Template
Learner Voice and Review Form
A structured conversation record that captures the learner's views on support, assessment arrangements and classroom practice while keeping learner feedback separate from formal consent.
Purpose
Use this form to capture the learner's views before reviewing or agreeing an assessment arrangement.
Learner voice is an important part of understanding what support works well in everyday learning. It should be considered alongside classroom evidence, teacher observations and professional judgement when making decisions about assessment arrangements.
This form separates:
- the learner's views about the effectiveness of support
- formal consent for requests and information sharing
These are related but are not the same decision.
Learner details
- Learner name:
- Year group:
- Date:
- Teacher or staff member completing the discussion:
- Others present (if applicable):
Understanding the learner's experience
1. What part of assessments do you find most difficult?
Examples might include:
- reading questions
- understanding instructions
- writing extended answers
- remembering information
- managing time
- concentrating
- practical activities
- using equipment
Learner response:
2. What support do you normally use in class?
Describe the support you regularly receive that helps you complete your work.
Learner response:
3. Which support helps you the most?
Explain why this support works well.
Learner response:
4. Is there any support that you do not find helpful?
Why does it not help?
Learner response:
5. Do you feel confident using this support during assessments?
- Always
- Usually
- Sometimes
- Rarely
- Never
Additional comments:
6. Are there subjects where your support needs are different?
If yes, explain which subjects and why.
Learner response:
7. What would you like staff to know before an assessment?
This might include things that help you stay calm, understand instructions or demonstrate what you know.
Learner response:
Learner views on the proposed arrangement
Describe the assessment arrangement that has been discussed.
Proposed arrangement:
Do you think this arrangement would help you demonstrate what you know?
- Yes
- Mostly
- Unsure
- No
Why?
Is there anything you would change?
Staff summary
Summarise the key points from the discussion.
Consider:
- barriers identified
- support that works well
- differences between subjects
- any concerns raised
- actions agreed
Formal consent
Important
The learner's views recorded above are part of the evidence used when considering assessment arrangements.
Formal consent relates separately to sharing information or submitting requests where required by school or awarding body processes.
Agreement with an assessment arrangement does not automatically mean consent has been given, and consent may be managed differently depending on local authority or school procedures.
Has the learner discussed the proposed arrangement?
- Yes
- No
Has formal consent been obtained where required?
- Yes
- Not yet
- Not required under local procedures
Has information sharing been explained?
- Yes
- No
Notes relating to consent or information sharing
Next steps
- Continue gathering evidence
- Trial the proposed arrangement
- Review after further classroom observations
- Arrange discussion with parent/carer
- Refer to ASN Lead
- Assessment arrangement ready for review
Actions agreed:
Sign-off
Learner name:
Teacher / Staff member:
Date:
Good practice reminder
Learner voice should always be considered alongside:
- normal classroom practice
- teacher observations
- subject-specific evidence
- trial records
- assessment evidence
The learner's views help explain what works, while professional evidence helps determine what is appropriate.
Together they provide a stronger basis for decision making than either source alone.