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  • Jeffries Primary and Nursery School,
  • Vernon Road, Kirkby-in-Ashfield,
  • Nottinghamshire, NG17 8EE,
  • office@jeffries.notts.sch.uk,
  • 01623 460274

Key Principles

 

Investors in Pupils provides a quality framework and award within which schools and educational settings can develop, embed and enhance Pupil Voice and Participation strategies. It provides opportunities for children and young people to take responsibility for their own education and behaviour. The award also enables consistent coordination, review and implementation across five main areas; learning; behaviour; attendance (including punctuality); classroom management and induction.

Hundreds of schools across the UK have already achieved the Investors in Pupils standard, and many more are actively working towards the award. Any school or educational setting can register an interest and work towards accreditation. The award is non-portfolio based and assessed through an independent quality assurance process comprising school self-assessment, telephone interview and Assessors’ visit.

The Investors in Pupils partnership provides consultancy, support and assessment for the award. It is non-profit making and utilises the revenue to support and continually develop the award.

 

Investors in Pupils Criteria

1. Vision statements in each class/group developed by its members, which define its aims.

8. Pupils understand the different roles and responsibilities of supporting adults and how they contribute to their learning and help them achieve.

2. Class/group targets are developed by the members of each class/group.

9. Pupils understand their individual roles and responsibilities in the class/group and the contribu-tion they make to the school community.

3. All pupils have identified and agreed a personal

target with a staff member.

10. All pupils have the opportunity to take on additional roles and responsibilities in the school.

4. Pupils have negotiated rewards and ways to

recognise success.

11. All pupils feel they have the opportunity to express their opinions and have a say in decisions that affect them.

5. All new pupils, staff and visitors have an effective induction to the class/group.

12. All pupils feel listened to and effective feedback strategies are in place.

6. Pupils can describe how the development of supporting adults has a positive impact on pupils, staff and the school community.

13. Pupils have a financial understanding of money, budgeting and resource costs within school.

7. Class/group members understand that every pupil is unique and receives support to meet their individual needs.

14. Pupils understand the role of governance.


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