Leadership

Pupil Attitudes To Self And School Report 2018

Almost one in five children could be at risk of mental health issues later in life, according to this report from GL Assessment. Leadership Briefing (141)

Nearly a fifth (19 per cent) of youngsters show signs of low self-worth and doubt their learning abilities – which a new report argues are strong indicators that a child’s wellbeing is at risk.

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Leadership Briefing (141)"
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      string(4992) "The study found that 19% of all pupils exhibit low self-regard and doubt their capabilities as learners – traits that experts say are good indicators that a child’s wellbeing is at risk. That percentage equates to approximately 100,000 children in every school year group. More than one in twenty children (6%) exhibit extremely poor attitudes to their learning and have very low self-regard, which makes them especially vulnerable. Sizeable minorities of children are dissatisfied with their school and are poorly motivated. Just under a fifth (18%) have negative feelings about their school, with 15% exhibiting a low work ethic and the same proportion having poor attitudes to attendance. Children tended to exhibit increasingly negative attitudes as they got older. Low self-regard and poor perceptions of learning capabilities are strong indicators that all is not well with a child, say experts. If other issues such as a lax work ethic, antipathy towards school and poor attendance are included, the chances of children becoming unhappy and even unwell increase significantly. Main Findings: Overall, the study found that although most children appear to have a positive attitude to their learning and school, significant numbers are struggling. Almost a fifth (19%) of 7 to 14-year-olds in the study were assessed as having low or moderately low attitudes to Perceived Learning Capability and Self-regard. Almost as many (18%) were in the bottom two categories when it came to Feelings about School. Students were a little more positive about the other two factors that could be most indicative of wellbeing-General Work Ethic and Attitudes to Attendance – only 15% in each were in the lowest two categories. More than one in twenty children (6%) exhibited extremely poor attitudes to their learning, and negative feelings about school and very low self-regard, which makes them especially vulnerable. The study also found that negative attitudes in almost all factors tended to increase the older children were. There is little gender variation in most factors – boys are just as ‘at risk’ and as vulnerable as girls. The main exception is in Preparedness for Learning (20% of boys scored poorly compared to 13% of girls). There is also little variation between schools with high and low numbers of free school meal (FSM) pupils, with two main exceptions. Just under a quarter of students (24%) in schools with high numbers of FSM registered low satisfaction in Response to Curriculum Demands compared to 17% of students in schools with fewer FSM pupils, which could indicate issues with prior attainment. Conversely, students in schools with a high proportion of FSM pupils were more positive about their teachers than those with low FSM numbers (72% compared to 67%), which could suggest that many disadvantaged children see school as a stabilising factor in their lives. Overall, students were most positive about their Confidence in Learning (78% were highly satisfied), General Work Ethic (76%) and Preparedness for Learning (75%). Relatively few expressed high satisfaction in Response to Curriculum Demands (69%) and Attitudes to Teachers (71%). Overall, students in Northern Ireland, Scotland and Wales tended to have more positive attitudes to teachers, schools and curriculum demands – though not by wide margins. The biggest attitudinal differences were in Feelings about School, where students in England were more negative than those in Northern Ireland (20% of the former in the lowest categories compared to 14% of the latter), Attitudes to Teachers (18% of English students registered low satisfaction compared to 13% of their Scottish peers) and Response to Curriculum Demands (20% in the lowest two categories in England compared to 16% in Northern Ireland, Scotland and Wales). There are some differences in attitudes between independent and state school pupils. They tend to be widest in Response to Curriculum Demands (85% of the former compared to 69% of the latter are highly satisfied) and Attitudes to Attendance (85% compared to 74% respectively). Conversely, there is little difference between the two sectors when it comes to Attitudes to Teachers (72% of independent students are highly satisfied compared to 71% of state students) and Preparedness for Learnin (74% of the former compared to 75% of the latter). WEB LINK Children’s Wellbeing: Pupil Attitudes to Self and School Report 2018Keywords Children’s wellbeing, pupil attitudes, self, mental health, negative feelings, low self-regard, school, learning, poor attitudes "
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Leadership

Children’s Wellbeing: Pupil Attitudes to Self and School Report 2018

24 May 2018

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      string(378) "... pupils to see the staff as learners too?opened up a wider educational debate?informed strategic decision making?ReferencesLofthouse R. Leat, D. and Towler, C (2010) Coaching for teaching and learning: a practical guide for schools Guidance report Rachel, CfBT Education Trust: Reading ■ Hargreaves, D (2010) Creating a self ..."
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      string(2121) "practice has also been a notable feature, alongside a sense of pride and enjoyment in sharing their research journey and findings.A programme of induction and on-going coaching is supporting quality assurance. This is helping to ensure that that teacher research is systematic, rigorous and ethical; all considered to be critical in strengthening the profile of teacher research evidence.Key messages…….Professional learning task: Putting structures in placeHow can you ensure that teacher researchers have access to mentoring and expert advice?Consider auditing where the research experience and expertise lies across your group of schools/alliance. This will enable you to identify research advocates who will champion teacher research, providing a critical mass and strong platform for the further development of research activity.To what extent is responsibility for research and development made explicit in the role specifications for your SLEs? How can SLEs be supported in fulfilling responsibilities in relation to the leadership and facilitation of research across the alliance?Next StepsAssessment against the maturity model for research and enquiry (explored in previous section) has enabled us to recognise those aspects that are well developed and now embedding. It further enables us to be solution focussed to address challenges ahead. We are now in the process of shaping questions for reflective dialogue with our colleagues. These include:Has research and enquiry…..supported the development of teaching and learning? extended the teaching repertoire and expertise?raised awareness of any barriers to learning?allowed pupils to see the staff as learners too?opened up a wider educational debate?informed strategic decision making?ReferencesLofthouse R. Leat, D. and Towler, C (2010) Coaching for teaching and learning: a practical guide for schools Guidance report Rachel, CfBT Education Trust: Reading ■ Hargreaves, D (2010) Creating a self-improving school system, NCTL: Nottingham ■ Theobald, N. (2011) Spiral Research Methodology"
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How to … grow leadership capacity for research engagement

20 May 2019

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      string(350) "... products we ,use try the following activitywith top primary or lower secondary pupils. Collect a selection of products and laythem out on a table. Ask pupils to sort the products according to different criteriasuch as essential / non-essential, for girls / boys / both, and prompt pupils to look atthe marketing and ..."
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      string(5708) "opportunities.“”http://www.sexeducationforum.org.uk/resources/curriculum-design.aspxhttp://www.sexeducationforum.org.uk/resources/curriculum-design.aspxhttp://www.jkp.com/laying-the-foundations-second-edition.html92Vol 7.6School Leadership Todaywww.teachingtimes.comPrimaryFileEducatingchildrenthen be built on in Years 5 and 6. Remember that children will have noticed visiblechanges amongst older peers or siblings, but may not have had any discussion withan adult about the more and less visible body changes. The key is not to save it all upfor one big puberty talk at the end of primary school, but to talk about change andpuberty as something that is normal.Ten tips from young people for good quality pubertyeducation1. Include more detail about body ,changes such as pubic hair growth, vaginal discharge and wet dreams.2. Show a diverse range of body shapes in teaching resources.3. Explain that there is a wide spectrum of experiences of puberty, including the age that it starts, and that this isnormal.4. Address the emotional and psychological dimensions of puberty.5. Take the opportunity to challenge gender stereotypes.6. Start talking about puberty earlier.7. Make it clear that sexual feelings (or the absence of them) and development are normal.8. Plan opportunities for pupils to ask questions.9. Find ways to involve parents and carers too.10. Invite discussion about different cultural and religious practices relating to puberty.A question at the heart of many children’s feelings about puberty is ‘am I normal?That is why it’s important to include details about body changes such as vaginaldischarge and wet dreams. Many young people report that no one told them that theseoccurrences were normal and they spent years worrying about them.Learning about puberty is also an opportunity to understand about diversity andthe wide variation between people. Art creates space to look at the diversity of humanbodies, which may contrast with text book diagrams that depict a labelled slice throughthe reproductive system.Art is also ideal for expressing the emotional and psychological dimensions ofpuberty. Ideas about how to take a creative approach to puberty education are set outin The Puberty Issue, a free resource for teachers with lesson ideas for all Key Stages.It is also worth reflecting on how puberty education reinforces or addresses genderstereotypes. Are girls and boys split for lessons about puberty? If so, are they broughtback together to share learning? And what is the rationale for separate lessons? Boyshttp://www.sexeducationforum.org.uk/resources/sex-educational-supplement.aspx93Vol 7.6School Leadership Todaywww.teachingtimes.comPrimaryFileEducatingchildrenand girls alike say they want to learn about periods and wet dreams, and tools suchas anonymous question boxes can help overcome embarrassment to ask questions infront of peers. Young people identifying as transgender, non-binary or other gendersare most likely to rate their puberty education as inadequate, and unnecessarilysplitting the class into girls and boys can create an artificial divide.Pupils will enjoy handling puberty products such as menstrual pads, menstrualcups, tampons, deodorant, razors and shaving cream. To encourage critical reflectionabout how we make choices about the products we ,use try the following activitywith top primary or lower secondary pupils. Collect a selection of products and laythem out on a table. Ask pupils to sort the products according to different criteriasuch as essential / non-essential, for girls / boys / both, and prompt pupils to look atthe marketing and packaging. Does everyone agree? Products are often marketed toreinforce gender stereotypes and the idea that the product is essential. This activity canalso prompt discussion about hair removal and the fact that attitudes to this changewith fashion, and over ,time and is in fact a personal choice. For more ideas aboutchallenging gender stereotyp ,es take a look at The Gender Issue, which has lesson ideasfor a gender-aware approach throughout SRE.For older children , the new National Curriculumscience programme of study includes pupils learningabout ‘the structure and function of the male andfemale reproductive system including the menstrualcycle’. Government guidance on SRE (DfEE, 2000)emphasises that teaching must focus on boys as muchas girls and should aim to build self-esteem.Knowledge of anatomy is an important foundationfor enabling young people to talk openly about thebody and to understand concepts such as fertilityand infertility, conception and contraception, and thetransmission and prevention of sexually transmittedinfections. But learning about the body must go beyondbiology, it is also an opportunity to teach young peoplethat their body is their own and that intimate contactwith other people’s bodies must be based on consent.Ofsted has highlighted that relationships educationis a particular weakness in secondary school SRE. This isbacked up by survey findings, with more than ourf in tenGovernment guidanceon SRE (DfEE, 2000)emphasises thatteaching must focus onboys as much as girlsand should aim to buildself-esteem.“”http://www.sexeducationforum.org.uk/resources/sex-educational-supplement.aspx94Vol 7.6School Leadership Todaywww.teachingtimes.comPrimaryFileEducatingchildrenReferencesSex Education For .um .(2016) Heads or Tails? What young people tell us aboutSREyoung people reporting that they had not learnt about how to tell when a relationshipis healthy (46%) or abusive (44%). Half (50%) of young people had not discussed"
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Leadership

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      string(5722) "attitude to learning have a strong, positive impact on their progress. They are proud of their achievements and of their school.Pupils discuss and debate issues in a considered way, showing respect for others’ ideas and points of view.In secondary schools, high quality, impartial careers guidance helps pupils to make informed choices about which courses suit their academic needs and aspirations. They are prepared for the next stage of their education, employment, self-employment or training.Pupils understand how their education equips them with the behaviours and attitudes necessary for success in their next stage of education, training or employment and for their adult life.Pupils are self-disciplined. Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society.Professional learning task: Establishing community buy-inTry to identify and list the key features of your wider community context which could be used as assets in your school’s curriculumWhat local community resources can be gathered which could be used valuably in enquiry and project based work? How can the local community be utilized to help create learning experiences that are engaging for children from all backgroundsChallenges of the C21stAs implied by C21st skills there are particular challenges facing young people, both in terms of opportunities and threats.  When a school reflects on its mission or purpose and tries to articulate its broader values then consideration of such issues is pressing.  Examination results are important but so are some of the following:InequalityThe digital revolution – the spread of digital technology is changing society rapidly, changing the patterns of working and social life;EmploymentHousing, Climate Change, EnvironmentThere is abundant evidence about the growing inequalities in many countries recorded by such books as The Spirit Level (Wilkinson & Pickett, 2010).  In the last 20 years we have seen a widening gulf between those who might be called the global elite, who move between countries for employment and were educated at elite universities, and the rest.  The digital revolution means that many managerial and administrative roles that university graduates would have gone into have been automated (Brown, Ashton & Lauder, 2011).  The middle classes have been hollowed out.  In addition many manual jobs have disappeared and the removal of immigration controls means that wages for such jobs have been suppressed. The report, Is Britain Fairer? (Equality and Human Rights Commission, 2015), showed that during the recession and up to 2013, people aged under 34 were hit by the steepest drops in pay and employment, had less access to decent housing and better paid jobs, and were experiencing deepening levels of poverty.  The unemployment rate for 16- to 24-year-olds stood at 14.8% for the three months to August 2105, according to official figures, with some 683,000 classed as unemployed. That rate was higher than the 13.8% recorded for the three months to February 2008 – before the financial downturn struck.  Evidence shows that although young people have high aspirations they often overly influenced by jobs profiled in the media and remain mainly ignorant of better paid jobs in which there are skill shortages.  Careers advice has been a woeful casualty of recent government cuts and policy changes.The digital revolution is reshaping our lives so rapidly that it is hard to get a sense of the significance.  People are more connected; they have a world of knowledge at their fingertips, there is more participation in public events through social media; ‘big data’ is revolutionising how advertising is planned and targeted; and retailing and consumerism are being transformed.  But there are downsides in terms of how much one reveals about oneself and to whom, who has access to the data about our lives and the degree of social bullying and ‘trolling’ that can surface.The environment and housing crises are the stuff of nightmares.  Global warming, mass species extinctions, water shortages, soil erosion, coral depletion and overfishing are all major issues in themselves but they become more acute through the consequent mass migrations that can be triggered.  The UK had net annual migration of around 300,000 in the last year; this is a rising trend and puts enormous strain on housing and public services.  House prices have risen steeply as house building has stagnated, making owning even a flat beyond the reach of most young peopleAll these issues contribute to a growing phenomenon amongst the young which is termed: precarity (Standing, 2011). 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'How to do it' Guides

How to … make the case for Enquiry and Project Based Learning

20 May 2019