Every Child Deserves to Be Heard: England’s New Advocacy Standards

Being heard should never depend on finding the perfect words.

Every child has views, feelings and wishes that deserve attention. Some share them through conversation. Others use pictures, gestures, communication aids, or need more time and support to express themselves.

On 13 October 2026, the Department for Education published new statutory standards for children’s and young people’s advocacy services in England, replacing the standards published in 2002.

An independent advocate helps a child or young person understand what is happening, share their views and have their rights considered when decisions affect their life.

What could this mean for families?

The standards are particularly relevant to eligible children and young people receiving social care, including children in care, children in need and care leavers, and some children in residential settings.

They identify EHCP reviews, decisions about placements and moves between education settings as occasions when advocacy support should proactively be offered within the standards’ scope.

They also recognise the importance of accessible communication and specialist support when a child cannot give an advocate instructions about a particular issue.

Having an EHCP does not, by itself, create an automatic new entitlement to an advocate. Families can ask their local authority about eligibility and the support available.

I have put fuller information and links to the official guidance on the Why Play Learning Education Update page, so you can explore the details at your own pace.

Making space for every voice

At Why Play Learning, we believe children need opportunities to express ideas, explore different perspectives and discover that what they think matters.

Our Communication Collection offers gentle activities for conversation, listening, storytelling and exploring meaning through images. These resources can support everyday communication and shared discovery; independent advocacy provides a separate professional role. Start with the taster booklet with 10 communication activities to get you started. You will find it on the Free resources page.

Whether a child shares a sentence, points to a picture or uses a communication aid, we can make space, allow time and listen with care.

Explore the Education Update page for more information about the new advocacy standards and who they cover.

Your child’s views matter in their education

As parents and carers, we often spend a great deal of time wondering whether our children are learning enough. We notice the unfinished writing, the tricky spellings or the activity that didn’t go quite as planned.

But there are other discoveries worth noticing too.

A child explaining why they dislike a story’s ending is sharing an opinion. Choosing a quieter place to learn can help them recognise what makes participation easier. Asking for instructions in a different way is a step towards understanding and communicating their own needs.

These moments are part of education too. Children are learning about themselves, other people and the choices that affect their lives.

You do not need to turn every conversation into a lesson. Sometimes the most helpful thing is to pause and show that you are interested in what your child thinks.

Small ways to make room for their voice

You might begin with an everyday choice: which book to explore, what materials to use, or whether to talk about an idea, draw it or demonstrate it.

Try asking:

• “What helped you today?”

• “Was there anything that made this difficult?”

• “What would you like us to try differently?”

• “Is there something you want me to understand?”

Some children will answer straight away. Others may need time, fewer choices, a picture to point to or a chance to return to the conversation later. An unanswered question does not mean there is nothing to say.

Listening also means checking our understanding. “I think you’re telling me that the room was too noisy. Have I understood?” leaves room for a child to agree, correct us or show us more.

You do not have to have every answer

When education decisions involve unfamiliar terms, meetings or several professionals, it is understandable to feel uncertain. Asking for a clear explanation is a reasonable part of being involved.

You can ask what a proposed change means in everyday life, how your child’s views will be gathered and what support could help them take part. Where independent advocacy is available, you can ask how to access it.

Your knowledge of your child matters. So does their own experience—even when it differs from what the adults expected.

At home, in school or in another education setting, making room for that experience can help us understand what supports learning and what needs another look.

Another page to check out is Getting Started. It will help if you're feeling unsure.