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Ysgol Ty Coch School

Dysgu Gyda'n Gilydd

Pupil Voice

Pupil Voice is recognised as tremendously important for our children and young people and to ensure their voices are heard. We have a genuine ethos of being a pupil centred school and we strive to ensure our provision meets their expectations. There are some specific examples of pupil voice in the menu tabs but a summary of the mechanisms we have in place to listen to pupil voice include:

  • Student Council - This is a vibrant council that meets regularly and informs many aspects of school life. The council have recently been involved in the appointment of senior staff, teachers and support staff. They have also been heavily involved in improving the lunches which involved linking with the Childrens Commissioner. Their forthcoming project involves improving the toilets across the school. Information from the student council directly informs the Self Evaluation Process
  • Eco Council - We have a vibrant eco-committee which meets regularly to ensure we manage our enviornmental foot print effectively. This work has been recognised with 3 Eco-Flags and we are currently working towards the platinum flag
  • Young Persons Participation Scheme (YPP) - Pupils in Post 16 are vibrant members of the YPP scheme which ensures they regularly have opportunity to discuss wider issues that might effect their lives. This is built into curriculum time
  • 14-19 Curriculum Planning Forum - In 2015, we began a process of overhauling our curriculum. Pupil voice is essential to this. As a starting point, nearly all pupils had the opportunity to state what they would like to learn and what interested them. This formed the foundtions of the curriculum design
  • 3-14 Pupil Feedback on Learning - At the end of every term, most pupils work with their class teams to discuss what they enjoyed learning about in the previous theme. This information is then used by class teams to ensure that next time the theme is visited, it makes reference pupil feedback
  • THRIVE Wellbeing Intervnetion - For some time, we have been looking for a wellbeing intervention that seeks to listen to the perceptions and aspirations of all pupils. THRIVE gives us this opportunity and we are working with all pupils to baseline their wellbeing performance. From this point, we will be able to plan personal interventions across the school to improve pupil wellbeing.
  • Behaviour Forum - We have recently started a pupil behaviour forum to consult pupils on positive behaviour management. This work aims to produce a behaviour code of conduct and rewards system to further promote positive relationships and behaviour.
  • Parents as advocates - We recognise that some pupils have significant communication impairments which potentially limits their opportunity to play and active role in school life. However we are 100% committed to ensuring that all pupils are involved in all aspects of school life. Therefore, we are fully committed to using a range of communication support programmes and using parents as advocates to ensure that everyone is listened to.
  • Sex and Relationship Education & E-Safety Committees - Although pupils dont directly sit on these committees, many parents do. This ensures that we plan effective and appropriate learning experiences in these key areas to keep our learners safe
  • Open Door Access to SLT - We are proud that all pupils have direct access to the school's senior leadership. At any time of the day, pupils are the priority and if pupils request to meet with SLT, they are always prioritised.
  • Child Friendly Key Documents - We are in the process of converting all key documents in place across the school into child friendly formats. This work links closely with Rights Respecting Schools Status to ensure that pupils are in receipt of the key information that affects their lives
  • 14-19 Learning Options - Pupils in 14-19 departments have a clear voice in choosing their non statuatory learning options. Following taster sessions, pupils work with their parents/carers to select the options that motivate them most.
  • Assessment for Learning Including Self Assessment - At every point in learning, pupils are directly involved in assessing their own learning. The skills wheel and marking policy link well to ensure pupils are well placed to assess the effectiveness of their learning
  • Questionnaires - Pupils are issued with child friendly questionnaires on an anonynous and annual basis. This information is analysed by the Leadership Tem and directly informs the Self Evaluation Process and School Improvement Planning Process.

As you can see, there are multiple systems in place to ensure we have very accurate information relating to pupil's perception of school. Our absoulte priority is to involve pupils in all aspects of school life. This ensures they are well engaged and become active participants in school life