As educators we must consider all aspects of a student’s learning journey in Higher Education to ensure that students feel informed and confident. In my role as Head of Department I recognised that some students struggled with some aspects of the transition into Higher Education, including understanding the terminology and new processes they encounter. Students gain entry to our programmes as first year students following their Leaving Certificate or equivalent, as advanced entry students from Further Education, as mature learners and also as an international student, and each of these pathways presents different needs for information. Through structured engagement with students, it became clear to me that students often experienced some challenges outside their discipline learning and were unaware of where to seek further information. This can lead to a negative impact on the student experience. I embarked on a project to improve the accessibility of communications and information to students working with students as partners on the project to improve the wider student experience. Guided by the principles of Universal Design Learning we sought to creatively use a variety of media creatively to support students. A small group of students were active participants in the co-design and co-creation of resources for students ensuring that the student voice was central to the overall design of the project. This paper will evaluate two phases of the creation of a new inclusive Department Hub, demonstrating how working in partnership with students supported the development of resources to aid the student learning experience and transition to higher education. The project is guided by the 'Steps to Partnership' framework to ensure that student engagement in the project was meaningfu and focused closely on students as co-creators. The examination of the benefits of the partnership was two-fold and this research will consider the benefits of working with students on a project for students as well as the benefits to the students involved. I will explore how the students were empowered and how the voice of the student was important to the overall outcomes of the project.