Using low attaining pupils’ opinions to improve their learning experience

last updated:June 2009

We have chosen this case study because it shows how opinions of low attaining pupils were gathered and used, along with classroom observations, to create a more positive learning environment for all and to enhance the school ethos. The primary school involved decided to evaluate existing strategies for inclusion, aiming to:

• discover more about pupils’ perceptions of their own learning
• find out pupils’ attitudes towards the classroom learning environment, and
• identify features of current practice that supported the effective inclusion of pupils with special educational needs.

Where, when and how did the study take place?
This study took place in a primary school of 300 children in a deprived catchment area of the East Midlands. The school included a Moderate Learning Difficulties (MLD) unit serving 38 children. The study focused on 12 low attaining children with special educational needs, some from mainstream classes, and others from classes in the unit. The study was conducted over a half term during English and mathematics lessons.

Pupil interviews asked:

• What helps you learn in English?
• What helps you learn in Maths?
• What makes it difficult for you to learn?
• What do you like to hear from staff?
• How does that help you?
• Is there anything the staff or children can do to make it easier for you to learn?

Teachers were asked to deliver their lessons as normal and were observed under the following categories:

• the working situation of the pupils
• teachers’ use of praise
• pupils’ responsibility for their own learning, and
• what happened when pupils had to tackle problems.

What were the key findings related to the learning of low attaining pupils?
The three most significant findings of the study were:

• there was a perception among most of the pupils that they could only work with the support of adults, especially in English
• more thought needed to be given to feedback and praising of pupils, and
• the school was giving only limited opportunities for independent work.

A lot of the children identified the noise level as making it difficult for them to learn. Other pupil comments included feeling that they did not get enough help and wanting something explaining again. Pupils also requested resources such as counters, and others asked to be able to do things in little steps.

All the children liked receiving praise for effort and being rewarded for working well. One said: ‘I like to hear because you are doing so well you can have a free choice’. Receiving praise made them feel happy. Others referred to being motivated by the praise, for example: ‘[praise] makes me happy, helps me go on better sometimes.’

From the classroom observations it was apparent that pupils with special needs had limited opportunities for individual work. They were mainly working in a small group of pupils, supported by an adult. Very little pupil independence was given in terms of tackling tasks. Pupils were also found to rely heavily on staff for help with solving problems.

What was changed as a result of the research?
Analysis of the research led the school to decide that:

• special needs and low attaining children needed to be provided with more opportunities for independent work (i.e. without direct staff support), and
• pupils should continue to be praised for their effort but should also be given feedback concerning what they had done well and given more suggestions for a next step to encourage further independent learning.

Consequently, the school set about building in opportunities for greater independence into lesson planning – such as taking the register or putting out equipment. More activities were also designed to show that pupils could succeed as independent learners. For example in maths, simpler individual exercises were designed and pairs of pupils were sent to do an activity together without help from an adult.

Teachers also began to focus on constructive feedback as well as straight forward praise. For example: ‘That’s great, you’ve got the first sound of every word right’. The researchers also talked with support staff about the importance of both making positive comments to the children and prompting the children without giving them answers to further encourage independent learning.

Conclusion
The research, with its emphasis on pupil voice and teacher peer observation, helped the school to see how classrooms could be made more inclusive for special needs and low attaining pupils. As a result pupils saw their comments being acted upon and were given more opportunities to have a go at independent learning.

Reference
Walters, E., McParland, J., & Lichfield, G (2008) How inclusive are our classrooms? National Teacher Research Panel conference paper.

National Teacher Research Panel conference publication