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NZ Principal | March 2 0 2 2
and there’s a real buzz in the air’. ‘The PASS surveys are coming back with much improved results – so I can already see that 100 per cent it’s making a difference.’ Nick shared some of the PASS scores for the 2020 Year 3 boys who were being most affected (see the table below – the higher the score the more positive the children’s attitudes). The data shows a significant uptick in scores that has been achieved rapidly in just a 4-month period. This has given Nick both reassurance that they’re on the right track, but also provides benchmarked data that he can show to the Board of Trustees as validation of The survey also their decision. Parents across the school supports the are also extremely happy with the changes that can be seen. school with The hope is that the number individual of children on roll will grow to allow the third classroom insights, guided to become state-funded, but in the meantime the by the PASS Parent-School Committee intervention is contributing to the cost of the additional member strategies that of staff through various are provided for fundraising initiatives.
each of the PASS Supporting individual children factors. The survey also supports the school with individual insights, guided by the PASS intervention strategies that are provided for each of the PASS factors. Nick explains: ‘We wanted to know what the children were concerned about – and never assumed that we knew everything about each child, even though as a small school there is obviously a high teacher-student ratio’. ‘We used the PASS interventions to support professional development work for the teachers and to establish a wellbeing programme. By looking at the data we could pinpoint particular questions in relation to what the data was showing us, that we could then discuss with individual children to tease out more information. This facilitated some quite difficult conversations, but allowed us to shine a light on issues, discuss things with parents, and put in place external support where needed.’ The school is also using the PASS results to inform a project around resilience that is helping the children to deal with any feelings of failure. The PASS measure for perceived learning capability is particularly useful here, as it offers the chance to explore a student’s feelings of self-efficacy and can reveal warning signs of demoralisation and disaffection. Nick explains: ‘The perceived learning capability of some of the children were lower than we'd like, so we took the opportunity to look at the vocabulary around this and created a graphic that would be a visual aid for the students. We give them tools such as "When I'm feeling stuck what can I do?" and are working towards us as teachers having coaching conversations with the children, daily’. ‘The survey results come out often in our staff meetings, so the teachers are referring to them regularly – the data is very much front and centre of what we’re doing.’
