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Pupil voice

Helping childen to feel part of the school and wider community

Key question: How do we ensure all pupils can express their views and influence decisions?


  • Devise different ways of involving children – formal and informal 
  • School council (or equivalent)
  • Supported by SLT and named person to lead
  • Use of surveys

Ofsted expectations

Ofsted Inspectors must have regard to the views of pupils.

When assessing the level of behaviour and safety in schools, inspections should look at a small sample of case studies in order to evaluate the experience of particular individuals and groups, including disabled pupils and those who have special educational needs, looked after children and those with mental health needs.

SCARF support 

SCARF promotes the skills and confidence to help children find their voice. Through the SCARF activities and ethos, children develop discussion and debating skills, decision-making and critical thinking skills as well as learning to work cooperatively and openly. Much of SCARF focuses on the importance of children listening to and respecting the views of others, whilst being confident to think through and assert their own.

There are specific lessons that provide opportunities for children to have they say on how things are organised both within their school and the wider community. These are mainly located within the Rights and Responsibilities unit, which cover much of the PSHE Association's Living in the Wider World theme.

Search Pupil Voice within our Subjects and Issues page.

Children’s views and ideas inform the content and direction of our educator-led sessions. Some programmes, such as such as Time for Change (puberty) include pre-session questionnaires so that children’s needs and views can be taken into account when planning content.

SCARF supports both formal and informal feedback – our Tell Harold evaluations provide you with structured evidence of pupil voice.