Presentation on theme: "Securing an outstanding judgement for behaviour and safety Developing pupil leadership."— Presentation transcript:
Securing an outstanding judgement for behaviour and safety Developing pupil leadership
What does Ofsted say?
Extracts from recent Ofsted primary reports Pupils’ exemplary attitude to learning in lessons is a key factor in promoting their rapid progress. They are keen to learn and work hard. Pupils’ confidence and self-esteem develop quickly; for example, when speaking to the whole class, they talk in an assured manner. Parents and carers praised the school and were happy that their children are safe, motivated and making progress, receiving high levels of support from the school to enhance children’s learning Behaviour is managed exceptionally well through clear and consistently positive messages from all staff. Pupils know the system well and are eager to keep their reward points for good behaviour. Pupils know how to behave both in and out of class at all times and how to work and play together. Pupils are keen to apply for positions of responsibility. Adults monitor playtimes well and some older pupils, who take their roles as playground buddies seriously, ensure no one is left without someone to play with.
Extract from recent Ofsted secondary report Students are highly engaged in their learning, and their attitudes and behaviour in lessons are exemplary. They make an exceptional contribution to their own learning and constantly set their aims at higher levels through challenging targets. Students comment on improved behaviour eg the introduction of the new policy focused on rewards rather than sanctions and this has released mentor time to support students’ learning rather than on dealing with inappropriate behaviour. Students use school facilities in a mature and responsible manner, for example lunching together in social groups and enjoying time together without the need for high levels of adult supervision. Students’ enjoyment of school is reflected in high attendance. Time in school before the start of the school day is used well for breakfast and use of the new library, which offers good access to computer facilities and adult support for learning. The school’s house system has helped to build a strong community cohesion and a healthy competition that inspires aspiration and excellence.
Extract from recent Ofsted secondary report The determination of pupils across all year groups to do well contributes significantly to their academic success and the sense of purpose seen in classrooms. They have high aspirations of what staff can help them to achieve and strive hard to meet their targets. Pupils thrive on the praise they are given when they do well and are aware that any misbehaviour will be picked up and dealt with very quickly. The strong emphasis on encouraging pupils to take responsibility for their behaviour and the consistency with which all staff implement procedures mean the school is very calm throughout the day. Pupils are very proud of their school and the part they play in its success. They have a strong voice in the school’s development, including their views being sought over the quality of teaching they experience.
Key messages – where are the examples of pupil leadership? Do you maximimise opportunities in your school?
Key questions How do we help pupils to become successful leaders and to take responsibility for their own learning? developing the skills developing emotional intelligence, including empathy and respect developing the climate A role for both staff and pupils …
Putting the foundations in place …
Expectations of behaviour for learning Owned by whole school community - consultation Agreed with whole school community – consensus achieved Have authority – understood and respected by all A focus on learning and teaching Promotion of high expectations, aspirations and positive behaviour, including empathy and respect An understanding of the need to teach, model and reward both behaviour and attendance Consistency in approach Students - the architects, leaders and champions!
Some examples of behaviour expectations informed by student voice
Activity Are these kinds of expectations evident in your school? How might they be used to strengthen student leadership? How would your agreed expectations be evidenced in your school to show pupil leadership? Examples student behaviour for learning in the classroom? student behaviour without adult supervision?
Developing the skills …
Key question How have you included opportunities for pupil leadership development and, in particular, the development of supporting skills in your learning and teaching policy?
Strategies to encourage pupil leadership in their own learning – some examples Open-ended tasks that require the pupil to choose how to complete the task depending on preferred learning style Opportunities to re-structure information: active note-taking Activities that promote critical thinking: information processing, reasoning, enquiry, creative thinking and evaluation – independent study skills Peer and group learning beyond teacher input: collaborative research Re-draft work to improve - guided by teacher Assessment for learning
But do pupils have the skills to undertake the more challenging tasks? From content to process – developing learners as leaders: social and emotional skills – the confidence to learn empathy and respect resilience independent learning effective group work importance of coaching Recognise the process of learning
Activity in groups … Three ways to involve students as leaders to improve attendance
Effective group work – our reflections: Do we teach, model and reward these skills?
Developing emotional intelligence …
What are the key leadership messages? Acknowledge our preferred leadership comfort zone Emotionally intelligent leader will have the skills to adapt style to need, person, context, desired goal – empathy Use a range of styles (examples) dependent on situation Distributed leadership – teach and model to each other (staff) and students – within sphere of influence and responsibility Supporting development of leadership in schools within different roles/levels/age – do we do it and how?
Developing the climate …
opportunity for all to get involved – universal offer; recognition and celebration of a range of skills and qualities in the classroom and elsewhere; highlight the processes involved in learning as well as the outcomes; celebrate positive role models; publicise student achievements; focus on student contributions to teaching and learning in classrooms – advisers and supporters in developing and sustaining quality. for student leadership…
22 Examples of pupil leadership in the classroom and beyond Successfully leading a starter, plenary, discussion or part of a lesson Working effectively as group member, leading and collaborating in learning Coaching peers to develop their understanding, using supporting resources Modelling exemplary behaviour for learning and successfully encouraging others to follow Demonstrating problem-solving skills to others and finding solutions to challenging tasks Providing excellent support to staff, including LSAs on routine procedures and tasks Setting challenging targets, responding positively to feedback and leading own performance Ability to engage constructively in a conversation that results in a resolution of conflict Other? tutor groups, extra-curricular, innovation, out-of-school
Achieving recognition, celebrating success and sustaining effective practice Student leadership programmes – part of progress tracking Golden lessons – developing and sharing practice, quality assurance Teacher led/student led Praise/rewards/sanctions Positive/negative language Getting the balance right Building a legacy – succession at all levels and in all roles
Enable all young people to become … successful learners who enjoy learning, make progress and achieve confident individuals who are able to live safe, healthy and fulfilling lives responsible citizens who make a positive contribution to society