Student Focus Group Feedback 22.05.25 by Lee Falconer - Head of Secondary (BIS HN) https://padlet.com/leefalconer/7k82r4njdql5fo2a en-us 2025-05-22 08:18:58 UTC 2025-05-22 10:06:32 UTC hello@padlet.com leefalconer https://padlet.com/leefalconer/7k82r4njdql5fo2a/wish/3462914920 2025-05-22 08:23:38 UTC https://padlet.com/leefalconer/7k82r4njdql5fo2a/wish/3462914920 leefalconer https://padlet.com/leefalconer/7k82r4njdql5fo2a/wish/3463003706 2025-05-22 09:39:51 UTC https://padlet.com/leefalconer/7k82r4njdql5fo2a/wish/3463003706 Group 2 https://padlet.com/leefalconer/7k82r4njdql5fo2a/wish/3463005004 Question 1- Key themes

Primary-definition of a place to belong=being safe and included-not bullied-

Enjoyment school=social aspect,

Enjoyment about lessons= learning opportunities, more practical/interactive lessons, diverse range of topics,

How teachers show they care: support, kindness, attention to students' needs-attentive, supportive and encouraging.

Moving forward: CCAs to be improved (paying CCAs), more reward for their hard work. More outside learning, more active- dive deeper into learning when topics is engaging.


Secondary-KS3-students aware of who can help them-pastorally- students feel treated fairly by their teachers and feel valued.

EBI- communal spaces- crowded, noisy if not KRN or VN- use of language-stressful place.

KS4-Language and social inclusion are areas to improve-communal spaces per KS-Student voice/value- students feel that they don't have an impact-

KS5-love the communal space-outside of that not so happy- language issues hinder their inclusion, their sense of belonging-feel valued but that could be hindered by their academic results-good academic support and university guidance.

Students who have been in school a long time feel a stronger sense of belonging.


]]> 2025-05-22 09:40:55 UTC https://padlet.com/leefalconer/7k82r4njdql5fo2a/wish/3463005004 Group 1 - general reflections https://padlet.com/leefalconer/7k82r4njdql5fo2a/wish/3463006222

  • Induction process good but are there enough check ins

  • Can buddying be done on interests rather than nationality?

  • Friendships and social time are important for belonging

  • Fading friendships - how do friendships change over time

  • Teachers being kind was important

  • Students don’t always feel comfortable admitting they need support - sometimes due to language

  • Teacher can affect how much students feel belonging and welcomed

  • Language use as a recurring theme - fairness, emotional comfort

  • Social spaces for break and lunchtime is an area for improvement for KS3 and KS4

  • Value tied to academic progress rather than other successes - feeling seen as stats for the school


    • Recommendations:

    • Buddy new students with someone based on interests

    • More social spaces? Common rooms

    • Ways of celebrating students for other achievements

    • Are students being inclusive with their use of language? What is the solution to this?


    Further focus groups - could they be led by someone else as they are not always honest with their teacher / HOY?

    ]]>     2025-05-22 09:42:03 UTC https://padlet.com/leefalconer/7k82r4njdql5fo2a/wish/3463006222     Group 2 https://padlet.com/leefalconer/7k82r4njdql5fo2a/wish/3463006261 Question 2

    Across Secondary- language, communal spaces


    ]]>     2025-05-22 09:42:06 UTC https://padlet.com/leefalconer/7k82r4njdql5fo2a/wish/3463006261     Group 2 https://padlet.com/leefalconer/7k82r4njdql5fo2a/wish/3463028593 SDP-

    Language policy- unify the community through language.

    Induction for new students to be formalised- primary/secondary, especially when students are joining after Term 1A.

    Contextualised curriculum in Primary- ongoing-

    More communal spaces for KS3 and KS4

    Holistic culture around the child

    Nurture and act on students' voice


    Barriers-

    Parents expectations/Academic pressure

    Cultural barriers


    Solutions

    Different pathways for Secondary students- vocational?

    ]]>     2025-05-22 10:03:10 UTC https://padlet.com/leefalconer/7k82r4njdql5fo2a/wish/3463028593     Projecting to 2025-6 Group 1 https://padlet.com/leefalconer/7k82r4njdql5fo2a/wish/3463033233

  • How can we bring students into these decisions?

  • Language use changes throughout the school - younger year groups easily slip into home language when emotional

  • English is consistently used in classrooms in primary - are we following through on this in Secondary? English is not used consistently used in all classrooms - this needs to be a non-negotiable as the first step -before we can even consider social spaces

  • Social spaces need to be addressed - both somewhere where there are opportunities to socially interact without sport, and also alternative spaces for sport when there is air pollution / heat preventing students from being outside

  • How can translanguaging be used consistently as a tool for learning rather than just an excuse for teachers to let students speak in their home language?

  • Translanguaging should be controlled by a teacher, not just used in group work

  • Teaching model for translanguaging that all teachers follow and students are aware of

  • Use of home language to swear is also a problem in social spaces - are we calling this out?

  • Late joiners in KS4 and KS5 are not getting the support they need with EAL

  • EAL curriculum structure

  • Could enforcing English isolate EAL students who need to communicate in their home language?

  • More praise for students for being confident communicators!!

    • ]]>     2025-05-22 10:06:31 UTC https://padlet.com/leefalconer/7k82r4njdql5fo2a/wish/3463033233