Pupil Voice

At GLPA, pupil voice is very important. We encourage pupils to take an active part in school life and their own learning. We also ask pupils about their learning experiences and this helps us design their education to to match their needs.

Our pupil voice committees often meet with teachers and leaders to discuss their impression of learning. They are involved in pupil interviews and questionnaires in which they talk about their experiences. This helps teachers to tailor their learning and get feedback about what works and what doesn’t.

Science Pupil Survey March 2021

Maths Pupil Survey 2021

The survey was conducted with a representative sample of children from each class following a lesson drop-in.


The children were asked to find somewhere in their classroom where they could show me some maths.

All children could take me straight to their maths area and started to talk about the things that were there such as coins, things to count and number lines.

The children were asked if they enjoy maths.

The children displayed an enjoyment for maths and learning in general.

The children were asked if they had ever seen maths or numbers outside of school.

Evan and Ramona said that they had seen numbers on signs by the road. They went on to say that they were speed limits. Evan said, ‘If you go faster than the speed limit the police will give you a ticket’ – good knowledge of real-life maths!

Years 1-6

The children were asked what they had learned previously that helped them with today’s lesson.

Children looked through their books and made some relevant points. Lochlan said that finding halves of shapes helped him to find half past on the clock. Isabella said that learning number bonds helped her to work out the trickier additions. Eve said that adding and subtracting whole numbers had helped her to add and subtract decimals.

The children were asked how their teacher helps them to remember things in maths.

Many children mentioned wall displays and rhymes. Children mentioned ‘recaps’ at the beginning of lessons or ‘morning maths’ at the beginning of the day. Poppy said, ‘We practise things until we remember.’

The children were asked if they found maths easy, challenging or impossible.

The vast majority of children said ‘challenging.’ Some said ‘easy’ but in their book there was evidence that they had made mistakes in lessons indicating that they were being challenged.

The children were asked how their teacher helps them to understand things that are tricky.

Children discussed marking, demonstrating and explaining. Some children spoke of occasions where they had received 1:1 support.

The children were asked if their teacher helps them to see how maths is important in ‘real life.’

Children gave examples such as ‘going to the shop.’

The children were asked what makes maths fun for them.

The children displayed positive attitudes to maths generally. Flynn mentioned throwing bean bags as part of counting in 10s. Other children mentioned using devices for Times Table Rock Stars. Some children mentioned going outside for maths.