There are lots of different methods, tools and resources available for gathering the views of children and it is important to base your approach on the interests and needs of each child. Some children will be happy to talk, whereas others will need more creative approaches. All children should be encouraged to share their views, to gain a realistic sense of how they perceive their school or setting experiences. This will help highlight ways to support adaptations to whole setting approaches and other more targeted interventions.
For children who may not communicate verbally or prefer using visual supports, try non-verbal methods e.g.
- Pointing out areas of all of their favourite parts of the setting (staff or children could photograph these for reference);
- card sorts to pick favourite subject/least favourite;
- line up photos or pictures in order from favourite to least favourite;
- projective techniques in which they might select a picture that shows how they feel e.g. the Blob School resources;
- Talking mats;
- Bear cards to explore feelings about a range of things;
- TACPAC.
For children who are able to communicate verbally, verbal or written methods may be used (adults could scribe, children could use speech-to-text software or they could write their own views if they wish). For example
- Three wishes – if you could have three wishes about coming to nursery/the setting, what would they be?
- Good day/bad day – describe what happens on a good day (from the moment you get up);
- Relationship circle (who is important in your life?);
- Decision making profile;
- All about me profile.
Making observations of when and where children are settled and happy, using tools such as Leuven Scales, may inform SENCOs what works well for a child and what does not. SENCOs should have detailed discussions with the child’s Key Person as this person should know the child well and be able to advocate on the child’s behalf.