Pupil Voice Participation and Engagement Karen Summers PSHE & C Adviser

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Presentation transcript:

Pupil Voice Participation and Engagement Karen Summers PSHE & C Adviser

What is pupil voice? Roger Hart’s Ladder of Participation Citizenship subject inspection Gathering the evidence for pupil voice Beyond the school

Engagement & Participation Engagement as partners in school improvement – strengthening their commitment to education, community or democracy Participation self-determined act of pupils committing to something worthwhile in school, the community or society as a whole

Pupil voice can mean very different things to various people Widest sense – defined as every way in which pupils are allowed or encouraged to voice their views or preferences Two way – pupils have the opportunity to have a say in decisions that affect them – active role in their education/schools develop sustainable and routine ways to respond to pupils’ views Contribution to school improvement

Types of pupil voice Authoritative voice : representative of a particular group of pupils in school, e.g. gifted & talented pupils Critical voice: targeted at a particular pupil audience such as vulnerable pupils to inform provision Therapeutic voice: emphatic voice expressed in dialogue between pupils that validates the experiences of pupils by reflecting on issues & problems, e.g. peer mentoring

8 Initiating: Child initiated shared decisions with adults 7 Implementing: Child initiated and directed 6 Decision sharing: Adult- initiated shared decisions with children 5 Representing: adult initiated with youth view 4 Consulted: consult and inform 3 Tokenism 2 Decoration 1 Manipulation Non-participation Degree of participation The Ladder of Participation (Adapted from Arnstein / Hart)

Ladder of Participation (Roger Hart) Where is your school/schools you work in on the ladder? Where would you like them to get to on the ladder? What would you need them to do to move to a higher position on the ladder?

Citizenship subject inspection Evidence of participation and responsible action Demonstrate understanding of responsibilities within school & wider community Eco council, class council, house system – opportunities for agenda to be set by pupils Effectiveness of pupil voice – decision making about real issues affecting the school community Personal development through active participation Understanding of democracy – local & national Planned opps – PSHE/Citizenship, cross-curricular to play an active role as citizens Impact of teaching on learning & achievement, e.g. decision- making skills required to make a positive contribution to school/wider

Gathering the evidence tools Audit tools on the following: Pupil outcomes within the context of Every Child Matters Learning Walk Wellbeing Data Pupil Voice Parent/carer Voice

National surveys/reports engaging pupil voice The Children’s Society – Good Childhood (2009) OFSTED TellUs4 Health Related Behaviour Questionnaire (HRBQ) UNICEF : An overview of Child Wellbeing in Rich Countries (2007) School Council UK (2007) School improvement DCSF Time to talk consultation (2007) focus on some ECM outcomes

Beyond School OFSTED – from good to outstanding A2.8 Contribution to community What evidence do we need? How do we show impact? How does it fit in with other pupil outcomes? What do we need to prioritise? Who else do we need to involve?