What is Pupil Voice?

The views of the children and young adults of St Luke's are incredibly important to the school. Ensuring each child, whatever their communication abilities, have a 'voice' in the running of the school.

Learning Groups take on the features of the individuals within the group and the curriculum is bespoke to the child within that group - ensuring relevant and purposeful learning is supported through effective planning and teaching. The child and his/her family is integral to the success of learning in the classroom.

In the wider school, all children are encouraged to develop their interests and experiences of collective group activities. The spiritual, moral and cultural dimensions of the 'hidden' curriculum are embedded within assemblies, play times, exercises, trips, excursions and events. Taking part, having a say and joining in prompt personal thoughts and ideas. Celebrating achievements and speaking in public support children to develop a greater confidence in front of others. Sharing their opinions and championing their beliefs is widely encouraged to develop independence of mind, within a knowledgable context.

Our School Council

Our School council meets every other week to discuss issues that affect the children and young adults of the school.

Reporting back to the Head of School and the Executive Headteacher, the pupil voice continues to affect decision making for the benefit of the children and young people of the school.

Improve our School!

The pupils wanted a Head boy and girl. We now have them, who report to and from the school council, meet with the senior leadership and parent groups, also presenting in Governing Body meetings about the views, needs and ideas of the pupil body.

The children wanted to know more about current affairs after a trip to parliament. We watch Newsround in class - share ideas and responses to the stories of the day. We take time to listen to what individuals see as newsworthy in assemblies and enjoy sharing our stories in public forums.

The children are involved in our behaviour improvement strategies, our way of assessing learning and progress, how we undertake sensory diet programmes and determine the equipment we buy, beg, borrow and freeload.