Students’ Voices

In our prospectus videos this year, we have deliberately focused on students’ voices.

Our main school video features seven of our students talking about their own experiences…before I pop up at the end!

In our Sixth Form prospectus video, eight of our Sixth Form students speak about the choices they have made and what they feel about Churchill Sixth Form. The music was composed and produced by the Sixth Form; they are responsible for the content.

These videos were reinforced on our Open Evenings. At both the Year 7 Open Evening in September, and the Sixth Form Open Evening this week, our students spoke to the visitors who were interested in finding out more about Churchill. They were our tour guides, our subject experts, our demonstrators and presenters. The Gospel Choir sang. And all of this is deliberate, because I know our students are proud of Churchill, that they are going to advocate for their school, and that they are our finest ambassadors. We hope our videos capture that; I know that visitors to the school who meet our students always comment on it.

Two new clubs have started this year, and student voice is at the forefront of both of them. This week Ruby and Kim from the Amnesty International Club prepared and shared a resource for tutors to help explain what Amnesty is all about, and to highlight a particular case of injustice that had moved them. Meanwhile, the Medusa Feminism Club has prepared a brand new display to highlight the importance of gender equality in school and society as a whole.

Throughout this week, students have been voting to nominate the Academy’s chosen charity for the year. All the charity suggestions were made by students, who researched and prepared cases for charities which meant something to them, including the MS Society, Phab Kids, Young Carers, Young Minds, Cancer Research UK and Mind.

I have personally been working closely with student representatives this year to help with our self-evaluation. This is the process where we assess what we are doing well, and what we could do better – the voice of students in this is essential, and working closely with a panel of students gives a really clear and honest “student’s eye” view of life at Churchill.

Every day, students’ voices make Churchill the school that it is. And, as I listened to the first rehearsal of the Junior Choir this week ahead of the Christmas Concerts, I was certain that there is no finer advertisement for what we do than the voices of the students themselves.

Student Voice: behaviour in and out of the classroom

Over the course of this year, I am visiting all the tutor groups in the school. In my visits I am asking the students for their views and advice on different aspects of our provision at the Academy. Between January and April I asked students to reflect on two questions:

  1. What makes a good attitude in the classroom?
  2. What makes good behaviour at social time?

Tutor groups responded in lots of different ways. Some groups put together presentations, others worked in small groups on the questions, whilst others involved me in a whole-group discussion. What they all had in common was lots of brilliant ideas about the topic!

At the end of the process I had visited twenty-seven tutor groups and heard  the views of around 600 students. Over Easter, I gathered together all their thoughts and ideas. They had told me what they thought about the best way to ensure they learned effectively, and they had come up with lots of excellent suggestions for how they should behave at social time. Below, you can see the fruits of their labours:

Term 3 and 4 Positive Social Time

Term 3 and 4 Positive Classroom Attitudes

Student Voice Feedback Terms 3 and 4

These posters have been shared with all teachers and tutor groups this week, and many have been discussing it in their tutor time sessions to help everyone improve and maintain the highest standards of behaviour in school.

Over terms 5 and 6 I am getting the views of students about our Academy values of Care, Inspire, Challenge and Achieve – do they represent the Academy? What influence do they have on our day-to-day life at Churchill? And what should we value? I’ll report back when I’ve heard what they have to say!

Smarter Spaces: colour for learning

03 09 17

As you will have seen from our newsletter, our new Business Studies and Computing building is nearing completion. As part of this project, we have been working with Smarter Spaces, an education project arm of Dulux, to design the colour scheme for the building’s interior.

Smarter Spaces HD Logo

Smarter Spaces aims to help teachers and children thrive by enabling schools to design building environments to support better teaching and learning. Central to the approach is that teachers and children are involved in design, so they take more pride in their school.

Our students, with the help of Mr Smith and Mrs Foster from the Academy and Yusuf Alharrari  from Smarter Spaces, have been working on the design brief for the interior of the new building since July 2016. The rest of this blog has been written with their help to show you what they’ve done!

The Smarter Spaces Project (by the Smarter Spaces Team)

We came up with the following objectives:

  • We needed to understand what colours had to feature in the new building so it still fitted into the rest of the school
  • We needed to work with Dulux’s Colour Advisor to create two colour schemes
  • We needed to vote on which colour scheme we wanted to use
  • We needed to work together to select what colours to go in what rooms

Factors to consider

  • Needs to fit into the feel of the school
  • The new build will be Tudor House, so Tudor’s red needs to feature in the building
  • We needed to choose colours that would go with the red and with each other
  • It needs to be easy to maintain
  • This is our legacy – what we design now will be passed down to students who come to Churchill for years to come.

We then met with a colour consultant from Smarter Spaces to work on a design that fitted the brief.

Tudor Red

We decided to make the interior doors Tudor red, so that the building had a clear house identity. We also made the trim grey, which is easy to maintain and matches the outside of the Hall.

Red and Grey

The “Teaching Wall”

Inside the classrooms, our Colour Advisor explained that research has shown that the “teaching wall” (where the screen and whiteboard are situated) should be a bright colour, so that attention is drawn to it. The other walls, meanwhile, should be a neutral colour. We also learned that walls should be painted in a single block colour so they are easy to maintain and so that they don’t distract attention from learning.

Choosing a colour palette

Following our brief, the Colour Advisor came up with sets of colours which would work with the red doors and grey trim. Option 1 was bright and exciting, because we told Dulux we wanted our school to be bright and energetic.

Option 1a

Option 2 was fresh and vibrant, because our school is in the countryside and surrounded by nature.

Option 2

We voted – and Option 1 won (just)!

 Choosing the colours for the rooms

Once we had chosen the colour palette, we had to select which paint would be used for the teaching wall in each room. We used the architect’s floor plans to work this out.

groundfloorfirstfloor

Smarter Spaces then helped us to create a visualisation of what this might look like when the building was finished:

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We presented our work to the Senior Teachers at the school – and they loved it! We can’t wait to see it in reality when the new building opens this summer.

Thank yous

As an Academy we are very grateful to Smarter Spaces for working with us, and for donating the paint to the project as part of the deal! They have been fantastic partners to work with and they have helped us to understand the design process, the importance and impact of colour, and to create a legacy for future generations of Churchill students.

Prepared by the Smarter Spaces Team:

  • Molly Ebdon (WRO)
  • Courtney Evans (SNM)
  • James Goodyear-Evans (TPOC)
  • Alfie Laws (WVP)
  • Rowan Vine (HFH)
  • Charlotte Wilkinson (TMR)
  • Charlee Beach (HLCB)
  • Paige Evans (TMB)
  • Katie Ward (SASH)
  • Mr Smith
  • Mrs Foster
  • Yusuf Alharrari from Smarter Spaces

Thank you!

A letter to your younger self

Here at Churchill, we spend a lot of time with students asking them to think about their attitude and approach to learning. The aim of this reflection and work is for the students to refine their behaviours so they are the most effective learners possible. As part of this process, one teacher asked their Year 11 Economics class to reflect on what they’d learnt over the past year, especially from the mock exams they had completed before Christmas. The teacher asked the group to write a letter to a year 10 student, or to themselves a year ago, giving them the benefit of their additional year’s wisdom.

This is one student’s response:

“To a year 10 student

Here are a few tips I would suggest to a younger me I guess:

Firstly, recap what you learn during lessons at the end of the week or sub-topic.  In particular in unit 2 keep reminding yourself of fiscal, monetary and supply-side policies because that’s what I struggled with the most.

Secondly, don’t stop trying to improve your skills in answering questions.  In years 9 and 10 I was working at a solid F grade and I no longer tried because I thought it was hopeless, but at the start of year 11 and over the summer I did a lot of revision and just got my mock back with a B (1 off an A) which shows if you work hard you are able to improve.

Lastly, don’t stress about the information during lessons if you don’t get it, because you can put in extra time another time.”

This message – “if you work hard you are able to improve” – is the cornerstone of the growth mindset approach we are working hard to cultivate at Churchill. It’s fantastic to hear this is paying off for this particular student. I hope that others take heart from their advice and take the same approach!

What advice – if you could! – would you give to your younger self?

Student voice: how we learn

Over the course of this year, I am visiting all the tutor groups in the school. In my visits I am asking the students for their views and advice on different aspects of our provision at the Academy. Between September and December I asked students to reflect on two questions:

  1. What makes good teaching?
  2. What makes good learning?

Tutor groups responded in lots of different ways. Some groups put together presentations, others worked in small groups on the questions, whilst others involved me in a whole-group discussion. What they all had in common was lots of brilliant ideas about the topic!

At the end of the process I had visited nineteen tutor groups and heard  the views of around 450 students. In January, I gathered together all their thoughts and ideas. They had told me what helped them the most from their teachers, and they had come up with lots of excellent suggestions for how they could best help themselves to be effective learners. Below, you can see the fruits of their labours:

This poster has been shared with all teachers and tutor groups this term, and many have been discussing it in their tutor time sessions and team meetings to help everyone improve and maintain the highest standards of both teaching and learning in school. It’s been a really valuable process to take time out to reflect on what it is that makes for successful teaching and learning, and to keep our focus squarely on our main task.

What was also lovely was to hear the students suggesting the names of teachers who they thought were doing a brilliant job in supporting them and helping them to learn. I took great pleasure in writing to every teacher whose name was mentioned – over fifty of them! – to thank them, on behalf of the students, for the great work they do every day at the Academy.

This term students are helping me with feedback on what makes excellent behaviour in lessons and at social time, and how we can work together to make things even better. I’ll report back after Easter!