The areas that we might wish to comment on within the consultation document (points) or give some suggestions to improving what is suggested (pointers).
ELGIN GROUP 1
Section 3
Alternative educational processes for young people in the communities.
Views of young people best captured by services outwith school.
Are head teachers the best person to take this forward .
Teachers need information on the best people to work with the young people within their communities.
How is communication valued between school, community and young person.
Teachers and practitioners - benefits us more to be seen as educators.
ELGIN Group 2
Section 3:
Pupil Engagement
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Educational processes are not only linked to schools.
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Wider CLD involvement is not there, should be in page 1 or 2.
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The potential for involvement of youth work has not been maximised within the process of pupil engagement.
Aberdeen Group 1
Section 3 - Pupil Participation
CLD staff have been and, still are involved with this with young people in communities.
Youth work in most schools is still happening across the city – this is not new, but a great vehicle for young people to participate and learn new life skills, and feel part of something and involved.
What about those young people are not in school – excluded, home issues etc
Awareness of the rights of children to be involved in decision making and learning.
This needs to happen in all community venues, not just schools
Are young persons forums lead by adults/teachers/parents?
Important to hold onto and build on what is already successful
Clarify benefit for young people participating in these forums
Reference to UN rights of the child, and other legislative established documents
Aberdeen Group 2
Section 3 – Pupil Participation
Guidance within schools should be improved and may be better provided by a non teaching member of staff. Skill set may be better from a non teaching member of staff.
Question 11 is fine, but it’s not what’s written. Answer is Yes, Yes. But in detail is that pupil participation is best served by non teaching staff assisting schools to engage with pupils and for the Head Teachers quarter to include a duty for Head teachers to include partners to ensure pupil engagement. CLD may be best placed for this.
why limit pupil participation just to pupils? it should reach out to the wider public, such as parents and communities.
The schools should all work to make improvements together, by working in partnerships with each other.
Is there a requirement for private schools to participate.
Build society around people.
How are pupils with special and complex needs, who don't have a voice heard?
Is it a priority?
Need an operational plan in place so its not just hot air.
where is the accountability for head teachers and other members of staff?.
CLD Greenock - Group 3
Question 11
- Absolutely agree to Question 11, however there needs to be a statement that this must be carried out with other partners such as CLD
- there is already fantastic partnership working with schools
- What about young people aged 16 to 25? We need to make sure young people have positive destinations - key partnership working/ head teacher's get to concentrate on their pupils
- Should it be limited to working with school pupils?
- How can partners secure continuing work with young people?
- Head teachers need to be clear about their role and the essential work with partners such as CLD so that the pupils that 'fall through the net' can be picked up through the partnership working
- Partners such as CLD are clear on the school curriculum and deliver complementary learning and education on areas less traditionally taught in schools such as sex education, keeping safe, drugs and alcohol awareness and other life skills etc. this is currently done by working together with local schools. How will this position be secured? How will a standard be set across all local authorities?
- CLD understands that young people's education within schools is mostly subject based. Using partners such as CLD can allow schools to focus more on their main priorities with young people giving them a better quality education. Other partners such as the NHS, Police etc. can provide informal education from their expertise and local knowledge
Question 12
- there should be a mandatory duty for HT's to support pupils participation and voice in whatever format best suits the needs of the school communities best, by working with professional partners such as CLD to maximise pupil engagement
- Organisations such as CLD are integral to engaging with young people through their understanding and approach to young people. How can CLD secure a position in engaging and supporting young people (particularly young people that are disengaged with mainstream education - an area CLD are expert at)?
- During a time where CLD are facing significant budget cuts, schools should use PEF or other funding to secure young people's essential education by partners such as CLD
- Pupils are engaged by many organisations. To ensure maximum participation there needs to be partnership working
Bathgate Group 3
Looking at 3. Pupil Participation
Question 11 - Yes the Bill should include the requirement that all schools pursue the principles of pupil participation. Any other child who is not a school should also benefit from those same principals. When they leave school what about colleges, unis, if they are looked after, home schooled, And then what about those 16-24 year olds who are not any of the above?
In terms of pupil participation the methodology and model should not be at the gift of the head teacher. It should be a decision made by a more democratic process.
Question 12 - Yes but we want to make sure this is carried out but not in an elitist model. Must include all pupils. Possibly through youth workers.
Where is the CLD in all this?
Edinburgh group
Question 11
Concerns that the responsibility lies mainly with the head teacher. There needs to be long term consistency of approach rather than it being dependent on an individual.
Yes, the Bill should include the requirement.
Question 12
Approve of a general duty. This allows for much more creative approaches to participation that involve the whole school, not just the highest achieving and lowest 20%.
1, Need clearer definitions of "Community"
2.Again seems to be school focussed, what about wider participation and services?
3. Too much focus on school life
169 days in school,196days out of school
4. Concern that Head Teachers are held responsible for all aspects of pupil participation
Alloa group 1
- early identification of young people who are at risk of non-participation
- identification of vocational qualifications that other services can offer in the community to build up a full package of a broad range of educational opportunities available for ALL.
- partnership working with CLD services to work with young people not in school i.e exclusion, family issues, family issues or mental/physical health