Ealing Independent College is a fair deal more libertarian than many others: the lack of a set uniform; dialogue between staff and students on first name terms; aspects of a tutorial approach where teachers will make themselves available to help students on an ad hoc basis. With such an approach being firmly established, this raises an interesting question around the approach towards students who can’t manage to meet expectations here.
What should be put in place to deal with the inevitable pushing of the boundaries?
We have only three key rules here: that students get here - and get here on time; that students try to apply their very best efforts towards classwork and homework; and that they observe the highest standards of conduct towards staff and their peers. These guidelines appeal to students to focus on what is truly important here, maximising the chance to fulfil their potential by being part of a nurturing environment which empowers themselves, and each other to unite in the pursuit of high-quality learning.
For those that don’t abide by this system, of course there are consequences, and a flexible approach enables the ability to work around individual student problems.
When I started teaching, I always remember that students who fell below required standards of conduct would have a piece of card or a small booklet referred to as a ‘report.’ Though sometimes, students would really take notice of this sanction, often it was lost at some point during the day or left in a tattered state by the end of it, there were gaps as students ‘forgot’ to ask a member of staff to fill it in or the report was methodically not adhered to. Heads of Year would often be lumbered with students who found themselves in a vicious cycle of staying on report for terms at a time, and becoming fixtures in their offices during after school detentions.
We have a two-tier system of monitoring reports at the College - Subject and Global - and these are always linked to the three key rules which are shared with students at interview and in their opening weeks at the College. Where a student can not meet behaviour expectations, they are monitored for conduct. Where they can not complete homework on time, or to the requisite standard, they can be followed for that. Attendance and punctuality is dealt with separately, through parental meetings or a Friday late detention for students who come in late three times or more.
These reports can not be ‘lost’, being live Google Docs which are compiled by numerous staff, giving an up-to-date picture of how the student is doing during the day. They are shared with parents to embolden the approach, a process which is broadly welcomed so that they can assist in the intervention. It’s easy to discuss progress with students this way too - and patterns can be identified as to why performance slips below that which is acceptable.
Students need to be held to account when standards are not met. It sends an important message to the entire College community about how serious we are in relation to the maximisation of performance. Where it isn’t good enough, it’s important to find the right sanction, and flexibility is immensely important.
I’ve had three very purposeful meetings with students who are not quite managing to meet the expectations required in the last week, and adopting an approach which enables them to have some ownership of the intervention has worked well.
Rather than following a rigid programme, one student voluntarily chose to submit himself for three after school sessions per week, giving him the opportunity to clear his homework workload before going home. This approach has given him the responsibility he craved and has also made a marked difference to his performance and mood. The report monitors work being set and deadline dates, thus giving me clear instructions on work due, but he sees it as a checklist rather than something to be stigmatised for.
Similarly, another student, quite protective over his break times, lunchtimes and after school activities, agreed to having any set detentions in the time period before the College day begins. His mother was incredibly supportive in making clear that she would facilitate this, keen that he would have to atone for any disappointing behaviour.
For some students, the word ‘detention’ itself rings alarm bells of anxiety, and can trigger a downward spiral of attitude towards education itself. One such student will be attending ‘homework support’ sessions in place of these.
The key principle here is that the standard is met, however it is met.
When students see that we are actively helping them overcome issues, the hope is that they understand that we are on the journey with them to their destination, giving them support and guidance where they need it by taking some of the strain rather than being cast as obstacles barring the way.