Pupils
Primary and secondary pupils across year groups, backgrounds, languages, learning needs and experiences of school. Pupils taking part through any scheduled school session contribute on the same basis as other pupils.
Who can take part
Different experiences. One shared school.
Separate sessions give each part of the community space to contribute honestly. Together, they build a fuller picture of the school we want and the behaviours that will help create it.
Parents and carers
Families sharing what helps pupils learn, belong and thrive, and what clear, consistent relationships between home and school should look like.
Teachers and staff
Teaching and support colleagues reflecting on learning, relationships, consistency, professional culture and the practical conditions that help people do their best work.
School leadership
Leaders considering the school’s ambitions, the experience of putting values into practice, and the systems needed to sustain consistent behaviour.
PTA Executive report team
The designated PTA Executive report team organises the listening process, reviews the anonymised contributions and prepares the draft synthesis and recommendations. Raw submissions, recordings and identifiable accounts are not shared with the wider PTA, school leadership or community.
Workshop registration
Register your interest.
Dates and times will be arranged once participant numbers are clear. Registration records your interest. It does not confirm a workshop place.
Who should register?
Parents, carers, teachers and staff who may want to join a workshop. Please submit one registration per person.
We use these details only to organise the Morna values workshops and contact you about arrangements. Do not include pupil names or workshop opinions. Information is retained only as long as needed for workshop organisation.
The workshop journey
From shared ambition to practical recommendations.
The same core sequence is used across groups so the final synthesis can identify common ground, meaningful differences and practical priorities.
The school people want
Describe what pupils should gain from being at Morna and what excellent learning, belonging, ambition and relationships would look like.
What helps or gets in the way
Identify patterns, practices and conditions that strengthen or weaken that experience. The discussion stays general and does not name individuals or examine specific cases.
Better practice
Describe what pupils, adults and the school’s systems would be doing if the desired experience were happening consistently.
Start, stop and continue
Suggest practical actions the school community should begin, discontinue or protect because they already work well.
Candidate beliefs
Turn the strongest ideas into short beliefs and observable behaviours that can guide everyday choices.
Priorities and recommendations
Identify the ideas that matter most and the practical recommendations that should be carried into the community synthesis.
Ways to contribute
Take part in the way that works for you.
Everyone should have a realistic opportunity to contribute, whether or not they can attend a workshop in person.
Join a workshop
Attend the session for your community group. A facilitator keeps the discussion balanced and focused, while a note-taker captures an accurate summary of the ideas and recommendations.
Use the Online contribution form
The same core questions are available online for anyone who cannot attend, does not want to attend in person, or prefers to formulate an answer privately.
Open the formForm link to be added before publication.
A constructive discussion
Ideas that help the community move forward.
The workshops and online form are designed to produce useful, practical recommendations. The same contribution code applies to both routes.
Contributions should
- focus on the school experience and the future people want to create;
- avoid names and details that could identify an individual;
- describe patterns or practices rather than argue a personal case;
- suggest a better alternative or a useful next step;
- respect that other groups may see the same issue differently.
How contributions are used
From many voices to carefully reviewed recommendations.
Contributions are handled differently at each stage. Restricted source material remains with the designated report team. Other audiences receive anonymised versions appropriate to their role.
1. Anonymised session summaries
The designated PTA Executive report team brings together the workshop summaries and online contributions. It identifies shared themes, meaningful differences and practical proposals without naming participants or attributing comments.
2. Draft synthesis and recommendations
The report team prepares a full anonymised synthesis and a shorter community summary. The drafts distinguish contributions and recommendations from established facts, findings or adopted school values.
3. School review and comment
School leadership reviews the drafts for factual accuracy, confidentiality, safeguarding and practical considerations. The school may identify concerns and propose changes, but the PTA Executive remains responsible for faithfully representing the contributions.
4. Full report for the PTA Executive and school
After considering the school’s comments, the PTA Executive finalises the full anonymised synthesis. The complete version is provided to the PTA Executive and school leadership, including the main themes, differences, proposed priorities and reasons for the recommendations.
5. Recommendations shared with the community
Teachers, parents and participating pupils receive a shorter, accessible summary containing the principal themes, recommendations and next steps. It does not include raw submissions, recordings, personal accounts, identifying details or attributed quotations.
Recommendations are not adopted values
The workshops gather perspectives and produce recommendations. They do not adopt school values or decide school policy. The school will decide what, if anything, should be adopted and how it should be implemented. A concise outcome will then be shared with the community.
Supporting the workshops?
The separate guide explains the facilitator’s role, question sequence and methods for keeping discussion balanced and solution-focused.