Good Practice - Case Study Colnbrook Special School

Effective and inspirational school council system that values and encourages all student participation

ColnbrookSpecialSchool

School No 632

Hertfordshire Development CentrePage 1 of 2/Good Practice - Case Study
Special School

Effective and inspirational school council system that values and encourages all student participation

Relevant Drivers:

Children and young people must be involved in the decision making process. (Section 176 of the Education Act 2002/ Working Together Guidance 2004.)

Children have the right to say what they think should happen when adults are making decisions that affect them, and to have their opinions taken into account.

( United Nations Convention for the Rights of the Child, Article 12)

Purpose

At Colnbrook all children and young people are encouraged to share their views about their learning and their school environment. The school council system allows them to feel free to express their views about anything – even those that might be deemed inappropriate. There is always a space on the agenda to hear what young people want to say.

Method

All staff at Colnbrook support pupil voice and encourage pupils to use the council to air their views.

School council representatives are in office for a period of 6 months; giving all students an opportunity to take part. Teachers actively assist in selecting younger children as candidates, but with older childer ( 7 years and upwards) there is a class voting system. Older children have an election process; with prepared manifestos that they deliver to their year group.

Regular minutes are written up at every meeting by the deputy head teacher who chairs the meetings; they are circulated to all staff and pupils for further consultation and comment. These minutes are written in detail, as spoken by the young people, and written with young people in mind.

The school council meet every 2 to 3 weeks. The minutes taken are discussed during form periods and suggestions and ideas collated and taken to meetings.

The agenda is set by views shared at staff level and senior management level; as well as student views brought to the meeting via their class reps. Staff and pupils take responsibility to implement actions.

Suggestions brought to the meeting are written up in individual learning styles example the idea for a new cookery club was written up in widgit and a proposal taken to the school council. Some pupils use makaton at meetings; and staff interpret where necessary. Students are prepared and coached to undertake their responsibility as a representative, representing the views of others and not only their own. E.g children with autism have social stories written out for them with specific instructions, like rules, concerning being a representative.

Pupils at Colnbrook feel confident about bringing everyday issues to the council, and no matter how small the issue, student voice is given consideration. Some students wanted more choice in the meals they were offered at lunch time, the same choices as the staff. A proposal was taken to the school chef to add baked potatoes onto the menu. Negotiations were simple, she was happy to offer it, as long as students ate them! Students came up with fillings for their baked potatoes; and this is now a firm favourite at the school.

Colnbrook school council has been instrumental in taking forward many positive developments to enhance school life for all.

Outcome

Pupils:

Improved school environment e.g better food options; chairs to sit on at assemblies.
Improved behaviour of potentially disruptive peers as a result of actions implemented by school council.
High self esteem
Sense of pride in their school
Children feel valued.
Learn that democracy brings about positive changes

School:

Healthier, happier school environment for pupils and teachers
Co-perative pupils
Better learning environment

Hertfordshire Development CentrePage 1 of 2/Good Practice - Case Study
Special School