Empowering future leaders: How Dormers Wells High School transformed student leadership

When Sarah Dowdle, Assistant Headteacher at Dormers Wells High School, took on the role of overseeing Student Leadership, she knew change was needed. Eager to make a lasting impact, Sarah attended the “How to Train Your Student Leaders” seminar to prepare her to re-shape Student Leadership at her school.

Subsequently, Dormers Wells has completely revitalised its Student Leadership structure. Thanks to Sarah’s vision and dedication, many more students now have the opportunity to develop valuable leadership skills. Utilising the resources provided to support the seminar, Sarah trained a core group of student leaders. These leaders, in turn, adapted the materials to mentor and inspire their peers, developing student leadership across the student body.

The result? A thriving, dynamic culture of student leadership at Dormers Wells High School. Read on to discover how Sarah and her students embarked on this inspiring journey.

Introduction

At Dormers Wells High School, student leadership is a vital aspect of school life, involving students from Years 7 to 13. The programme encourages students to take on leadership roles and actively contribute to the school community. All staff members are familiar with these roles and maintain high expectations for student participation, helping foster a culture of responsibility and engagement.

Through this initiative students develop valuable leadership skills, enhance their confidence and play a key role in shaping their school environment, preparing them for future challenges both in and beyond the classroom.

Recruitment

In January 2024, Dormers Wells High School introduced new student leadership roles, with recruitment taking place in February and March 2024. Each role now includes a clear description and set responsibilities, providing students with a comprehensive overview of available opportunities.

Roles supporting the school’s operations include Year 10 into Year 11 Prefects and Sixth Formers assigned paid duties during break and lunch. Roles aimed at initiating change include Head Students, Deputy Head Students and Headteacher Ambassadors. In the Teaching and Learning category, Teaching and Learning Champions were recruited, while within ‘enrichment and wellbeing’ a House Leadership Team was created.

Recruitment for new leadership roles, including Head Students, Deputy Head Students, and Headteacher Ambassadors, took place in February 2024. As part of the process, candidates delivered presentations outlining their potential impact, followed by interviews. Two Year 12 students were selected as Head Students, with another two chosen as Deputy Head Students. Additionally, 16 Year 12 students were appointed as Headteacher Ambassadors, reflecting the school’s commitment to student leadership and engagement opportunities across year groups.

Training

The Year 12 student leadership team underwent specialised student leadership training led by the Assistant Headteacher responsible for Student Leadership, Sarah Dowdle. Using resources from the SSAT Student Leadership courses, the students participated in two sessions: “Developing Leadership Skills” and “Developing Oracy, Listening, and Presenting Skills.” Following the training, the team provided feedback and adapted the sessions to better align with the school’s context. The Year 12 leaders then delivered these sessions to other student leaders, including the Executive Council, Form Representatives, Teaching and Learning Champions, Prefects, and House Leaders. This experience enhanced their leadership skills and helped guide future training needs.

Activity

Since the February 2024 recruitment, the Year 12 student leadership team has actively contributed to school life, supporting six major events and leading the Mental Health Awareness Week assembly. They’ve also engaged with Ealing Council on local issues and worked with the Southall Alliance.

The Executive Student Leadership Team, comprising two students from Years 7–11 and four Sixth Formers (Head Students and Deputy Head Students), meets regularly to discuss school initiatives and has led assemblies on anti-bullying and tolerance.

Ninety form representatives collaborate with Year Leaders and the Executive Council, participating in student voice projects and focus groups to foster positive change within their year groups.

Additional leadership roles include prefects, house leaders, student librarians, and Teaching and Learning Champions. Students also contribute through the Duke of Edinburgh Award, mentoring programmes, and various academic and enrichment activities across the school community.

Conclusion

The strength and success of student leadership at Dormers Wells High School is evident in the breadth and depth of opportunities available, fostering a culture of responsibility, initiative, and collaboration among students. From the Year 12 leadership team supporting key school events like Open Evening, Awards Evening, and transition events, to leading assemblies on mental health, anti-bullying, and tolerance, student leaders play a pivotal role in shaping the school community. The Executive Student Leadership Team and form representatives actively contribute to school improvement, whilst prefects, house leaders, and Teaching and Learning Champions enhance both academic and extracurricular life.

Students are empowered through roles such as competition leaders, student librarians, and have opportunities to participate in programmes like the Duke of Edinburgh Award and Mentors in Prevention Violence (MPV).

The continued recruitment of new leaders, including for January 2025, highlights the school’s ongoing commitment to developing future leaders. This extensive and inclusive leadership framework ensures that students not only support school events but also drive meaningful change, preparing them for success beyond the classroom.