LATEST: Full Pupils' Voice Audit for as little as £125
Understand your pupils' emotional wellbeing, experiences and views about school.
Discovering how powerful Pupils' Voice is in helping you to gain that understanding.
Strength and Difficulties Questionnaire
A behavioural screening questionnaire understanding young people's strengths and challenges.
The Strengths and Difficulties Questionnaire (SDQ) is a widely used screening tool employed by Child and Adolescent Mental Health Services (CAMHS) and other professionals working with children and adolescents. It's designed to assess the behavioral and emotional attributes of individuals aged 3 to 16 years old.
In order for a school to make a ADHD pathway referral to CAMHS the young person, their parents or carers and the school will be required to complete screening questionnaires. These questionnaires play a vital part in the assessment, and delays in returning them is one of the main reasons for some families experiencing long waits. It’s therefore important to return these questionnaires as quickly as possible so that an appointment can be set up.
You can say's Assessment tool allows schools to deliver and complete SDQs. The system scores and reports the results individulaly as well as providing reports that comapare Self, parent and teacher scores. The results and reports can be quickly sent to CAMHS alleviating the bottle neck that occurs in getting the screening questionnaires completed.
Pupils' View of Key Stage 2 Experience
Helping deliver a safe, effective and inclusive learning environment
Pupils’ Voice KS2 covers years 3,4,5 & 6. During this period children experience a number of challenges, from the transition to KS2, navigate the complexities of peer relationships and social dynamics, greater expectations as the curriculum intensifies and the pressure of Standard Assessment Tests (SATs) in Year 6.
The emotional well-being of Key Stage 2 children during this period is pivotal to their academic success, social interactions, and overall development. Understanding their feelings allows educators, administrators, and policymakers to identify areas for improvement, address issues such as bullying, improving support systems, and adapt teaching methods for better student engagement.
Pupils' View of Transitioning to Year 7
For many children, the prospect of starting secondary school is met with a mixture of excitement and anxiety. They are excited about making new friends, exploring new subjects, and gaining more independence. However, they also feel anxious about the unknown, the larger campus, and the increased academic expectations.
Moving from a familiar primary school environment to a larger secondary school can be intimidating. They worry about getting lost in the new school, not knowing anyone, or finding it difficult to adapt to the new routines. Children often worry about making new friends and fitting in with their peers. This is a time when peer relationships become increasingly important, and children may fear rejection or isolation. They may worry about the increased workload, tougher subjects, and the pressure to perform well in exams. This fear of academic challenges can lead to stress and anxiety.
Children employ various coping mechanisms to deal with these feelings. Some may become more reserved or introverted, while others may seek support from friends or teachers. It's essential for adults to be attentive to these coping strategies and provide a safe space for children to express their concerns.
Pupils' View of Key Stage 3 Experience
Helping deliver a safe, effective and inclusive learning environment
Pupils’ Voice KS3 covers years 8 and 9, there is also Pupils’ Voice for Year 7 that focuses on transition. By Year 8, many pupils will have adjusted to the changes and expectations at secondary school; however, some may have found these adjustments easier than others. Understanding how Year 8 pupils perceive their secondary school experience contributes to creating a positive and effective learning environment, preparing them for Year 9 where they will be contemplating the best choices for the next stage.
The emotional well-being of pupils during this period is pivotal to their academic success, social interactions, and overall development. Gaining insight into their feelings allows educators, administrators, and policymakers to identify areas for improvement, address issues such as bullying, enhance support systems, and adapt teaching methods for better pupil engagement.
Pupils' View of Key Stage 4 Experience
Helping deliver a safe, effective and inclusive learning environment
Pupils’ Voice KS34 covers years 10 and 11. By Year 10, pupils will have made choices regarding GCSEs. Many pupils will be content with their choices, while others may find the increased responsibility more challenging. Understanding how Year 10 and 11 pupils perceive their secondary school experience contributes to creating a positive and effective learning environment, preparing them for their GCSEs, where they will face the culmination of Key Stage 4.
The emotional well-being of pupils is pivotal to their academic success, social interactions, and overall development. Gaining insight into their feelings allows educators, administrators, and policymakers to identify areas for improvement, address issues such as bullying, enhance support systems, and adapt teaching methods for better pupil engagement.
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