 BSix features in Ofsted newspaper
Making their voice count
Learning advocates at Brooke House Sixth Form College, in Hackney contribute to raising standards, says Phil Hatton, HMI
The 18 learning advocates recruitedso far at Brooke House are making a difference to the life of the college and getting the voice of the learner heard, according to Ofsted inspectors. The advocates are helping fellow learners to have a voice. And two years into the advocates’ project their input is a valuable source of hard evidence for the college quality improvement plans. They’re involved in a series of projects, helping improve the total student experience and allowing them to represent the college at a number of events, which also develop employment skills. Inspectors noted they had grown in confi dence in their roles, speaking at external conferences, organising seminars and workshops at Brooke House and mentoring ‘at-risk’ students on their courses. One of the things that struck the team of
inspectors during the recent inspection was their enthusiasm and commitment. Everyone who interviewed an advocate came back to the inspection base room with a smile on their face and positive things to say.
Originally volunteering as learner representatives for their various courses, these young people extended the role to that of ‘learning advocates’. The advocate project was set up two years ago to enable learners to represent the college and develop
valuable skills that would contribute to employment in the future. Learner input is very important to Brooke House and their efforts were recently acknowledged with a
‘Leading the Learner Voice Awards’ provider of the year award from the Learning
and Skills Improvement Service. Brooke House is a relatively new college in Hackney, one of the least affluent areas of East London. It doesn’t conform
to the typical sixth form college model and is making a real impact on the lives and futures of many young East Londoners. Philip Elliot, Vice Principal Teaching and Learning at the College, never ceases to be impressed by the commitment of the advocates to helping improve the experience of their fellow students. ‘We find working with and alongside learning advocates has changed the way we approach making improvements for the better,’ he comments.
Advocates observed a teaching session, with the consent of the tutor concerned, in the area they study, but not with one of their own
tutors. Their observations aren’t graded, but have led to changes, such as clearer rules on the use of mobile phones in lessons and improvements to resources in teaching rooms. Advocates have also acted as mystery shoppers for testing college services such as security and reception, writing reports on positives and areas for improvement. They were able to roll off a list of improvements as a result of their useful reports to service managers.
The advocates organise events alongside the Student Voice Coordinator, Evelyn Chronicle. An example at the end of the 2008/09 year was the ‘Great Chit Chat’, a debate on healthy lifestyles and health and safety in the college. Advocates were also made aware of how their role can promote the five outcomes of the Every Child Matters programme – to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being.
There’s a lot of respect in the college for both the role of the course representative and the learning advocate, with advocates in their second year mentoring new ones and acting as role models. Th ese are young people who will clearly achieve and motivate others around them. If you’re interested in how Brooke House has made the advocate system work so well, contact either Philip Elliot or Evelyn Chronicle through the college website.
From “Talisman” Autumn 2009
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