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Challenges with EHCPs
One of the core reasons why I got into teaching was to champion the aspirations of young people and to allow them to succeed. Due to specialising in land-based subjects such as Agriculture and Animal Studies I aspired to support the next generation of farmers, equestrians and conservationists. However, I became aware of challenges facing young people rurally was vastly different to those in urban areas. One area, in particular, those with SEND needs so although I continue to aim to support these learners in the classroom I recognise that more needs to be done to highlight their cause across the county and that is one of the reasons I am standing as a County Council candidate this May.
What are they?
EHCPs or Education Health Care Plans (EHCPs). While traditional Special Education Needs (SEN) funding is met through national funding provided to schools. EHCPs are legally binding provisions that outline additional funding for learners who need further or specific support to allow them the same opportunities to access the education system and to be able to succeed.
My Experiences:
Having taught a variety of learners in my time as a lecturer over the last several years, I have recognised the challenges facing the student and their parents who are trying to provide the best opportunities for their child and the difficulties of these EHCPs. The premise of these documents is to increase aspirations and support the learners, but to achieve this, the parents often need a great deal of support and have the correct tools to raise their points in meetings. The problem is two factored here often the parent does not necessarily have all of this knowledge readily available to them. Although support is present and schools or relevant professionals can support them, there is a risk that families are falling through the cracks. I have seen learners who have had their EHCPs lapse who then struggle to get the support put in place midway through the year to allow them to succeed, which causes distress and disruption to the families after the best for their children. The other problem is that the young people, whilst the focus of the meeting may have different views from those supporting them. Hence, it is crucial their aspirations, and their parents are reviewed together but noted as distinctly separate to allow for better reflection. This has been done successfully by independent meetings with the young person with a relevant professional.
Challenges facing SEN families:
Whilst an EHCP is a guidance document for the school or college to provide further support for learners, there have been notable variations across different schools nationally, which will reflect the situation within the county. This variation often is one of the leading reasons parents are dissatisfied with the EHCP and, importantly, is where the conversations need to be open and transparent with what the schools can supply, compared to what the child and parents want (Sales and Vincent, 2018). Research by Sales and Vincent (2018) also pointed out that whilst there are certainly challenges facing learners due to the EHCP elements, further training needs in teaching staff as learners progress further through relevant courses and into work.
What a Good Plan does:
The vast majority of plans offer a tool for young people to engage with their peers and the educational system with the support needed to tackle the different barriers they face. That is why good plans are focused on the aspirations and views of both the family and young person. This gives the schools and providers goals to work towards to identify the strategies to help support the learners transitioning to different levels or goals they are striving towards. The long term focus should always be on allowing them to succeed and bringing career support and the local authority into the discussion. Conversations should be had around what all parties want to achieve. The learner can be supported by identifying barriers that may prevent them from reaching their goal and opportunities for alternative routes or solutions to these challenges. The other important step is the accountability facing the individuals involved in recognising what they are responsible for in the process, allowing them to succeed with the resources they need. In rural villages, whilst SEN, provisions can be provided at schools. Having family hubs where the resources come to the parents and families offering this contact point for the changing needs of the young person and offering the opportunity for consistency of a contact point as they grow into young adults.
What I am calling for:
A review of the process that allows for meetings between learning support, teaching staff and families. Whilst also providing an additional meeting with the individual learner to make the process more inclusive to their targets.
A goal setting plan for the learners is to ensure that the learner’s needs are met, and they are supported to achieve their goals and not just meet their provisions.
Better guidance for Academies, Families, Schools, and Trusts so that the process is easily referenced and supported. Although there is some fantastic support already out there, this must be uniformed and equitable.
Final Remarks:
The EHCP process and challenges facing our young people were just one of the reasons that brought me into politics. As a teacher, more support is needed for families going through this process. It is my view that this also disproportionately affects those in rural villages, such as those in the Cosford division (Narayan and Patnaik, 2020). So whilst this is a problem I have seen whilst teaching in both urban and rural areas, it is a cause I want to continue to push for improvements in. That is why I am calling for your support on the 6th of May as your Conservative County Council Candidate.
https://www.tes.com/news/everything-you-need-know-about-ehcps
https://councilfordisabledchildren.org.uk/sites/default/files/field/attachemnt/EHCP%20Exemplar%20Guide%202017.pdf
Sales, N. and Vincent, K., 2018. Strengths and limitations of the Education, Health and Care plan process from a range of professional and family perspectives. British Journal of Special Education, [online] 45(1), pp.61-80. Available at: <https://nasenjournals.onlinelibrary.wiley.com/doi/full/10.1111/1467-8578.12202> [Accessed 25 April 2021].
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/695100/Education_Health_and_Care_plans_-_a_qualitative_investigation.pdf
https://www.thecommunicationtrust.org.uk/media/362437/ctc-8-education_healthcareplans.pdf
Narayan, J. and Patnaik, N., 2020. Inclusive and Special Education Services in Rural Settings. Oxford Research Encyclopedia of Education,.
Resources for families needing support:
https://www.autism.org.uk/advice-and-guidance/topics/education/extra-help-at-school/england/ehc-assessment
https://www.ipsea.org.uk/pages/category/education-health-and-care-plans
https://www.valuingminds.com/education-health-care-plans-ehcp/
https://www.sen-help.org.uk/the-system/ehc-plans/