What the voice of the child means
The voice of the child is the child’s own account of their life: what they think, want and feel, and what it is like to be them day to day. Hearing it is only half of it. The other half is letting it shape what adults decide, and telling the child what happened as a result.
Working Together to Safeguard Children 2026 sets out what children say they want from the system (paragraph 13). They want adults to notice when something is troubling them, to be heard and understood, to be told about decisions, and to be told why when their views haven’t been followed.
The law and statutory guidance
Safeguarding
- Children Act 1989. Before deciding what services to provide to a child in need (section 17(4A)), or what action to take after child protection enquiries (section 47(5A)), the local authority must, as far as is reasonably practicable, find out the child’s wishes and feelings and give them due consideration, having regard to the child’s age and understanding. Schools are often where those wishes and feelings are first heard, so what you record feeds into these decisions.
- Working Together 2026. Anyone working with children should “see and speak to the child, listen to what they say, observe their behaviour, take their views seriously” (paragraph 14). Organisations should have a culture of listening to children and taking account of their wishes and feelings (paragraph 259). Assessments should be “responsive to the voice of the child” (paragraph 176).
- KCSIE 2026. Staff should take a child-centred approach (paragraph 2). “Failing to listen to the views of the child” is listed as an example of poor practice (paragraph 76). Governing bodies, proprietors and leaders should ensure the child’s wishes and feelings are taken into account when deciding what action to take and what services to provide (paragraph 120). Children should be able to report concerns and give feedback, knowing they can safely express their views (paragraph 121).
SEND
- Children and Families Act 2014, section 19. When carrying out their SEND functions, local authorities must have regard to the views, wishes and feelings of the child and their parents, and the importance of them taking part as fully as possible in decisions. The SEND Code of Practice opens with this principle (paragraph 1.1). Schools must have regard to the Code.
- SEN support. The Code says schools should gather the pupil’s views when deciding whether a child has SEN (paragraph 6.19) and when reviewing support (paragraph 6.54). Pupils’ views should be part of the regular meetings with parents, either by involving the pupil or gathering their views beforehand (paragraph 6.70), and the outcome should be recorded (paragraph 6.71).
- EHC plans. Every EHC plan must include Section A: the views, interests and aspirations of the child and their parents (paragraph 9.62). Assessment and planning should use “clear ordinary language and images rather than professional jargon” (paragraph 9.22). Some children will need an advocate to make sure their views are heard (paragraph 9.25). Reviews from Year 9 must seek and record the child’s views, wishes and feelings about preparing for adulthood (paragraph 9.184).
The SEND reform proposals published in February 2026 haven’t changed any of this. As of 20 October 2026, the Code of Practice still applies in full.
Why it is hard to hear
KCSIE 2026 says children may not feel ready or know how to tell someone they are being harmed, or may not recognise what is happening as abuse (paragraph 16). For children with SEND, it names extra barriers: communication difficulties, and adults assuming that signs such as changes in behaviour or mood are part of the child’s condition without exploring further (paragraph 249).
So the voice of the child can’t be one conversation at a review. It comes from noticing small things over time, and from children having an adult they trust.
Practical ways to hear it
- Check in regularly, not only in a crisis. A short, repeated check-in shows change over time. A child who says things are “okay” every week and then “really hard” twice in a row is telling you something.
- Use an adult the child chooses. Ask who they would talk to. KCSIE notes that a child is likely to tell someone they trust, who could be anyone on the staff (Part five, paragraph 558).
- Talk side by side. Many children say more while walking, drawing or playing a game than across a desk.
- Give simple choices. A rating scale with faces or numbers, or sorting picture cards into “good”, “not sure” and “not good”, helps children who find open questions hard.
- Ask about the good things too. What’s going well, what they enjoy, what helps. It gives a fuller picture and makes worries easier to raise.
Children who don’t use speech
Working Together 2026 says practitioners must put special provision in place to support dialogue with children who may not be able to convey their wishes and feelings, including those with communication difficulties (paragraph 14). It points to observation for babies and non-verbal children, specialist communication support, and advocacy (paragraphs 15, 19 and 176). In school that might mean:
- using the child’s own communication system, such as symbols, signing or a communication device, with the adult who knows it best
- observing and recording how the child responds to people, places and activities, for example what they move towards, what they avoid, and when they become distressed or calm
- asking parents and staff who know the child well what particular signs mean for this child
- recording your interpretation as an interpretation: “When we went into the changing room, Sam covered his ears and pulled towards the door. We think this means he finds it overwhelming.”
How to record it
- Use the child’s own words, in quotation marks. Don’t tidy them up or turn them into adult language. KCSIE asks staff to use the child’s language when they listen (Part five, paragraph 558).
- Say how it was heard. In conversation, through an activity, written by the child, or through an advocate. Note who was there.
- Keep their words separate from your view. “She said, ‘I don’t want to go to Dad’s’” is her voice. “She seemed anxious” is your observation.
- Note what the child knows. Record whether you’ve told them who the information will be shared with. KCSIE says staff should never promise to keep a disclosure secret.
- Show what you did. Record the response, and whether it was explained to the child, especially if their wishes couldn’t be followed.
- Keep it with the rest of their record. The child’s words belong in their safeguarding chronology, plans and reviews, so the people making decisions see them.