Learner voice in further education
How to hear what helps a learner in their own words, record it faithfully and use it to shape support in FE colleges and apprenticeship providers.
Template
Learner voice conversation template (free, printable)
A free learner voice template for hearing what helps a learner in their own words, with conversation prompts, recording tips and data protection notes for FE.
Template at a glance
- Print or copy into your own documents
- Free to adapt for your setting
- Written with the learner, not about them
- 6 sections
In short
A learner voice conversation is a short, structured chat that records what helps a learner in their own words, before any support is decided. This free template gives prompts, a recording sheet and tips for keeping it respectful.
This template helps you hear what works for a learner before you decide anything. It supports the Understand stage of the journey. For the reasoning behind it, see our guide to learner voice in further education.
When should you use this learner voice template?
Use it at the start of support, at a transition, when a learner asks for help, and before each review. It suits a tutor, assessor or learning support worker with a learner, in person or online. It is not an assessment of need, and it does not replace an EHCP review or an exams access assessment.
How do you run the conversation well?
Start with strengths and interests, then move to what helps. Ask open questions, avoid leading ones and read back what you heard.
| Weaker prompt (fictional example) | Stronger prompt (fictional example) |
|---|---|
| “What is your condition?” | “What would make lessons easier for you?” |
| “Do you struggle with reading?” | “Tell me about a time something went well when you were reading or writing. What made it work?” |
| “You’ll be fine, won’t you?” | “What worries you about the first month?” |
A fictional example of a recorded answer: “I can follow when someone shows me first and then I try. Long spoken instructions go out of my head.” Keep it in the learner’s own words wherever you can, labelled as theirs.
The template
1. Before you start
- Learner name:
- Date and who is present:
- Learner chose to have someone with them? [ ] Yes [ ] No
- How the learner prefers to communicate:
- Explained: why we are asking, who will see the notes, that they can stop at any time. [ ]
2. Conversation prompts
- What are you good at, or enjoying?
- What are you hoping to do on this course or apprenticeship?
- What helps you learn or work well?
- What makes it harder?
- Is there anything a tutor or manager did that really helped?
- Is there anything we should avoid doing?
- How would you like us to check in with you?
3. What I heard (learner’s own words)
| Topic | In the learner’s words | Is this right? (learner) |
|---|---|---|
| What helps | ||
| What gets in the way | ||
| What I would like to try |
4. Next steps
- Suggested support to discuss (not yet agreed):
- Who needs to know, and what the learner is happy to share:
- Next meeting date:
How do you make it accessible?
Offer the questions in advance. Use a quiet room, a choice of seating, or a call instead. Allow pauses. Let the learner write, type or use pictures. Avoid acronyms. If English is an additional language, offer an interpreter or translated prompts.
What are the data protection notes?
Keep the record short. Write down what helps, not a life story. Do not ask for diagnosis, family history or medical detail as part of this conversation. If something sensitive comes up, check with the learner what they want recorded and who may see it. Safeguarding concerns follow your safeguarding policy, and you should tell the learner honestly how that works at the start. Under the ICO’s data minimisation principle, personal data must be adequate, relevant and limited to what is necessary.
What does Inclusion Studio add?
Inclusion Studio is pre-pilot and in development. Learner voice is the first step in its journey, with the learner’s words kept separate from staff comments. The learner voice question bank offers more prompts you can use now. This template is guidance, not an assessment tool.
Frequently asked questions
How long should a learner voice conversation take?
Fifteen to thirty minutes is usually enough for a first conversation. Offer a second shorter one if the learner needs time to think, rather than trying to cover everything at once.
Do I have to ask about a learner's disability or diagnosis?
No. Focus on what helps and what gets in the way. If a learner chooses to tell you about a condition, listen and record only what affects their learning or work.
Can someone else attend the conversation?
Yes, if the learner wants a friend, family member, advocate or support worker with them. Ask in advance and let the learner decide.
What if the learner does not want to talk?
Offer other routes such as a written form, a messaging option, drawing, a choice of staff member or a later date. Silence is not consent and not a lack of need.
Sources and further reading
Official guidance changes. Check the source before relying on any detail, and take professional advice for individual cases.
Help shape the pilot
We are working with a small number of England FE colleges and apprenticeship providers first. Tell us about your learner support and we will be in touch.