Category: Case Studies

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Case Studies

School council and student voice case study: Studfall Junior School

Over to Corby in Northamptonshire for another great school in our amazing school council and student voice case study series!

Key benefits

  • Students are able to communicate in a relaxed and confident manner.
  • Creativity and student voice are seen as interlinked, so this helps the school be creative in how it involves students and in turn students have made lessons more creative.
  • Lessons have become more engaging as a result of student comments in response to consultation on the raising achievement plan (RAP, the school development plan).

“It’s absolutely tangible, you can see it, the confidence of young people and the confidence of teachers to listen to young people. [Pupils] really make their own choices now.”

Year 4 teacher

Top advice

  • What you are doing has to be purposeful. Students need to know what their role is and that that it has potency. Set objectives, goals and targets. It is not effective if the students are not sure why they are doing it.
  • Have weekly class meetings so you can deal with everything that comes up.
  • Make sure that the class representatives have someone in their class to take notes for them. That way they can take a full part in the meeting and still have notes to help them remember everything they need to relay to the school council.
  • Have two-year terms on school council, so you roll over experience and expertise.

Methods used:

Young Consultants

“It’s an amazing learning curve for them. The children involved can speak and think about how they learn and what they want to be learning about.”

Creative Partnerships Co-ordinator

Through Creative Partnerships Studfall has been working with a local secondary school to develop creativity in their curriculum. They feel that rather than creativity just being about the arts, it is about how they involve children in all of their work. So they formed a group of young consultants (YCs) to be the pupil voice within the Creative Partnerships work they were doing. To ensure this was not tokenistic they gave them clear roles and training.

Initially the YCs were involved in interviewing practitioners that the school was considering working with, but it has grown from there. They decided that the YCs should observe the sessions being run by the practitioners so they could further develop their understanding about what skills a good creative practitioner uses. This has then grown in to involving the YCs in planning sessions with adults and researching how Studfall pupils like to learn. This practice is now expanding throughout the school with several teachers working through schemes of work with YCs.

To develop this creativity it has been essential to give pupils the space and freedom to make a lot of choices about their learning.

School council

The school council meets weekly to discuss issues that have come up in the class council meetings (also held weekly). These meetings happen during assembly time, so when one half of the school is having an assembly the other half is meeting in class groups.

Pupils were finding that not everyone was confident or able to speak up during class meetings, so they created two other methods for people to speak more privately to their representatives. Every Wednesday there is a school council surgery. There is also a suggestions box in to which people can either put anonymous suggestions or their names if they would like to speak to a school councillor, but not in front of the whole class.

Whole school involvement in writing the RAP

The school council has been involved in running a consultation on the RAP. Each week they asked all the classes in the school a different question related to an area of the RAP. Their responses have been fed into the RAP and also fed back directly to teachers. Pupils can see the effects in their classrooms and are very pleased.

“Some children were saying there’s not enough challenges at the start of lessons, so they were just sitting there waiting for all the other children to come in. So we talked to our teachers at their team meeting and we told them. And they took on what we said, and now we have lot more, so they’ve listened. Children are actually pleased.”

Year 6 pupil

Buddies

Everyone in the school has a buddy, Year 6 are buddies with Year 4 and Year 5 are buddies with Year 3. These are assigned when the new Year 3 join the school so that they have people who can show them around and help them settle in.

The buddy system extends beyond this though with students doing shared activities and lessons with their buddies and buddies helping one another academically. This relationship persists throughout their time at the school and the pupils clearly enjoy being buddied up, in fact they are arguing at the moment for more time to spend with their buddies.

About the school

The school is much larger than average. A few pupils are from a range of minority ethnic groups. A third of all pupils have special educational needs and/or disabilities which is significantly higher than usual. There is designated special provision for 33 pupils with statements of special educational needs and, together with those in school, they account for 10 per cent of pupils. This is exceptionally high compared to other schools.

The proportion of pupils known to be eligible for free school meals is below average. A breakfast club is organised by the school each morning for approximately 30 pupils. Two headteachers lead and manage the school.

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School council and student voice case study: Lark Rise Academy

Here’s another great student voice case study. This time it’s from Lark Rise Academy, who use POW WOW sessions to get everyone involved in school decision making. Inspiring!

“If you do this now, at this age and you get this empathy it can only make them better citizens.”

Headteacher

Key benefits

  • Improved confidence, decision-making skills, empathy and entrepreneurialism in children across the school, not just a small group.
  • Greater and deeper understanding of what is improving learning in the school.
  • Improved engagement of parents with the school.

Top advice

  • Create a process that regularly and systematically gathers the views of everyone in the school and feeds back on progress.
  • Try out and evaluate new models of engagement. Always assess what you are doing.
  • Ensure that staff are empowered at the same time as pupils. Pupil voice is not an add-on, it is part of creating distributed leadership throughout the school, so the whole-school community needs to be heard.
  • Make sure that the issues discussed are important to the pupils. These tend to be things that are local and where they can see immediate impact. What happens in their classrooms and the playground fit the bill very well.

Methods used

POW WOW sessions

Pupils were finding that although the school council was effective by some measures, it was not genuinely representing all pupils. They were keen to find a new structure that would allow all pupils to be involved in decision-making about what was going on in the school. They decided to hold weekly class meetings, which they call POW WOWs. These 30-minute meetings are facilitated by the class teacher and minuted by the teaching assistant. Every class in the school will discuss the same questions, which are generally set by the headteacher. These questions tend to focus on the curriculum. This gives pupils real input into the core business of the school, learning and teaching and gives the school great information on which to evaluate what is going on in classrooms across the school.

Sometimes these are questions where the outcome will be a whole-school change, but often they are to do with what each class has been learning, how their classroom will be laid out, etc. The issues that most animate the pupils are those that affect their lives in the classroom or the playground.

Every pupil in the school is involved in POW WOW sessions, including the three-year-olds in nursery. All of their answers are listened to and noted down. This is not simply a matter of expressing preference though. Children throughout the school are asked to think about and justify their answers. This justification is very important as it enables deeper thinking about learning and forms the basis of genuine discussion. It is essential to all age groups that once the information is collated that feedback is given to them so they can see the effect of their discussions.

“Both my children needed prompting to speak, but they’re all asked their opinion and never made to think that what they say is silly.” Parent

“Everyone is given value and made to feel important. It’s helped my daughter to develop her own voice.” Parent

Community ambassadors/Play leaders/Eco-warriors

Through the POW WOW session pupils have established a number of roles whereby some pupils can take on extra responsibility:

The community ambassadors are an elected group of pupils who fulfil the roles that might be associated with a school council, but are not covered in the POW WOW sessions: interviewing prospective staff, giving guests tours of the school, representing the school at local and national events. They meet with a member of staff every Friday to share ideas for how the school can improve and decide who will get the Kindness and Caring Cups. The Community Ambassadors make their decision without knowing the name of the nominees, just what they have been nominated for.

“Ambassadors make our education better and the school funner.” Year  Ambassador

Play leaders look out for pupils in the playground who do not have anyone to play with. They also teach new games to any children who want to learn.

Eco-warriors is a club open to anyone with an interest in improving the environment. One of the methods they use is ‘Freddy the Frog’. Freddy is stuck in various places around the school where things need to change to improve the environment. This focuses attention and starts debate.

Leadership programme across the school

To ensure that all pupils can develop their leadership skills, not just those involved in the groups above, a new scheme has been started to provide recognition for pupils taking a leadership role. Pupils earn stamps for designing and carrying out a small leadership project. Collecting these stamps allows them to take on a special title in the class. These vary across the school to reflect the level of leadership activity the pupils are expected to take on at different ages:

  • Nursery: Teacher’s Helper
  • Reception: Class Leader
  • Key Stage 1: School Leader
  • Key Stage 2: Community Leader

It is totally voluntary and pupils can do almost anything that sees them taking a lead – there are some suggested activities for those who want to take part but are not sure what to do. One pupil made an Easter basket at home and then showed other children how to do it, so they could take Easter baskets home for their families. This kind of activity would have been run by a teaching assistant, so with more people leading activities there are also more activities for those who do not want to lead to be involved in. This is part of an action research project for a member of staff (see below) and the POW WOWs have deeply influenced how it looks. They discussed these questions before the scheme was set up:

  • What are you going to do to get stamps?
  • Would you like to take part?
  • What would you like the names of the roles to be?

The scheme is already proving to be very popular. It helps pupils to understand that leadership is not necessarily top-down, it can just as well be bottom-up. It also gives pupils entrepreneurial and decision-making skills and experience of working with groups and speaking to an audience.

Action research

Many staff in the school, from the headteacher down, have been or are carrying out formal action research around pupil voice and engagement. This has encouraged them to really examine what is working in their school and to try new things. It also gives them a rigorous framework within which to experiment and assess what they are doing.

In all cases the views of the pupils form a core part of the data. So pupils have yet another avenue through which to feed in to the school’s policy and practices. As well as giving all staff deeper insight into their practice this research forms part of additional qualifications for those staff carrying it out.

About the school:

Lark Rise Academy is one of the first schools to convert to academy status under the new rules.

It is average in size. Pupils come from a wide range of backgrounds, although the percentage known to be entitled to free school meals is below average. Children begin school with standards that are broadly in line with those expected for their age. The percentage of pupils coming from minority ethnic backgrounds is below average, and of these, very few speak English as an additional language. The percentage of pupils with learning difficulties is below average. However, the percentage with statements of special educational need is higher than usually found.

The school has a number of awards.

 

Involver conducted these case studies for the Office of the Children’s Commissioner in 2011, as part of a project to encourage schools to involve their students in decision making

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School council and student voice case study: St James CE Primary School

Key quote:

“It’s their [the pupils’] school, not my school. Adults need to work in partnership with children.”

Headteacher

Key benefits:

  • Raised profile of and pride in the school.
  • The school is now leading and assisting others to improve their practice.
  • Virtually eliminated vandalism.
  • Greatly improved behaviour and relationships between students, students and teachers and students and parents. Everyone takes responsibility for their own behaviour.
  • Reduced absenteeism.
  • Creates confident learners who have constructive relationships with each other.
  • Improved attainment (SATs scores).

Top advice

Create a culture of equal respect, rights and responsibilities. Everything flows from this. It allows staff and students to see themselves as part of a community with shared values and goals.

Examine your core purpose. Realise that school is about getting every child to develop as a person, not SATs or pleasing Ofsted. The headteacher’s role is to act as a ‘gatekeeper’ to ensure staff and students are free to get on with those things that address the core purpose.

Involve all students in evaluating and writing your school development plan (SDP). Create something everyone can understand, make it very public and ensure everyone refers back to it throughout the year.

Methods used:

Rights Respecting Schools Award

When the current headteacher took over the school had been without a permanent headteacher for 5 years, morale was low and the school was not well thought of in the area. The new headteacher started conversations with all staff about what they saw as the core purpose of the school. Together the staff and pupils started to take ownership of the school and refocus it. A governor discovered the Rights Respecting Schools Award scheme and saw that it fitted in well with the direction the school was moving in. It has since become central to everything the school does. The linking of rights and responsibilities has improved relationships across the school and externally.

Some parents initially expressed reservations as they felt that children “already know their rights”, but as the firm link between rights and responsibilities has been learned parents see how they can use this with their children. They have found this to be empowering and it has meant that where previously there may have been conflict now conversations can take place. An example given by the headteacher was of parents and children discussing parents’ responsibility to ensure children get enough sleep so that they can take advantage of their right to education. Without the language of rights and responsibilities this may have been a shouting match.

The headteacher has become an evangelist for Rights Respecting Schools because of the impact she has seen it have on her school and pupils. It does not just deal with rules, behaviour and relationships, but feeds in to every aspect of the school day. Lessons, environmental issues and food are all spoken about in the framework of rights and responsibilities.

The culture of listening and discussion has built great self-confidence in the pupils as well as giving them an understanding of their role in the school community. Pupils who moved up to the secondary school were reporting that, “secondary school treats us like babies; they do not let us make any decisions.” So the headteacher from the local high school visited St James’ and was so impressed with the understanding and maturity demonstrated in the discussions the pupils were having that the schools are now working together to improve involvement of students at the secondary school.

“If children are respecting adults, then adults should respect the children. It has to work both ways.”

Year 6 pupil

School principles, not rules

With the new found self-confidence of the pupils, a challenge was laid down to the new headteacher by one of the Year 5 pupils who was often getting in to trouble:

Year 5 pupil: “I want to talk to you about school, and you. You keep telling us that school’s about real life, well you’re wrong it’s not. And school rules, they’re rubbish. Rules aren’t about real life, rules are about control. And the reason we have rules in school are not to do with real life they’re to do with adults controlling children. And rules are nothing to do with real life, they’re place-specific (this is the phrase she used). When was the last time you went to Morrison’s and put your hand up at the deli counter to get some cheese? You don’t, do you? You wait your turn and you ask nicely.”

Headteacher: “But if you don’t have rules it’s called anarchy.”

Year 5 pupil: “No, you’re not listening to me. What I’m saying is, it shouldn’t be about control and it shouldn’t be place-specific, it should be about responsibility that people accept. So what we need are principles that go underneath everything we do and then it won’t matter who we are or where we are. And I’ve thought it through, we need three:

  • Be respectful,
  • be responsible and
  • be ready to learn.

If we do that it sums everything up. If we respect ourselves, other people and our world and we’re responsible for everything we think, say and do; we take responsibility for our actions towards other people and we take responsibility for our actions in the world and if we’re ready to learn here and now and there and then it won’t matter whether there are rules or not, because everybody would get on. So they should be our principles, Miss.”

This idea was taken to the school council and then to the governors and has become school policy. It has meant that people are responsible for the own behaviour and think about how their behaviour impacts on others, rather than just whether their behaviour will get them in to trouble. It means that there is one set of principles for the whole-school, not rules for teachers and rules for pupils.

Two tier council structure: school council and committees

Each class elects six representatives, two to each of three committees:

  • Eco-schools
  • Healthy Schools
  • Rights Respecting

Each of these has specific areas of responsibility that they discuss with their class in class meetings and then meet together to work on. Members of these committees then stand to be on the school council. This means that all the pupil-led work of the school can be co-ordinated by the school council but more people are involved in carrying it out.

After pupils are elected they are trained to run their committees, and they then do so with no staff support, so the projects and voices coming through are not tempered by staff. The school council meets every Friday and then meets with the governors every half-term to get their support for what the pupils are doing.

Student involvement with the school development plan (SDP)

As with any school, the SDP lays out what the school is aiming to achieve over the next year or more. The difference at St James’ is that rather than being a document referred to (rarely) only by the governors and the senior managers, the SDP has pride of place on its own noticeboard in the school’s entrance. The whole SDP is only two pages long and is written in language that everyone in the school can understand. It is surrounded by the evaluation of last year’s plan in the form of pictures and quotations from pupils, staff and parents.

The SDP is evaluated and written on a yearly cycle. After a new school council has been elected they consult with the whole-school on how well they feel all the targets set out in the previous year’s SDP have been met. They also ask every class, “what do the grown-ups in the school need to do to make you better learners?” The results of these consultations are brought together with the views of staff, governors and parents to form the new SDP. Everything the school does then flows from this plan, and it is there to be referred to by anyone involved with the school.

About the school:

St James is a school of average size serving the village of Wardle. It is situated in an area of some social disadvantage. The proportion of pupils entitled to free school meals is above average.

Almost all pupils are of White British backgrounds and none are learning English as an additional language. The proportion of pupils with learning difficulties and/or disabilities is average although the percentage with a statement of special educational need is above average. The school holds the Activemark and Healthy Schools awards and the United Nations Rights Respecting School award.

 

Involver conducted these case studies for the Office of the Children’s Commissioner in 2011, as part of a project to encourage schools to involve their students in decision making

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School council and student voice case study: Kirk Merrington Primary School

The next in our series of case studies comes from Kirk Merrington Primary, a village school in County Durham.

Key quoteKirk Merrington Primary School

“If we weren’t listened to it just wouldn’t be right. It makes you feel really welcomed, because you’ve got your say.”

Year 5 pupil

Key benefits

Behaviour is not an issue in the school. This is a result of the incredibly positive relationships between staff and pupils and the understanding they share of rights and responsibilities.

By the time they leave the school all children are adept at expressing their opinions, talking to adults and relating to one another in a civilised, caring way.

Children show a clear affection for the school, the staff and all other pupils. The sense of ownership they feel is impressive.

Top advice

To express oneself compassionately and effectively one needs to learn to listen to and work with others. Group project work from a young age teaches the skills needed.

Staff need to see themselves as role models. Leading by example is essential. If you are trying to teach children respect, you need to show them that same respect.

Set your expectations higher. It is easy to underestimate how responsible young children can be and how intelligently they can contribute.

Pupil voice does not work unless everyone shares the value of listening. So, we need to educate around rights and responsibilities for pupil voice to work.

Methods used

Whilst Kirk Merrington has certain structures to listen to pupils, what is most important is the relationships between staff and pupils, which are open, friendly and mutually respectful. This is not to say that this is just a happy coincidence, the school has chosen to be this way:

Shared values

There is a very strong set of values which underpins everything the school does. Central to this is that the school has to act in a way that reflects the values it is trying to teach:

“We try to teach respect therefore young people are listened to.”

Headteacher

Initially these values grew from what the school wanted its children to learn. It was understood that for this to happen the school would have to be based on these values too and so all its interactions would need to be on this basis. Over time the school formalised this way of working first through the Investors in Pupils scheme and then the Rights Respecting Schools Award. The latter helped the school make clear the links between rights and responsibilities. Everything the school does now is framed within the language of rights and responsibilities. Whilst it cuts across many rights and responsibilities, pupil voice is clearly linked in the school to the right of everyone to be listened to and therefore the responsibility to listen to others.

“Rights Respecting Schools isn’t the be all and end all, but it’s easy to assume that you’re doing it [involving pupils] without something like this. The children will tell us what we want to hear, they are very loyal to us. These schemes help us to understand what’s going on, to audit it.”

Headteacher

‘Righty Duck’

In a primary school the concept of rights and responsibilities can be difficult to convey so the school has come up with a mascot to help. ‘Righty Duck’ can be seen all over the school and all pupils know that wherever they see him, there are rights and responsibilities at play. For example, the school council noticeboard has a picture of ‘Righty Duck’ next to notes explaining in simple language what the school council is for and which article of the United Nations Convention on the Rights of the Child (UNCRC) it relates to.

So, both those who can read the explanation and those who cannot understand that there is a link between the class charters, the work they do on sustainability, the school council and so on.

Staff modelling respectful communication

There are honest, open relationships between pupils, parents and staff. The school has an open door policy in its staff room and the headteacher’s office. This is part of the headteacher’s aim to ensure that all Kirk Merrington pupils will have the confidence and self-esteem to talk to any adult. It is absolutely understood that for pupils to learn how to relate positively to one another this behaviour needs to be modelled in the relationships staff have with them.

“Schools can run on auto-pilot; we don’t want to do that, we want to understand why we’re doing it and be purposeful about it.”

Headteacher

This means that, for example, when the school council asks for something the answer is never ‘no’, there is always an explanation and an ‘adult discussion’ about the reasons why. This is the starting point for attempting to find a solution, rather than the end of the matter.

This culture of problem-solving starts very early in the school and is seen as an essential building-block for positive communication and teamwork as the pupils get older.

Variety of opportunities for leadership and responsibility

In the classroom every child engages in project-based, team learning that helps them build skills of listening, collaboration and leadership. Everyone then has the opportunity to take on other roles of responsibility through which they can represent others or get their own voice heard. Although it is a very small school it makes available a variety of opportunities:

  • School council
  • Music council
  • Pupil-run snack shop
  • Play leaders (run games and sessions in the playground)
  • Singing leaders (teach songs on the playground)
  • Pupils elected to work with architects designing the new school
  • Peer-mediators

About the school (adapted from Ofsted)

This smaller than average sized school, south of Durham, is attended by pupils from the immediate area and beyond. The small number of pupils in the school results in mixed key stage classes. The areas served by the school have below average indicators of socio-economic circumstances and all the pupils are of White British heritage with English as their first language. The proportion of pupils in receipt of free schools meals is below the average as is the proportion of pupils with learning difficulties and/or disabilities. The school holds several awards including Healthy Schools accreditation.

Involver conducted these case studies for the Office of the Children’s Commissioner in 2011, as part of a project to encourage schools to involve their students in decision making

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School council and student voice case study: St Francis Xavier Catholic Primary School

A great case study from an inspiring primary school in the West Midlands. Read more of our school council case studies here.

Key quote:

“You can’t force children to get involved. But you can give them lots of chances and build their confidence slowly and they will start to take part.”

Student, Year 6

Key benefits:

  • Confident and articulate students who are willing and able to speak up about their ideas, and work together to put them into action.
  • Better behaviour from students who are proud of their school and what it achieves.
  • Students who are keen to learn and take responsibility for aspects of their learning.
  • Improved teaching and learning. Teachers who give students a say on their ‘learning journey’ are more flexible, adaptable and able to meet the needs of students.
  • A happy and cohesive school community that raises aspirations for students at the school.

Top advice

  • Buy-in from school leadership is crucial. It is really important to get the headteacher and senior leadership team involved in student voice and on your side. They need to be visibly promoting student voice in and around the school, supporting different projects. Crucially, they also need to be supporting staff to embrace student voice in their teaching and the different approach that this requires.
  • Staff will be more convinced of the value of student voice if they see the impact and appeal it has to students. Showcasing the students’ good work will help them to see the value in it, and get on board.
  • Encourage students and staff to listen to everyone’s ideas, even ones that are a bit silly. When students have trust and responsibility, students will quickly learn how to ask the right questions about projects and ideas. They will begin to realise and understand what an unrealistic idea looks like, and how to turn bad ideas into good ones.
  • Value everyone in the school. Not just the pupils and teachers, but governors, cleaning staff, technicians, teaching assistants and kitchen staff.
  • Taking risks is an important part of helping students to lead, and embracing student voice, but you will need senior management support to do this!
  • Give young people some ownership of their learning. Students who create their own learning journey, deciding on the how they learn, and what they learn (within boundaries) will be more engaged and perform better.

Methods used:

Friday Forums

On two Fridays every term, the school runs a Friday Forum. This is a really important way to show every child that it is their school and that their ideas to improve the school are really valued and listened to.

On each Friday Forum, children discuss a particular topic in their classes. These topics are picked and voted on by the school council and might be a topic like ‘learning’ or ‘safety’.

Pupils talk about what they would like to change or improve, and two representatives from each class then meet to present their thoughts to everyone in the school. A Friday Forum assembly is then planned, written and presented by Year 6 pupils who round up the feedback, and support them with statistics.

School council

The school also has a traditional school council with class council representatives in each class.

The school council is extremely popular and has an extremely high profile in the school. Every child would love the opportunity to be on it. It has recently improved the playground equipment for the school.

Student’s input into teaching and learning through learning journeys

The school is keen on co-construction of the curriculum, and gives students a significant say in choosing their ‘learning journey’ through a topic. Teachers introduce a topic and explore what students already know, what they are interested in, what they would like to learn and how they would like to learn it. Being able to customise their learning engages students. It has also helped teachers to be more flexible with their teaching styles, and more responsive to the changing needs of students. The school is a brave and challenging place to learn.

About the school:

St Francis Xavier Catholic Primary School serves two parishes in the urban West Midlands. This area is very mixed socially and many pupils face social and economic disadvantage. Just under half of the pupils are from Catholic families. Over half the pupils come from a wide range of minority ethnic groups.

Twice the usual proportion of pupils start school with little or no English. An above average number of pupils have learning difficulties or disabilities. When children start in Nursery they have low levels of skills and knowledge.

Involver conducted these case studies for the Office of the Children’s Commissioner in 2011, as part of a project to encourage schools to involve their students in decision making

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School council and student voice case study: Little Heath School

Here’s a student voice case study from one of involver’s favourite schools, Little Heath School in Reading.

You can see more from their amazing student voice conference here , here and here.

Key quote:

“There’s lots of students that aren’t very sure, or are less confident to have a voice. We say that everyone has a voice. Even the shy pupils have a voice and can talk to anybody, can talk with teachers, try and get into the STARS group, and can really make a difference.”

School council member, Year 8

Key benefits:

  • Improved relationships between students and teaching staff. Teachers genuinely want to hear what students think, run with their ideas, and realise that good participation is often a step into the unknown. Students respond to this and like being taken seriously.
  • A school that meets the needs and learning styles of Little Heath students. Students who are keen to get involved in shaping important aspects of the school, and teachers who encourage and support them to do so.
  • Involving students in school life helps to turn around badly behaved students. Students realise that acting badly or being naughty are not the only ways to get noticed, and that they can get involved in student voice and try to improve the school.
  • More confident students who are willing to plan, organise and evaluate large events and influence major areas of school life.

Top advice

  • Give staff the time to support student voice. Student voice needs staff to make it work, who have the time and resources to be able to do it well. In Little Heath’s case, there is a passionate student voice coordinator with dedicated time in the week to support student voice. He is supported by an ex-pupil who has just finished Year 13, and is spending the year as a paid member of staff supporting student voice.
  • Hold dedicated events like a conference that allow you to get lots done with student voice projects.
  • Encourage students to get other students involved. Students having an influence and having fun at the same time are the best selling points to get others who are less interested involved.
  • You can help to get a wide range of students taking part when there is a wide range of ways to be involved. Hooks might be skills-based (like design or campaigning skills) or content based (like environment issues or politics).
  • Student involvement should not be an add on to the core work of the school. Students should be involved in helping to improve areas like teaching and learning – it will benefit everyone if they do. They just need to be organised in an appropriate way.
  • Have a central coordinating body for all student voice work – in Little Heath’s case this is the school council. It helps to avoid duplication and keep track of everything that is going on.

Methods used:

Student voice conference

Every year Little Heath holds a student voice conference in a local hotel in Reading. Several hundred pupils from the school come along and spend a focused day on student voice work. It is an exciting event for the students, who enjoy being able to concentrate on the different projects. This dedicated time helps the school to get lots done in a short space of time.

The student voice conference is a student-led project from start to finish, and it is an impressive example of how young people can run an amazing event.

As well as time for work on projects, there is a panel discussion in the afternoon so that students can ask questions to teachers, senior staff, local politicians and other organisations that have worked in the school.

Some of the work on the day, and throughout the school year, includes:

STARS project (students as researchers)

Students take a lead on researching and trying to improve certain aspects of school life. For example, one group in the STARS team had looked at ‘How students prefer to learn, and which ways are most effective’. They had looked at three specific subjects; English, History and ICT in Year 7 and 8. Their findings were presented to governors and the headteacher, and also in a booklet which is available to students.

Another group had looked at how popular homework is in Year 7, and the types of homework they enjoy. These projects have flourished since the conference, and one group’s look into the co-construction of learning is helping teachers to plan their lessons.

Student voice leaders

The student voice leaders are older students in the school who take a lead on the conference and facilitate the different sessions. They are a reminder that student voice is taken seriously in the school and getting involved in student voice can be a progression throughout school.

School council

A school council sits alongside the different student voice groups. This also has as an important role in school improvement. It has representatives from each year group and meets every week.

Recent topics for discussion include homework, praise and reward and students’ rights and responsibilities. It is the central forum for student voice in the school, and all other groups feed into the school council.

About the school:

Little Heath School is a larger than average oversubscribed comprehensive school with a large sixth form. It has specialist college status in mathematics and science and in 2008 gained a second specialism as a high performing specialist school for ‘raising achievement transforming learning’.

The proportion of students eligible for a free school meal is low. The proportion of students from minority ethnic groups or who speak English as an additional language is below average. The proportion of students with a learning difficulty and/or disability is slightly below average and there are fewer students with statements of special educational needs than nationally.

 

Involver conducted these case studies for the Office of the Children’s Commissioner in 2011, as part of a project to encourage schools to involve their students in decision making