Understanding EHCPs: A Guide for Independent Schools

This entry of 'Lessons Learned' was written by Michelle Catterson , Executive Headteacher of Moon Hall School Reigate , MOON HALL SCHOOLS EDUCATIONAL TRUST .

Understanding the UK SEN Landscape

Before delving into EHCPs, here are some key statistics to consider that highlight the importance of SEN support in the UK:

1. According to the Department for Education, as of January 2023, 1.5 million pupils in England had SEN, representing 17.3% of all pupils.

2. Of these, 374,000 pupils (4.3% of all pupils) had an EHCP.

3. The most common type of need for pupils with an EHCP is Autistic Spectrum Disorder (ASD), accounting for 34% of all pupils with an EHCP.

4. The number of pupils with an EHCP has increased by 68% since 2016, indicating a growing need for specialised support in our schools.

These statistics underscore the importance of understanding and effectively implementing EHCPs in our independent schools to ensure we're meeting the needs of all our students.

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Identifying the Need for an EHCP

The first step in the EHCP process is identifying when a child might require this level of support. Educators play a crucial role in recognising potential SEN and initiating the appropriate steps.

Tips for Teachers: Identifying SEN in the Classroom

1. Observe consistently: Look for patterns in a child's behaviour, learning style, and academic performance over time.

2. Compare progress: Consider how the child's progress compares to their peers and expected developmental milestones.

3. Listen to the child: Pay attention to how they describe their learning experiences and challenges.

4. Use assessment tools: Employ standardised assessments and screening tools to identify specific areas of difficulty.

5. Collaborate with colleagues: Discuss observations with other teachers who work with the child to gain a broader perspective.

6. Keep detailed records: Document specific examples of the child's strengths and challenges to support your observations.

When you suspect a child may have SEN, it's essential to take the following steps:

1. Consult with your school's SENCo (Special Educational Needs Coordinator).

2. Implement initial interventions and monitor their effectiveness.

3. Engage with parents or carers to discuss your observations and concerns.

4. Consider whether the child's needs can be met through SEN Support or if an EHCP might be necessary.

Talking to Parents About SEN Concerns

Approaching parents about potential SEN can be sensitive. Here are some tips for having these important conversations:

1. Schedule a private meeting in a comfortable setting.

2. Start by highlighting the child's strengths and positive attributes.

3. Share specific observations and examples of challenges you've noticed.

4. Explain the support available within the school and the potential benefits of further assessment.

5. Listen to the parents' perspectives and concerns.

6. Provide information about the EHCP process and how it could benefit their child.

7. Offer ongoing support and communication throughout the process.

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The EHCP Assessment Process

If it's determined that an EHCP might be necessary, the next step is to request an EHC needs assessment from the local authority (LA). This can be done by the school, parents, or the young person themselves if they're over 16.

The assessment process typically involves the following steps:

1. Request submission: The school or parents submit a request to the LA for an EHC needs assessment.

2. Decision to assess: The LA has 6 weeks to decide whether to conduct an assessment.

3. Information gathering: If the LA agrees to assess, they will gather information from the school, parents, and relevant professionals (e.g., educational psychologists, speech and language therapists).

4. Decision to issue an EHCP: Based on the assessment, the LA decides whether to issue an EHCP. This decision should be made within 16 weeks of the initial request.

5. Draft EHCP: If an EHCP is to be issued, the LA will SEN a draft to parents or the young person for review.

6. Finalisation: The final EHCP should be issued within 20 weeks of the initial request.

It's important to note that not all children with SEN will require an EHCP. Many can have their needs met through SEN Support provided by the school. An EHCP is typically for children with more complex needs that require resources beyond what a school can normally provide.

Implementing EHCPs in Independent Schools

Once an EHCP is in place, it's crucial to implement it effectively to ensure the child receives the support they need. Here are some key considerations for independent schools:

1. Understand your responsibilities: While independent schools are not legally required to admit a child with an EHCP, if you do, you must ensure that the provision specified in the EHCP is delivered- this is a statutory and legal requirement. Schools must consider carefully if they can meet the needs in the provision section before offering a place.

2. Collaborate with parents and professionals: Work closely with parents, the LA, and other professionals involved in the child's care to ensure a coordinated approach.

3. Train staff: Ensure all relevant staff members understand the child's needs and the strategies outlined in the EHCP. At Moon Hall, we use Pupil Passports which is an easier more concise working document for teachers to refer to as opposed to the daunting EHCP itself!

4. Adapt the learning environment: Make necessary adjustments to the classroom and school environment to support the child's needs.

5. Regular reviews: Participate in annual reviews of the EHCP to assess progress and make any necessary adjustments. Make sure to include parent and student views as part of the Annual Review process! At Moon Hall, each of the child's teachers also contribute to the Annual Review but commenting on each of the targets set the previous year. A joined-up approach across the whole school is essential.

6. Monitor and evaluate: Continuously assess the effectiveness of the support provided and be prepared to adapt strategies as needed. Monitor across a wide range of lessons. Consider if the child presents differently in different environments and consider why this may be.

7. Promote inclusion: Ensure the child is fully included in school life, balancing their specific needs with opportunities for integration with peers.

?Challenges and Considerations for Independent Schools

While implementing EHCPs, independent schools may face unique challenges:

1. Funding: Unlike state schools, independent schools may not receive additional funding from the LA to support EHCP provision. It's important to have clear discussions with parents and the LA about how the support will be funded. However, to note, if the LA names your school, they are liable for ALL costs associated with delivering the EHCP including fees.

2. Capacity: Consider whether your school has the expertise and resources to meet the child's needs effectively.

3. Balancing needs: Ensure that supporting students with EHCPs doesn't negatively impact the education of other students particularly if their needs are too complex or cannot be met within the school's core offer.

4. Staff training: Invest in ongoing professional development to ensure staff are equipped to support diverse learning needs. Don't be afraid to reach out to other schools. Here at Moon Hall, we are always happy to advise and offer tours of our provisions. We also run SENCo forums which are free and offer networking as well as CPD opportunities.

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Conclusion

EHCPs play a vital role in supporting students with complex SEN in the UK education system. As independent schools, we have a responsibility to understand this process and implement it effectively when we choose to admit students with EHCPs.

By identifying needs early, collaborating with parents and professionals, and implementing comprehensive support strategies, we can ensure that all students in our care can thrive. Remember, supporting students with SEN is not just about compliance; it's about creating an inclusive environment where every child can reach their full potential.

Our SEN students are often our most vulnerable and their parents need the support too. As Educators its essential that we continue to do our best to support those most disadvantaged within our classrooms to help them thrive.

Michell Catterson is the Executive Headteacher of Moon Hall Schools Educational Trust, a specialist school dedicated to supporting students with dyslexia and associated learning difficulties. With over two decades of experience in special education, Michelle has become a prominent voice in the field of dyslexia education and SEN support.

In addition to her role at Moon Hall, Michelle serves as the Chair of the British Dyslexia Association (BDA), the UK's leading organisation in the field of dyslexia. Her work with the BDA involves advocating for improved dyslexia awareness, promoting evidence-based teaching methods, and supporting research initiatives to enhance understanding of dyslexia and related learning differences.

Michelle's dual roles provide her with unique insights into both the practical implementation of SEN support in schools and the broader policy landscape affecting dyslexic learners across the UK. Her expertise spans curriculum development, teacher training, and the creation of inclusive learning environments that cater to diverse educational needs.

Throughout her career, Michelle has been committed to empowering dyslexic learners and challenging the misconceptions surrounding dyslexia. She regularly speaks at educational conferences, contributes to policy discussions, and works to bridge the gap between research and classroom practice.

As an independent school leader in the UK, I know that it's crucial to understand education, health, and care plans (EHCPs) and how they impact students with special educational needs and disabilities (SEN). This blog will explore the process of identifying needs, navigating the assessment process, and implementing EHCPs effectively within our schools.