"Achieve Is The Real Challenge." Interview With a SEND Caseworker on the Schools White Paper

In this blog, you will learn:

• How the Schools White Paper proposes streamlining EHCP processes to create a more consistent SEND system, according to a SEND Caseworker.
• How the Schools White Paper’s focus on early intervention and Individual Support Plans (ISPs) could change SEND provision in mainstream schools, according to a SEND Caseworker.
• How to find and apply for the best SEND Caseworker jobs.

The Schools White Paper signals a major shift in how SEND provision will be structured and delivered in the future. Central to the proposals are efforts to streamline EHCP processes, introduce more consistent national approaches and expand early intervention.

As SEND Caseworkers are one of the main points of contact for children and young people (and their families) with an EHCP, we recently spoke to a SEND Caseworker about their thoughts on the Schools White Paper.

He highlights challenges in mainstream inclusion, including rising demand for specialist provision and increasing rates of Emotionally Based School Avoidance (EBSA).

Throughout this interview, this SEND Caseworker reflects on what policy changes could mean in practice and whether he thinks it will improve support and reduce pressure on the SEND system.

What are your initial thoughts on the Schools White Paper and the direction it sets for the future of SEND provision?

It's hard to know at this stage. I think the widely held view among professionals and Teachers is that the current system is not working, whether financially or in terms of demands and children’s progress.

There are certainly some positive aspects to the Schools White Paper and it’s good that the government is taking steps to combat the issues. It very much feels to me like time will tell on the long-term success of the proposals. Financially, it feels like there is little choice.

The government proposes digitising EHCP processes and creating a more streamlined system. What risks or benefits do you foresee?

I believe simplifying and streamlining processes as much as possible is a positive step. Each local authority having a different EHCP template and using software that is incompatible with others turns moving in and out into a minefield, especially when there are funding band discrepancies.

I think the more consistent these templates and processes are, the easier it will be to manage casework across boroughs.

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?

In regard to mainstream settings, the short answer is no. The level of need across mainstream education has been growing exponentially post-COVID and I feel that practice is not keeping up.

My partner used to work as a Learning Support Assistant (LSA) and is now a secondary school Teacher with a background in SEND. During her PGCE, she found that SEND was barely covered. While extra funding can help, simply adding more adults to the classroom won’t close major gaps in foundational learning. It also won’t address Teachers’ capacity and willingness to meet those needs.

Even simple practices like differentiation are not being properly implemented across many settings. At the same time, children’s therapy needs are not being met due to capacity issues.

To be clear, this is not a criticism of Teachers; however, without a background in SEND and appropriate training, delivering the level of provision outlined in an EHCP can be highly demanding. Hopefully, Individual Support Plans (ISPs) can make this more manageable.

The government wants all schools to join or form Multi-Academy Trusts. How might this structural change impact SEND delivery at a local level?

Admittedly, this is not an area I’m very well versed in. It does create a more uniform cost system for Teaching Assistants, which should tighten up decisions across different settings.

That being said, the cluster model succeeds by bringing schools together to share their strengths and work collaboratively. 

If all settings within a cluster adopt a uniform approach based on the Multi-Academy Trusts (MAT) standard practices, we risk losing this advantage.

How will early intervention plans and Alternative Provision reforms reduce demand for EHCPs and tribunal appeals over the long term?

If the plans are implemented well, we should see needs being more widely met at an earlier stage, meaning fewer breakdowns in placement, for a start. By adding funding options, we can reduce the number of ‘No to Assess’ decisions used by default by adding funding levers, which would, in turn, reduce SEND tribunals.

Ultimately, it depends on whether schools deliver their support and resources effectively from the start so this doesn’t become just another legal step before parents request an EHC Plan.

How do you think the Schools White Paper’s ambition for every child to ‘achieve and thrive’ could be realistically achieved in practice?

If I had the answer, I’d be the education secretary. I would say that ‘achieve’ is the real challenge here. I think a lot can be done to support children and young people with SEND so they can enjoy their school experiences.

If we measure success only by the number of GCSEs a student has, there is no quick fix to help a child with Developmental Language Disorder (DLD), for example, succeed in a science GCSE. Alternative pathways should be prioritised and realistic for all learners.

The Schools White Paper highlights improving attendance and reducing persistent absence for children with SEND. What challenges might schools and local authorities face when putting these proposals into practice?

Focusing on Emotionally Based School Avoidance (EBSA), parents play an important role and must take some responsibility, which I think is the main challenge. Many children struggle to attend school and exhibit signs of EBSA. 

Some parents place full responsibility on the school and often don’t engage with reintegration work, despite there being a wide range of EBSA guidance and professional support available.

With that said, there are many cases where it is genuinely in a child’s best interest to have reduced or no attendance. Being overly draconian about this would create risk for the most vulnerable children and I think allowances should be made where a child’s health and safety are clearly impacted by attending school.

I have certainly worked with children who had such acute mental health needs that decisions were made to keep them on the school roll but provide home tutors due to the high risk of self-harm. Ultimately, these are the cases where I believe Child and Adolescent Mental Health Services (CAMHS) need to step up.

What elements of the Schools White Paper surprised you the most and what elements do you think are the most at risk of failing?

Most of my colleagues and I had an idea of where the Schools White Paper was going, although the extent was a bit up in the air. Overall, I’d say it was about what we expected.

Although existing SEND law remains in place, the legal protections around EHCPs will obviously be a key concern for parents and it’s hard to imagine that this won’t be a battleground.

Having worked with parents of children with EHCPs for a number of years, I have no doubt that many will feel this is taking away their children’s protections. In many cases, they will lose a legal document.

Knowing parents of children with SEND, I can’t imagine there won’t be a massive challenge to this. It’s also undoubtedly going to be harder for parents to access independent provision with local authority funding without an EHCP. In my view, this is a much-needed move given spiraling costs.

Looking ahead, what do you think will be the most successful element of the Schools White Paper?

I hope earlier intervention and stronger mainstream support for students with SEND will improve outcomes in the future. I think it will ultimately depend on how well the changes in the Schools White Paper are implemented.

Individual Support Plans (ISPs), if delivered well, should mean that an offer is available to every child with SEND from the earliest point. I think it’s also a good opportunity for professionals to be productive early on without the need for the 20-week assessment timeline, which I think currently alienates some settings in part.

Once the Education, Health and Care Needs Assessment (EHCNA) is sent, schools generally feel the rest is in the hands of the local authority. It also takes away the extra administrative step of confirming placement with the existing setting, which, as a new assessment Caseworker, I can tell you is very frustrating.

Schools that have completed an EHCNA are consulted even though they are the current placement and they will often respond ‘no’ as a bargaining chip for additional funding. This only adds to casework and complications.

Overall, I believe the most successful element of the Schools White Paper will be earlier and faster intervention with less bureaucracy and if implemented well, it will hopefully be more effective.

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