 Including
Pupil’s Views in education
Visual Annual Reviews
Learn how to involve children and young people in
their educational, transition and looked after reviews
using the Visual Annual Review* process (featured as
example of good inclusive practice in CSIE’s ‘Welcome
Workbook’)
Created by Julia Hayes*, a Visual Annual Review is a
child-centred process that helps children with special
educational needs to be included in their reviews.
Having already been involved in the preparation of their
review, the child or young person has the content of
their meeting captured live on a large graphic, through
illustrations drawn during the meeting.
The session includes:
- What is ‘real’ Participation?
- Be part of a visual annual review
- Training in use of graphics (ability to
draw not necessary!)
- Opportunity to practice in a safe setting
 Raising
Aspirations and Revision techniques
Aimed at young people who are in Years 10 – 13, this
engaging session will encourage young people to name
their ‘dream future’ in a safe setting, and help them to
identify the best revision techniques for their learning
style.
The session will include:
- What would be a dream life?
- Learning styles
- Revision techniques
- Preparation for the day and unforeseen
events
Consultations: Children and Young People’s Views
about services they receive
Find out what children and young people think about
what your organisation/school currently provides, or
what they would like to see (e.g. in the playground,
systems of getting them involved).
We specialise in gaining the view of children and
young people. There are a variety of ways to do this:
- We can find out on your behalf using a range of
creative techniques
- Train your staff in creative techniques
and help them plan how they will do this
- Train a group of young people to consult
with their peers
For more details see our sister-company website
www.childrensparticipation.co.uk
*Published in the
journal ‘Support for Learning’ Hayes, J (2004) Visual
Annual Reviews: How to Include Pupils with Learning
Difficulties in their Educational Reviews v19 n4 p175-180
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