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Enhancing Student Voice and Behavior for Learning at Comberton Village College

This document outlines Comberton Village College's comprehensive approach to fostering a supportive and inclusive learning environment using student voice as a key element. It addresses the unique climate, policies, and culture of the college, focusing on proactive behavior management, effective communication with parents, and tailored interventions for student support. Key strategies include pastoral support, alternative educational provisions, and mentoring programs aimed at enhancing student well-being and academic performance, ensuring equitable opportunities for every learner.

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Enhancing Student Voice and Behavior for Learning at Comberton Village College

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  1. Behaviour for Learning:Using Student Voice Comberton Village College November 2010 MM + RHa

  2. CVC Context • Climate, Catchment, Culture • Policies: • ACT • SAFE • PEOPLE

  3. Induction into CVC • All staff • Teaching staff • Pupils • Parents • Pupil Behaviour & Discipline Policy

  4. Teaching & Learning Focus • Expectations • Sacrosanct nature of Learning • Ethos • Support structure • Professional autonomy • Pastoral Teams

  5. Sanctions • Diary Stickers • Minor Offences Detention (MOD) • Senior Leadership Detention • Sanctions Ladder • Liaison with Parents

  6. Alternative Educational Provision • Green Room • The Cabin • The Centre • Tailored Vocational Syllabuses

  7. Mentoring/Support • Year 11s – boosting grades • Year 11s helping Year 7s – Year 7 Leaders • Family Therapist, Student Support (12) • Breaks groups– vulnerable children: yu-gi-oh, lego club, • Centre: mental health oasis

  8. PEOPLE Movement • Pupils’ Equal Opportunities Means Learning for Everyone • Proactive re bullying etc. • Anti-bullying responses, monitoring • Class/Tutor group dynamics diagnosis • Repair/development workshops

  9. PEOPLE Workshops • Voice – “Express Yourself” – confidence building • Voice – “Learn to Listen” – socialisation • Icebreaker – “get to know each other” • Emotional Intelligence: dealing with temper/anger – developing sensitivity • Class dynamics – how does this group operate? - Analysis

  10. Ways of Working • Subsets of classes, PEOPLE people, Tutors, Teachers, • Discussion Forum • Role Play • Workshops using texts • Lesson Observations inc. PEOPLE people • Feedback from observations • Logs

  11. Criteria for Evaluation of Success • Requests for interventions • Teacher/pupil testimony • Reports of improvement from class teachers • Evolution of need articulation • Response from external visitors

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