As a school, we believe that pupils should be deeply involved in their learning, including when it comes to decision making. Our aim is that all pupils should feel they are an integral part of school and not that school is done to them. Therefore, we regularly talk to pupils to get their perspective and ideas. Most importantly, we act upon what pupils say, so their voices really do make a meaningful difference.
Click here to read a summary of the 2016 Pupil Voice Survey.
Pupil Voice in Teaching and Learning
Phase Leaders and Subject leaders routinely seek the perspective of pupils, when monitoring and evaluating their areas of responsibility. The pupils’ views form a vital strand of the evidence base in reports such as: the teaching of maths, how to promote a love of reading, developing the school libraries and teaching science.
- When Growth Mindsets were introduced to the children, the School Council decided that learning something new might feel as daunting as climbing a mountain but that you could get there with effort and strategies. The whole school adopted this imagery. Similarly, each year group designed a Growth Mindset characters to represent the different learning characteristics we promote, so they had ownership of them.
- When Talbot designed the new homework policy, pupils told us they wanted an element of choice in the tasks, more creative opportunities and to have flexible deadlines. These suggestions were used to develop the Learning Log tasks which pupils now receive.
- Pupil opinions are also sought as part of the recruitment process.
Pupil Voice in Spiritual, Moral, Social, Cultural Education and Fundamental British Values
Pupil Voice is also used when auditing our wider provision; examples include: how we deliver better assemblies, pupils understanding of e-safety and their perspectives on bullying. This qualitative evidence helps us shape policies and procedures in a bespoke manner.
- Each year, KS2 pupils participate in a Pupil Voice Survey; they are given the opportunity to express their views about school and make suggestions for improving it further. This information is used by the Senior Leadership Team, subject leaders and class teachers to help shape the priorities for the next year. Just as importantly, we can also see what is working well for pupils and ensure that it continues. Click here to read a summary of the 2016 results.
- A group of pupils took the lead in rewriting the school’s ethos statements based around the school motto of “courage, truth and loyalty.” These are now up-to-date and in child friendly language making them more meaningful. For example, “Truth is: taking our responsibilities seriously.”
- Children who have Special Educational Needs or a Disability have Pupil Passports. This is an A4 summary describing the pupil and how they can best be supported with their learning. Crucially, this information is produced by the pupil themself. We then encourage them to share their passports with relevant staff, such as support assistants and supply teachers, so that they can help them access lessons more effectively.