Tag: KS2 (P3-P4-P5-P6)

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Being a Good Chairperson

It’s a tough job being a chairperson.

This guide will help you to understand what it needs and help you to be a great one.

Created by Eva Crasnow and Asher Jacobsberg at School Councils UK.

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Being a Good Chairperson

So you want to be a … Chairperson (chair) School Councils UK Role Guide 02 What is a chairperson? The chair has two main roles (neither of which is being sat on): To make sure the meeting runs effectively, and within the groundrules of the meeting. This involves preparation beforehand as well as being in charge during the meeting. The chair also represents the school council at formal occasions. For instance, it might be the chair’s job to meet with the headteacher and the governors. What kind of person makes a good chair? • • • • • A spokesperson – the chair will need to be able to sum up other people’s views and be happy to put them across to all kinds of people, including large groups. An organiser – to make sure everyone is prepared for meetings: knows when and where they are going to be and what is going to be discussed. A communicator – to make sure that everyone understands what is going on. An action person – the chair needs to make sure that meetings aren’t just talking shops, that they have a purpose and result in action. A mediator – sometimes the chair will need to help find a compromise between two people or two conflicting ideas. He or she will need to be fair and not let his or her own feelings get in the way. So if I were chair what would I actually have to do? Well, the first thing you would have to do is to get selected as chair. Different councils do this in different ways, but the two most common are: that have come from their class or year councils. Make sure you give people enough time to collect ideas and bring them to you. The agenda needs to go out well before the meeting so reps can discuss it with their class. In the meeting it’s your job to run the discussion – this does NOT mean that you do all the talking. Chairing a meeting means making sure that: Everyone knows what the rules and point of the meeting are; Everyone keeps to time so that everyone has a chance to speak; Every discussion ends in clear action points. But the role of the chair isn’t just about meetings. It’s also your job to make sure that everyone who agrees to do something actually does it. You are the representative of the whole school council, so you will have to talk to staff and governors about what the school council thinks and is doing. • All the people at the meeting vote for who they would like to be the chair for the next year. The chair rotates, this means that different people take it in turn to be the chair. • The second option means that more people get to have a go at being the chair, but can mean that some meetings don’t run as well as others. Once you’re selected as chair you have several things you need to do for every meeting. The first is to help prepare the agenda (the list of things you will discuss at the meeting), you should do this with the secretary and the vice-chair, you may find it useful to get advice from the link teacher. The items on the agenda should come from the whole school, so you will need to remind the school councillors to give you the ideas School Councils UK 108-110 Camden High Street, London NW1 0LU 0845 456 9428 info@schoolcouncils.org www.schoolcouncils.org © School Councils UK 2006. Written by Eva Crasnow and Asher Jacobsberg. Please feel free to reproduce this resource with acknowledgement (non-commercial use only). So you want to be a … Chairperson (chair) School Councils UK Role Guide 02 That’s quite a job, what can I do to make it easier? Most councils have a vice-chair as well to help the chair and take over when she or he isn’t there. In a meeting you might ask the vice-chair to keep time whilst you run the meeting. You could also ask him or her to watch how you chair and give you feedback after the meeting to help you improve. You could take chairing in turns to give yourself a break. Another way to make things easier on yourself is to get your council working well together, then they won’t need much chairing. If your council is getting bored or angry, could you stop and play a quick game? These give people an opportunity to have a break and come back to the problem with a different perspective. Also, think about how the room is laid out. Does everyone feel comfortable? Can everyone see each other? Is their anything that could be distracting people? Running meetings is a skill lots of people use at work all the time. Are there people you could observe or chat to for tips? Your headteacher, chair of governors, or local business people for instance? When would I need to do all these things? Well, each school is different but this is what we recommend: When? Once a year What? Stand for election. Probably once as a class rep and then in the meeting to be chair. Represent the council and your school at events. Send out a reminder for any agenda items (it may take them a week to get to you) and last meeting’s minutes. Work out the agenda and send it out to everyone who is coming to the meeting. With whom? Your class/form/tutor group and council. It depends on the event. The secretary. Send to all school councillors. The secretary, vicechair and link teacher. Everyone, especially the secretary and vice-chair. Other councillors. Throughout the year. Two weeks before each meeting. A week before each meeting. At the meeting Make sure the meeting runs smoothly and that the secretary is keeping minutes showing who, when and what is to be done. Make sure that every one who has agreed to do something actually does it. Make sure that the headteacher, other staff and the governors are kept informed of what the school council has been discussing. In between meetings After each meeting School Councils UK 108-110 Camden High Street, London NW1 0LU 0845 456 9428 info@schoolcouncils.org www.schoolcouncils.org The link teacher, other councillors. Can I get any more information on being a chairperson? Go to www.schoolcouncils.org, click ‘resources’ and go to ‘download resources’, there you’ll find a list of links to other info about being a chair. In the resources section you will also see our Handbooks for primary and secondary students which give you loads more ideas about how to run effective meetings and make sure your school council gets things done. © School Councils UK 2006. Written by Eva Crasnow and Asher Jacobsberg. Please feel free to reproduce this resource with acknowledgement (non-commercial use only).
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School Council Event Budget Form

This form will help students who are planning an even to create a budget to see whether it will make or lose money.

Another copy of the form can be used to record what is actually spent and made, giving an overall profit.

This works well with the action planning forms and guides.

If you want to suggest to your school that you could run an event, use this form and the SMART Matrix and you’ll be able to come up with a really good plan.

Created by Asher Jacobsberg at School Councils UK.

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School Council Event Budget Form

School Councils UK Training Please feel free to reproduce this resource with acknowledgement (non-commercial use only). © School Councils UK 2007. Event Budget Form Name of Event Date of Event Name of Treasurer(s) Income (money in) Expected Item e.g.Tickets e.g.Tickets Quantity 100 Amount £0.50 Total £50.00 Total Income Expected: £ Expenses (money out) Expected Item e.g. Getting tickets printed Quantity 100 Amount £0.05 £0.05 Total £5.00 Total Expenses Expected: £ Expected Event Profit/Loss (Income minus Expenses) = £ This is the expected budget. You should use another copy of this form to enter the actual figures after the event. School Councils UK, 3 Floor 108-110 Camden High Street, London NW1 0LU Tel 0845 456 9428 Fax 0845 456 9429 Email info@schoolcouncils.org www.schoolcouncils.org rd
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Action Planning Form

A simple form to help you plan your project and then make sure it’s running smoothly.

Once you’ve set your aims using the SMART Matrix, write down each of the tasks that will make up your project.
Who is going to be responsible for each one?
When does it need to be done by?
What help will you need?

Created by Asher Jacobsberg at School Councils UK.

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Action Planning Form

School Councils UK Training Please feel free to reproduce this resource with acknowledgement (non-commercial use only). © School Councils UK 2007. Action Planning Form Name of project What needs to be done? (page 1) Date project ends Who will do it? What help/materials/information is needed? When should it be done by? Tick when done E.g. Book school council training School Council Co-ordinator Find out dates on www.schoolcouncils.org, get approval from school, book by email or fax. Next week (add in today’s date!) School Councils UK, 3 Floor 108-110 Camden High Street, London NW1 0LU Tel 0845 456 9428 Fax 0845 456 9429 Email info@schoolcouncils.org www.schoolcouncils.org rd School Councils UK Training Please feel free to reproduce this resource with acknowledgement (non-commercial use only). © School Councils UK 2007. Action Planning Form What needs to be done? (page ___ ) Who will do it? What help/materials/information is needed? When should it be done by? Tick when done School Councils UK, 3 Floor 108-110 Camden High Street, London NW1 0LU Tel 0845 456 9428 Fax 0845 456 9429 Email info@schoolcouncils.org www.schoolcouncils.org rd
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School Councils and Ofsted Inspections

How your school council help you prepare for an Ofsted inspection and completing your SEF.

Whilst some of the references to legislation are a bit out of date, the principles underlying this fact sheet are still good.

Created by School Councils UK.

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School Councils and Ofsted Inspections

01 Involving the School Council in Ofsted Inspections School Councils UK Activity Guide What is the new Ofsted Framework? The 2005 Inspection Framework provides a radically different system for school inspections. The main differences are: • • Learners are helped to develop stable, positive relationships Learners, individually and collectively, are consulted when key decisions affecting them have to be made and their views are listened to Action is taken to reduce antisocial behaviour, such as bullying and racism • • • • • • Short inspections of no more than two days and smaller inspection teams Short notice (normally 2 days) of inspection to avoid unnecessary preparation Three years as the usual period between inspections Strong emphasis on self evaluation as the starting point for inspection Required input from pupils, parents and other stakeholders A common inspection framework for all schools and post-16 colleges. • How can pupils help the school prepare for inspection? Pupils can help assess levels of participation by looking at the criteria above and organising a survey. Ofsted have provided some useful tools to evaluate participation. In the new self evaluation forms, school leaders are asked specific questions about how the views of learners are obtained. In addition, they are asked to give specific examples of how these views have affected decisions. It is suggested that the school development/improvement plan is communicated to students in a way they can understand and discuss. Pupil questionnaires are also available which ask questions such as ‘do teachers listen to your ideas?’ (primary) and ‘is this school interested in the views of its pupils?’ (secondary). School Councils UK also have tools available for assessing the effectiveness of a school council. This information will be useful for inspectors and will in itself show the school is serious about listening to the views of learners. What is being inspected? Subject to legislation, inspectors must report on: • • • • the quality of the education provided in the school how far the education meets the needs of the range of pupils at the school the educational standards achieved in the school the quality of the leadership in and management of the school, including whether the financial resources made available to the school are managed efficiently the spiritual, moral, social and cultural development of the pupils at the school, and the contribution made by the school to the well-being of those pupils. • • How will pupils be involved in the inspection itself? In addition to evidence above, inspectors will talk to pupils during their visit. Ofsted have suggested that inspectors meet with members of the school council. The council could do one of the following: School Councils UK 108-110 Camden High Street, London NW1 0LU 0845 456 9428 info@schoolcouncils.org wwwww.schoolcouncils.org What level of pupil participation are inspectors looking for? Inspectors must evaluate the school according to the five ‘Every Child Matters’ criteria. These include ‘The extent to which learners make a positive contribution’ and inspectors are looking to see that: • Take the inspector on a tour of the school, explaining what the council has been doing © School Councils UK 2005. Please feel free to reproduce this resource with acknowledgement (non-commercial use only) School Councils UK Activity Guide • • • Do a presentation for the inspectors, explaining the structure and function of the council. Invite the inspectors to observe a school council meeting, and ask questions to council members Prepare a portfolio of evidence for inspectors such as minutes, letters, surveys and photos outlining the work of the council Staying safe • • Are pupils taught about key risks and how to minimise them? Are there things in or around school which make pupils feel unsafe? Enjoying and achieving • • • • Is support given to pupils with poor behaviour and attendance? Do pupils feel that their personal and academic development is monitored? Are pupils fully involved in planning and evaluating citizenship education? Is there a system whereby pupils can evaluate teaching and learning, and make suggestions in confidence about particular lessons? How can the council be involved after the inspection? One of the most interesting aspects of the new inspection framework is that inspectors will be writing a brief letter to pupils giving the main findings of the inspection. This will be addressed to the school council and written in a language that is accessible to the pupils. Ofsted expects schools to ensure that all pupils are made aware of the findings of the inspection. The school council could be asked to present these findings to the rest of the pupils. This could be done in classes by representatives, or in an assembly or through a special newsletter. Pupils may also wish to respond directly to the inspector on any aspects of the report that they feel are inaccurate. The work then begins for pupils to help tackle some of the issues that inspectors have raised. Their views on the inspection judgement can help to form part of any improvement plan which the governors may produce. It may be helpful for pupils to look at the five criteria within ‘Every Child Matters’ for schools and how things could be improved: Making a positive contribution • • Are pupils helped to develop stable, positive relationships? Are pupils, individually and collectively consulted when key decisions are made, through form councils, the school council or by other means? Does the council allow for pupils to give their views and for these to be taken into account? Has the school council reviewed school policies such as behaviour and attendance? • • Achieve economic well-being • School Councils UK 108-110 Camden High Street, London NW1 0LU 0845 456 9428 info@schoolcouncils.org wwwww.schoolcouncils.org Being Healthy Are pupils given opportunities to develop their enterprise and financial skills, and to work in teams? • • • • Are pupils encouraged and enabled to take regular exercise? Are pupils discouraged from smoking and substance abuse? Do pupils know about sexual health risks? Are pupils encouraged and enabled to eat and drink healthily? Further Information Copies of all Ofsted documents available at http://www.ofsted.gov.uk Gideon Lyons © School Councils UK 2005. Please feel free to reproduce this resource with acknowledgement (non-commercial use only)
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School Councils and Community Relations

A brief guide on how to use your school council to link up with the local community and how to get the local community to help your school council.

This was produced by School Councils UK.

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School Councils and Community Relations

02 Getting Involved in the Wider Community School Councils UK Activity Guide What is the wider Community? All school councils will spend time discussing and dealing with issues within the school such as food, behaviour and facilities. Some are also concerned with things happening outside the school gates, as these will affect pupils who are themselves part of the wider community. The wider community includes people who may not be directly involved with school, such as: smaller group, a few members of the council as well as interested students from rest of the school, will take the lead on developing how to get involved with the community. Getting the picture: A good place to start is asking people in school who they see as making up the community; and where in that community they would like to get involved. Some ways this could be done is through class council meetings, assemblies and suggestion boxes, questionnaires or online polls. The school council can ask people from the community to run assemblies or talks to give people ideas. Examples of issues to get people thinking are: • • • • • • • • • Families of pupils Local residents Local businesses Other local schools Care Homes Community groups Police Local Council Member of Parliament • • • • • • • Swimming pool or cinema too expensive Poor bus service, especially in the evening Bad street lighting Police harassing groups of young people Young people being treated unfairly by shopkeepers Fear of crime creating no-go areas Taxi drivers refuse to pick up young people We can also look at the community in terms of issues, especially those concerning pupils. These include crime, transport, leisure facilities and the environment. Why bother with getting involved? In all areas, schools play a central role in their community and those within and outside the school can benefit from working together. The citizenship curriculum reflects the importance of schools engaging with the wider community, and many ideas for projects can be found within the schemes of work. The reputation of a school will be enhanced through its pupils’ involvement in community projects, and pupils can benefit from obtaining qualifications such as ASDAN awards, Millennium Volunteers or CSV. Putting ideas into action: Once the subcommittee has decided what they want to achieve, they can make contact with relevant people. Writing letters on school council headed paper are a polite introduction, asking for a meeting to explore the areas where you can work together. Some organisations such as the police may have a person dedicated to schools and education for you to contact. Research online will normally help you find the right person to talk to. You may wish to ask members of the community to support the school. This can be done in a number of ways: School Councils UK 108-110 Camden High Street, London NW1 0LU 0845 456 9428 info@schoolcouncils.org www.schoolcouncils.org How can the School Council help? Effective school councils act as the mouthpiece for the whole school. The school council can create a community subcommittee. This © School Councils UK 2005. Please feel free to reproduce this resource with acknowledgement (non-commercial use only) School Councils UK Activity Guide • • • Collecting supermarket vouchers, drop off points for vouchers in doctors surgeries, child care centres or community clubs. Volunteers to help pupils with aspects of teaching and learning in school or homework clubs. Appeals for help with school facilities and equipment- check the school development plan for ideas about what is needed. • Volunteering for community projects (many of these, e.g. Millennium Volunteers, need you to be over 16 years old) As with all school council projects, effective meetings and action points mean that people know what they have to do, when they have to do it and how to do it. Keep in Mind: The school can support the community in the following ways. • • • Fundraising for local causes. Raising awareness in school, through newsletters or lessonsworking with staff to find relevant curricula cross over with community projects. To keep your link teacher up to date on all events. Don’t forget that teachers, senior management, parents and governors should be consulted too. Its fun to be active! Find something you really care about in your area and make a difference – whilst having enjoying yourself and helping others. • Useful Contact Details Volunteering Neighbourhood schemes Other schools Members of Parliament www.yearofthevolunteer.org (2005) www.timebank.org.uk www.bbc.co.uk/dna/ican www.communitymatters.org.uk School Councils Network. www.schoolcouncils.org www.locata.co.uk/commons SCOTLAND www.scottish.parliament.uk/msp WALES www.wales.gov.uk/who/constit_e.htm NORTHERN IRELAND www.niassembly.gov.uk Care Homes Local Council Residents groups Police www.dhsspsni.gov.uk/hss/index.asp www.nameofcouncil.gov.uk www.tpas.org.uk www.communitiesscotland.gov.uk www.police.uk www.connexions-direct.com (England Only) Regional Coordination Unit www.rcu.gov.uk www.lhsp.org to get local contacts www.millenniumvolunteers.gov.uk www.asdan.co.uk www.awardsforall.org.uk/ www.volunteering.org.uk School Councils UK 108-110 Camden High Street, London NW1 0LU 0845 456 9428 info@schoolcouncils.org www.schoolcouncils.org Connexions Local Initiatives Healthy Schools Awards Funding © School Councils UK 2005. Please feel free to reproduce this resource with acknowledgement (non-commercial use only)
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Every Child Matters & School Councils – Detail

A detailed view of how effective school councils and pupil voice fulfil each outcome of the Every Child Matters agenda.

Great for filling out your SEF and seeing how pupil voice can benefit everything you do in school.

Created by School Councils UK.

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Every Chlid Matters & School Councils – Detail

School Councils and Every Child Matters School Councils UK Briefing We believe that if every child can have their voice heard, understood and responded to, they will become active participants in their communities. School Councils UK has welcomed the Every Child Matters priorities, and has seen first hand how school councils’ work within the categories improves children’s lives. A summary version of this table is available on www.schoolcouncils.org Outcome: Be Healthy BH1 Be physically healthy Effective school councils get involved with sports subcommittees and activities. Many school councils organise sports days, clubs, etc. These often link up with sports leadership programmes. A common achievement for school councils is the acquisition of sports equipment and the creation of playground markings. BH2 Be mentally and emotionally healthy Democratically elected student councils instil confidence in students, due to the appreciation of their contributions and implementation of their ideas. Confidence and improved personal efficacy improves mental and emotional health. The communication skills learnt in school councils enable children and young people to interact better with others, creating better relationships and thus supporting good mental and emotional health. Negotiation skills are an important part of the qualities developed by students working as part of an effective council. By learning that what one person wants is not always best for the group and that sometimes compromise is the best option, relationship building skills are strengthened. Effective school councils are embedded at the heart of a happy whole-school ethos. Schools that are safe, secure and open communities nurture happier and more confident students; enjoying mental and emotional health support. BH3 Be sexually healthy In schools where student voice is a central aspect, an open and frank approach to issues impacting on children and young people follows. Creating an atmosphere such as this encourages young people to ask questions and gather knowledge on sexual health and other important social and health issues. An effective school council, if consulted appropriately, can help staff to ensure that the PSHE curriculum, covering such matters as sexual health and drug use, is appropriately School Councils UK 108-110 Camden High Street, London NW1 0LU 0845 456 9428 info@schoolcouncils.org www.schoolcouncils.org © School Councils UK 2006. Please feel free to reproduce this resource with acknowledgement (non-commercial use only). School Councils and Every Child Matters Page 2 pitched. School Councils UK Briefing BH4 Live healthy lifestyles School councils across the country regularly address matters relating to food and nutrition in school. Subcommittees of the council will help staff to ensure that a good variety of affordable food options are available, including healthy ones. School environment has a lasting effect on students’ lifestyle and health. School councils can work with management and local community groups to ensure safe and secure plans for traffic calming, school buildings and extended school provision. They will also be concerned to ensure that playgrounds and playfields are used fairly and fully. BH5 Choose not to take illegal drugs Effective school councils create open and frank discussion and information sharing communities. Through sharing the responsibility for their educational community, young people are treated with respect, developing their self-esteem and emotional resilience to peer pressure. Outcome: Staying Safe SS1 Are safe from maltreatment, neglect, violence and sexual exploitation SS2 Are safe from accidental injury and death SS3 Are safe from bullying and discrimination Effective student councils engender an open and secure atmosphere in school. This type of atmosphere encourages children and young people who are at risk of, or are experiencing harm to disclose their safety concerns to someone. Pupil councils regularly work with community groups, local government and senior school management to improve safety conditions in and around school. A truly effective school council is by definition inclusive. Each pupil in school has their views and opinions represented by an elected peer. Creating a school of emotionally literate and responsible students reduces bullying and discriminatory behaviour. Schools that engage their students in the creation and implementation of an anti-bullying policy will be the schools that are most effective at tackling this widespread problem. School Councils UK 108-110 Camden High Street, London NW1 0LU 0845 456 9428 info@schoolcouncils.org www.schoolcouncils.org SS4 Are safe from crime and anti- Democratic schools that involve and respect pupils provide safer environments for their students. Violence is reduced as student frustration is minimised © School Councils UK 2006. Please feel free to reproduce this resource with acknowledgement (non-commercial use only). School Councils and Every Child Matters Page 3 School Councils UK Briefing social behaviour in and out of school SS5 Have security, stability and are cared for and conflict resolution skills are developed. Relationships between teachers and students improve and more co-operative behaviour can be observed. A school community that cares for others and has high regard for student rights will normally be more stable and secure than other schools. School councils enable schools to become this type of community. Students will be much more likely to look out for, and look after, each other. Effective school councils create vehicles for students to voice their need for care and support more easily. Voicing their needs ensures a child’s chance of receiving care either from peers or adults. Outcome: Enjoy and Achieve EA1 Are ready for school Children are never too young to be made to feel that their opinions matter and that what they have to say is important. Developing confidence and emotional literacy in this manner through pupil councils at Foundation and Key Stage One means children are prepared for school as they understand the concept of groups, communication and self-worth. Once young people are included and respected, they develop positive feelings of ownership towards their community. Professor Lynn Davis, University of Birmingham carried out research into pupil councils and exclusions, concluding that schools with effective structures of pupil participation have less truancy and exclusions. (School Councils and Pupil Exclusions: Davies, Lynn 1999) Becoming involved with school life, and successfully initiating change opens up new areas of enjoyment for children and young people. EA3 School council skills include: communication – speaking, listening, writing and presenting; negotiation, emotional literacy, enquiry and basic budgeting. These life skills contribute to KS2 understanding in English, Maths and Science. EA2 Attend and enjoy school School Councils UK 108-110 Camden High Street, London NW1 0LU 0845 456 9428 info@schoolcouncils.org www.schoolcouncils.org Achieve stretching national educational standards at primary school EA4 Achieve personal and Developing essential life skills of communication, negotiation and problem solving contribute positively to the personal and social development of children and young people. © School Councils UK 2006. Please feel free to reproduce this resource with acknowledgement (non-commercial use only). School Councils and Every Child Matters Page 4 School Councils UK Briefing social development and enjoy recreation Volunteering to be on a school council is recreation to many children and young people. A common practice of school councils is to work with local councils and school management to improve recreation facilities and environments for children and young people. Derry Hannam carried out a research project into ‘School Attainment and Pupil Participation’, 2001.(www.csv.org.uk) The project found higher attendance and higher levels of attainment at GCSE in participative schools when compared to other schools in similar circumstances (using OFSTED free school meal bands). By getting feedback and ideas from students with regards to the implementation of the national curriculum; teachers are encouraged to improve their teaching and are supported in making teaching and learning as interesting, relevant and successful as possible. School councils are concerned with peer leadership, support and democracy. These qualities and skills stretch educational standards by instilling confidence in young people to invest and achieve in their educational career. Schools become safer places when effective structures of student voice are in place. If a school is safer, fear and anxieties are reduced and the focus on academic achievement can be increased. EA5 Achieve stretching national educational standards at secondary school Outcome: Make a Positive Contribution MPC1 Engage in decision-making and support the community and environment Effective school councils are democratic and inclusive. They are developed as decision-making bodies, enabling all children and young people in school to have a system to channel their voices through. This inclusive model of youth democracy and decisionmaking support Article 12 of the UN Convention on the Rights of the Child; that a child has the right to express their opinions and to have them taken into account in any matter affecting them. Community involvement and support is a constant part of school council work. Minsthorpe Community College in Wakefield worked with the community forum to develop a road safety action plan presented to the local MP. Mulberry Bush School in Oxfordshire, like many schools, have an Environmental Resource subcommittee on their school council. School Councils UK 108-110 Camden High Street, London NW1 0LU 0845 456 9428 info@schoolcouncils.org www.schoolcouncils.org © School Councils UK 2006. Please feel free to reproduce this resource with acknowledgement (non-commercial use only). School Councils and Every Child Matters Page 5 School Councils UK Briefing The school council received £200 from Thames Valley Partnership to build a conservation area on school grounds. MPC2 Engage in lawabiding and positive behaviour in and out of school A central concept reiterated by effective school councils is one of connection to peers and community. Once an awareness of connection and responsibility to others is developed, negative behaviour decreases. Many school councils are involved in developing and adapting school rules. When engaged in the process of rule-making, young people realise that rules are there to support the community rather than being primarily about victimising individuals. When young people understand and appreciate rules, then they are more likely to abide by then. Preston Manor School in London has a behaviour panel run by the school council which discusses issues around negative behaviour and suggests sanctions to those peers who are behaving badly. MPC3 Develop positive relationships and choose not to bully and discriminate MPC4 Develop selfconfidence and successfully deal with significant life changes and challenges Positive communication encouraged by student councils, fosters positive and healthy relationships between students and their peers, as well as between staff and students. Inclusive atmospheres promoted by school councils reduce bullying and discrimination. Children and young people develop self-confidence through exercising their student voice through school councils. Being trusted to develop ideas and solutions for the school and their peers, and seeing some of these ideas come to fruition, develops respect and self-worth in students. Utilising life skills such as communication, action planning and negotiating wider social needs, children and young people are better prepared for the challenges of growing up. Young people who are used to school council systems are familiar with debate and discussion. School Councils UK 108-110 Camden High Street, London NW1 0LU 0845 456 9428 info@schoolcouncils.org www.schoolcouncils.org The understanding that there is always more than one point of view and multiple readings of an event help engender a mature outlook and attitude to challenges. The ultimate challenge for school councils is that students are told to try to solve and manage their own issues, rather than expecting a member of staff to manage everything for them. © School Councils UK 2006. Please feel free to reproduce this resource with acknowledgement (non-commercial use only). School Councils and Every Child Matters Page 6 School Councils UK Briefing This is an excellent preparation for dealing with life’s challenges. MPC5 Develop enterprising behaviour Because they work to improve the school and wider community, school councils are by nature a social enterprise. Consulting peers and working together to improve a range of situations encourages enterprising behaviour. Outcome: Achieve Economic Well-Being AEW1 Engage in further education, employment or training on leaving school Effective school councils develop children and young peoples’ confidence by using their ideas and opinions to improve school and the wider community. Being trusted and respected shows young people the positive reasons to consider all opportunities carefully where they find them. This reasoning will lead to better decision-making and confidence to develop oneself further. School councils provide children and young people with speaking, listening and writing skills, negotiation, debate and enterprise skills as well as team working, action planning and relationship building experience. All of these skills are essential to working life, making schools with effective school councils better able to prepare their students for future employment. AEW3 Live in decent homes and sustainable communities AEW4 Have access to transport and material goods AEW5 Live in households free from low income N/A N/A N/A AEW2 Are ready for employment School Councils UK 108-110 Camden High Street, London NW1 0LU 0845 456 9428 info@schoolcouncils.org www.schoolcouncils.org © School Councils UK 2006. Please feel free to reproduce this resource with acknowledgement (non-commercial use only).