What is Pupil Voice?
The views of all our children at Ainsdale St John's are incredibly important to us. We believe that children are at the heart of developing their educational provision. Opportunities for listening to all children's views, feelings and preferences, irrespective of their need, are therefore built into the running of the school in a variety of ways. We feel that by enabling children to be active participants, it encourages them to take more ownership of their learning and reach their full potential.
What does Pupil Voice look like in the classroom for all children, including those with SEND?
Assessment for Learning opportunities (AFL) and teaching strategies that involve all children within their lessons are actively encouraged throughout the school At Ainsdale St John's we strive to:
- provide regular feedback to individuals so that they know what they are doing well and what they could do to improve their learning.
- allow children the opportunity to record work in a variety of ways in order to suit their individual learning styles and preferences.
- use methods such as peer and self-assessment to gauge the level of understanding and progress in relation to the learning objective.
- allowing time for self-evaluation and reflection after a learning opportunity has been provided.
- encourage children to understand what they are learning and why it is important.
What does Pupil Voice look like across the school?
- Pupil voice, including representatives with SEND, is actively encouraged through our children's School Council, Eco and MOSS groups.
- Children are encouraged to take part in developing school-wide decisions and policy such as creating a brand new behaviour policy.
- Children are asked to take part in and help to run surveys and questionnaires.
How do we hear the voice of children with SEND?
- Children on the SEND register are involved in the development of their support plans and opportunities for pupil voice is provided and recorded each term.
- Children are involved in the development of their own EHC plan and annual reviews.
- Children are encouraged to choose a trusted adult to enable them to de-brief and give their views of how their day at school has gone.
- Support is provided through the use of transition booklets and meetings with new teachers around key transition points each year.
- At the end of a period of learning intervention, evaluations are provided for children to reflect on their progress and feelings towards the intervention itself.