Giving children and young people a voice Pupils have little A range of strategies are used There is a very clear Pupil participation is seen as encouragement to share their to ensure the views of all emphasis on the value of central to school views on areas of school life. pupils are reflected across all pupil voice, not only seeking improvement. Staff Opportunities tend to be areas of school life, e.g. their views, but encouraging members are comfortable arbitrary and/or tokenistic. questionnaires, class and them to consider how they with pupils evaluating school council, working can effectively take action on lessons and schemes of work. groups their concerns. There are few opportunities Opportunities are provided There is a well-coordinated Pupils and teachers work for pupils to participate in for pupils to contribute, take policy enabling pupils to together with other adults. decision making at any level, on responsibility and contribute, take on The school aspires to be a either in Citizenship/PSHEE participate in decision making responsibility and participate democratic school. Pupils lessons or in the broader life both in PSHEE/Citizenship in decision making across take responsibility for of the school. and the broader life of the and beyond the school. activities in the school and school community. The school council is poorly The school council is In addition to effective School/class councils and developed, unrepresentative representative of the pupil school/class councils, pupils other elected pupil groups and generates limited body and offers real use the skills they’ve play a key role across the genuine pupil voice. opportunities to take on developed to lead activities school, e.g. input into policy responsibility and participate for their peers, e.g. clubs, development, appointments, in decision making. play leaders, etc. etc. There are no systems to Systems are in place to There are good examples of Pupils often help lead ensure that pupil voice ensure pupil voice the part that pupils play in workshops for staff and contributes to the decision contributes to the decision planning activities that peers on specific aspects e.g. making process in school making process, e.g. through promote health and healthy eating, and sit as the HWDG, by reporting to wellbeing. associate governors on the the governing body, etc. school governing body.
Giving children and young people a voice Pupils have little encouragement to share their views on areas of school life. Opportunities tend to be arbitrary and/or tokenistic. There are few opportunities for pupils to participate in decision making at any level, either in Citizenship/PSHEE lessons or in the broader life of the school. The school council is poorly developed, unrepresentative and generates limited genuine pupil voice. There are no systems to ensure that pupil voice contributes to the decision making process in school A range of strategies are used to ensure the views of all pupils are reflected across all areas of school life, e.g. questionnaires, class and school council, working groups Opportunities are provided for pupils to contribute, take on responsibility and participate in decision making both in PSHEE/Citizenship and the broader life of the school The school council is representative of the pupil body and offers real opportunities to take on responsibility and participate in decision making. Systems are in place to ensure pupil voice contributes to the decision making process, e.g. through the HWDG, by reporting to the governing body, etc. There is a very clear emphasis on the value of pupil voice, not only seeking their views, but encouraging them to consider how they can effectively take action on their concerns. There is a well-coordinated policy enabling pupils to contribute, take on responsibility and participate in decision making across and beyond the school. In addition to effective school/class councils, pupils use the skills they’ve developed to lead activities for their peers, e.g. clubs, play leaders, etc. There are good examples of the part that pupils play in planning activities that promote health and wellbeing. Pupil participation is seen as central to school improvement. Staff members are comfortable with pupils evaluating lessons and schemes of work. Pupils and teachers work together with other adults. The school aspires to be a democratic school. Pupils take responsibility for activities in the school and community. School/class councils and other elected pupil groups play a key role across the school, e.g. input into policy development, appointments, etc. Pupils often help lead workshops for staff and peers on specific aspects e.g. healthy eating, and sit as associate governors on the school governing body.
Essex%20Healthy%20Schools%20-%20Benchmarking%20Tool%20(Spring%202016).docx