securing an outstanding judgement for behaviour and safety developing pupil voice
TRANSCRIPT
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Securing an outstanding judgement for behaviour and safety
Developing pupil voice
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Pupil Voice
• Council• Surveys• Online opportunities (social networking)• Feedback after observations• Involvement in learning walks
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School Council
• How representative is it of the school/setting?
• Is it valued by the pupils?
• How is it elected?
• What evidence do you have of where the council has influenced change?
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Building an Effective School Council
• All pupils in the school are involved in the school council
• It is pupil-led• It is part of the school’s ethos and practice• It deals with the core issues of the school• It makes a difference
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To enable this to happen
• Full and active support from the head teacher and senior leadership team.
• Integration of pupil participation into the decision-making structures of the school.
• A structure that includes a full system of class councils, that actively involves all pupils.
• A school council link teacher who is sufficiently senior to be able to persuade and monitor form tutors to facilitate class discussions, and have school council as a key (not minor) part of their job description.
• Positive relationships between staff and pupils that are as adult in tone as possible, with equitable interactions, and sensible rules and sanctions.
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Surveys
• Involve pupils in their development
• Make them accessible for all pupils
• Communicate how their opinions have influenced policy and practice and where it cannot happen why this is the case
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What to you want to know?
• Clarity of Expectations• Their experience as learners• Quality of relationships• Making a contribution• Safety • How they feel about school• Behaviour
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Social networking
• Opportunities for pupils to contribute through online discussions
• To respond to consultations• To report concerns about themselves and others• To share ideas!
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Informing the evaluation of teaching and learning• Feedback to pupils as well as staff after lesson
observations• Give them a greater understanding of how their
behaviour influences their learning and that of their classmates
• Give pupils and class, where appropriate individual targets to improve behaviour
• Involve them in learning/behaviour walks
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Subsidiary Guidance
• In addition to the approaches set out above, inspectors may wish to use or adapt the following evidence gathering strategies when investigating bullying. – Tour the school site with a group of pupils to identify areas
where they do not feel safe. Talk about behaviour, bullying, and staff expectations.
– Revisit, during break and lunchtime, any areas of the school mentioned by pupils as being unsafe, such as the playground or toilets.
– Meet a group of pupils who joined the school at times other than the start of the academic year.
– Meet with other groups and give pupils time to talk before responding to questions about behaviour and bullying.
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In conclusion
Take time to reflect on where your school is in relation to using pupil
voice effectively.
Identify three key actions for tomorrow.......next week and.....next term
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