Pupil Voice Updates
Category: Pupil Voice
May 2024
What I have learned this year- Seth Faber, S3
What have I learned this year? Let me tell you, I have learned to enjoy every moment of good memories and memories in the making. As my S3 year comes to an end it has made me realise that I am in my second half of my High School life. Yes, S6 is still pretty far away but those years may fly by just like my first 3 years of High School. It feels like my first day was yesterday but this is why I am trying to appreciate these moments I have left in my childhood before my life transitions to adulthood.
My advice for kids: enjoy your time as a young child. Go hang out with your friends, be a role model for the other kids around you, do all the hobbies you like, get yourself good grades and simply just go and have fun because just like Ferris Bueller says “Life moves pretty fast. If you don't stop and look around once in a while, you could miss it.”
May 2024
My achievement this year- an S2 pupil
Wow, blog four! It's been a quick school year, it feels like the year has rushed past us!! But despite it being so fast it has definitely been one of the best years of school.
What have I learnt this year? I've learnt a lot; so as not to bore you, I've narrowed them down to just a couple things I am extra proud of like:
At the start of the year I was in the gymnastics club and learnt how to do a front handspring! I remember after the club had finished I went home and told my mum and showed her in our garden she was quite scared that I would hurt myself but she still was very proud of me.
Another time was in music tech when we were doing our sound foley projects and I edited sound effects together and added in some music for a short film and got third best film in the class and got a crème egg!
This year I've also got better at maths. In S1 I was horrible at maths and my teacher gave me this booklet to work on at home with my parents and I got so much better. Then, when I started S2 I felt I wasn't at my best with it, but now I'm getting better again. I'm so proud because maths has never been one of my better subjects.
A new skill I've learnt this year that has now become one of my major interests is the drums. I have weekly lessons and it's really fun. I love when the sounds really come together and I can hear the song. It makes me so proud to think “wow, I'm playing that song!.”
During this year I have definitely learnt about myself a lot too. I've learnt about my likes and dislikes, what makes me happy and what makes me sad but I've also learnt that I love my friends and I am so grateful for them. I love all the inside jokes we have and I love that I can be fully myself around them and that they feel comfortable to talk to me about anything. I've learnt that I like stage makeup because it incorporates my skills of art. I also like the school paninis and pizzinis, and who could leave out the cinnamon doughnuts? Also, have found that I like photography and can see beauty in pretty much everything!.
At the start of the year I was scared for S2 because it meant I was closer to S3. I was scared to be going through school to fast because I really like seeing my friends everyday and I like learning new things and I just generally like being in a school environment, but I'm feeling better about moving up the school and instead of worrying about the future I'm focusing on what's happening in the very moment.
Live it then you'll remember it forever!.
My achievement this year- Tapha Seydi
In Rosehill I have gained lots of knowledge like understanding computer code, learning how to bake lemon drizzle cake in cooking and how to design a business card for any superhero. I've also learned a bunch of new skills such as teamwork, communication and sportsmanship from Mr Ferrie in P.E., and responsibility, patience and being careful from Mr Leslie, Mr Thomson and Mr Watson in CDT. All these new skills allow me to really take in the wonderful experience I've had at Rosehill and with its teachers.
I have learned a lot about myself at Rosehill; who I am, what I want to do with my life after high school and what really matters to me. For example in My World with Miss McRobbie I learned about climate change and how it is deeply affecting our planet and what we can do to stop it. I learned that care a lot about nature in every sense. What I have really learned about is that we all need to slow down and take in every single moment that we have in high school. I'm nearly starting my second half of high school- it's insane. It felt like yesterday I was in S1 learning where all my class where and my teachers names. It's strange how time works when your not paying attention.
This year, I've undergone a shift in perspective regarding the importance of environmental conservation. Initially, while aware of climate change, I didn't fully grasp its severity. However, through education and reflection, I've come to recognize the urgent need for action to mitigate its effects. My mindset has evolved from passive concern to active advocacy for sustainable practices.
Since August, I've acquired a deeper understanding of myself and my aspirations. Through experiences at Rosehill and interactions with mentors, I've gained clarity on my values, goals, and interests. Additionally, I've developed practical skills in areas such as coding, culinary arts, and design, enriching my knowledge base beyond what I anticipated at the beginning of the academic year.
April 2024
Pupil voice in Quadrant 3: Summary of activities
We explored three key topics through our 5 A Day programme in Quadrant 3
Senior Phase Course Choice: A small senior phase has meant that we have had to do coursing slightly differently. Rather than being presented with columns based on the options of previous year groups, we gave all young people in S3 free choice of course in the first instance. Participants in 5 a Day were clear that they had found this process straightforward, but indicated that they were still struggling to identify what they might want to do beyond S4. They found the idea of the 3 year senior phase helpful, as faculties were clear that they would be able to return to subjects later if they wished. A lot of them talked about wanting to stay on to S6, but were less clear about what they wanted to do with this time. Some were also able to give an account of ways in which faculties had worked with them to decide what to offer in the first place e.g. Global Citizenship focussing their offer around Modern Studies, Business, and Travel and Tourism. Work is now ongoing to accommodate any young people who were not able to be coursed into their first choice, as not all courses were viable.
Dress Code: Following on from informal discussion, we worked with S3 pupils to explore whether they might enjoy having more formal options added to their dress code for next session. There was some advocacy for the wearing of blazers, and a minority said they would happily wear a tie. Several pupils commented on wanting something to show them to be seniors. With this in mind, we organised Google Form surveys for S3 and for their parents/carers. Our return rate was around 50%. As noted in the HT Update, the majority of respondent did not think that they/their young person would opt into wearing a blazer or tie. Therefore, we are not making any changes to senior dress code for session 24-25. However, we will keep the dialogue open.
Assessment: We were conscious that our young people seemed to struggle to think about assessment as being anything other than a formal class test. Our conversations indicated that, when prompted, pupil were able to identify that e.g. a performance in Drama, and experiment in Science or a presentation in English, were also forms of assessment. However, they saw assessment as an end point rather than something that happens continuously. The result of this was the decision to have a staff focus on formative assessment during Quadrant 4; linking this specifically to questions and feedback throughout lessons. We will revisit this topic later in the year to ascertain whether this work has supported improved pupil understanding of what assessment means.
March 2024
My future plans: An S2 pupil
My future plans are all over the place really, but I do know that I would like to continue with subjects like Art, Music and English. I really enjoy these subjects because they all play into my strengths and so I would definitely achieve a lot in these areas of learning and that sense of achievement is really motivating and empowers me to do lots more. They are sort of like safe subjects for me as I know that when I get knocked down I can go back to these subjects and they motivate me to try again in harder subjects. I think I would really like to have a job in the future around some of those subjects.
When I leave school I think I would like to go to an art collage or just a general university and study things like English Literature or just English. I am a kind and caring person and making other people happy makes me happy so maybe I’ll be a primary school teacher maybe a be an author or maybe I could illustrate children's books OR MAYBE just maybe I could run in the Olympics, who knows!!.
What I like about the thought of going to college or uni is meeting new people and exploring new things but then again I think “ughhh but more workkk” but in reality you do need to work for what you want out of life.
But going straight to a job after school sounds good as well. I would like to work in an art shop or any kind of shop, and on the side I could write books or sell my art.
A lot of people say I should do something that includes being creative like selling art or writing a book. Another thing my friends think I should do is stand-up comedy or be a primary teacher because I’m kind and funny… the thing is I never really feel pressured to do what they say I should because I know that they like me and they want to be friends with me so they won't judge the decisions I make.
When I think of exams or assessments I do get a little worried because the grade I get will affect what I can do in the future but I do well in casual tests at school so then I know I’ll be fine if I work hard and pay attention in classes.
Important things I have learnt at school so far are:
· That friendship is very important but that’s not just what school is about.
· It's important to get good grades and do well in school academically but as long as you're a nice and approachable person opportunities will naturally come your way and be sure to take those opportunities as well!!
· What I want to be sure of by the time I leave is to know who I am, what my strengths are and what I would like to do with my life. deep, I know but I’m sure it would be a whole lot easier to work and do things I like if I actually knew what they are and what kind of person I am.
All I know just now is that I am excited for what is to come, scared at times but I know I'll be ok and my friends will help me and I'll help them.
March 2024
The place I learn best: Tapha Seydi
As I traverse this vibrant space, the air is filled with the invigorating aroma of freshly brewed coffee from the nearby teachers’ lounge. It's a subtle scent that adds to the overall ambiance…
Walking into the school hallway feels like stepping into a warm, welcoming embrace. It's more than just a path; it's a vibrant hub of energy and camaraderie. The walls proudly display the creativity of students, forming a lively gallery that adds to the hallways cool, colourful vibe that speaks volumes about creativity and expression. Footsteps, chatter, and laughter create a soundtrack, turning each stroll into a mini adventure. The people in the hallway elevate the experience.
Supportive teachers, friendly classmates, and familiar faces form a tight-knit community within those walls. It's not just a corridor; it's a space where learning extends beyond the classroom. Curiosity is sparked, questions find answers, and projects come to life. Now, as I navigate through the bustling hallway, I do so with newfound confidence. The conversations, laughter, and shared learning experiences have left an indelible mark on me. The hallway is more than a mere passage; it's a bridge shaping who I was into who I am becoming. In this lively environment, I've discovered that the hallway is where I learn best.
Dynamic interactions and a collaborative spirit fuel my curiosity. Whether discussing class topics with peers or seeking guidance from supportive teachers, the hallway transforms into my optimal learning space. It's not just a thoroughfare; it's a classroom without walls, where the exchange of ideas and knowledge feels natural and exhilarating. Reflecting on it, the hallway becomes a symbol of the incredible journey of learning. It's not about complex terminology; it's about the heart and curiosity that make the educational adventure truly awesome.
February 2024
The place I learn best: an S2 pupil
The place I learn best is really the whole school but the place that inspires me most is the drama/music department.
I feel a buzz of excitement when I see the two classes on my timetable and that feeling stays with me throughout the whole lesson, they're really fun classes.
I think I learn best in these spaces because they're both very physical classes and you have space to move about in the classrooms.
The atmosphere in drama is very welcoming and accepting and as for music it's encouraging and rewarding. In drama it's like “we welcome you, show me your best work” and in music it's like “we push you and push you then you get it and we reward you”, but together both classes feel fun and enjoyable.
When I enter drama I see big tall black curtains, chairs in a circle and Mr Aitken's desk and the really super cool light panel behind it, I hear the chatter of students and my footsteps as I walk across the classroom on the click clack sounding floor, I smell the scent of the floor its strong and smells like rubber and cleaning products, I smell the familiar smell of my friends body sprays and perfumes. As I walk into music I see the huge black shiny piano and the keyboards lining the back of the classroom, I see the muddle of chairs that Ms Mitchel always says looks like a bomb’s been set off in between. I hear people talking excitedly and the odd playing of the piano, I hear Ms Mitchell's voice above all to quieten down the class and the soft crunch of my shoes on the carpet and I smell the air freshener and the plastic scent of the chairs.
The teachers definitely help with making this place a positive space what also helps are my friends, they help by making the whole thing fun and enjoyable, drama is positive because it's like a break as we can play games to warm up and get to make up our own scenes and really have fun with it. Music is positive because I get to impress my friends with my talent of playing the drums, how it normally works in music is we all get the sheet music and go off in groups to work in practice rooms that way while we are all practising nobody messes anybody else up, then after we get together as a class and play the piece together.
This environment helps me with my learning as it makes it feel simple to learn and I feel that I don't struggle as much in music and drama as might in other classes.
When I hear the question “what can you do now that you couldn't do when you started here?” I think “I CAN PLAY THE DRUMS FOR BLOOMING SAKE” because I’m very proud of myself for learning the drums and now I get to show off to my friends almost every lunch!(I Think there getting a bit tired now).
But the drama and music departments have really helped me feel more confident in performing and it's so amazing that this school fits everything it does in this building.
February 2024
The place I learn best: Seth Faber, S3
Entering the The music department brings a fun and welcoming feeling. As I set foot into the department the teachers greet me and make me feel included. I get the feeling of trust and inclusion in the department which boosts my confidence in my work.
I give credit to the staff for creating that sense of fun but still making us strive to work to our full potential. Being able to experience music in the new school is very unique compared to past experiences. I believe that the equipment that they have in place is very good. Having this access to the equipment helps students to learn more and have a better understanding of the subject.
With all this being said I have a positive feeling about the future of Rosehill. Obviously every school has small things to be worked on but that is okay. I have trust in the school to fix and change things and I am sure they will be able to do this.
My first time seeing the school I was scared because it was so big, but now I’m like, ‘it’s not even that big- I was being a bit dramatic!’ When I first had a look around the school before it was finished I was amazed how much stuff was getting built, all the fancy stuff they were putting together, and how much space there is. Rosehill is nothing like my old school. It’s so much better. My old school was nice and stuff and there was a lot of colour in it like Rosehill, but it got a bit dirty over time.
My favourite spots in the school are the library , breakout spaces and the drama and music rooms.
I like the library because it’s a nice space to chat with my friends at break and lunch, and they have cool books.
I like the breakout spaces because it’s nice and quiet and peaceful and a good place to work.
The drama and music area is one of my favourite place because I love music and playing the guitar. And I love drama because you get to have fun .
I love how welcoming the staff are, and how kind they are.
It’s so nice how they have made it so you can chat to your friends and how the staff have made it a really good place to learn .
It has brought up my confidence in walking through the doors every day and speaking up in class .
I like how we all have our own computers so we don’t have to share all the time , and so we don’t have to go into another room to work on something digitally.
And I’m thankful for how kind the office staff are because whenever I need to go home or ask for something they are really helpful and kind.
by gpreston
Through our regular improvement plan review, pupil voice has been identified as a key strength of our school. We therefore thought it would be useful to provide a summary update of the ways in which pupil voice has been gathered since our opening in August 2023.
Around 70% of our school population has already been invited to take part in our 5 a Day programme, and every pupil will get at least one opportunity across the school year. Ms Preston, Mr Valentine and Ms Stewart-Young take time each week to speak with young people on a shared whole school theme linked to their learning experiences e.g. use of digital devices, progress, or values in action. This anonymised information is then accessible to all staff to enable everyone to have a shared sense of what is going well and where improvements can be made.
Through our Homeroom programme, every young person in school is able to contribute to Tuesday Chats on a weekly basis. Every team in the school has the chance to gather some feedback on pupil experience in their area, and this is done through a combination of Google Forms and discussion points with Homeroom teachers. Again, this data is accessible to all and directly impacts on practice at faculty level.
Our faculty ambassador schemes provide young people to engage at a much deeper level in the areas they are passionate about. This enables them to influence their own learning opportunities and those of others and we look forward to expanding these throughout the rest of the year.
Our Pupil Support team use pupil voice to check on wellbeing, using a simple ratings process to ask pupil to reflect on where they are in terms of being safe, healthy, active, nurtured, achieving, responsible, respected and included. They are able to take individual action where scores are low, and to identify any areas of strength or concern across cohorts or year groups.
When young people who need some extra support and engage in the child’s planning process, they are involved in all meetings and supported to express their views.
As we move into 2024, we look forward to continuing to work closely with our young people to continue to build our learning, growing and thriving new school community. Huge thanks go to them for sharing their thoughts and ideas on an ongoing basis.
by gpreston
First Impressions
My first time seeing the school wasn’t the strangest thing but still strange.
Me and my family were going to McDonalds. We went past here at one point and I saw the building, then I just forgot about it.
My first time in the building was different though. When I first entered the building I was taken aback by the strange interior. I had heard that it would be more open, but the interior design was foreign to me
I had always thought it would have a design similar to the Musselburgh Grammar School. Instead of what there is currently, I believed there would be some new equipment and that’s it. Instead, we all got chromebooks to use, our Young Scot cards changed to let us enter the building, lots of PE equipment, a hockey pitch, and a football pitch that isn’t even all of it! Needless to say it shocked me, nothing could’ve prepared me for it.
by gpreston
Old and new: two very different school environments
I had seen the outside of the school a few times, mostly just by travelling past or quick glances out the car window, and every time I was nervous, just because of the size of the building, Musselburgh Grammar was nothing compared to this, so when I first walked into the school it was a shock to see the inside. It was a huge difference to my last school, it was extremely modern and very open. The classrooms were bland when we first arrived but are starting to gain character now, the whole school is.
My last school was very grey and dark in interior but it still had character because of the people there. I hope this school will be like that in years to come. Sometimes I think this school is too modern but then I think about other schools and realise you don’t usually get this much colour, but is that always a good thing? I’m still not sure.
When you ask people what their favourite part of the school is they usually say things like the atrium or the hellerup stairs, but that’s not mine, mine is the break out spaces, when the corridors are quiet and lonely, when you can do your work in peace. But that’s still not my favourite part of going to school, mine is that I get to see and spend time with my friends more (and seeing my favourite teacher Miss Roddy of course).
The building feels refreshing, it’s not packed, there’s tons of space so I feel that it improves my learning and stops me feeling stressed because of the noise or just because of the amount of people in general. Do I like it as much as the grammar? I’m still not sure yet, I still need time.
by gpreston
This pupil has chosen to remain anonymous but wanted to share some favourite memories from her first few weeks at Rosehill:
The first time I saw our school building was when it was just beginning to be built, not even Ms Preston had seen it yet! I used to go to Musselburgh Grammar School and I had the get the bus EVERY SINGLE MORNING, but luckily I had my friend to accompany me. It was always a good start to the day having a nice chat with my friend and to see Wallyford whizzing by slowly changing into Musselburgh. Now I just open my front door, turn a few corners and there it is Rosehill High School. It is less of a journey though and now I can go home at break and lunch!
One of the first things I noticed, when the school was actually built, was the library. It was very empty when we first arrived but filled up more and more with books over the couple days, which I saw when we would have break and lunch in there. Whenever I walk into the library now I always remember my 13th birthday when me and my friends had grabbed a booth pulled over an extra table and chairs. They had bought a cake for me and we all took extra forks from the cafeteria and they all sang happy birthday to me! Everyone was bursting for a piece of cake. I held the lid down and we all started a countdown from three, 3…2…1!!! And I lifted the lid and forks were flying everywhere.
Another thing I noticed when I walked through the doors are the Hellerup stairs. After food was banned in the library my friends and I all sat on the stairs from then on, and we’d watch the kids and the teachers waddling around underneath us.
Compared to the Grammar the building is very different. The grammar had four floors!! There are a lot less stairs in Rosehill though, thanks Ms Preston! [Editor’s note: unfortunately, Ms. Preston can take no credit at all for the number of stairs!]. Another comparison is obviously this school is new and the grammar isn’t. This means that the Grammar was a lot more developed than our school, because our school has just got started! Also, the grammar was bursting at the seams with students! And are not even close to our full capacity yet.
Some of my favourite places to spend time are probably either the library or drama/music department; the library because I love reading and have so many happy memories in the library also because of Mark, he is a celebrity to us!. I like being in the drama/music department because I like to play the drums and I love acting and all the teachers are so nice!
The building benefits my learning and other peoples by having breakout spaces and times to work in some very open plan classrooms or balconies. It also has much more outdoor learning opportunities too, because we carry around our chromebooks we don’t have to go to another classroom if we need to work on something digitally.
This school is wonderful and it has really opened a lot of doors for me.
by gpreston
Tapha was asked to reflect on his first impressions of our building. His blog is below:
In October, I laid eyes on my new school for the first time. The weather was calm, perfectly matching the mood of everyone around. Excitement bubbled among my friends and me as we eagerly awaited the opening. Upon entering, I was immediately struck by the grandiosity and complexity of the school.
When I first walked in I was amazed at how big and complex this school was, with its key card pass that reminded me of an airport to its huge Hellerup stairs. Everything was just super fancy.
The next thing I noticed was the ginormous hallways and
Classrooms. They were a bit bland at the beginning but they started to brighten over the following weeks/months. They still looked very nice at the start because of their roof to floor windows that spread light across the whole room and across the whole corridor as well, making the school a lot more happy and bright than the dark weather that comes around quite a lot.
Comparing my new school to my old one is a challenge, but I can confidently say that despite the slightly higher cost, this new environment surpasses the old. The culinary delights, especially the pizza twist and chicken burger, contribute to the overall positive experience.
My favourite part of the school to hangout in is the cool little seats in the Atrium. There are nice spots because you have a good view of the hall and the seats are super comfy.
This school has a profound impact on my learning. It doesn’t feel like traditional schooling; rather, it provides an entirely different and enjoyable experience. Aside from the occasional tests, my learning, and hopefully that of others, is filled with fun and fascination within the walls of this building.
by gpreston
We have been supporting a number of universal pupil voice activities in our first few weeks of opening.
All young people have had the opportunity to take part in a Google survey around school safety. Regular safety surveys are good practice to support work on safeguarding and health and wellbeing, and support school self evaluation activities. We know that starting a new school is always daunting, and no one else in Scotland has done it with three year groups all at once. We are therefore keen to continue to have open dialogue about how everyone in our school community feels about different areas of the school.
We have also surveyed the young people on their experiences of Homeroom during the first 15 minutes of the day. This is an approach that differs slightly from our neighbouring schools and was put in place to support wellbeing at a time of significant change for our whole population. It has been wonderful to read their feedback on the warm, welcoming environments that have been created by our Homeroom teams. Pupils have flourished in mixed year group settings and used words such as safe, warm, chilled and happy to describe the start of the day. Homerooms have benefited from lots of direct input since the start of term, and we will now move towards giving more discussion and reflection tasks to further development the positive relationships within.
The Senior Leadership Team has been taking a lead on our 5 A Day programme, in which each member of the team spends time one to one time with randomly selected pupil, finding out from them what is going well and where we can continue to develop our practice. The first two weeks of sessions focused on pupils initial impressions of the school, and we then moved on to concentrate on learning and teaching.
A real highlight has been hearing the praise for our teachers and support staff, particularly given the relatively short period of time they have been working with our young people.
In terms of next steps, we will now move on to offer some guests spots to young people on this section of the website, so that you can hear from them directly.
by gpreston
5 a day is a universal pupil voice offer in which all young people are able to participate over the course of the school year.
On a weekly basis, members of the senior leadership team select 5 pupils at random and have a short one to one meeting with each to listen to their feedback on how well the school is supporting their wellbeing and learning.
To give an example of the feedback generated, our first topic was ‘First Impressions of Rosehill High School’. The young people shared some lovely reflections, including:
I thought it would be hard in a big building but I can find my way around easily
The atmosphere is relaxed and friendly
I have managed to make new friends already
Pupils also shared favourite aspects of learning, including; exploring maths anxiety, team games in outdoor learning, and learning about real life in social subjects.
We will continue to share some of our pupil feedback throughout the year. However, young people don’t need to wait to be asked! If they have any comments or suggestions about how we can keep developing as a community, they can share these with House Teams at any time.
by gpreston
We’ll be working hard in the establishment phase to support the development of pupil voice and associated leadership opportunities.
Our Welcome Days for young people included an allocated slot for our new S3 to begin to think about their identity as the most senior pupils, and how they can take on roles and responsibility that will support the wellbeing and learning of the whole community.
They met in small groups with members of the staff leadership team and had the opportunity to share what activities they thought had been successful in the past and what they would like to see more of. An emerging theme was the importance of it ‘not being the same people all the time’ when it comes to listening to ideas. A number of young people commented on their discomfort with the idea of ‘Head Pupils’ or similar, because they felt that this doesn’t always represent the views and experiences of all young people. They were also clear that pupils voice activities should include everyone if they are going to be seen as valuable.
Our S3s were able to come up with a huge range of ways in which young people can support e.g. sports, the arts, and our commitment to sustainability. The next step if for House Teams explore these starting points with all year groups via the My World programme.
Our first SLT strategic session will take place on the 28th August and will be focused on pupil leadership opportunities. These discussions will be focused on the Education Scotland documents linked below:
We will also be starting our ‘5 a day’ programme at the start of September, the findings from which will be shared via the website. You can read more about this and our overall approach to pupil voice here:
by gpreston
Following on from parental engagement group discussions regarding potential vision statements for Rosehill, we explored the language in more detail with pupil groups.
Mrs Stewart Young DHT and Mr Valentine DHT explored with pupil groups in April and May.
Pupils were keen on the idea of making the vision statement easy to remember. We explored the terms Learning, Growing and Thriving and what these could look, sound and feel like at Rosehill.
Mrs Stewart-Young explored specific opinions on learning. Pupils explored their own responsibility for learning, the role of the teacher and the importance of a positive ethos and climate. We covered questioning, challenge, feedback, and differentiation. We also discussed the explicit link of wellbeing to engagement and progress in learning.
A summary of the notes from these sessions can be accessed here Vision Summary.
Mr Valentine will be leading on Pupil Voice as we head towards the Easter holiday, with a firm focus on vision and values. This input is designed to work alongside the ideas explored in our recent Parent Engagement Group, as it’s important that we take into account views across the Rosehill community.
A school vision is the direction of travel that we all agree to commit to. School values are the behaviours that help us to realise this vision.
Using the data generated by our Google surveys earlier this term, he will be working with small groups to explore our proposed school values and what they might look like, sound like, and feel like in practice.
He will also be sharing some proposed vision statements and checking that these are clear, concise and easy for everyone to understand.
This work will allow us to confirm our school vision and values early in the summer term. And most importantly, it means that we can get those values on our lanyards, to refer to every single day!
by gpreston
Pupil Voice has had a slightly different shape since the new year, as we move onto a new phase of the project.
Firstly, it’s important to acknowledge that we had almost 350 responses from young people to our surveys of house and school names, dress code, and vision and values. For those of you still waiting to see if your favourite name for the school made it through, please be patient. There are lots of people involved in that decision! This level of engagement shows really clearly the young people’s sense of ownership in this project, and it’s been great to find out their thoughts and read their comments. This has been especially important for the inclusion of young people who might find it more challenging to speak out in group situations- all voices are valued.
Young people have also been getting involved in the recruitment of our staff team. Pinkie pupils were a huge help in setting questions for our Curriculum Leader interviews. Their suggestions included:
How will you make sure that all pupils know about hidden disabilities?
How will you make sure that we all leave school able to cook healthy things that are easy to make?
How will you make sure that everyone gets involved in your subject, even if they think they are not very good at it?
How will you make sure the work is hard enough for people who might find it quite easy?
Questions like these have really made candidates think on their feet, and helped us to get a real sense of how they will respond to our young people.
Pupils from Wallyford will be involved, this coming week, in compiling questions for our class teacher interviews, which take place throughout March and April. I am sure they will continue to be a great support to the process.
We will be reconvening and building on our regular Pupil Voice sessions in the spring. Mr Valentine will be leading some groups focused on what we are calling ‘ways of being’. Mr Valentine has a real passion for what is referred to as character education. The idea behind this is that education is as much about learning how to be in the world as it is learning facts and figures. Our senior leadership team has very high standards when it comes to how we treat each other, and takes wellbeing, inclusion and anti-bullying approached very seriously. We know that lots of our young people feel the same.
Mrs Stewart-Young will be leading discussions around classroom experiences. We want to make sure that we are working with everyone in our school community to give young people as much consistency as possible across the different areas of the curriculum. It’s important that we all know what to expect when it comes to our daily classroom routines, as well as thinking about learning actively, learning together, and how we assess our learning.
They are both very excited (that word again!) to get into all three of our partner schools in the next few weeks.
by gpreston
All three schools have now worked through the four key themes of culture, community, identity and learning.
On the final topic of ‘our learning’, pupils were asked to explore what they saw as positive classroom experiences.
The image below shows the adjectives they most commonly used to describe the ideal teacher:
This was such a valuable exercise because it can influence the wording we use when recruiting classroom teachers in the spring, as well as providing a great reminder of how much interpersonal relationships impact on young people’s sense of progress and engagement.
The pupils were also asked to explore what makes for a good classroom experience. Some quotations included:
I know I have learned something when I use it out of class
Knowing I am improving
Learning things but having fun at the same time
Lots of interaction
Happiness and kindness
Finally, pupils were asked to think about what their ideal school day would look like. There was a lot of emphasis on hands on, active learning, with one pupil commenting, ‘I like the subjects where I get to the end of the lesson and I feel like I have something to show for the effort I have put in.’ The graphic below shows some of the subjects identified as being an important part of the ideal day:
You can access the full data on this topic here: Pupil Voice Theme 4 Data
by gpreston
All Pupil Voice groups at the associated primaries have now had the chance to talk about Theme 3: Our identity. The two main tasks they were given were around sharing ideas for a school name, and discussing their ideas around school dress code.
As noted in Head Teacher updates, the name Wallyford Learning Campus will remain to cover the whole of the building and its grounds, but we do have the opportunity to give the school part of the WLC its own identity.
Parent feedback indicated a real split as to whether the name ‘Wallyford’ should or shouldn’t be included, but pupils have overwhelmingly been keen to look at other options. Based on local history and geography, they have been asked to think about 5 possible names for the school:
Clement’s Wells/Clementswells High School
Fawside High School (spelling tbc as there are various options!)
Ravensheugh High School
Rosehill High School
Scarlett Park High School
You can also read about the context of each name here: Naming our school: contexts
Pupils in these sessions also had the chance to talk about school dress code and how this links in with a sense of community and identity. Most were in agreement with the key adjectives from our parent input: the dress code should be comfortable, smart and affordable. They also fully understood the need for safety and security on campus.
At present, pupils in all schools have been very positive about:
School hoodies or sweatshirts, with clear logos/names to show who they are
Combining these with plain black on the bottom, including footwear
There is still lots to think about in terms of setting specific parameters, but we will return to these discussions with related surveys in the new year.
You can see all of the data gathered with the pupils here: Pupil Voice Theme 3 data
What has been clear throughout this Theme is how much of a ‘buzz’ there now is amongst the pupils as our starting date approaches. They have been a credit to their respective schools throughout. An update on our final theme (Our Learning) will be shared before the end of term.
by gpreston
Several pupil voice groups have now had the opportunity to explore Theme 2: Our school community. They focused on three key questions:
What do you want to know or be able to do by the time you leave school?
What should be our priorities in year 1?
What activities in your current school help you feel like part of a community?
The graphics below provide a simple visualisation of the discussions- the larger a word appears, the more often in came up in feedback.
The young people identified the following things as important to them:
Practical life skills such as cooking, swimming and managing money
Having aspirations (this is the catch all term that was used for discussions around getting a good job/knowing what you want to do)
Pupil voice and genuine listening
Expectations and boundaries
Leadership opportunities
Teams and clubs, whether sports or otherwise
House identity (secondary pupils in particular)
Positive relationships with friends and teachers as a key aspect of community
Graphic 1: What do you want to know or be able to do by the time you leave school?
Graphic 2: What should be our priorities in year 1?
Graphic 3: What activities in your current school help you feel like part of a community?
by gpreston
Our Wallyford Pupil Voice group met members of the building Design Team today. Our architect and interior designer took time to talk them through some of the key aspects of the design process. Key talking points included:
Biophilic design: This is a type of design in which the patterns and forms of nature are featured in the building, to create a sense of bringing the outside in.
Supergraphics: These are large-scale images that are used to build identity. At the campus, these will make links to the area’s history, including the mining community.
The Heart of the Building: All routes will lead to a central communal area with a range of seating options where users can both collaborate and find quiet spaces, as suits their needs.
The pupils asked lots of really thoughtful questions and were extremely courteous and respectful of their special guests. They agreed that being able to see 3D images was a huge help for them in imagining what the school will feel like.
The Design Team will also be working with Pinkie St. Peter’s and Musselburgh Grammar School groups before the end of November.
by gpreston
Young people in all three partner schools have now had the chance to talk through their ideas around Theme 1: Our school’s purpose. They have explored 3 key questions:
What are schools for?
What does a good school look like?
What do you value in your current school?
Graphics summarising their findings are included below. These are designed to give a flavour of the discussions and have been constructed by putting the raw data into a Word Cloud generator. The bigger the word, the more pupils mentioned it. Emerging key themes have included the importance of:
Staff who are kind/helpful
Friendships
An anti-bullying approach
Interesting subjects
Good facilities and resources
Time to learn/play/relax outdoors
Plenty to eat!
Graphic 1: What are schools for?
Graphic 2: What does a good school look like?
Graphic 3: What do you value about your current school?
by gpreston
Pupils in P6/P7 has a special assembly to introduce them to the new head teacher and the new campus. They asked lots of very thoughtful questions about what subjects they would study and how the school day would work. In fact, there were so many questions that Ms Preston had to take some away with her for homework. There will now be an extra Google Meet arranged to answer those questions.
Pupil Voice groups at Pinkie start on Monday and will run on a weekly basis heading towards Christmas. As with all of the other Pupil Voice groups, data from the discussions will be gathered on an ongoing basis, with the collated information being published on the website before the end of this term.
by gpreston
22 S1/2 MGS pupils were involved in discussions today around the two themes of Purpose and Community. They were particularly engaged in the discussion around what they need from the head teacher and other school staff to feel part of a safe and inclusive school. Comments included:
Teachers who care
Good learning facilities
Clear information and expectations
They also talked about what they value most in their current school including:
Clubs and activities
Friendships
Teachers who help you to achieve your goals
Thanks go to Mrs. Walker for her support in organising this. There will be a further two Pupil Voice sessions at MGS on the 22nd November. Pupils who live in the catchment area for Wallyford Learning Campus can speak with Mrs. Walker directly if they would like to be involved.
by gpreston
16 P6/7 pupils took part in their first Pupil Voice session today, on Theme 1: What makes a good school?
They firstly worked together to remind themselves of what they already know about doing good group work. They agreed that the important words to remember were:
Respect
Kindness
Inclusion
Listening
Focusing on the person speaking
Hard work
They collaborated to answer the three key questions that have also been asked of parents:
What is school for?
What does a good school look like?
What do you like about your current school?
Their answers will be collated along with those from the pupil voice groups across all of our associated schools, then shared via the website when all of the groups have had their first meeting.
The young people also had the chance to ask questions about the new school. These showed how important outdoor space, active learning and the arts are for this group. However, they weren’t afraid to get philosophical, with one pupil asking, ‘Why do schools exist?’ It was fascinating to hear the rest of the group try to answer!
by gpreston
Young people in our three associated schools will have the opportunity to take part in a range of pupil voice activities. Pupil voice groups will begin their programme of activities as follows:
Wallyford Primary School: Week beginning 31st October 2023
Musselburgh Grammar: Week beginning 7th November 2023
Pinkie St. Peter’s Primary School: Week beginning 14th November 2023
This means that the Head Teacher will be in all three schools on a regular basis throughout the term.
Groups have been coordinated by staff at the pupils’ existing schools.
They will be exploring the key themes of purpose, community, identity and learning. They will also have the chance to take part in a consultation with our interior designer, Lynda Wightman. We want the young people to help to create a place to be proud of, including spaces that feel safe and welcoming.
Due to the high number of pupils involved, not everyone will be able to be part of a pupil voice group. However, from January 2023, all young people will have the chance to take part in a series of pupil surveys on a range of topics. Any questions they have can be shared with their class teacher/key adult, who will either be able to answer their questions directly or pass them on to the Head Teacher for a response.
by gpreston