Pupil Voice Toolkits

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Background

The Communication Learning and Autism Support Service (CLASS) have developed three toolkits for acquiring pupil voice. These have been adapted  from the original tool which was created out of a research project in 2007. Questionnaires are used as a means of gaining the views of children and young people.

The toolkits: 

  • offer a means to reflect upon strengths, interests, wellbeing, school life and learning, with an individual child or young person
  • enable adults to utilise and build upon the individual’s strengths and interests in the school setting
  • encourage and teach children and young people how to be reflective
  • encourage a response in the form of an action plan to help develop adaptations and strategies to meet individual needs
  • provide a framework for schools to adopt a pupil-centred approach
  • have the potential to empower children and young people through enabling them to influence their provision and the way it is delivered.

These have been used to provide information about individual children and young people.

They have been trialled by CLASS within East Sussex schools and have been found to be highly effective in acquiring pupil voice.

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Introduction to the toolkits

The Listen to Me toolkits consists of questionnaires and activities designed to support adults in gaining children and young people’s views and perceptions. This may be about their strengths, interests, wellbeing, school life and learning.

There are three toolkits to choose from-

Listen to Me with Pictures

A ‘talking with pictures’ activity, for younger pupils in Key Stage 1 and older pupils with specific needs. These may be speech, language and communication needs. It includes subject based visuals which allow for further analysis of specific curriculum areas.

Listen to Me

A questionnaire designed for children from KS2 upwards. It uses scaling to help gain further understanding of the depth of the child’s feelings.

Listen to Me Secondary

A slightly adapted version of the Listen to Me questionnaire. It includes additional subject analysis and is meant for Key Stage 3 (and upwards if deemed appropriate).

The toolkits provide:

  • Guidance to support the use of the materials
  • Ready-made Widgit visuals to support the Listen to Me with Pictures sections.
  • Scales to suit each age group.
  • Further signposting to alternative and additional pupil voice tools.
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What the materials can be used for

The toolkits can be used for:

  • Listening and responding to children and young people. This supports a “you said, we will do” approach.

  • Making adaptations to aspects of school life to support wellbeing and neurodivergence.

  • Supporting pupils who may be at risk of Emotional Based School Avoidance (EBSA).

  • Meeting the needs of vulnerable children.

  • Sharing information with parents and carers.

  • Supporting mental health and wellbeing in schools.

  • Developing staff expertise in listening to children.

  • Feeding into the Additional Needs Plan, including target setting.

  • Contributing to Education, Health and Care Plans (EHCPs).

  • Contributing to statutory assessment and annual reviews.

  • Whole school development planning.

  • Supporting transition between year groups, key stages or schools.

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Accessing the toolkits

Once you have decided which toolkit is most appropriate, you can access them using the links below.

Within each toolkit you will find:

  • Downloadable resources to use to gather pupil voice
  • Instructions on how to use the resources
  • Top tips for gathering pupil voice
  • Alternative methods of gathering pupil voice 

Access the Listen to Me with pictures toolkit (opens in new window) LINK TO FOLLOW

Access the Listen to Me  toolkit (opens in new window) LINK TO FOLLOW

Access the Listen to Me Secondary toolkit (opens in new window) LINK TO FOLLOW

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Why listen to children and young people?

Listening to the voices of children and young people has lots of benefits. It can:

  • Enable adults to see things from the child or young person's point of view

  • Empower children and young people to participate in the planning of their provision and support

  • Develop reflective thinking and the experience of having views heard and valued.

  • Increase motivation and promotes self esteem.

  • Promote better mental health and wellbeing.

  • Contribute to greater achievement by building strategies to learn effectively.

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Legislation and policy

United Nations Convention on the Rights of the Child (UNCRC, 1989)

Under the United Nations Convention on the Rights of the Child (UNCRC 1989) all children, including those with additional needs and disabilities, have the right to have their views sought and expressed.

UNCRC Article 12 (respect for the views of the child)

Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously.

UNCRC Article 13 (freedom of expression)

Every child must be free to express their thoughts and opinions and to access all kinds of information, as long as it is within the law.

Children who are capable of forming views have a right to receive and make known information, to express an opinion and to have that opinion taken into account, in any matters affecting them. The views of the child should be given due weight according to the age, maturity and capability of the child.

Article 12. United Nations Convention on the Rights of the Child (1989)

This must inform the context for all of our work with children and young people.

The Children and Families Act, 2014

Section 19 of this act makes clear that local authorities must have regard to:

  • the views, wishes and feelings of the child or young person, and the child’s parents.
  • the importance of the child or young person, and the child’s parents, participating as fully as possible in decisions, and being provided with the information and support necessary to enable participation in those decisions.

SEND Code of Practice: 0-25 years, 2015

The SEND Code of Practice has a clear focus on the participation of children and young people and parents in decision-making at individual and strategic levels. Local authorities must ensure that children, young people and their parents are involved in discussions and decisions about their individual support and about local provision.

Ofsted expects schools to actively seek and listen to pupils’ views and experiences, so that they can take action to address any concerns where needed.

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