Hospitality
‘It has taught me about the importance of team work’
‘It’s as though when I am in the kitchen and restaurant it doesn’t feel like school because I actually feel like I’m out working in an actual kitchen’
Horticulture
‘We’ve learned about different types of plants and the environment they need to be in.’
‘I’ve learned how to plant bulbs, seeds and trees properly’
‘The horticulture course gives us the qualification which gives us a head start on a job in horticulture that no one else will get’
‘It gives you a better chance to get a job because to do this you need to be part of a team, follow instructions and listen carefully so that you will remember how to plant properly’
Construction
‘I’ve learned how to cut pipe in plumbing. I have also gained employability skills which will help me to get a job in the construction industry. We did painting and decorating and learned how to coat a wall using different types of paint. We also measured the size of the wall we were using and how and when to use different sized brushes’
‘In woodwork, we learned how to use a saw to cut the wood to size. We used files to smooth the wood and at the end of the courses we filled out forms to say how we felt we did in the course, self-assessment, and during the work we need to wear steel toe capped boots and overalls just as if we were working in the construction industry.’
Digital Photography
‘I have learned how to use a camera properly and how to edit pictures on the computer and how to make the picture go from dark to light and to change the contrast on it. I can change the colours on the actual photographs. I can make the pictures realistic if I want to. I can cut the picture down to whatever size I want’
‘The vocational courses give us an idea about what it’s really like to work in these types of jobs’
Pupils were generally enthusiastic about how the courses gave them access to not only to the knowledge that is specific to the course but also certain ‘employability skills’, including working in a team, listening, and other job-specific skills. It also gave them a sense of what it was like working in a real workplace since they are using real facilities (e.g. kitchen, poly-tunnel) and work wear (e.g. steel toe-capped boots, overalls and kitchen whites).
Changed Methodologies
Transformation has incorporated both ‘fixed’ and ‘flexible’ components. There are fixed components (e.g. a focus on learning & teaching and raising attainment) but also a variety of flexible components (e.g. methodology, resources and curriculum design).
School of Ambition funding allowed us to send many of our staff on training courses to change the way in which we engage with our pupils and the way in which we deliver our lessons. The two main areas for development were firstly, restorative practice training where any conflict can be dealt with quickly and individuals involved in conflict can have the opportunity to discuss feelings and behaviour; and secondly, Co-operative Learning techniques are embedded in syllabuses across the curriculum. This methodology has improved confidence, communication and co-operation across the school.
In excess of 80% of staff are involved in development teams and there is also a large number of staff ‘Champions’. (see Figure 4). Champions are teachers who take on a leadership role specific developments within the school and beyond. Many are un-promoted members of staff and this role allows them to develop leadership skills. They lead and manage improvement in such areas as:
- Staged Intervention
- Restorative Practices
- Cooperative Learning
- Outward Bound
- Enterprise
- Peer Mediation
- International Links
Figure 4: Number of staff taking on ‘Champion’ roles within new developments
The notion that a culture change is important for school transformation is endorsed by the research evidence. Cardinal Newman High School can be characterised by the culture and dynamics of trust, excellent staff/pupil relationships and a willingness to work hard and take measured risks.
Leadership/Pupil Empowerment
‘The importance of self-esteem is emphasised by giving children positions of responsibility’
Sammons et al 1995
By allowing students to attend the Ambassador’s programme organised by the Columba 1400 initiative in the first year of our transformational plan, we have ensured that our students have been well-equipped with the leadership skills necessary to participate in the decision-making required to re-shape our school.
Across the school distributed leadership took various forms. In many cases existing leadership teams have been extended, new teams formed and new structures put in place in order to spread leadership (e.g. Champion model). By distributing leadership more widely Cardinal Newman High School has secured greater collective responsibility, decision-making and support for the quality of learning and teaching.
Peer mediation and buddying provide our senior students with the opportunity to work alongside younger pupils to help in the transition between primary and secondary. This is what the students thought about their experience:
Columba 1400
‘Attending the leadership course at Columba 1400 gave me the confidence to do something I never thought I could. I was part of a group who decided to make up a presentation for all the teachers to tell them about our leadership course and what we were planning to do in the school using the skills we had learned at our stay in Skye’
‘We thought it wasn’t fair that only pupils from our year group benefited from this leadership course so we decided to create a ripple effect in the school by holding our own residential course in Kilbowie based on the course we attended in Skye’
‘After the week-end in Kilbowie which was run by older pupils who had been to Skye on the leadership course, we acted as leaders at the primary 7 conference. This helped us become more confident working with younger people. It prepared us well to act as buddies whenever the primary 7 pupils came to school.
Student Council
‘even though we are pupils we have a lot to say on what is going on in the school’
‘allows SMT and other teachers to see thoughts and ideas which affect the school through the eyes of a pupil’
‘if we want something in the school to be changed it is our responsibility to stand up and be heard to make a difference’
‘Being on the student council gives us the leadership experience and the life-long skills to adapt to the work place when we need to be heard. We have developed the confidence and communication skills to negotiate in a positive way’
‘It gives you necessary experience and advantages to use in the work place for example I now know the relevance of minutes and agendas and the purpose of meetings particularly those relating to business’
These additional opportunities enabled pupils to have a better understanding of responsibility and accountability to other pupils. Their experiences were also very empowering as they could put student voice at the centre of our improvement agenda. Lastly, their involvement taught them some work skills, which will be useful in later life.
Without question, leadership has been the central driving force behind the process of school transformation. Leaders at all levels in Cardinal Newman High School share a determination that we will be the best school we can be. Once goals have been achieved, new goals and aspirations are immediately set in place.
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