Mini School Board – Pupil Leadership and Voice Initiative

The Mini School Board is established to strengthen authentic student voice and provide structured opportunities for leadership, confidence-building, and responsibility. Through this model, students are supported to develop decision-making, problem-solving, and teamwork skills while gaining insight into how schools are led and governed. The initiative supports emotional regulation by offering structure, predictability, and purpose, helping to prepare students for adulthood, employment, and civic participation. 

The Mini School Board will actively promote British Values through its structure and practice:

·       Democracy: Pupils vote, share views, and influence decisions.

·       Rule of Law: Pupils understand rules, roles, and responsibilities.

·       Individual Liberty: Pupils are supported to express opinions safely.

·       Mutual Respect: Meetings model respectful listening and discussion.

·       Tolerance: Different views, needs, and experiences are valued.

Ofsted Education Inspection Framework (EIF) Alignment
 This model supports the following areas of the EIF:

·       Leadership and Management: Pupils develop leadership skills and accountability.

·       Personal Development: Confidence, resilience, communication, and wellbeing are enhanced.

·       Behaviour and Attitudes: Engagement, regulation, and ownership improve through active participation.

·       Quality of Education: Pupil voice informs curriculum planning and school improvement.

·       Inclusion: Adapted roles ensure equitable access and meaningful participation for all pupils.

Structure and Roles

Roles within the Mini School Board are allocated based on interest, strengths, and readiness, with flexibility to meet individual SEMH needs. Pupils receive structured coaching and scaffolding to develop into their roles. Key positions include:

·       Mini CEO (Chair): Leads meetings, represents pupil voice at senior level, reports to Head of Schools (and School Governance) and models leadership. (miniboard@theplaceindependentschool.co.uk) (KS4-5)

·       Deputy Chair / Mini COO: Supports meeting structure, follow-up actions, steps in to cover CEO if required, and models leadership. (KS4-5)

·       Mini Finance Lead: Supports understanding of budgeting and resource priorities. Runs, manages and allocates the Board budget for the year.

·       Mini Wellbeing & Inclusion Lead: Champions emotional safety, inclusion, and fairness. Works closely with Inclusion Lead (Jenny Anderson).

·       Mini Community & Communication Lead: Connects the board with the wider school community, involved in tours of schools, works with external community such as Belvoir Castle and Belvoir Farm.

·       Mini Enrichment & Off-Site Learning Lead: Represents the wider school community, involving with activities outside of the school grounds and representing a voice on enrichment activities for both sites. 

For younger pupils (KS1-3) or those requiring greater support, simplified and practical roles are provided, such as Class Representative, Feelings & Safety Champion, Helper/Organiser, and Idea Collector, ensuring accessibility for all.

Adult facilitators act as mentors and enablers, providing structure, safeguarding oversight, and support for communication and regulation while ensuring pupil-led decision-making remains central.

The Mini School Board CEO and Deputy COO will have the opportunity to feedback and meet with the Head of Schools to ensure that pupil voice is heard, fed back, and responded to. Meeting with Governors and Director of Education will also show additional responsibilities.

Impact and Outcomes

Increases engagement and ownership

Develops leadership and employability skills

Builds confidence and emotional literacy

Strengthens relationships between pupils and staff

Provides strong evidence of pupil voice for inspection

Supports regulation through clarity, purpose, and structure

 

Summary

By reframing the School Council as a Mini School Board, pupils are given real responsibility, meaningful voice, and structured opportunities to lead. This approach respects the complexity of SEMH needs while raising aspirations and preparing pupils for life beyond school.

Impact 
The Mini School Board increases student engagement, ownership, and leadership participation across age groups. Students demonstrate improved confidence, communication, and emotional literacy, developing a stronger sense of belonging and responsibility. Staff benefit from enhanced relationships and a clearer understanding of student perspectives, directly informing pastoral and curricular planning.

Future steps will include extending opportunities for cross-phase collaboration, integrating board feedback into school improvement planning, and developing a student-led evaluation process to evidence impact over time.

This model respects the complexity of SEMH needs while fostering aspiration, regulation, and readiness for adult life—demonstrating clear alignment with the school’s mission, British Values, and independent school standards.

School Council and Ambassadorial Scheme 
Pupil leadership plays a central role in strengthening personal development across the school. Students are actively encouraged to participate in a range of leadership opportunities, including School Council, Eco Council, Digital Leaders, Wellbeing Champions and School Ambassadors. These roles support the development of communication skills, confidence, teamwork, emotional resilience and a strong sense of responsibility. Through meaningful participation, pupils are supported to understand their voice, develop self-belief and recognise the positive contribution they can make to the wider school community.

Students have also demonstrated strong commitment to community engagement and social responsibility. They have taken leadership roles in planning and supporting school events, including a school fair and enrichment activities, and have actively supported local charities, particularly during the Christmas period. This has included volunteering to wrap Christmas boxes for disadvantaged families within the local community. These experiences help foster empathy, cooperation and an understanding of students’ roles within society.

The School Ambassador programme provides further leadership opportunities, enabling pupils to support and participate in assemblies, welcome new students and staff, represent student voice, and promote kindness, respect and positive behaviour. Ambassadors act as a vital link between students and staff, strengthening relationships and supporting a positive and inclusive school culture.

In addition, pupils continue to contribute to the development of an eco-friendly school environment. Current plans include the creation of a wildlife pond, a school garden and a proposed Par 3 golf course that makes use of the school’s natural surroundings. These projects promote environmental awareness, teamwork and long-term responsibility, further supporting students’ personal development and sense of pride in their school.