In this blog, you will learn:
Why this Individual Support Assistant believes the Schools White Paper's ambitions could be undermined by funding pressures and ongoing workforce shortages.
How stronger parent-school collaboration could potentially help children with SEND, according to this professional.
Why the proposed digitisation of EHCP processes could create unintended barriers for some families, particularly those in lower socio-economic communities, according to this professional.
How to find and apply for the best local authority SEND jobs.
SEND provision is often shaped by policy on paper, but its real impact is felt in classrooms and everyday school life.
We have been speaking to professionals across the sector to understand how the Schools White Paper could affect children, families and school staff.
Drawing on frontline experience from a primary school, we interviewed an Individual Support Assistant to explore how the Schools White Paper may influence day-to-day SEND support in practice.
With over 2 years experience as an Individual Support Assistant and a background in neurodevelopment, child development and cognitive psychology, this professional shares their perspective on key proposals in the Schools White Paper.
They share their views on its key proposals including funding pressures, workforce shortages, EHCP reform and inclusive practice.
Throughout this interview, you will learn how parent-school collaboration and adequate support staffing may be critical in helping children with SEND achieve and thrive.
What are your initial thoughts on the Schools White Paper and the direction it sets for the future of SEND provision?
One of the key concerns with the Schools White Paper and reforming the system is funding. There is a lot on offer in the Schools White Paper and the funding amounts don’t seem to add up.
We need more information on how funding will be allocated, who gets priority and how this will be triaged.
Further to this, there are concerns about the workload of SENCOs, many of whom are already working far beyond their contracted hours. This raises a key question; how will workload be managed?
The government proposes digitising EHCP processes and creating a more streamlined system. How realistic do you think this is in practice?
As much as I can see the benefits of streamlining the EHCP process, I feel that it may push even more parents to seek out the help of advocates.
Many of the parents I speak to, particularly in lower socio-economic areas, struggle to use computers or don’t have access to one. Inclusive practice needs to be extended to parents, too.
Do you think mainstream settings are currently equipped to meet the government's plans to improve inclusion and accessibility? What do you think needs to change?
Not at all. Currently, there is a lack of staff. Support staff are the backbone of SEND provision and many are leaving their jobs because of the workload and concerns for their wellbeing.
These staff members are not being replaced, leaving children without proper support.
While I fully support SEND Teacher training, I feel that we need a measure of how well this training is implemented. Further training on inclusion and parent-teacher collaboration should be at the centre of SEND provision.
This is especially important if we want to see improvements in meeting children's needs and ultimately supporting their mental health.
The government wants all schools to join or form Multi-Academy Trusts. How might this structural change impact SEND delivery at a local level?
My current workplace, which is a primary school, joined a Multi-Academy Trust (MAT) last September.
There hasn’t been much change at a local level in how we deliver support; however, funding has been reduced and there is less money for SEND resources.
Do you feel the Schools White Paper adequately addresses current workforce pressures within schools and local authorities?
Personally, I believe we need more support staff and Teaching Assistants. They are often the first point of contact for children and they work closely with them every day. Upskilling current staff is also a great idea.
Increasing the number of Educational Psychologists and SEND specialists will only work if there are enough staff on the ground to deliver recommendations and meet targets.
How will early intervention plans and Alternative Provision reforms reduce demand for EHCPs and tribunal appeals over the long term?
For this to work, there will need to be a change in how primary schools assess, plan, do and review (APDR). In an ideal world, all schools would already be following the APDR process.
Having enough trained support staff would encourage a better APDR process and in the long run, reduce the need for parents to seek an EHCP. It can work if executed correctly.
How do you think the Schools White Paper’s ambition for every child to ‘achieve and thrive’ could be realistically achieved in practice?
This is a great question. One of the main issues mentioned is the lack of SEND training for teachers. This training is effective when it is accompanied by collaboration with parents to inform pedagogy.
In my 7 years of working with children, I have come to realise that each child is unique. I know it’s a cliché, but I truly believe parents should be experts on their children.
For children to achieve and thrive, they need to feel safe and understood at school.
The Schools White Paper highlights improving attendance and reducing persistent absence for children with SEND. How realistic do you think these proposals are?
It will take a very long time for teenagers with mental health problems, who have already been failed by the system, to recover.
It will also take time for us to see the effects of the Schools White Paper on children who are currently being failed by the system.
What elements of the Schools White Paper surprised you the most and what elements do you think are most at risk of failing?
I was most surprised by the plans to redesign the current system without an increase in school staff.
The parts of the Schools White Paper most at risk of failing are the idea that early intervention is key to reducing EHCP applications.
Without adequate support staff, it is very hard to provide the support outlined in the Schools White Paper, especially since there is also a lot of pressure being placed on mainstream schools.
Looking ahead, what do you think will be the most successful element of the Schools White Paper?
Inclusive teaching practices, a better understanding among teachers of various needs and better access to professionals such as Educational Psychologists.
I also think that greater consistency in rolling out interventions across Multi-Academy Trusts has the potential to be successful.
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