Listening forums are used to gather information about individual experiences and interactions with local SEND services, and how these have subsequently shaped their views on the potential challenges and areas for improvement. Discussions can be within small groups or on a 1:1 basis, with attendees representing many different roles and voices across the SEND system. 

How does this activity work?

• Small groups are gathered either in-person or virtually to discuss a set list of questions.
• Sessions are led by a chair-person and typically last between 1 – 2 hours.
• Conversations can be facilitated altogether or within smaller breakout groups, depending on attendance and engagement.

‍How can you ensure it is set up for success?

• It can be useful to send a short pre-read ahead of time. This ensures everyone has a clear understanding of the context and purpose of the forum, allowing you to dive straight into discussion after introductions.
• It is worth considering the different roles within the forum, for example:
• ~Is there someone capturing notes or key themes?
• ~Is someone responsible for keeping people to time and ensuring all voices are heard?
• Group size is also important to consider. Sometimes nominating multiple facilitators to run smaller groups of 4-5 people can be more effective than trying to manage a larger group.

What questions should you be asking?

• Conversations should follow on from key themes identified though other diagnostic investigations such as surveys and case reviews. 
• Although drafting a set list of questions is useful to structure the conversation, they should be open and encourage free-flowing discussion amongst the group.

Children and young people are at the centre of all diagnostic activities, so you should ensure that children from a range of backgrounds have a say in improving outcomes in their local areas. 

There are three key stages to think about how your area can involve children and young people, outlined below:

1. Defining the Problem

• What areas are most important to children and young people?
• Do they have any ideas on what might improve outcomes for them and their peers?

2. Co-production

• What are children and young people asking for?
• Does the solution or change meet the needs of the child or young person?

3. Evaluation

• Do children and young people think that the changes that have been implemented are working?
• What existing services could be improved?

Note that it is important to engage with a diverse group of children, e.g. those with varying physical and learning difficulties, or those that might not be able to access school and are instead educated from home. The cohorts of children and young people you are engaging will determine the most appropriate style of activity to facilitate. Whilst there are many ways to achieve this, two examples are described below:

• Interview style activity – more suitable for older children, either in a group or on a 1:1 basis. 
• Mosaic approach activity – more suitable for younger children or those of a lower developmental level, this activity is split into two parts:
• ~Stage 1: Gathering information using creative tools 
• ~Stage 2: Pulling the information together into a story with the child and adults who support them.