Why pupil voice matters

At Children's Support Service, we believe that pupils know the most about their own experiences, needs and wellbeing. Hearing from them helps us to:

• Support them as individuals
• Improve our whole-school culture and environment
• Make decisions that positively impact their education and wellbeing
• Promote a sense of purpose, agency and empowerment

Asking pupils how they feel and what we can do to help promotes positive mental health in itself, and gives pupils an active role in shaping their school community.

How do we gather pupil voice?

We make it clear that we want our pupils to have a say in their school community. We create opportunities for them to share their opinions and make sure they know about them.

Pupil surveys

We use pupil surveys to gather feedback on specific issues or to get a general idea of how pupils are doing. Our surveys cover topics such as:

• Wellbeing and mental health
• Teaching and learning
• Online safety
• Behaviour and safety
• Equality and inclusion

For older pupils, we include a 'free space' question where pupils can share any thoughts that our questions don't directly address.

Safe spaces for pupils to share concerns

Some pupils may not be comfortable sharing their concerns in a public space or may have issues that can't wait for a survey. We create opportunities for pupils to speak to a trusted staff member about problems, including:

• Regular check-ins with designated staff members
• Suggestion boxes
• 'I'd like to talk' systems where pupils can identify how urgent their request is
• One-to-one conversations with Engagement Mentors or other trusted adults

We make sure pupils always know who to talk to when they're feeling low, whether that's their form tutor, an Engagement Mentor, or our Designated Safeguarding Lead.

How do we use pupil voice to create change?

We don't just gather pupil voice – we act on it. We:

• Analyse responses to identify areas for improvement
• Organise focus group discussions with pupils on topics that emerge from the results
• Use insights to inform our policies, curriculum and school practices
• Share feedback with pupils about what changes we're making as a result of their input
• Track changes over time by gathering pupil voice regularly

How do we adapt our approach for pupils with SEND?

We don't create a separate approach for pupils with special educational needs and disabilities (SEND). Instead, we consider different methods of gathering pupil voice that work for all pupils, such as:

• Video recording
• Written feedback
• Methods used to support other social conversations, such as social stories
• Visual tools like priority lists or Zones of Regulation
• Support from trusted adults who know the pupil well

When pupils with SEND are left out of pupil voice discussions – or only asked about SEND-related topics – we lose whole-school input. We ensure that all pupils feel part of our school community and have the opportunity to contribute.

How do we create wider opportunities for empowerment?

We help pupils direct their energy and ideas into meaningful action, to make change in productive ways. This includes:

Charitable activities

We let pupils vote on charities to support and get involved in fundraising and awareness activities throughout the year.

Discussing issues pupils are passionate about

We encourage the discussion of important issues and give pupils the opportunity to speak about the things that matter to them in assemblies or in class.

Environmental action

We provide opportunities for pupils to make a difference to their school environment and beyond through eco-friendly initiatives.

How do we communicate changes to pupils?

When we introduce a new policy or rule that directly impacts pupils, we:

• Explain it to them clearly and give them a chance to ask questions
• Make it clear why the change is happening
• Provide the same information to parents and carers
• Make policies easily accessible on our school website

We believe that clear communication helps pupils understand decisions and feel respected as part of our school community.

What happens next?

Pupil voice is an ongoing process at CSS. We:

• Gather pupil voice regularly to track changes over time
• Review our approaches to ensure they remain effective
• Continue to create new opportunities for pupils to share their views
• Celebrate the positive changes that result from pupil voice

 

At CSS, every pupil's voice matters. We are committed to listening to our pupils, acting on their feedback, and empowering them to shape their school community.

 

If you would like to share your views or have any questions about pupil voice at CSS, please speak to your class teacher, form tutor, an Engagement Mentor, or contact Emily Valentine, Designated Safeguarding Lead, at emily.valentine@css-essex.co.uk