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LISTENING TO THE SEN PUPIL VOICE Spring Term 2011 Leafy Lane School Presented by the SENCO.

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Presentation on theme: "LISTENING TO THE SEN PUPIL VOICE Spring Term 2011 Leafy Lane School Presented by the SENCO."— Presentation transcript:

1 LISTENING TO THE SEN PUPIL VOICE Spring Term 2011 Leafy Lane School Presented by the SENCO

2 SYNOPSIS OF SESSION  What does good listening entail? Top ten tips  Why should adults listen to pupil voice?  Which pupils must be listened to?  What are national surveys telling us?  Practical pupil voice activities to promote good listening  Signposting to further information

3 WHAT DO WE MEAN BY LISTENING?  Paying attention to what the pupil has to say  Having an open mind and attitude  Respecting and empathising with pupils’ feelings  Empowering pupils to participate meaningfully in decisions that affect their lives  Tuning in to the pupil agenda  Acting in response to what a pupil has said

4 WHAT DOES GOOD LISTENING ENTAIL?  A readiness to wait for the pupil to speak  The ability to tolerate periods of silence  The ability to avoid making interruptions when a pupil is speaking  Observing a pupil’s moods, gestures and body language

5 TOP TEN TIPS FOR LISTENING TO PUPIL VOICE 1. Stop, look and listen 2. Keep an open mind to what is said 3. Give the pupil some control 4. Start from where the pupil is 5. Give permission to talk 6. Avoid direct questions 7. Offer prompts and triggers 8. Provide information and explanations 9. Encourage questions 10. Check for understanding

6 WHY SHOULD ADULTS LISTEN TO PUPILS?  Legal requirements – Children Acts 1989 and 2004 Have regard to the ascertainable wishes and feelings of the child  Human rights – UNCRC Article 12 To the child who is capable of forming his or her own views the right to express those views in all matters affecting the child, the view of the child being given due weight in accordance with the age and maturity of the child  Moral reasons – Every Child Matters provides the moral purpose for listening to pupils’ views and opinions, in order to ensure better outcomes  More effective children’s workforce practitioners – who have the skills and knowledge to listen to and respect pupils’ views, and therefore provide more appropriate interventions

7 HOW MANY PUPILS WILL HAVE ADDITIONAL NEEDS IN A SCHOOL AND NEED TO BE LISTENED TO? In an average secondary school of 1000 pupils, according to Young Minds:  100 pupils will have self-harmed by the age of 16  100 pupils will be suffering from mental health problems and experiencing significant distress  50 pupils will be seriously depressed  20 pupils will have obsessive compulsive disorder (OCD)  10 pupils will have an eating disorder  5–10 pupils will have attempted suicide In a class of twenty pupils:  Two will have a clinically defined mental health problem  another two may experience psychological problems that require specialist help

8 WHAT ARE CHILDREN AND YOUNG PEOPLE TELLING ADULTS ABOUT THEIR WELL-BEING NATIONALLY? The Good Childhood Inquiry 2007–2008 found:  29% of young people long for someone to turn to for advice  49% of children feel under a lot of pressure at school OFSTED TellUs Survey found the biggest worries of pupils are:  51% exams; 39% friendships; 35% school work; 32% being healthy; 30% their future 4Children My Shout Out Survey 2007 found:  78% of children worry about bullying PIRLS Survey 2006 found:  Only 30% of 10-year-olds feel safe in the classroom

9 SEN PUPIL VOICE POSTCARD ACTIVITY What I like best about my What more should be extra help in school. done to help me

10 MY IMPORTANT THINGS The pupil writes their favourite thing or person in each square. The adult will then listen to the pupil as they explain each of these. 123 456

11 TALKING PICTURES ACTIVITY  The pupil is asked to use photographs, pictures or drawings to form a table mat to show their thoughts and ideas in response to the statements below:  ‘Where I could go on my magic carpet’ Or,  ‘Look through the keyhole to see my biggest secret.’

12 FOCUSED DISCUSSION: LISTENING TO SEN PUPIL VIEWS  Can you tell me why you feel happy today?  How are things going for you in school?  What has been your best achievement this term?  What have you found hard to do in school?  Who could help you more with school work?

13  What five things could the head teacher do to make things better for you in school?  How could you help the head teacher to do these things? SMALL GROUP ACTIVITY ON SEN PUPIL VOICE

14 WORDS OF WISDOM ‘The reason why we have two ears and only one mouth is that we may listen the more and speak the less.’ (Greek Philosopher Zeno of Citium 333–246 BC)

15 REFLECTION  What have been your thoughts about what you heard today?  What will be the first idea you will use from today’s session with the pupils?

16 USEFUL RESOURCES AND REFERENCES DCSF (2008) Working Together: Listening to the Voices of Children and Young People Alison McLeod (2008) Listening to Children: A Practitioner’s Guide (Jessica Kingsley) Rita Cheminais (2008) Engaging Pupil Voice to Ensure that Every Child Matters (Routledge)

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