Background
This framework strand has been developed with children and young people – find out more
Contents
Expectation
Children and young people’s views will be actively sought and responded to, in decisions that are made which affect them.
- Accordion
Why? Experience of children and young people
- Children and young people in Devon reported that it is important to them to know what has (or has not) happened as a result of them giving their views.
- Children and young people commented on the impact of being listened to when giving their views “it can improve your attitude, confidence and sense of wellbeing”.
- This contributes to “a happier school community in lessons” and supports children and young people to experience a “more positive school environment”.
How? Whole-school
- Schools have clear systems for all children and young people to give suggestions and feel listened to (not just older pupils in a school or those on a school council or prefect system).
- Children and young people are given feedback on the impact of their voice and changes that were made. This could include Teams updates, email, newsletters, assemblies or via student reps.
- Schools have a student voice lead person, who children and young people can go to with ideas, suggestions and feedback.
- Children and young people are able to raise things anonymously, should they want to.
- Focus groups of randomly selected children and young people are selected to discuss specific issues at school.
- Schools have a governor who has responsibility for the views of children and young people.
- Children and young people have a voice in influencing whole school policy including uniform and behaviour policy, and the curriculum.
- Children and young people influence unstructured time (breaktime and lunchtime), for example, primary school pupils recommending equipment that is wanted by children, and having a rota to ensure limited equipment and facilities are used fairly. In secondary school, young people’s views impact on how various areas of the school are used by different year groups.
- Children and young people have opportunities to influence the design and use of the school toilets.
- Children and young people have opportunities to plan whole school events such as red nose day, and organising competitions and talent shows at school.
- Children and young people have opportunities to co-produce and be involved in the implementation of their ideas, not just at the initial idea giving stage.
How? Classroom
- Children and young people have opportunities to practice and develop their pupil voice skills, for example tutor time being used for discussion about current issues, with all children and young people being given a chance to contribute.
- Children and young people are listened to by staff in the classroom.
- Children and young people have some choices around curriculum content and lesson delivery, e.g. texts linked to their interests. Children and young people have an opportunity to develop ‘real world’ life skills.
- Children and young people have teachers who encourage lots of discussion within a safe space in class, where ideas are listened to.
- A broad range of strategies appropriate to individual children and young people are used. For example, some young people told us they like cold calling (asking a learner for a response without warning), whilst others said, “I don’t like it as I’m put on the spot. I would prefer it if pupils can just put up their hands up”.
- Children and young people have a voice in where they sit in the classroom through the seating plan and with whom they work.
Resources
- How children and young people can get involved – Devon’s SEND Local Offer
- The Lundy Model: Article 12 in Practice – Rights Respecting Schools Award – (Unicef)
- Ladder of Children’s Participation – Organizing Engagement
Expectation
Schools and settings will have systems in place where all children and young people will be able to make a positive contribution to school life, through having opportunities to actively participate.
- Accordion
Why? Evidence base
- Children and young people report that having leadership roles increase their confidence and communication skills.
- Through helping others with academic work, children and young people report that they learn that everyone has specific needs and how to cope with that.
- Children and young people want equality in their schools.
- “A prefect is a very good role model, they are kind, helpful, respectful, calm, caring, and responsible” said a child. Another child said, “I wanted to be a role model for everyone else”.
How? Whole school
- Schools and youth voice leads proactively work to ensure that youth voice opportunities are inclusive, and representative of all different types of children and young people, and where they can all contribute ideas in a way that suits their communication preferences and developmental stage (e.g. pictures, writing, multiple choice questions, discussion, focus groups, using email or Teams etc).
- A range of children and young people leadership opportunities are available to children and young people and these feel accessible and achievable to all children and young people. For example, leaders, prefects, head girl and head boy, anti-bullying ambassadors, sports leaders, eco-councillors etc.
- Young people in leadership roles and student councils are supported to explore how representative they are and are empowered to take an active role in becoming more diverse.
- Older learners tutor younger learners (for example with reading and times tables) or provide student mentoring.
- Lunch time activities are run by older pupils and students in response to what younger pupils and students would like to do.
- Everyone should have the chance to be on the school council.
- Schools and settings use a variety of approaches to capture and share ideas such as surveys, anonymous boxes and small group work.
- School councils are able to decide on their own priorities and goals based on pupil feedback, examples include: road safety, walking alone to school, expanding into the community, teaching about diversity and racism, focussing on sexual harassment, fights and discrimination.
How? Classroom
- Inclusive approaches to selecting school councils are used such as peer nomination, self-nomination, staff nomination, help with creating a presentation etc.).
- The lived experience of children and young people in Devon is included in lesson content where appropriate (for example children and young people from a range of faiths, care experienced children and young people, Global Majority/Ethnically Diverse children and young people, different genders, neurodivergent children and young people etc.)
Resources