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A trust-wide approach to embedding pupil voice at the heart of the graduated approach
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Authors
Editors
Date
2026
Educational Level
ISCED Level 1 Primary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This initiative was developed within the Diverse Academies Trust, focusing on integrating pupil voice into Special Educational Needs and Disabilities (SEND) practice. The project originated in a primary academy in a small town, spearheaded by an experienced SENDCo who recognized that the support provided to students with SEND was often based on adult assumptions instead of the students' articulated needs.
Aims: The primary aim of the project was to empower pupils on the SEND register by actively involving them in conversations about their learning and the adjustments they find beneficial. This initiative sought to improve the overall wellbeing, confidence, and academic outcomes of these students by ensuring that their voices shaped the adaptations and support strategies they received.
Methods: The project utilized a structured approach, comprising a preparation phase where standardised interview templates were developed and staff trained. Interviews were conducted in familiar, quiet spaces, creating a comfortable atmosphere for students. Sessions lasted 20 - 30 minutes and emphasized conversation over formality. Post-interview, pupil requests were documented for action plans, and regular check-ins ensured that agreed adaptations were implemented. The project scaled from 12 to 32 pupils on the SEND register, later expanding to involve additional academies.
Findings: Outcomes indicated that pupils experienced increased feelings of being valued and listened to, resulting in heightened confidence and improved wellbeing. Teachers reported more positive learning attitudes and greater engagement during lessons. Academic performance improved significantly, with participants achieving outcomes 1 - 3 months ahead of their peers who did not participate in the initiative. The project was incorporated into the school's quality assurance calendar for sustainability.
Implications: This initiative highlights the effectiveness of incorporating pupil voice into SEND practices. Key learnings emphasize the importance of one-to-one interviews in fostering openness, using concrete resources for meaningful dialogue, and maintaining consistency and fidelity to ensure actionable feedback. The low-cost and scalable nature of the approach presents a practical model for other educational settings aiming to enhance inclusion, wellbeing, and academic outcomes for pupils with SEND.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), learner interviews