Transforming our learning culture through co-construction

In September 2007 a new headteacher took the helm at Stokesley School and it was not long before we were sharing her vision, which placed student leadership at the centre of our school development.

Student learning conference

An early step was to hold a student learning conference. This was designed as a cross-phase event incorporating students from our feeder partner schools, as well as students in years 7, 8 and 12. The year 12 students acted as lead learners, guiding and assisting younger students.

The process began with collapsing the timetable and running a whole school activity introducing students to the concepts to be explored at the event. Students from years 7 and 8 who wished to attend the conference were interviewed by a panel of their peers.

The conference was held at Middlesbrough football ground in January 2008. It focused upon a ‘no constraints’ approach to designing the ideal school. We had four key questions:

• What would students learn?
• How would students learn?
• What key skills and qualities would students develop?
• What would the learning environment be like?

A year 12 student described the experience as follows:

‘Working with students of all ages allowed us to begin to understand the value of vertical age groups. We were surprised at the enthusiasm of younger students and the fact that we all shared the same central idea of wanting to be part of a better learning environment.’

All students were encouraged to express their ideas in the diary room at any point in the day. These video clips were used at a staff development day to allow teachers to listen and respond. At the end of the day, students summarised their ideas with a presentation to the rest of the groups. This boosted confidence on the day and allowed us at a follow-up evening to parents, governors, staff and students, to show our future vision for learning.

Acting on the results

The conference was the launch pad for change and progression towards the learning culture we were aiming to achieve. The outcomes were analysed by a new voluntary staff group and it was clear that the students’ vision for the school was aligned with the vision of the staff.

The second phase of the process began via a sequence of assemblies. Every student in the school was invited to take part in a consultation process based upon the key areas for transformation. Joint staff/student working parties developed and parents were invited to a special evening event to be consulted upon key changes.

Lucy, a year 8 student, commented:

‘Overall it has already been a great experience for every student who has participated, along with the staff, and also for the school. Hopefully this will continue to grow, along with our ideas, building a better learning environment for our school.’

Outcomes

• The introduction of vertical tutor groups and a house system with a head girl and boy, house captains and prefects
• A change of uniform, school logo, motto and corporate image
• The development of homework policy towards ‘Extended Projects’ at key stage 3
• Year 7 curriculum modifications – such as the introduction of Challenge Days each week
• Improved progression arrangements from key stage 2 to key stage 3
• Enhanced role of students as leaders in governance, events, and communications, as well as lead learners, mentors and buddies
• The introduction of Teacher Learning Communities involving co-construction with students focusing on assessment for learning
• Lead learners to work alongside staff at professional development days

Exciting times ahead for Stokesley School!

Further information

Stokesley School is a specialist technology college located in rural North Yorkshire. It has a truly comprehensive intake of some 1357 students, 280 of whom are in the sixth form.

ABOUT THE AUTHOR

Ms Sue Loughlin is Whole School Development Leader for Assessment for Learning and Subject Leader for Art and Design at Stokesley School, in North Yorkshire, England, United Kingdom.

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