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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/
Lockdowns Effect on our Community
How can we all stay connected with our communities during the ongoing lockdown. With the continued pressure that lockdown has on mental health particularly in young people what can, we do to help out those in our communities. This is also something that can benefit our businesses and each other.
Whilst listening to the Front Row yesterday, the discussion looked at how the next generation of learners is affected by the pandemic. Now part of the impact that the pandemic has had on them is exploring different opportunities available. Understanding how we can best promote knowledge sharing the skills we can encourage, techniques they can be taught, industries which they can see. Lockdown affords us the chance to use communities to support businesses and refine how our communities develop and grow this is an area that I believe we should investigate. Alongside the provisions that we can provide the next generation with we can use the same community to benefit businesses. We all intend to share products, craftsmanship, knowledge and talents.
This article addresses the concerns that affect businesses and our students with thoughts on building back better. With the researcher's main point being highlighted, the individuals at a disadvantage in the labour market. The general focus is lack of opportunities immediately available to young people in the present circumstances. With many people being furloughed or out of work, it is not just the lack of job prospect post-college or school. Still, it also allows us to learn or experience whilst again to grow academically with all but a small number of work experiences being offered by businesses able to field these rare opportunities. Learners need to work with various companies to understand how they work within the sector and establish their likes and dislikes. Employers also need to recognise the next generation's strengths and weaknesses, working with educators and tutors to fill these skill gaps (Johnston and Maddox, 2021).
This brings me to the point about lockdown sectors the first jobs for many the opportunities to develop soft skills. Those who go onto university can recover academically from this disruption, but those emerging into the job market are disadvantaged here (Dias et al., 2020). With other impacts being the effect on people's mental health, the implications of many in the community isolated coming together in new ways to share our experiences should be encouraged. Many have concerns about health, education, careers, and livelihoods having a sense of community where people can share their thoughts before returning to normalcy (Peter Madeley, 2021).
However, how this is delivered is equally as important as the messages discussed. Providing a sense of routine whether that be a discussion by business groups, talks about soft skills, mental health days or sharing a craft all need to be provided in a way that encourages positive habits to form (Mental Health, 2020).
This is where a community is needed rather than letting lockdown impact our lives. We have the chance to promote and showcase what communities can do. Allow people to find out about hidden talents within groups, allowing us to restore our link attachments. A pandemic which has forced us to be disconnected could bring us a greater sense of togetherness.
What we can do to build this sense of togetherness and community. Enabling businesses to share what they do and what they produce it gives individuals a sense of involvement in the process. By following the steps you take, we can learn from your experiences, collectively feel involved with your business and its place within our community. This can let people know what your offering, gives someone insight into your profession and build that link with your brand. Teachers, individuals and professionals can also share their content and experiences to best provide tips for working through lockdown, helping someone discover a new hobby or just helping someone get through the day. If there is something we can provide to wider communities in either core or fringe subjects that gives them a similar advantage to their peers, we should encourage them. There is no equivalent exchange for part-time jobs or being with our peers in terms of soft skills, yet what we can do is share our experiences and knowledge openly talking about mental health, finance, work-life balances (Nick Morrison, 2021).