Abstract
This research involved a study at Key Stage 4 into disaffection in the school in the presenter's school.
Aims
1. To identify procedures in the school that caused
disaffection; and
2. To identify support strategies that would raise
achievements.
Method
The research was a case study of a particular
secondary school. Surveys were carried out to identify pupils perceptions and
of the views of staff who were members of the Year 11 Mentoring Scheme.
Interviews were conducted with a Deputy Head, a Head of Department and the
Education Welfare Officer.
Results
The results revealed that the school needed to
investigate effective teaching and learning styles and that the Senior
Management Team should then promote these at school, department and class
levels.
A need to develop more collaborative working practices between both pupils and teachers, and between senior teaching staff and classroom assistants was identified. The absence of an identifiable school ethos and culture also contributed to pupil and staff disaffection.
Conclusion
Strategies are proposed to raise achievement.
These include: enhancing the curriculum at Key Stage 4; improving pupil oracy
and self-esteem; developing the Pastoral and Social Curriculum; and further
developing home/school links.
In summary, the school must aim to create a single community. Only then will disaffection be overcome and attainments raised.
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