Abstract
This small scale study examined children’s views about their education in one primary school in England. The research took place in a large primary school, situated in an area of relative social deprivation in a northern town. A focus group was used to elicit the views of children in Key Stage 2 (aged 7-11) about their teachers, the curriculum, assessment and school inspection. Although the findings cannot be generalised, pupils had mixed views about reading, writing and mathematics. However, they were unanimous in their dislike of science. The data also indicate that pupils felt that the processes of testing and school inspection both served important purposes and that external validation of the school’s performance was necessary. This study provides a springboard for further research into pupils’ perspectives of their primary education.
Highlights
A growing interest in pupil voice over the last two decades has resulted in seminal work being published
A focus group was used to elicit the views of children in Key Stage 2 about their teachers, the curriculum, assessment and school inspection
Within the local authority the school is highly regarded and it was judged to be an outstanding school in its previous inspection by the Office for Standards in Education (OFSTED)
Summary
A growing interest in pupil voice over the last two decades has resulted in seminal work being published. Key studies include the work of Pollard and Triggs (2000) and Ruddock and Flutter (2000, 2004). School inspections in England focus heavily on pupils’ perspectives of their schools, their teachers and their learning environment and current education policy focuses ways of increasing pupil participation in decision making. Within the local authority the school is highly regarded and it was judged to be an outstanding school in its previous inspection by the Office for Standards in Education (OFSTED). The school ethos reflects the importance of partnership working and the central role of parents in raising attainment. Parents are welcomed into the school and the leadership team has focused extensively on developing links with the local community and local organisations during the past few years. The school has established strong links with the local University and academics from the University form part of the school leadership team
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