We pride ourselves on our students having a voice. We value their views on every aspect of school life where possible. We want to nurture a culture where all children feel listened to, valued, respected and empowered.
At BISS Puxi, we therefore seek ways to listen to the views of our pupils and involve them in decision-making so that they are engaged as partners in the life of the school and of their learning. We believe that this is an essential contribution to the school environment and ethos.
Please click here to download the PDF version of the Pupil Voice policy
There is a wide range of approaches that we are developing at BISS Puxi Primary to support pupil participation and promote student voice, including:
- Pupil questionares
- Nord Anglia Education’s Global Campus
- Playground monitors
- Lunchtime monitors
- House Captains to lead each of our 4 House Teams
- Head Boy and Girl and Deputy Head Boy and Girl
- Revised PSHE programme
- Student voice in the classroom and curriculum
- Our School Council consists of elected students from Years 4, 5 and 6. The Student Council is the voice of the student body . They communicate ideas, interests and concerns with the school wide community. Our School Council is also actively involved in leadership activities to improve the experiences of our student body as well as the environment in which we all work.
- Before launching any new initiative or development, our students are asked to complete a questionnaire. This helps our staff to make informed decisions about their preferences and opinions and how our decisions will impact on them.
Nord Anglia Education’s Global Campus
- Our Global Campus connects over 34, 000 students around the world to collaborate, discuss and learn together every day.
- It consists of 3 key areas: online, in school and worldwide.
- Global Campus online provides a learning environment where students can create, connect, work with and debate with other students all over the globe.
- Global Campus in school provides activities, challenges and competitions on which students can collaborate in teams to create innovative solutions to real problems.
- Global Campus worldwide brings students from across the world to work together on service, leadership or personal adventure experiences.
Playground and Lunchtime Monitors
- Our elected playground monitors will offer peer-to-peer support during break and lunchtimes. They will organise and run playground games and be friendship monitors.
- Our elected lunchtime monitors will offer peer-to-peer support to ensure correct dinner hall etiquette. They will also talk to younger students about making healthy choices.
- Our elected House Captains are responsible for leading, organising, planning and assisting with inter-house events and whole school activities.
Head and Deputy Boy and Girl
- Our Head Boy and Girl and Deputy Head Boy and Girl are important ambassadors within our school. They have a range of responsibilities including: leading on whole school projects, working with the School Council and wider student community to feedback student ideas and being the core link between students and the Primary Leadership Team.
Revised PSHE Programme
- To ensure that our students know how to use their voice, we invest time in teaching them the necessary tools and techniques to share what and how they feel. This weekly PSHE programme also links with our school assemblies.
Pupils Lead Their Own Learning
- Through having differentiated success criteria to plot their learning milestones, pace and development;
- Through our teacher’s range of best practice pedagogies, including flipped learning and the Australian concept of the classroom as the third teacher;
- Through lessons designed to allow autonomy and independence;
- Through Kagan Co-operative learning actives embedded into all of our lessons.
- Engaging and open homework projects that allow the students to explore curriculum areas in ways that they enjoy and engage them in learning.
Pupils Co-Constructing the Curriculum outside of the Classroom
- Our Forest School, Eco-Club and Gardening Gang are great examples of how our students co-construct their learning outside of the classroom setting. All of these sessions involve students exploring and developing at their own pace and within their own learning styles. The teachers set out key areas of learning and a range of resources for the students to use but they are then responsible for making choices about what they do and how they wish to do it.
Pupils Co-Constructing the Curriculum in the Classroom
- Our Da Vinci Centre pedagogy and STEAM inspired curriculum allow students to co-construct the curriculum that they follow. This approach involves the teacher sharing the list of learning outcomes that need to be taught and learned by the students (the non-negotiables) over the course of the project; the students and teacher then work together to create a project which covers the learning outcomes whilst at the same time explores the themes and learning which the students themselves are most interested in.