The Golden Thread: Empowering Parents of Children with SEND

We will begin with the essential part of understanding your rights when involved in an Education Health and Care Plan, Section 19 of the Children and Families Act 2014.

Section 19 Children and Families Act 2014 is a law that essentially states the Local Authority's duty to support SEN children and young people's well-being. We have attached this law and outlined a breakdown and summary of these statements, particularly when discussing plans to support a SEND child.

Local authority functions as supporting and involving children and young people in exercising a function under this part in the case of a child or young person, a local authority in England must have regard to the following matters in particular :

1. The views, wishes and feelings of the child and his or her parent, or the young person;

2. The importance of the child and his or her parent, or the young person, participating as fully as possible in decisions relating to the exercise of the function concerned;

3. The importance of the child and his or her parent, or the young person, being provided with the information and support necessary to enable participation in those decisions;

4. The need to support the child and his or her parent, or the young person, to facilitate the development of the child or young person and help him or her achieve the best possible educational and other outcomes.

Section 19, in its most foundational form, means that you as a parent have a legally binding right to state any wishes, views and feelings that the Local Authority must listen to.

Once this is done, centre a plan around these wishes and views, which is actively worked towards achieving.

This plan is the Educational Health and Care Plan.

Now that we know more about the Send Reforms designed to assist parents and SEN children on their journey let us break down what this plan entails.

An EHC Plan is a legally binding plan that ties in with section 19. This plan ensures that Local Authorities are legally obliged to support any parent, child or young person (aged 0-25 years old) that has acquired this plan. Contact the Local Authority to carry out a needs assessment to request a plan.

The local authority will inform the parent if an EHC plan will be prepared by 16 weeks from when the plan is requested.

If accepted, the LA will draft out an EHC plan for users to comment on and request anything specific before providing a final EHC plan.

The EHC process must be completed in less than 20 weeks, with a four-six-week window in those 20 weeks for agencies to respond to advice requests.

EHC plans are developed during a multi-agency meeting that includes representatives from all the Local Authorities, families, and the child or adolescent.

EHC plans are person-centred planning which means they are crafted solely to aid individual cases. Nurseries, Schools, and Colleges use these plans to aid each child's progression and development, with the Local Authority overseeing that all parts of the plan are adhered to.

What is the parents' role in the EHC planning process?

Parents should:

· Review and contribute to EHC Needs Assessment request paperwork. (Parents or a young person may also submit their own).

· Gather evidence from professionals to support a needs assessment.

· Assist the child or adolescent in completing Section A (contribute to the definition of 'outcomes').

· Attend the 'Assessment Summary Review' meeting to discuss the document's draft version.

· Name preferred educational placement.

· Review these plans to ensure they are up to date and use is crucial for ensuring they are practical and accommodated in the most efficient way possible.

As probably expected, parents are heavily involved in the process. So, the rest of the course will demonstrate how all parents can maximise full involvement in this planning process by walking through The Golden Thread.

The Golden Thread comprises Aspirations, Needs, Outcomes, and Provisions. It is critical to understand these four components to comprehend the support children will receive and how that support will work. The next few sections will give us a more in-depth understanding of each.

The aspirational elements should be placed at the very heart of the plan. These are the child's or young person's long-term goals, clearly outlined by the child and family. Typically, they will prioritise life outcomes such as increased independence and employment. Others may place a higher premium on educational outcomes.

Knowing what each child needs is critical when developing any plan. After all, a plan is a road map that directs one to a specific location. Aspirations then connect directly to the plan's guiding tools: the NEEDS, OUTCOMES, and PROVISIONS.

These aspirations could be what an infant or child or what older children want to be when they grow up. They could also direct toward the older child or adolescent to foster independence.

Aspirations expressed by children may seem implausible or too lofty to achieve. For instance, "I want to be an astronaut" may seem too lofty for the minor child, but within that aspiration, a variety of qualities draw them to make such a declaration. Perhaps it is the aspect of discovery, being a leader, and having a passion for astronomy and a general interest in science.

Families may have lofty aspirations that professionals deem unattainable. Constantly, this remains a critical conversation; it is crucial to remember that services are not responsible for people's dreams when having these discussions. Therefore, delve deeper into each child's aspirations to identify beneficial ones to build on. It also establishes the appropriate tone for candid conversations with professionals about the feasibility of stated goals.

Here are some straightforward ideas for learning more about a child's or young person's aspirations:

· Look out for what they enjoy most

· Spot out activities that they do not like to do.

· Expose children to a variety of activities

· Guide children to make choices

Special Educational Needs to affect different children in different ways. Some children may find it hard to:

• Understand things

• Make friends and manage relationships

• Concentrate and settle down to learn

• Talk to others or make themselves understood

• Read, write or understand maths

• Emotionally regulate themselves and 'behave' in school

Based on these hardships stated, there are four broad areas of need.

Let us go through these four areas of need and show how the above-stated hardships are categorised.

1. Communication and Interaction

The ability to communicate effectively through speech, language, reading, or writing.

They find it hard to express themselves or to understand others. They cannot share their thoughts effectively.

2. Cognition and Learning

The ability to concentrate and comprehend any given information.

They find it hard to get through specific curriculum areas, and they tend to learn at a slower pace than other peers. Some learning difficulties require support in all areas of learning, and others only need support to learn specific skills.

3. Social, Emotional and Mental Health difficulties

Refers to difficulties in managing relationships with other people,

They display disruptive behaviour, and they can isolate themselves from others.

4. Sensory and Physical needs

This refers to visual, hearing, multi-sensory or physical impairments.

They may be overwhelmed because of too many stimulants.

Once we have familiarised ourselves with these four broad areas of need, focusing on solutions to aid our children becomes easier.

Education, Health and Social Care Services prepare EHC Plans based on assessments of Children and Young Persons with needs.

The new EHC assessment procedures are developed with a person-centred approach. The objective is to gather as much information as possible to ensure that children's and young people's needs are met. to

Each need stated requires an outcome.

An outcome is defined as the change that any intervention brings to a Child or Young Person.

It should be personal and not service-oriented; it should be something over which the participants have control and influence. It should be specific, measurable, achievable, realistic, and time-bound (SMART) (CoP, 9.66).

In lesson 2.4 we will specify SMART provisions in more detail.

For your child's outcome, consider the question: what is it you want to achieve through your intervention?

• These are steps or targets towards achieving the child’s aspirations

• It’s important to note that this outcome is specific for your child and NOT an outcome that is directed toward the goals of the professionals utilising this plan

• Two main questions:

  1. What is important to your child?

  2. What is important for your child?

Targets:

These are the small, quantifiable steps to help the child or adolescent achieve their goals. These may be reviewed and, if necessary, regularly amended to ensure the individual remains on track to accomplish their specified goals. Frequently, each outcome will have multiple targets.

Under the SEND Code of Practice, local authorities must ensure that they are making and making high-quality provisions.

What do high-quality provisions look like?

This list is essential in the implementation of effective and high-quality provisions. Furthermore, these are all found in the SEND Code of Practice (paragraphs 1.24-25) which means this criterion is a legal requirement for local authorities to follow.

• Person-centred, meaning they are specific to aid the needs of the SEND child/young person in question

• Provisions are based on having high ambitions and setting stretching targets for the SEND child/young person.

• Provisions promote positive outcomes in the broader areas of personal and social development.

• Provisions are focused on helping the child/young person better integrate with their peers.

• Those involved in implementing and maintaining provisions should monitor and review whether additional/different provisions must be made.

A crucial part of high-quality provisions is implementing the graduated approach. This strategy demands local authorities to have a structured way of dealing with SEND children/young people’s (aged 0-25yrs) planning and provisions that ultimately support them in different stages of their lives.

Types of support available?

There is universal support, targeted support, and specialist support. Knowing the difference between the three is essential so you know what level of support your child needs and has a right to.

The Provision

The SEND Code of Practice gives clear legal guidance for drafting specialised provisions in Section F of the plan.

All Parents must note this is often not very clear on most EHCPs. Page 166 of the SEND Code of Practice states:

Provision must be detailed and specific and should typically be quantified, for example, in terms of the type, and hours and be quantified, for instance, in terms of hours and frequency of support, and level of expertise. This also includes support secured through a Personal Budget.

Section F must specify the Provision for each need specified in section B. It should be clear how the Provision will support achievement. It should be clear how the Provision will support the achievement of the outcomes.

Where health or social care provision educates or trains a child or young person, it must appear in this section.

There should be clarity about how advice and information have informed the specified Provision.

In some cases, Section F will require flexibility to meet the changing needs of the child or young person, including using a Personal Budget.

The plan should specify any appropriate facilities and equipment, staffing arrangements and curriculum, or any appropriate modifications to the application of the National Curriculum, where relevant, or any appropriate exclusions.

Areas of need should be identified and ultimately provided. These needs can include therapies such as help with speech and language, occupational therapy and physiotherapy provided by the health authorities, or social care (section 21(5) of the Children and Families.

Every local authority has the fundamental responsibility for ensuring Provision.

Other provisions may include intervention strategies that teach a child or young person coping strategies, such as cognitive-behavioural therapy and mindfulness; these can be classified as special educational provisions. In addition, many local authorities are involved in commissioning training programs to share good practices.

In basic terms, it means to support. What will nurseries, schools, colleges, and the Local Authority provide for you and your child?

These are all based on your child's specific needs outlined in your plan.

All learners have the right to be educated to learn alongside their peers with effective intervention strategies.

Our greatest worry as parents is finding out that the information on the plan is unclear. This can indirectly mean that the school will not deliver the Provision in the correct quantity or by the right person. The special educational provision "educates or

trains" a child or young person.

Some examples of this type of Provision may include:

· Sensory rooms with regular adult support

· School with lifts and ramps

· 1:1 Interventions

· Speech and Language Sessions

· Transition plans for moving schools/stage of education

Time to test yourself - have a go at our short quiz and see how many questions you can answer correctly. Remember - can you pause the video as needed.

Alex is seven years old and currently enrolled in Year 3 at a public school. He lives with his parents and siblings. His parents struggle to provide Alex with social opportunities, but they want to help Alex as he dislikes school and has a tough time with his peers. As a result, he exhibits behavioural difficulties.

Alex loves to draw, and he is often found in a corner with his artwork. However, he is frequently bullied at school due to his inability to spell or write. As a result, Alex has few friends, and his siblings have difficulty playing with him. Teachers have observed some class disruptions. Alex is distressed and anxious about the bullying situation, which has resulted in the behaviour change.

Alex is Autistic. His social skills are yet to be developed, and he does require a consistent routine, particularly around mealtimes, as he cannot stand being hungry.

When he is hungry or feels out of sync, his behaviour can be challenging, but as he grows older, he is becoming more adept at requesting time out in a quiet place. He always preferred to spend his lunch break alone.

Alex's development is significantly delayed, and the school does not believe it fully understands what makes him tick. He appears to have some memory issues, and maths is significantly difficult for him.

Questions:

• What would you think is Alex's aspiration?

• What are Alex's primary areas of need?

• Think of two possible outcomes for Alex's EHC plan?

• Consider some incremental steps toward those outcomes (goals)

Drake is thirteen years old. He lives with his mother and siblings. Drake is required to use a wheelchair. He enjoys school and has friends who share the same sports interests he does.

Drake loves to watch sports and is often looking to join extracurriculars at school in which he has an interest. However, he is frustrated because he is unable to participate in various sports due to having no ramp access in his school sports department. As a result, he stays at home and becomes restless which his mother finds hard to manage.

He has always dreamed of becoming a sports commentator and narrates every sports programme he watches. Drake does well in his English and Maths lessons, but he has told his mother that classes can be boring for him.

Questions:

• What would you think is Drake’s aspiration?

• What are Drake’s primary areas of need?

• Think of two possible outcomes for Drake’s EHC plan?

• Consider some incremental steps toward those outcomes (goals)?

EHCP health checks, a vital part of the annual review process, provide comprehensive insights into children's educational and health needs.

Discover how So He Cares actively engages with parents, schools, and healthcare professionals to secure tailored provisions, ensuring children like Emily receive the specific care they need to thrive academically and socially.

Watch Emily's story and learn how EHCP health checks empower children for a brighter future.

Time to test yourself again - have a go at our short quiz and see how many questions you can answer correctly.  Remember - can you pause the video as needed.

Congratulations, you have now completed The Golden Thread Course!

Well done!

If you found this course helpful, we have others!

They go hand in hand, and they are all relatively easy to follow. These are called:

- The Four broad areas of need course

- The Neurodiverse child and the role of parenting