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Leading citizenship in schools Questions for school leaders arising from an Ofsted invitation conference.

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Presentation on theme: "Leading citizenship in schools Questions for school leaders arising from an Ofsted invitation conference."— Presentation transcript:

1 Leading citizenship in schools Questions for school leaders arising from an Ofsted invitation conference

2 Leading citizenship in schools| 2 Context  In May 2007 Ofsted, in partnership with the Qualifications and Curriculum Authority and the National College for School Leadership, held a conference for secondary schools in which citizenship was judged to be good.  Ofsted invited school and citizenship leaders from 22 schools.  They discussed the leadership of citizenship and how their schools tackled obstacles to development.  The outcomes of the conference are the basis of this presentation, which is aimed at senior leaders and whole staff development.  This presentation is accompanied by notes that refer to Ofsted’s latest report on citizenship Towards Consensus? Citizenship in Secondary Schools (HMI 2666) published in September 2006.

3 Leading citizenship in schools| 3  Obstacles to overcome  Vision  Staffing  Teaching and learning  Students  Curriculum  Inclusion What does the presentation cover? It also provides examples of issues and actions.

4 Leading citizenship in schools| 4 What were the main obstacles that Ofsted identified?  Lack of a clear vision for and understanding of citizenship  Weak subject leadership and inappropriate staffing  Teachers ill-equipped for the challenge of teaching citizenship  Lack of assessment systems  Untapped potential of student voice  Lightweight and fragmented curricula  Pupils’ uncertain entitlement to citizenship

5 Leading citizenship in schools| 5  recognise that citizenship is a complex subject and needs well considered, whole-school planning  seek to establish its status and visibility in the curriculum  identify and promote examples of active citizenship in school and in the wider community  encourage discussion and debate, including challenges to the status quo  foster the characteristics of a democratic school. Creating a vision for citizenship To give citizenship a presence in the school, effective citizenship leaders:

6 Leading citizenship in schools| 6 Reflecting on these characteristics, is the vision for citizenship in your school all that you would want it to be?

7 Leading citizenship in schools| 7  ensure that citizenship has parity with other subjects and that the subject leader has professional status  make a commitment to training to build and nurture the potential in all staff  organise the curriculum to support non-specialist staff and to ensure consistency and quality of teaching  ensure that staff in all subjects understand the significance of citizenship for their teaching. Making the most of staff expertise To develop staff expertise in citizenship, effective school leaders:

8 Leading citizenship in schools| 8  develop staff expertise in citizenship  promote consistently high quality teaching? How have you taken steps in your school to:

9 Leading citizenship in schools| 9  recognise that citizenship requires teachers to deal with difficult, sensitive and controversial issues and support them in doing so  help teachers develop their subject knowledge  ensure that structures exist, including assessment, to underpin students’ progression  use performance management to improve the quality of teaching and disseminate effective practice. Promoting best practice in teaching To raise the quality of teaching, effective school leaders:

10 Leading citizenship in schools| 10 How do you support effective teaching?

11 Leading citizenship in schools| 11  support student-led activities and active citizenship within and beyond the school  enable students to articulate their views through promoting the student voice  encourage the development of independent learning and reflection. Nurturing active and informed students To promote citizenship amongst students, effective school leaders:

12 Leading citizenship in schools| 12 In what ways does citizenship empower students in your school?

13 Leading citizenship in schools| 13  allocate sufficient time to citizenship at in Key Stages 3 and 4  provide a core programme that meets statutory requirements  refine the citizenship programme to reflect local community issues, cultures and concerns  use opportunities to support citizenship across the curriculum  consider the role of accreditation in Key Stage 4  consider, as appropriate, the implications for post-16 citizenship education. Maximising curriculum opportunities To provide a curriculum that meets students’ needs, effective school leaders:

14 Leading citizenship in schools| 14 Does the curriculum in your school meet the needs of all students to educate them as young citizens?

15 Leading citizenship in schools| 15  ensure that programmes are tailored to meet the needs of all students  monitor students’ engagement in citizenship activities  give due attention to identity and diversity  ensure that every student has opportunities for active citizenship and participation. Citizenship and inclusion To ensure inclusion, effective school leaders:

16 Leading citizenship in schools| 16 How is your school inclusive?

17 Meeting the challenge

18 Leading citizenship in schools| 18  the citizenship curriculum at Denbigh High School  establishing democratic structures at Bishop’s Hatfield Girls’ School  Alban Middle School’s response to an Ofsted survey  the limits of pupils’ voice at The Howard School  student-led activity at Durrington High School  democratising the school council at Sarah Bonnell School. Slides 19–30 present six case studies:

19 Leading citizenship in schools| 19 The citizenship curriculum at Denbigh High School Issue  Denbigh had opted for a tutor-based programme. Evaluation showed improvement, but provision continued to be uneven.  Denbigh decided to relocate citizenship within humanities and require all students to take humanities in Key Stage 4.

20 Leading citizenship in schools| 20 Actions and outcomes Action by managers  Managers tackled resistance to change among some tutors and humanities teachers.  They used teaching and learning points to support changes and create a humanities faculty. Outcomes  Feedback from students and staff showed the positive impact of changes.  The new curriculum provides coherence and ease of planning; monitoring of provision; and tracking of learners’ experiences.  Monitoring shows high quality teaching of citizenship.  Ofsted inspected citizenship in a subject survey and judged it to be outstanding.

21 Leading citizenship in schools| 21 Establishing democratic structures at Bishop’s Hatfield Girls’ School Issue  The school wanted to give status to citizenship and maximise the involvement of staff, students and parents.

22 Leading citizenship in schools| 22 Action by managers  Senior management gave an assistant headteacher responsibility for citizenship.  The citizenship coordinator developed a citizenship policy through a consultation process involving staff, students, parents and governors. The policy is reviewed every two years.  The citizenship programme is planned through evaluation and consultation, and informed by a continuing partnership with students. Outcomes  Pupils’ motivation, confidence and self-esteem have increased.  The programme encourages pupils to get involved in democratic processes.  Students feel they are viewed as partners and they understand the reasons behind decisions.  Students feel proud that they have influenced decisions and made a difference. Actions and outcomes

23 Leading citizenship in schools| 23 Alban Middle School’s response to an Ofsted citizenship survey Issue  An Ofsted citizenship survey identified positive features and areas for improvement.

24 Leading citizenship in schools| 24 Action by managers  The school devised a three-point action plan for citizenship with detailed success criteria and milestones to:  identify key ‘carrier’ subjects for aspects of the citizenship programme  establish a liaison group with the upper school  develop assessment arrangements. Outcomes  More comprehensive curriculum planning resulted, giving better attention to the strands of citizenship.  An assessment system included students’ records with self- assessment. Actions and outcomes

25 Leading citizenship in schools| 25 Student-led activity at Durrington High School Issue  Students were concerned about school travel arrangements and wished to take action to improve things.

26 Leading citizenship in schools| 26 Action by managers  School leaders invited students from Years 8–10 to join a school-based working group to contribute to the county travel plan. Outcomes  Students met fortnightly to discuss roles, issues and strategies.  They conducted detailed surveys of parents and students on travel-related issues and trouble spots on journeys to school.  Their booklet of findings included recommendations for encouraging road safety, reducing car use and pollution, and improving cycle facilities.  They received local and national awards for their achievements in active citizenship.  Participants evaluated the project, noting particularly their increased confidence and the development of their ICT and public-speaking skills. Actions and outcomes

27 Leading citizenship in schools| 27 The limits of the pupils’ voice at The Howard School Issue  The pupils had discussed a wide range of issues. In addition to previous policies they had written, they proposed a staff dress code.  Staff responses varied from ‘I am in full agreement with the school council – staff should set an example in dress’ to ‘I find this both outrageous and insulting’.

28 Leading citizenship in schools| 28 Action by managers  School leaders decided that this was a worthwhile debate and sought views from staff and pupils. Outcomes  The issue was discussed and voted on. The staff voted 3:1 that pupils had the right to comment.  The principle was established that pupils could recommend anything relevant to school life and expect a reasoned response. Actions and outcomes

29 Leading citizenship in schools| 29 Democratising the school council at Sarah Bonnell School Issue  Managers wished to involve all students in active citizenship through the school council.

30 Leading citizenship in schools| 30 Action by managers  A training day was provided for all staff on active citizenship aimed to enable students to participate in free and open dialogue and discussion.  In consultation with students, managers established policies and procedures to make representation systematic and democratic. Outcomes  All pupils discuss issues of concern in tutor time.  A forum, involving student council representatives from each year group, formalises items for discussion.  The school council meets regularly. Its formal rules include rotating the chairing. The headteacher attends.  The school council gives feedback in assembly to complete the cycle. Actions and outcomes

31 Leading citizenship in schools| 31  Useful references  Towards Consensus? Citizenship in secondary schools, (HMI 2666), Ofsted, 2006; available from  An evaluation of the post-16 citizenship pilot, 2004/05: a report from Ofsted and the Adult Learning Inspectorate (HMI 2440), Ofsted, 2005; available from  The new National Curriculum for citizenship:  The school self-evaluation tool for citizenship education, Department for Education and Skills, 2004; available from  T Huddlestone and D Kerr, Making sense of citizenship: a CPD handbook (ISBN 9780340926819), Hodder Education, 2006.  The Association for Citizenship Teaching:  CitiZed is a TDA-funded organisation for providers of teacher education in citizenship:

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