Pupil Voice
Participation and Engagement
Karen Summers PSHE & C Adviser
karen.summers@hertscc.gov.uk
www.hertsdirect.org
• What is pupil voice?
• Roger Hart’s Ladder of Participation
• Citizenship subject inspection
• Gathering the evidence for pupil voice
• Beyond the school
www.hertsdirect.org
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
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• 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
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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
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8 Initiating: Child initiated
shared decisions with adults
Degree of
participation
7 Implementing: Child
initiated and directed
6 Decision sharing: Adultinitiated shared decisions
with children
5 Representing: adult
initiated with youth view
4 Consulted: consult
and inform
3 Tokenism
Non-participation
2 Decoration
1 Manipulation
The Ladder of Participation
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(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?
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Citizenship subject inspection
• Evidence of participation and responsible action
• Demonstrate understanding of responsibilities within
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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
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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
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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
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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?
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