 |
|
|
|
|
|
|
|
|
|
 |
|
||||||||
 |
 |
 |
 |
 |
 |
 |
 |
 |
|
 |
 |
 |
 |
|
|||||
Back to governors pages Back to classes
Conclusions & results from the children's Questionnaire 2009
Children's
Questionnaire Rationale
Over
recent years, a wealth of evidence has supported the benefits of
consulting the young people in
The annual children’s questionnaire enables children's voice to be an active part in school development and evaluation process. This was appreciated and commented on in the OFSTED.
The
children’s consultation ensures all children are true partners in
learning.
In
Spring 2009 as part of the whole school evaluation and development, the
annual children’s questionnaire was completed by every child present in
the school in the Foundation Stage, and Key Stage 1 (Years 1 and 2).
In Spring 2009 the annual questionnaire was administered through a questionnaire to each child present at school on one day across the whole school. Further data was collected through a “hands-up” approach to questions asked by the teachers in each class for each year group to support the questionnaire e.g. what would make playtime better. One questionnaire was given to each class. The questionnaire was divided into two parts; one section for the child to complete and a second section for the class teacher to read in order to expand on the children’s views and their understanding and collect views from a whole class discussion. This was to eliminate any peer pressure to conform with the rest of the class to raise hands and also to give each child an understanding that the school values their honest opinion and the opportunity to complete a questionnaire as a ‘grown-up’.
The
questionnaire was designed so that the section to be completed by the
child could be read by an adult and the children were asked to respond
either yes or no in most cases.
All
pupils’ views were tallied and recorded.
All
children have the right to feel safe at all times.
The questions were designed to assess children’s ideas and
opinions across all aspects of school life.
These views were then evaluated to gain an understanding of the
children’s perspective of well being and learning at
Whole
class “layered” targets were also introduced in Spring 2008 with the
aim to ensure that all children understood what they “must”,
“should” and “could” achieve and a “challenge” target was
introduced to ensure every child could experience a challenging situation.
The
children’s views on the use of targets to support their learning and
what they found easy or hard was questioned and how they recognised when a
piece of work was good, or what to do when challenge is encountered.
Playtime
is also an area which is questioned to ensure playtime is fun.
Enjoyment of playtime and how the children consider it could be
made better is asked.
Creative
Opportunities such as Fun Time Fridays and creative days are also discussed with the
children.
You will need Adobe Acrobat reader to view and print these, you can download it for free if you don't have it installed on your computer.
Pupil
Voice – collecting views
Discussion with a
group of
Y2 more able children:
|
Teaching
and Learning |
|
What
makes a good teacher?
Because
they are funny; a teacher that if you don’t understand they come
and help you; Mrs Ryan because she always does fun stuff with me;
Mrs Hunt because she is good at teaching maths; a teacher that helps
you understand and goes through it with you.
I actually think that if you do training for karate for
adults and children they will become fit and brave no worries. |
|
What
makes a good lesson?
A lesson
you enjoy and understand when you get to work at doing writing;
literacy because it helps me make my handwriting better; if everyone
tries their best; when no-one gets told off.
An exciting lesson will be more interesting.
|
|
What
helps you to produce a really good piece of work of which you are
proud?
Concentration;
everyone is silent, my topic paragraph because it was challenging;
when it’s quiet; teachers going through it with you and giving you
information.
A nice
quiet classroom and I could concentrate more. |
|
When
do you find work most exciting and challenging?
When you
can write your own story and choose what subject you want; when its
fun; questions, when you find out new things.
A level 3 numeracy test. |
|
What
is it that makes work challenging?
When it’s
new; to remember to put everything it needs in; making it as a
competition and making it hard.
When there is a high level to work. |
|
What
really motivates them to work at their best?
By giving
them a treat if they finish it; when it sounds really exciting; what
mood I’m in; when they are being encouraged; when I’m really
happy. |
|
What stops you from learning
(barriers to you achieving)?
People
talking; when people talk to me; people talking on my table and
singing; lots of finishing off things to do puts me in a bad mood;
when people on my table are being silly.
When people try to disrupt me by talking. |
|
Why
do you have targets?
To aim at a
higher goal; so we can reach it to be able to learn; so that your
teachers know what your good at; to show us what we need to achieve;
to help you learn. So you can try to aim. |
|
How
do targets help you learn?
Make you do
work; they help you learn so you can put them in your work; by
teachers telling me my target; because it makes you want to get the
target to make you learn; I think about what I am aiming for and
finish quicker.
It makes
me think I want to win. |
|
If
they have struggled with any work, why was this?
Someone
talks to me and my ideas bang out of my head and I am left a blank
mind and a blank piece of paper; because its hard, because I
wasn’t listening, people talk; because people were talking.
Because most of them didn’t listen.
|
From the comments
above, it is apparent that these more able Y2 children strongly recognise
that a quiet classroom enables them to achieve, promotes concentration and
the ability to achieve higher.
Talking in the classroom is consistently seen as a
barrier to their learning.
These
children resent children talking but also dislike talking by the teacher
due to children being told off.
Bad
behaviour is seen as disruptive by this group of more able children and is
obviously seen as a barrier to their learning.
‘Good’
lessons are ones where the work is new and exciting and the teacher is
able to explain and enable the child to understand new challenges.
The use of targets promotes independent learning. A target is seen as a learning tool which enables the children to see their next steps in learning and ensures a challenging learning environment.
Achievments |
We are a Beacon School
Basic Skills Quality Mark
School Achievement Award
Outstanding
Ofsted Report
Healthy Schools Award
Activemark Award
