The effectiveness of strategies for learner involvement in post-16 learning - May 2012

Most providers make good use of a range of methods, including formal representative groups, learner advocates, consultations, questionnaires and surveys, to engage and consult with learners about their learning experience and the environment. The findings from such learner-engagement are then used to plan improvements in student services and courses. However, inspectors found that no provider within the post-16 sector had systems in place to monitor and evaluate the benefits of learner involvement to individual learners. Read more >

Listening to the community: How good are providers at finding out the learning needs of adults in their local communities? July 2009

Most providers don’t have consistent procedures in place for gathering the opinions of learners about provision in their local area. In the best examples, learners are involved in curriculum planning at all levels and providers and networks use project funding to identify local learning needs. Read more >

Inspecting participation - February 2009

This report is intended to help staff in schools and other providers to review their self-evaluation procedures and to consider whether children and young people are sufficiently involved in the process. This report examines how schools and providers can map the Common Inspection Framework against the National Children and Young People’s Participation Standards for Wales. Although the Common Inspection Framework doesn’t make a direct reference to the National Children and Young People’s Participation Standards for Wales, the principles underlying these standards are integral to inspection. Read more >

Having your say - young people, participation and school councils - February 2008

Almost all schools comply with almost all of the requirements of the Schools Council (Wales) Regulations 2005. The regulations are having a positive impact on pupils’ decision-making in most schools in Wales. The impact of the school council is only significant in a few schools. In these schools, pupils are involved in appointing senior staff and they influence decisions about budget allocation and school policies and procedures. Only a few schools fail to respond to the views of pupils. These schools have not prioritised pupils’ participation and have not developed the school council in line with the regulations. Read more >

Girls' participation in physical activity in schools - July 2007

There are many factors that influence the take-up of physical activities by girls in school, including peer pressure, parental attitudes and the coverage of women’s sport in the media. The school curriculum and facilities also have an important role. Many physical education teachers offer a programme of traditional team games, and many girls would prefer greater variety in the activities offered. Many schools still have inadequate sports and changing facilities. Evidence suggests that girls’ participation in physical activity is higher in schools with clean private shower areas and toilet facilities, and bright, attractive, safe areas for activities. The requirement to wear unfashionable physical education kit is often a barrier to girls’ participation. Read more >

Participation of children and young people (3-11 year olds) in local decision-making issues that affect their lives - March 2007

The implementation of school councils in primary and junior schools has enabled young people to participate in making decisions about their lives and work at school. In good schools, the school council helps to develop pupils’ speaking and listening skills, and their self-esteem and confidence. School councils also help pupils prepare for the transition to secondary school. Many schools and non-maintained settings are already adapting their curriculum to include more active learning in their preparation for the introduction of the Foundation Phase. Read more >

Respecting rights

An inclusive ethos and culture promotes effective pupil participation

Hafod Primary School, Swansea, has developed a framework of values to promote citizenship, tolerance, and diversity. Pupils are taught to respect every individual’s rights. Teachers, governors and parents are all expected to adhere to the values and there has been a positive effect on the school community as a result. Read more >

Involving pupils in school policies

Involving pupils in school policies

Llanmiloe C.P. School, Carmarthenshire, involves all pupils in the school self-evaluation process. Pupils are given the opportunity to contribute their thoughts on school policies and have helped to create the ‘Pupil Anti-Bullying Policy’. Children feel valued and take more responsibility for their learning. Read more >

Enhancing learning through pupil participation

Enhancing learning through pupil participation

Glasllwch C.P. School, Newport, gives pupils the opportunity to contribute to school improvement and decision making. The school uses a number of methods to encourage pupil participation and has increased pupils’ motivation and standards. Read more >

Using distributed leadership to drive improvement

Using distributed leadership to drive improvement

Glasllwch C.P. School, Newport, has restructured its leadership team to build capacity throughout the school. Staff and governors work together in annual INSET days to identify areas for development. Governors play a key role in improving standards and pupils are given frequent opportunities to undertake leadership roles in the classroom. Read more >