Overarching Themes and Sub-Themes
4.2.4 Theme 4: Engaging Students
A key theme which emerged throughout the interview was the school’s focus around learning. Although I am aware that I was attempting to explore how the school raises student attainment, the SLT referred back to student learning throughout the
interview. Ruth and Mary identified a number of factors which support students to engage and maximise their achievements within school.
Sub-theme: Motivating students
Although Ruth and Mary were eager to stress the importance of learning, extra- curricular activities remained important. These activities are believed to motivate students to attend and engage with staff. A broad range of activities are provided.
The school also highlighted the extrinsic rewards available to students. However students who did not achieve their targets still received opportunities to participate in self-selected activities at the end of the week. However they will receive less time to
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participate in their chosen activities. This strategy moves away from an all or nothing approach.
‘.. throughout the week they have a traditional token economy system and on a Friday afternoon if they’ve met their target they can choose from a range of options, food tech, design and technology, ICT, art and sometimes we go bowling. Or there is football or there is trampolining or there is golf. So we offer these things and if they haven’t made it they do work. So there is either double options or there is work and an option. So they are not completely kept out of it, but if they want to do the double option then they earn their points.’ (Ruth)
Sub-theme: Central focus on learning
Ruth and Mary appeared eager to emphasise the school’s determination to focus upon learning. This appears to be the school’s primary focus. Although they report that extensive support is needed to remove potential barriers to learning, it is anticipated that this process will support students to refocus their attention on
achievement. However Mary states that an appropriate curriculum underpins positive behaviour. Therefore the SLT appear to view this as a two-way relationship.
‘To me if we don’t get the curriculum right, we can’t expect their behaviour to be right.’ (Mary)
One example of how learning is emphasised is the detention process. Although detentions are issued, the school’s message to students and parents, is that detentions are simply an opportunity for students to catch-up with work they have
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missed due to inappropriate behaviour. Therefore that time is spent constructively. One could view this approach as providing students with a second chance to learn. ‘So it’s not a punishment, it’s about that hour where we can catch up on the
curriculum and find out what the problems are.’ (Ruth)
Following her discussions with leaders from other SEBD special schools, Mary concludes that schools can become preoccupied with behaviour. This preoccupation appears to be itself a barrier to achievement. Mary identified that supporting the school to focus upon learning, led to their grade of ‘outstanding’.
‘Their focus, because their children had behaviour problems they focused on
behaviour. They didn’t focus on the curriculum. .That’s the danger with our situation, with our schools. They all talk about behaviour, behaviour, behaviour, they don’t talk about learning and that’s what the children are here to do. We’re supposed to teach these children, they’re supposed to learn and however they learn, we’ve got to create an atmosphere of learning in the classroom..’ (Mary)
Sub-theme: High expectations
Building upon the school’s focus on learning, is their expectation that students will achieve and fulfil their potential. Mary’s comments implied that students must be given every opportunity to fulfil their potential. Additionally providing greater opportunities to achieve should enhance the student’s motivation to engage.
‘You can’t expect them to do basket weaving and for them to feel the same. We’ve got to raise their expectations, their self-respect. If they can go out and meet their friends and curse and swear about we’ve done Charles Dickens at school, well so
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have they. But a lot of schools don’t do it..Their children are the same as ours, but they are doing entry level exams. Whereas ours we just expect, we do GCSEs and we do higher GCSEs as well, because we just expect that they will achieve. To give them the same opportunity as every other child out there, every child matters, so therefore they should be given the same education and we give them that education. ..That’s what makes us successful, that’s what makes them want to come’ (Mary)
Sub-theme: Preparing for next steps
Although Ruth and Mary were mindful that students often experience SEN in addition to SEBD, they also stated that the school aimed to ensure that students have the best chance to succeed when moving onto college or employment.
‘I don’t think some of these children are learning enough to be marketable for when they leave school. Our children all are marketable, they either go to college, or they get a job, they come back to write their new CV for a job. In the last few years I think we’ve only had one NEET [Not in Education, Employment or Training]. He wasn’t NEET for long.’ (Mary)
Again this builds upon the theme of high expectations, as staff share an expectation that students will move onto college and achieve their aspirations.
‘..it’s about keeping them in education and being very focused upon college and aspirations and where they want to go.’ (Ruth)
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Energy Levels
Healthy Eating Managing MoodsDistinguishing
Factors
Flexible Support Valuing the Person and the learnerThe Impact of
Others
The Role of the Parent Group Dynamics: The Domino Effect Valuing Staff Feeling PressurisedClear
Incentives
Desirable Rewards Considering the Future 4.3 Thematic Analysis of the Data Gathered within the Two Student Focus Group DiscussionsMy thematic analysis of the two focus group interview transcripts, led to the
identification of four overarching themes and 10 sub-themes, which I have presented in the thematic map below (see figure 5). I will now discuss the overarching themes and sub-themes, using interview extracts to enhance the reader’s understanding of my interpretations.
Figure 5. A thematic map presenting the overarching themes and sub-themes I
identified, as a result of the thematic analysis of the focus group transcripts.
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Sub-theme: Healthy eating
Year 10 and 11 students identified that their diet impacted upon their energy levels. For most students it appears that their diet can have a detrimental impact upon their behaviour.
‘I don’t understand yeah, you go through a whole morning, you eat bare crap at lunch time and then you just be hyper for the rest of the afternoon.’ (Student A, Year 11)
Students also reported that they feel lethargic in the morning and identified that this may be due to the fact they do not eat breakfast.
‘Most of us in this school, I doubt we have breakfast in the morning..’ (Student A, Year 10)
‘So our brains aren’t as active as they should be.’ (Student D, Year 10)
Sub-theme: Managing moods
Students also acknowledged that their mood and the mood of other pupils can impact on classroom behaviour.
‘How everyone’s reacting.’ (Student A, Year 11) ‘What mood everyone is in.’ (Student B, Year 11)
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‘Well say like after break, everyone is hyper because we’ve been playing football and having a joke with their mates, then it can get a bit rowdy.’ (Student C, Year 11) If students observe boisterous behaviour, this appears to directly impact upon on their own levels of arousal.
‘If someone sees a fight, they get adrenaline.’ (Student D, Year 10)
4.3.2 Theme 2: Distinguishing Factors