council may be able to (if we could get them out of school), they are keen to develop relationships with primary schools.
  3. Make sure you do some prep with all the classes before the nominations, hustings and elections, so people know why they should stand, what they should put in their manifestos and why they should vote for someone (who isn’t their friend). The attached document has a suggested process and some sessions that teachers could run with their classes (of course please feel free to adapt them to your situation).

Obviously if you’re not in Haringey you’ll want to talk to your local Democratic Services and Youth Council, not ours, but you get the idea.

And just because it’s so great to get feedback like this, this is the email that prompted it:

Hi Asher,

Just wanted to say thank you for all your help with the School Council this year- it has really improved a lot! I now meet with my School Council members every week, and there are class council meetings every other week when children give their opinions on a range of important issues. They’ve seen lots of changes take place and are beginning to understand the power of pupil voice. Every classroom has a display and space for children to make suggestions.

Now everyone wants to be in School Council next year! We are going to have manifestos, speeches, and a proper election with ballot boxes voting cards in September. If you can give any advice on how to develop this idea further, that would be greatly appreciated.

Thanks again,

Laura
Alexandra Primary

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involver blog

‘It didn’t do me any harm….’ But do we hear from those it did?

With all the chat around curriculum and assessment reform, I thought it timely to blog about something that’s been irking me for a while.

Far too often, politicians and commentators are guilty of an over-reliance on their own experience of school. It’s the whole ‘I did XYZ assessment/exam, and IT DIDN’T DO ME ANY HARM’. Despite being simplistic, I think politicians see it as a useful device to come across as passionate, experienced and in touch with ‘normal people’ since it’s harder to argue with someone’s personal experience. That’s all fair enough, but what about those that aren’t heard?

I mean I don’t think that your view of education should be entirely isolated from your immediate experience of it. But that it needs to be balanced with evidence (not cherry-picked international evidence) and strong input from practitioners and students.

Of course, the latest example of this is Gove’s plan to scrap GCSEs that came out yesterday. Gove went school and he had a pretty difficult background. But he did O Levels, and he got good grades. That means that O Levels work, right?

But what about those that aren’t heard?

The point is that we rarely hear from those that the system has failed. What about those who it did actually do some harm to?

They’re not the ones in Sanctuary Buildings, on the benches of the Commons, or shooting the s*@t with Portillo on This Week.

I’m keen to hear more about Gove’s plan, the substance behind it and the link with the Singaporean model. But let’s take personal experience for what it is, the view of the (very successful and influential) individual and not more than that. Sadly, that may be all that counts.

Greg – @gregisanderson

BTW – like the one exam board idea. Professor Frank Coffield was laying into the exam board industry at a recent NUS event I was presenting at. Interesting how Gove’s idea on this is kind of ‘anti-market’.

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involver blog

School councils in Poland

I’ve just got back from a fantastic couple of days in Warsaw presenting at an event hosted by Fundacja Civis Polonus.  I wanted to quickly note down a few things that came up whilst I was there.

As with our experiences in the Czech Repulbic and Ireland, I found that many of the issues are similar to those we face in the UK and there are things we can learn from how they are dealing with them.

The law

In England, Scotland and Northern Ireland there is no requirement to have a school council, although there is a lot of guidance that pushes schools towards them. Wales does require schools to have a school council but the way their law is framed is quite different to the approach Poland has taken.

In Poland since the fall of Communism schools have been required to have a school council. Their law also specifies which areas of school life the school council should be involved in and that all students need to be involved. This sounds great to me and much more useful than a law that specifies structures (numbers of meetings, electoral processes, etc.) but not areas of influence.

Despite this, the issues are around the law not being enforced, or at least the important aspects of it are not. Whilst just about every school has a school council they are not widely involved in school life and they involve very few people. The consensus amongst those at the event was that they tended to focus on just raising money for charity and organising parties. One of the other presenters, Michal from Centrum Edukacji Obywatelskiej (CEO), showed research that suggested that over 40% of students hadn’t even voted in a school council election, let alone been more deeply involved.

So the law in itself isn’t enough, there needs to be support for students and schools to understand what they could and should be doing and help them to do it. That’s the aim of Funacja Civis Polonus, CEO and their partners. We’ll be doing what we can to support them and also to learn what we can from them to support schools in the UK.

Polish School Council Noticeboard
The bright coloured text apparently means 'Small Government' Michael Gove would be proud.

Ideas from a Warsaw school council co-ordinator

On Tuesday I visited a primary school in the suburbs of Warsaw (which has students up to the age of about 14) and met with the school council co-ordinator who explained how their school council works. There was lots of good stuff happening but three things jumped out at me as possibly of interest to UK schools:

There is a teacher with responsibility for children’s rights. This is an advocate for the children in the school. It seems to me that it might be good to have a governor with this responsibility.

The school council co-ordinator is elected by students. Teachers who are willing nominate themselves and commit to the job. I imagine they may have to produce a manifesto and/or campaign. Students then elect the person they think will support them best. I wonder how this would work in UK schools? Would it raise the profile of student voice amongst staff and students?

The school council are allowed to use the Tannoy to keep people up to date with what they are doing and to remind the student body of what they need to discuss or do to support student voice. I don’t know how many schools have public address systems like this, but where they exist it could be a useful tool.

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involver blog Resources

Social housing provider? Want to engage young people? Take a look!

Our Say Our Way logoWe’ve spent quite a big chunk of this year working on a youth engagement guide for social housing providers with Peabody, Home Group, CBHA and CDHT.

That’s a fancy way of saying that we’ve been collecting loads of good hints and tips to help young people who live in houses owned by the council or housing associations to get more involved in their community.

We’ve been working closely with the Our Say Our Way partners and visited lots of young tenants and staff on estates across the country. It’s been brilliant to work with young people outside of schools. Especially since it has helped us to learn about participation in a slightly different setting from what we’re used to.

You can take a look at the toolkit here:  http://www.oursay-ourway.co.uk/tool-kit.htm.
Peabody logoHome Group logoCBHA logoCDHT logo

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Case Studies involver blog

School council and student voice case study: Barming Primary

Here’s the final case study in our series of school council case studies. A great example of how school councils can drive school improvement from Barming Primary in Kent.

Key benefits:

  • Better relationships between students, teachers and governors. There is a strong feeling that they are all working together and the school council helps the school to achieve this.
  • Every student wants to have a say in how the school runs and school councillors have a high profile.
  • Students are better prepared to understand and overcome difficult issues. They learn that that helping to improve the school is not always easy and quick, and that it is not just about moaning. For example, the school council are concerned about the relationship between students and the dinner ladies. They have organised a meeting to try to improve things.

Top advice:

  • Link the students with the governors. Put a standing item on the governing body’s agenda to look at the school council’s minutes and to hear from the children.
  • To strengthen this link, ask a member of the governing body to be responsible for going to school council meetings. It helps give everyone a rounded experience of the school by sharing different perspectives.
  • As headteacher, do not attend school council meetings. Students will be less frank and less willing to say what they feel. The headteacher at Barming Primary School meets after each school council meeting with the chair, secretary and treasurer to understand what was agreed and discussed.
  • Do not shy away from difficult issues, but use them as learning points for all.
  • Give the school council a budget. Even if it is small, it shows a commitment to the school council and their ability to make realistic choices.

Methods used:

School council

The school council meets regularly and plays an important role in the life of the school. School councillors have a high profile and feature on a prominent display in the school hall. The school council is very popular and the school councillors talk with pride when they discuss what they’ve been working on.

Recent projects include getting more signs in the school to help students know where they are going, mirrors in the school toilets and the relationship between students and the dinner ladies. The school also ran a very successful ‘Apple Day’ which celebrated local varieties of apples and invited the community into the school. The school council is leading on other fruit-themed days using local produce.

The school council has a budget of £50 a year, but the school has decided to raise this to £100.

Strong system of class councils

Class councils regularly talk about ideas and issues that they have in the school. For the school council meetings, they have to come up with their two most important ideas that they would like to be discussed. Two students from each class attend the school council meeting and describe their two ideas.

Regular circle time

Regular circle time helps to boost students’ confidence and ability to talk in front of a group. This strengthens the class councils and school council meetings.

Governor interaction

A governor attends the school council meetings, and there is a standing item on the agenda for all governors meetings to get an update on the school council, and to look at their minutes.

About the school:

Barming Primary School is larger than average. Several significant changes in staff have taken place in the past 18 months, including the headteacher. The school has more boys than girls. Most pupils are White British. The proportion of other minority ethnic heritages is below the national average and includes pupils from a variety of Asian or Black British or Black African heritages. A significant minority of these pupils speak more than one language but few are at the early stages of learning English as an additional language.

The proportion of pupils with special educational needs and/or learning disabilities is broadly average, as is the proportion with a statement of special educational needs. The proportion of pupils known to be eligible for free school meals is below average. In the Early Years Foundation Stage, there are two Reception classes. The school has several awards reflecting its commitment to healthy lifestyles.

 

Involver conducted these case studies for the Office of the Children’s Commissioner in 2011, as part of a project to encourage schools to involve their students in decision making

 

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Case Studies involver blog

School council and student voice case study: Woodhouse College

Here’s a student voice case study from Woodhouse College, a sixth-form college in Barnet.

It’s a slightly different setting from the other examples we’ve looked at. However, the underlying principles remain the same; student voice can influence the core work of the college, it’s flexible, and involves everyone.  Importantly, practice is not imposed on staff, but they’re shown the benefits over time.

“We don’t want college to just be a set of A-levels, we want [students] to grow as people.”

Deputy principal

Key benefits

  • Student voice has been a powerful driver for improving the quality of the college. “Modernising the relationships” between staff and students has helped learning and teaching to improve.
  • It broadens and deepens the range of experience that students gain from being at the college. They do not leave with just academic qualifications but with skills of interaction, enquiry and representation.
  • Students have been able to have an impact on all aspects of the college, from the buildings to rules and learning and teaching.

Top advice:

  • Do not impose practice on staff. See where there is good practice and share this through staff meetings and INSET.
  • Get every department to plan targets for developing student voice within their subject area.
  • Create structures that enable students to form and run their own groups based on interest (eg faith groups, sporting and gaming groups, lesbian and gay groups).

Methods used:

Form reps and college council

Each form group elects a representative who becomes their contact to feed back on whole college issues or raise points for improving the college. Form representatives run weekly meetings with their classes which can be just an open forum or may revolve around specific questions that the whole college is discussing. The form representatives meet regularly together with the student support manager and/or deputy principal to collate responses and decide on action plans.

There is also a whole college election for the college council; this means that friendship groups that might be split across form groups – and so be unable to elect one of their number as a representative in any one form – can elect someone who they feel represents them. The college council has its own budget and runs many of the whole college activities. It also works closely with the student support manager and deputy principal and the form reps.

The split between the roles of the form representatives and the college council is not always completely clear, but the form reps are primarily tasked with representing and collecting the views of the whole college and the college council is about creating new opportunities for people to be involved in the life of the college. They are currently working to better define their areas of responsibility and the relationship between them.

Subject focus groups

Certain subject area are very keen to find out how they are serving the learning needs of its students so there are regular surveys and focus groups to draw out this feedback. As this is not uniform across the college those departments that have been getting the most out of it have been encouraged by management to share their experiences in staff meetings and training. By demonstrating the benefits and tried and tested methods of engaging the students’ voices other departments are encouraged to follow suit.

Student-led interest groups

Students in the college are encouraged and supported to set up their own interest groups, clubs and societies. One of the roles of the student support manager is to be positive towards and enable students to create opportunities like this for others. In this way the student experience is deepened for all. Those students who want to set things up develop skills and a sense of agency and those who just want to be part of these groups have far more to choose from.

In this way the college is directly responding to the needs of students. For example, some students wanted a lesbian and gay group, so they were supported to set one up. This is then something they run in the way they feel comfortable with, rather than something which needs to conform to staff expectations of how such a group might run or look.

Volunteering through Envision

Further opportunities for student action and engagement are provided through volunteering projects with the support of the charity Envision. These do not get students to simply help out on someone else’s project, but be entrepreneurial in their own right.

About the college:

Woodhouse College is a sixth form college operating from a single site on the eastern side of the London Borough of Barnet. The college caters for just over 1000 learners. Nearly all 16 to 18 enrolments were on GCE AS/A level courses. A significant proportion of learners travel from other boroughs, particularly Haringey and Enfield.

The catchment area is economically mixed and diverse in terms of social and ethnic backgrounds. In 2005, about half of the learners were from minority ethnic groups, and 56% were female. At age 16, educational achievement is above average in Barnet, but well below average in Haringey and Enfield.

 

Involver conducted these case studies for the Office of the Children’s Commissioner in 2011, as part of a project to encourage schools to involve their students in decision making