What is learner voice? Meaning and use in FE and apprenticeships

Learner voice sounds simple. In practice it is about whether what a learner tells you changes what happens next.

What does learner voice mean in the SEND system?

Section 19 of the Children and Families Act 2014 says that, in carrying out their SEND functions, local authorities must have regard to the views, wishes and feelings of the child and the child’s parent, or of the young person, and to the importance of the young person participating as fully as possible in decisions. The SEND code of practice applies these ideas to assessments, plans and reviews. At 16 and over, the young person is the main decision maker, not their parent.

Outside the statute, learner voice is also good practice in all learner support, and many providers use it as part of quality improvement.

How does learner voice apply in FE and apprenticeships?

It starts at the first conversation. Ask what helps, what does not, what the learner is good at, what worries them and what they want to achieve. Use the learner’s own words in the plan. Our learner voice conversation template and guide to learner voice in further education give structure.

Learner voice does not end when a plan is agreed. Ask whether support was delivered, whether it helped, and what they want to keep, change or stop. This is the review step in a person-centred process. Inclusion Studio’s learner voice feature is built around that principle.

For apprentices, the learner is also an employee, so voice includes workplace experience. Employers and providers should hear what the apprentice says about both, and the apprentice should decide what is shared with the employer.

What is a common misconception about learner voice?

The biggest misconception is that gathering views is the same as acting on them. A learner who is asked and then sees no change quickly stops speaking. Another is that voice depends on verbal fluency. Many learners, including those with communication needs, anxiety or a history of not being believed, need other formats or more time. A third is that it conflicts with professional judgement. Professionals bring knowledge, and learners bring knowledge of themselves; a good plan uses both. Where they disagree, record it openly rather than hiding it.

Where can you find the official source?

Read section 19 of the Children and Families Act 2014 and chapter 1 of the SEND code of practice: 0 to 25 years, which sets out the principles of involving children, parents and young people. For FE-specific expectations on information and planning, see chapter 7. Learner voice has no single statutory form, so the way you gather it is a matter of good practice.