An EHCP Coordinator’s Take on the Schools White Paper, Increasing Pressures and EHCP Digitisation

In this blog, you will learn:

• About the School White Paper’s plan to digitise EHCPs and standardise processes across schools and Multi-Academy Trusts.
• How this EHCP Coordinator plans to navigate the practical implications of the government’s proposed reforms.
• How to find and apply for the best EHCP Coordinator jobs.

The newly published School White Paper proposes significant changes to the way Education, Health and Care Plans (EHCPs) are managed. The paper outlines the government's plans to digitise EHCP processes and Individual Support Plans, and standardise procedures across schools and trusts.

We recently spoke to an EHCP Coordinator to find out her thoughts and concerns about how these reforms could work in practice and affect the future of the sector.

This EHCP Coordinator discusses questions around the digitisation of EHCP processes and how standardised procedures might impact families and schools. 

Throughout this interview, you’ll learn about the challenges of managing EHCPs, supporting children with complex needs and understanding the real-world impact of the government’s proposed reforms.

What are your initial thoughts on the white paper and the direction it sets for the future of SEND provision?

The Schools White Paper proposes an overhaul of the current system, which it desperately needs, so local authorities and professionals can meet the needs of young people.

However, I feel that the voices of those of us working on the front lines have not been heard and we were not part of the formulation of the white paper. The white paper promises reforms that may not be practical in the long term.

How realistic is the government's proposal to digitise EHCP processes and what risks do you foresee?

The issue I have with working for different local authorities is that the format of the EHCPs differ between local authorities. When a young person moves from one local authority to another, Caseworkers or Assistants need to move that child onto the local format.

Digitalising EHCPs in a consistent format, with standardised training on how to complete them at every stage, would make the process more efficient and streamlined. It would also be easier for parents to understand and would free Caseworkers’ time to focus on more complex cases.

The issue is that not all parents want to use technology and some can’t because of their individual needs and skill level. These systems can be too complex for both parents and professionals to navigate.

Currently, many local authorities use the family hub model to streamline the process. In practice, there are serious flaws in this system and it often isn’t easy or user-friendly for EHCP Coordinators, parents or schools to use. 

Do you think mainstream settings are currently equipped to meet the government's plans to improve inclusion and accessibility?

Mainstream settings are not equipped to meet the needs of children with SEND and are not  in a position to meet the government plans. Mainstream settings are overwhelmed by the number of SEND students they have, which increases year on year.

Most Teachers lack the training required to meet the needs of children with SEND. There is still a massive gap in staff understanding and how to best support children with complex needs.

For example, there is officially only one school in England specifically for young girls with autism. That means that many girls with autism have no choice but to remain in a mainstream setting or attend a school for students with Social, Emotional and Mental Health (SEMH) challenges. This can be challenging for students and lead to costly interventions throughout their journey.

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

Multi-Academy Trusts (MATs) can standardise policies, processes and quality expectations across their schools. This reduces inconsistency in the way SEND support and EHCP provision are managed.

However, different trusts may adopt different models, leading to variation between them rather than within a local area. This could make it harder for local SEND services to navigate multiple trust‑level systems.

MATs can be useful to have and they can make better use of specialist staff, such as Occupational Therapists and Speech and Language Therapists. This may lead to better understanding of the individual needs of those students in a particular trust. However, this may weaken the role and duties of the local authority which has its own issues.

Do you feel the white paper adequately addresses current workforce pressures within schools and local authorities?

At present, Caseworkers can have over 250 students on their caseloads and this has been increasing each year. Although the government is overhauling the SEND system, the white paper doesn’t take into account the full impact this will have on professionals and local authorities working with students.

Caseworkers are often overwhelmed by the sheer number of cases, especially when you factor in communication with parents, complaints, communication with schools and alternative provisions. 

Local authorities and schools handle a large number of calls, complex casework, annual reviews and consultations, including having to chase consults. They are also required to attend different types of meetings including Personal Education Plan (PEP) meetings and safeguarding meetings. With such a workload, it is not possible for local authorities to provide the care and respect each student deserves.

Plans for SEND will fail without a stronger workforce that understands the needs of different children and can manage ongoing challenges. They also need the resources and staff to deliver effective provision and ensure the process is person-centered, so decisions are always made in the best interests of the child.

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

In theory, early intervention can reduce the need for an EHCP, as students will have access to support earlier. However, this does not necessarily reduce the total numbers of EHCPs.

With early intervention, many students can benefit from enhanced ordinarily available provision. If this provision is both standardised across MATs and tailored to each child, it may reduce some EHCP applications. This is especially true in cases where conflict between schools and parents prompt parents to request an EHCP simply to secure the support their child needs.

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

The main issue I have is how “achieve and thrive” is defined, how it is measured, and by whom. What counts as success for one child may not be the same for another. For example, a student with profound and multiple learning disabilities will have different achievements than a student with SEMH issues.

I personally don’t think a child’s achievements can be assessed. I guess, in theory, if the academies have standardised interventions, access to support and staff training, this would allow students to have better access to education and support. This could also highlight differences between peers in the same school or same trust.

How realistic is it to expect the government to improve attendance and reduce persistent absence among children with SEND?

At present I am unsure of how the government will do this. Since Covid, we have seen a large influx of students with Emotionally Based School Avoidance (EBSA) and anxiety. Strategies and alternative provision put in place for these students have at times been ineffective.

We are struggling to help these students access learning. Leaving the house and sometimes leaving their room is extremely challenging, making it impossible for them to attend school. 

What elements of the white paper surprised you the most?

The lack of understanding of what our children need and how this should be provided. I was also struck by the reduction of influence local authorities will have, alongside the increased responsibilities placed on schools.

What elements of the white paper do you think are most at risk of failing?

I think that plans to digitise the EHCP process are at risk of failing, especially if they are not accessible for all parents. If digital platforms are not user-friendly or efficient for those working with these children, they could create more problems than they solve.

I also believe that plans for schools to join or form Multi-Academy Trusts could either be effective in some cases, or cause major divides between trusts, leaving some students without equal access to support. 

I also have concerns about only providing EHCPs to students with ‘complex’ needs. Limiting EHCPs is problematic and it’s unclear what the definition of ‘complex’ actually is. Will there be a standardised scoring system for EHCPs? There is a significant risk that students will receive inconsistent or insufficient support even though they need it.

Looking ahead, what do you think will be the most successful element of the white paper?

The most successful part of the plan in my opinion, is the needs assessments at phased transitions. So many students go to college where outcomes and needs have not been properly reviewed. This causes plans to become outdated and parents often complain that the Educational Psychologists reports are old.

Having all schools and other educational settings create digital Individual Support Plans for any child or young person with identified SEND will give Caseworkers a chance to overhaul the really old EHCPs. Educational Psychologists would then be able to provide insight on the correct setting type for the student.

EHCP Coordinator jobs

If you’re searching for your next EHCP Coordinator job, why not take a look at the latest vacancies, or simply upload your CV to be notified when a relevant position becomes available. 

Struggling to recruit EHCP Coordinators?

As specialist local authority SEND recruiters, we support local authorities nationwide with their temporary, interim and permanent staffing needs. 

If you’re struggling to recruit, we have exclusive access to some of the most experienced EHCP Coordinators in the UK.

If you’re struggling to fill a vacancy, why not get in touch with one of our team to see how we can help?

• South of the UK - Richard Shorrock
• Midlands & North of the UK - Dane Matthews

Share your experience

Every individual brings a unique set of experiences, thoughts, and insights to the table. We believe in giving a voice to a community of professionals to inspire positive change and champion reform in the SEND sector.

If you work in the SEND sector and would like to share your own personal and professional experiences, we’d love to hear from you. Perhaps you have a different perspective, could offer a fresh angle, or want to challenge assumptions. 

Simply reach out to our Head of Content, Nicole Sherwood, to discuss a collaboration which makes your voice count.

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