Memorandum submitted by Schools Councils
UK (SCUK)
ORGANISATION INTRODUCTION
(1) School Councils UK
School Councils UK (SCUK) is an independent
educational charity working for effective school councils in every
school. Our vision is of young people as decision-makers, stakeholders
and partners in their schools and communities. SCUK was
established in 1993, creating resources and training for schools,
facilitating a membership Network and carrying out research into
the impact of school councils on schools. We earn 70% of our costs
by selling training and resources to schools. The remaining 30%
is delivered through project funding. Supporters include:
— The Department for Education and
Skills:
— The Esmee Fairbairn Trust.
— The Lloyds TSB Foundation for England
and Wales.
FACTUAL INFORMATION
(2) Initial and in-service training
School Councils UK have been training staff
and students to work together for over 12 years. In the last five
years SCUK has trained approximately 1,500 schools. Significant
numbers of schools that attend our central training events ask
us to come and deliver bespoke training in their school, and/or
return with the new school councillors in following years.
The enthusiasm for SCUK training shows that
schools want and need support for staff and students in how to
establish and improve their school council. Many school council
skills that support the Citizenship agenda can be learnt and improved
through active practice and training.
The SCUK central office has taken calls from
students on PGCE courses asking for support and training in how
to set up councils. SCUK Staff have run sessions for PGCE courses.
Training for all staff in how to run effective
councils is essential; all need to understand the ideas behind
student voice. Student voice through school councils enables students
to be active partners with staff in improving schools.
(3) Role of local authorities in supporting
school staff
Local authorities want to support their schools,
and some have responded to needs for school councils support.
Approximately 45 English local authorities have sent applicants
to the School Councils Training the Trainers course. This course
is designed for those who have a responsibility for supporting
school councils at LA level, and enables them to carry out SCUK
training in schools.
Some authorities have shown their support for
schools by joining up their schools to the School Councils Network,
an online good practice sharing participation membership community.
Significantly, these authorities are Welsh and Scottish. 10% of
English Local Authorities have an ongoing relationship with us.
(4) Implementation of "active"
aspects of curriculum—ie community involvement and involvement
in the running of the school
A barrier to students becoming involved in the
running of their school is often the lack of training given to
student councillors. Many schools expect students to acquire citizenship
skills simply by being told about them. Lack of support of practical
application leaves councils floundering, and students de-motivated
by negative democratic experiences.
When examining school councils, the important
difference between consultation and participation has to be noted.
Consultation is having the opportunity to express ideas and opinions
on specific matters. Participation is having the opportunity to
become actively involved in a project or programme of focused
activity.
We think a minority of schools with councils
are actually participating actively. To be truly participative
a school has to have an embedded whole school commitment to the
principles of student voice.
(5) Design of citizenship curriculum and
appropriateness of other DfES guidance
The clear message SCUK gets from schools is
that staff and students need better guidance on what an effective
council is and how to work towards one. The numbers of schools
requesting training and buying our resources—over 13,000
primary school council toolkits have been sold since 2000, and
5,000 secondary toolkits sold since 2001. The Welsh Assembly has
made school councils statutory in all schools, and released guidelines
on frequency of meetings, membership, elections and appointment
of school councillors as associate governors. These guidelines
clearly show schools which areas they need to work on to create
an effective council and participative school.
The Working Together guidelines on participation
are not helpful enough because they do not provide information
on how to set up effective school councils. Schools want models
to learn from and concrete advice on where to start.
(6) Recommendations
— The Government provides guidance
on good practice for school councils.
— Local authorities have sufficient
numbers of staff members able to carry out school councils training
for schools (through the School Councils Training the Trainers
programme).
— Local authorities join the School
Councils Network and make their schools aware of this facility,
enabling peer support and sharing of good practice.
— England monitors and learns from
the Welsh participation picture as school councils become statutory.
— Schools to have a ring fenced budget
for school council training and development every year.
March 2006
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