Over the past six weeks, Markus Hunt an intern from Canterbury Christ Church University undertook an impact evaluation of EKST’s first year. The aim of the impact evaluation was to evaluate whether EKST has been achieving their aims. This was achieved by systematically analysing evaluation data collected from eleven student EKST events and twelve teacher events. In addition, focus groups interviews and one-to-one interviews were conducted at each school.
East Kent Schools Together (EKST) aims are:
- Raising aspirations: Pupils’ achievements and prospects are improved when schools collaborate. We are looking to enrich teaching and learning by forging strong relationships and sharing professional practice amongst colleagues.
- Widening horizons: Pupils have a broader experience by collaborating with children from different backgrounds and experiencing an enriched education beyond the curriculum. The partnership aims to help children become resilient learners and feeling confident relating to a wide spectrum of people in a variety of situations.
Raising Aspirations and widening horizons impact evaluation key findings
From the data collected it appears that EKST events have been successful in raising students’ future aspirations for when they leave school. This has been achieved by running a variety of events which have given students the opportunities to experience things they may not have otherwise experienced. For instance, events at the university have resulted in students considering the option of going to university.
EKST events have also improved students’ future prospects through learning and application of new skills at EKST events. For example, POW, Mind’s Eye and Dragons’ Den gave students opportunities to learn new skills and apply them to a task. In addition, it can be argued that the tasks at these events have caused students to become more resilient learners (widening horizons).
For teachers, raising aspirations is about enriching teaching and learning by forging strong relationships and sharing professional practice amongst colleagues. This has primarily taken place through the cluster groups. Teachers have generally agreed the cluster groups have been effective in networking and sharing good practices. Examples were provided on how schools have shared resources. Aside from the above, the cluster groups have had some challenges such as lack of attendance and lack of clarity of cluster group aims and objectives.
The impact evaluation forms and the focus groups provided evidence for EKST keeping in line with the aim ‘widening horizons’. For example, the student impact evaluation questionnaires and the focus groups provided many examples of how effective the EKST events were at getting students from different schools to interact and work together. This has helped improve students’ confidence when meeting new people and has broken down social barriers.
A key message that was repeated amongst teachers at each school was that EKST aims must be of benefit to all schools, with all schools mutually involved. Recommendations were given on how this could be achieved. For instance, ensuring that all EKST schools host both teacher and student events next year.
Conclusions
Overall, students and staff thought that EKST had organised an impressive range of events and activities for their first year. The partner schools were keen to see the most successful events of this year to be repeated and expanded so that more pupils can benefit.
“Teach meet on revision was very good for networking and seeking out other ideas. I learnt a lot.” (Kings School)
“I have a lot more confidence in my singing and will do more of it for fun” (Student from St. Edmund’s).
“There were some real deep friendships formed between students of different Schools. Two of them exchanged numbers and they met up outside of School” (Teacher from St. Anselm’s)