Student Leadership

The role of the students in the life of the school is vital in supporting an ethos of strong community and innovation which speaks for all its students. There are a wide range of opportunities for students to contribute to the well being and development of the school and the wider community, which endeavor to support the leadership potential of all.

Students will be encouraged to contribute formally and informally in a number of ways and through a variety of democratic structures. All student leadership opportunities will be advertised and students are able to apply or volunteer for positions of responsibility at various stages in the academic year. 

Student leadership runs across the through school and students in all roles are expected to look for opportunities to act as good role models and support our younger students. 

Senior students – Lead person L Johnstone

Senior students are selected halfway through year 10.  They submit an application and attend an interview with either the head of secondary, assistant head teacher or director of pastoral care.  Once selected they receive a formal training day on what the role involves and the standards that are expected.  The training day involves developing real leadership skills to take with them throughout their role.  They choose an area of school leadership to be assigned to, they work with the member of staff in charge to improve and develop the area.  Senior students work towards developing the SSAT student leadership accreditation certificate.  This is a peer assessed accreditation process where students work towards bronze, silver or gold level, depending on the level of leadership they have demonstrated through their role.   

Duke of Edinburgh – Lead teacher R Woffenden

A nationally recognsied programme that recognise adolescents and young adults for completing a series of self-improvement exercises.  All students in year 10 and 11 have the opportunity to apply for the D of E scheme.

There are three levels of programme you can do which, when successfully completed, lead to a Bronze, Silver or Gold Duke of Edinburgh’s Award. The main differences between them are the minimum length of time they take to complete, how challenging they are and the minimum age you can start.

STEM leaders – Lead person M Atkinson

To work with teachers to  encourage and inspire other students to follow a career in STEM, Science, technology, engineering and Math’s. The role involves the following:

  • To be an ambassador for the subjects
  • To present the work of the subjects to other students at assemblies and other events
  • to support the subject area at open evenings and other showcase events
  • To support the learning of other students in the subjects
  • To carry out research in the subject area such as finding out about careers, courses and special events that are available in STEM
  • To help with interviews for teaching and Associate Staff within the subject
  • To provide feedback to the subject leader on students’ views about the subject, teaching and learning and resources
  • To gather the views of visitors to the subject area

To look for things to celebrate and areas to improve

Literacy leaders – Lead person C Ackroyd

An out of hours project that supports younger students with literacy and reading issues.

Student librarians – Lead person C Ackroyd

Student librarians promote the love of reading by giving their time to assist in the smooth running of the Independent Learning Centre (ILC) ensuring students have access to the library outside of lesson time.   Their duties involve:

  • Issuing & returning books.
  • Helping students find books .
  • Placing reservations and shelving books.

Peer Mentors – Lead person Mr Schofield

Peer mentors provide vital support for our younger students who may be struggling with some aspect of school life.   Mentors and mentees are partnered at the beginning of the programme.  They then meet on a weekly basis for about 20 minutes to talk through the various issues they may be having.

Example issues students may need to discuss are:

  • Transition from primary to secondary
  • Issues around social time
  • Issues about attendance or events at home that students feel comfortable to talk about
  • Overcoming barriers to learning.
  • Support with literacy and numeracy interventions
  • Help with bullying issues

School council – Lead person S Lightowler

The school council is the voice of the student body.  Every academic mentor group has a representative that meets every half term.  Representatives from each community meet every term and form an agenda to discuss.  Students take the lead on deciding what topics need to be discussed.  They take their findings and feedback to the Executive Headteacher.  

Playtime assistants  – Lead person K Chapman

Year 10 and 11 students have the opportunity to work with our primary phase students.  They receive training on how to supervise them during lunchtimes and they have a work rota.  Many students who wish to pursue a career in childcare or primary teaching use this as an opportunity to gain some valuable experience.

Pastoral leaders – Lead person L Johnstone (N Wood)

Students have the opportunity to work alongside their academic mentors to support them and the rest of their academic mentor group.   The role will involve, delivering form period activities, taking part in assemblies, managing the day to day running of form time, mentoring younger students in the form who are struggling and completing jobs for the academic mentor.

Intergenerational project – Lead person C Marshall

Students aged between 13 and 15 have the opportunity to learn with, and from, older people living within their local community.  The group get together every two weeks and enjoy trying out a whole range of activities, starting with sharing refreshments and talking to each other about life experiences, and then into sharing photos, talking about modern technology, arts & crafts.  The scheme works with Kirklees Neighbourhood housing to help rebuild relationships by increasing social interaction and activity to ensure tenants were leading active, healthy and happier lives.

Sports captains – Lead person S Weston

Students from a range of year groups are given opportunities to work with local primary schools plan and deliver sporting activities. 

Pupils are encouraged to take on a wide range of responsibilities. Many secondary pupils develop their leadership skills as librarians, peer mentors and diversity ambassadors.
Ofsted 2017

Leaders listen to and use what pupils say well and enable pupils to plan an active role in the life of the school.
Ofsted 2017