We strive to be an emotionally healthy school for our pupils and champion that our pupils expect their ideas and views to be listened to, discussed and acted upon in all areas of school life.
For children and young people knowing that they have the right to be in decisions which affect them boosts not only their sense of belonging but also their self-confidence. In line with our essential social and emotional learning for the pupils, Foxfields creates an open communication channel for our pupils to share their views and find their voice. This is to ensure our pupils develop a sense of self-efficacy and confidence in the influence they have on Foxfields offer. Gaining our pupils voice is not a one-off event at Foxfields, but an underpinning principle in all that we do to build meaningful, effective and ongoing dialogue between pupils and staff. This enhances the development and application of the skills, language and concepts that empowers them to claim their rights and to advocate for the rights of children everywhere.
Our pupils’ voices are promoted at all times through different levels of Foxfields. This is achieved by having;
• Meaningful relationships and interactions between pupils and staff.
• Opportunities to interact with members of the community and school visitors to share their experiences and contribute to the school’s external relationships.
• Self-assessment opportunities throughout their lessons to allow pupils to appropriately express their view on what they have learnt.
• Participation in ‘learning walks’ around the school to observe practice and have an authentic voice in the teaching and learning at Foxfields.
• Opportunities in the school day such as breakfast time, regulation breaks, pastoral time and social clubs.
• Mini School Board – each class has a nominated pupil to attend the Mini School Board to discuss factors driven by the pupils’ experiences and have accountability on the actions and decisions that follow.
• Pupils are asked their feedback on the therapies and interventions they experience and are able to have choices in the support they receive.