Pupil Voice

Pupil Voice

All research shows that children who feel their voices are heard while in school, achieve significantly better than those who feel education is something done to them.

For this reason, here at Smallthorne Primary Academy, pupil voice is taken very seriously indeed with a range of different ways for children to voice their ideas.

Junior Leaders

Our current head boy and head girl and their deputies attend a range of in-school functions representing the student body as well as having regular meetings with senior members of staff, including our Principal. They also go along to represent our Academy at events within the city.


This year all our year six pupils are prefects. They carry out a range of activities across the academy including: tuck shop, sports and science leaders, playground leaders and librarians.  This allows them to support children from Nursery up and to act as role models for other children in the school. Along with supporting in assemblies, they demonstrate good behaviour and offer support around the school. Here at Smallthorne, we feel it is very important that pupils have a chance to talk through their problems with children of their own age.

School Council

Every class (2-6) has an elected school council representative who attends the school council each half term. School council representatives bring forward ideas and suggestions from their classes for discussion as well as feeding back to classes any ideas which are discussed. Their findings are then shared with senior staff including the Principal.

Recent school council discussions have focused on our new behaviour for learning policy, local charity support and reward day activities.


All classes have the opportunity to discuss the topics that they are going to study for the next term. This enables them to make choices about the particular areas they want to learn about and decide upon the questions that they want answered within the topic.


Children who have additional needs meet with their class teacher regularly to talk about their progress and identify their learning targets. In this way, small steps of progress can be achieved by adjusting their work to accommodate their personal learning needs and styles.