It is often the case that pupils are asked to give their opinions on a range of issues facing schools, through pupil forums, assemblies and prefect bodies. There is a large body of academic literature outlining the benefits of the process and the methods for encouraging this (Bragg and Fielding, 2005; Cook-Sather, 2002; Flutter and Rudduck, 2004; Lodge, 2005). However, ensuring that the feedback is taken into consideration and is given a platform to communicate with senior management, is something that requires commitment and needs to be carried out in a way that ensures that the feedback is constructive and can inform decision-making processes. The reality is that teachers might find both comfortable and uncomfortable truths when asking for pupil feedback in school improvement (McIntyre et al., 2005). Our school recently launched a teaching and learning (T&L) strategy. This is to ensure that the experiences the boys have reflect a learning environment that transcends the b
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