Pupil voice templates

This not only refers to what children say directly, but to many other aspects of their presentation. It means seeing their experiences from their point of view. Child focused work means children feel listened to, plans are more successful when they are involved and prompt decisions are made about safeguarding when necessary.

Fraser guidelines are used specifically to decide if a child can consent to contraceptive or sexual health advice and treatment.

This can be downloaded from their website at learning. This is something children and young people learn through their early attachment relationships and through their contact with adults over time. It is a developmental skill that is essential for survival and needs support to develop; early experience of adversity, abuse and can have a negative effect. Practitioners recognising, responding to and validating the help seeking behaviour of children and young people is essential.

Public inquiries, research, inspections and SCRs have highlighted the way in which children can become invisible to practitioners in their work across the safeguarding continuum. This is despite a legislative framework which make it clear that children should be fully involved in decisions about their lives and that their views should routinely be sought regarding their own understanding of their circumstance.

Research highlights that there are many barriers for children and young people in asking practitioners for help and to talk about their worries and concerns so they can be addressed. Children and young people also report that when they do ask for help, they are often not heard or their worries not acted upon. If children are not responded to appropriately by practitioners, their concerns not listened to or addressed, this is likely to impact on their self-esteem and resilience; their short and long term developmental outcomes; and their ability to seek help about things that are worrying them.

It is recommended that a family assessment be undertaken with adult and child family members. However if a young person has a level of competence that enables them to understand the assessment process, a family assessment can be undertaken with them without parental consent.

Should they not attend or not wish to attend, their wishes, thoughts and feelings should still be shared. This can be provided in any format including in written or picture form.

Tools which can support in the gathering of this information can also be found in this resource. Any work that reflects the voice of the child or young person should also be submitted as an attachment alongside an assessment or review. More tools and information can be can be found in our Signs of Safety resource.

The resource is available from the social workers toolbox website at www. The booklet also includes two examples of how to explain assessment in a child-friendly manner and is available from the social workers toolbox website at www. Establishing a day in the life of a school age child sheet This tool supports professionals to gain a good understanding of a child or young person daily routine.

The sheet is available from the social workers toolbox website at www. Culturagram A culturagram is a family assessment tool used in the practice of social work which was first introduced by Dr. Elaine Congress. Autism Toolbox website The Autism Toolbox website is an online resource to support the inclusion of children and young people with autism spectrum disorder in mainstream education services.

As well as introducing and describing some of the more common challenges a pupil with autism might face, it provides real life case studies from Scottish schools and practical examples of supports that practitioners can translate and use in their own school setting. It also signposts to other useful websites.

The Hub want to hear from all children and young people, across a wide range of needs and experiences. It can be used to gain Pupil Voice individually through to a whole school approach. The Croydon Council website has a leaflet with ideas for gaining pupil views. The Autism Community Research Network Southampton ACoRNS is a collaboration between Southampton researchers and local schools, colleges and nurseries who are interested in researching and sharing good practice in educational provision for children on the autism spectrum.

Research focuses on how to access the voices and views of children in meaningful ways that can give educational settings a real understanding of each child.

Autism Transitions: An autism transitions project. Beta This is a brand new service — your feedback helps us improve it. Find out more on our info page.

Derby City Council has developed several toolkits to gain pupil views: All About Me Wishes and Feelings A toolkit for children under 11 years old A toolkit for young people over 11 years old Promoting The Voices Of Autistic Children University of Southampton The Autism Community Research Network Southampton ACoRNS is a collaboration between Southampton researchers and local schools, colleges and nurseries who are interested in researching and sharing good practice in educational provision for children on the autism spectrum.