Building Fairer Futures: An Interview with an EHCP Consultant on Inclusivity in SEND
08 May, 20251-2 minutes
In this blog, you will learn:
- About the roles and responsibilities of an EHCP Consultant.
- How EHCP Consultants ensure the best outcomes for children and young people with SEND.
- Where the latest SEND jobs are and how to apply for them.
Promoting inclusivity and ensuring every child has the opportunity to learn is at the heart of every SEND professional’s mission. An EHCP Consultant is responsible for guiding local authorities and schools in understanding and implementing EHCPs for children with SEND.
EHCP Consultants ensure that EHC plans meet statutory requirements and that the legal and practical aspects of the process are managed with the child’s best interest in mind.
In this industry interview, an EHCP Consultant sheds light on the truth behind SEND costs and highlights the importance of ensuring children are granted access to the education they deserve rather than blamed for budget deficits or underfunding.
Throughout this interview, you’ll discover how this EHCP Consultant has used her own experiences to champion the needs of children and young people with SEND regardless of the challenges.
Tell us about your career journey in the SEND sector so far
My passion for advocacy began with my own children’s journey through the SEND system. Their educational needs were first identified under a Statement of Educational Needs, but the support was not fit for the purpose.
When the Children and Families Act 2014 reforms were introduced, I experienced firsthand the challenges families face when the right support is not properly provided. Unfortunately, the local authority fundamentally failed my children and I saw the devastating impact this can have on a child’s education, wellbeing and future.
Navigating this complex system fuelled my determination to ensure that no parent ever feels unheard or unsupported and to advocate for every child I could, so they don’t experience the same failings.
This passion led me to study SEND law and advocacy, earning a First Class BA (Hons) in Social Welfare Law, Policy and Advice Practice, alongside completing IPSEA Level 3 Advanced SEND Law to sit alongside a certificate of higher education in Social Sciences. These qualifications equipped me with the knowledge and expertise to support children, young people and families throughout their SEND journey.
I excelled in employment and consumer law during my degree, but my true passion lay in education law. Understanding the legal frameworks that protect children’s rights in education became my primary focus, driving me to pursue further qualifications that allow me to provide families with expert guidance.
My commitment to this field was reflected in my dissertation where I explored the systemic barriers preventing equitable access to education and the role of policy in shaping outcomes for disabled children over the years.
I am also an Autism Ally, accredited via the Autism Wellbeing Project and I am currently studying for a Postgraduate Diploma in Educational Psychology to deepen my understanding of cognitive and emotional development in learning.
What are your roles and responsibilities as an EHCP Consultant?
I specialise in:
- Drafting grounds of appeal for refusals to assess or issue an EHCP.
- EHCP appeals related to section B, F and/or I (matters relating to special educational needs and provision and the name and type, or just type, of the setting to be attended).
- Adhoc Tribunal support ensuring families are prepared and empowered for the SEND process.
- Comprehensive applications for EHC needs assessments.
- Amendments to draft EHCPs to ensure compliance with statutory guidance.
- Support throughout the Annual Review process, ensuring EHCPs reflect a child’s current needs and provisions.
I also provide mentorship support to guide parents through the process, offering emotional support, practical advice and advocacy training. I’m aware that navigating the SEND system can feel overwhelming and isolating and families should never feel alone in this journey.
I am there as a compassionate ally, ensuring they feel empowered, informed and heard every step of the way. By offering flexible support, I empower parents to engage at the level they need while keeping costs manageable.
Beyond legal advocacy, I am also a specialist mentor supporting neurodivergent university students across the UK who receive Disabled Students' Allowance (DSA). I provide tailored mentoring that helps students develop strategies for managing academic demands, executive functioning challenges and overall wellbeing.
My approach is designed to empower students, build confidence and promote independence in higher education.
The 2025 Labour government has introduced several educational & SEND reforms. Do you think Labour will have an impact on the challenges local authorities face?
There is a growing concern that we have already witnessed a “lost generation” of young people who have been failed by a system that doesn’t provide the early intervention and sustained support they need. Yet, with the upcoming changes, we are embarking on the emergence of the next generation of children failed by the SEND system.
Many children and young people miss out on timely and appropriate support, leading to escalating needs, diminished life outcomes and greater financial strain on public services in the long term.
The current approach to SEND support is unsustainable. Rather than treating it as a financial burden, the government must recognise that properly funding SEND services is an investment that improves life outcomes, reduces long-term costs and ensures that every child receives the support they are legally entitled to.
Reforms should prioritise inclusion, early intervention and transparent decision-making not limit parental rights. The consideration of restricting access to tribunals and legal recourse is deeply concerning, as it shifts the focus away from fixing systemic issues and instead seeks to silence those affected.
The current approach to education, particularly secondary education, with its rigid behaviour expectations, standardised assessments and focus on compliance, has barely changed in centuries and remains inaccessible to many SEND students.
A truly inclusive environment would make students feel safe, supported and able to learn in ways that suit them.
As an EHCP Consultant, how do you define and approach 'inclusion' in your work with children and young people with SEND?
The government promotes inclusivity yet fails to understand that inclusivity isn’t just about placing children in mainstream schools under the label ‘inclusive education.’ True inclusivity means ensuring that the environment, teaching approaches and support systems genuinely meet students' needs instead of forcing them to conform to a rigid, neurotypical model of education.
Inclusion should be about providing what each child needs to thrive, not forcing them into fundamentally unsuitable environments. An issue is that mainstream education is often seen as the "default," while specialist provision is viewed as a last resort.
Instead, we should recognise that inclusivity means respecting the diverse ways in which children learn and ensuring they have access to the best environment for their individual needs.
The government must also consider the importance of accountability to ensure that children and young people with SEND receive the support they are legally entitled to.
Without urgent change, the education system will continue to fail children, placing families in crisis and leading to worse outcomes for society as a whole. The government must act now to create a fair and sustainable system that upholds every child's right to access the support they need to thrive.
How has SEND provision changed over the past 12 months and where do you see it heading in 2025?
One of the most striking trends in 2024 was the continued rise in the number of SEND tribunals, with local authorities spending over £100 million on legal fees while losing the vast majority of cases.
Families are forced to fight for support that should be readily available. Instead of addressing the root causes for example underfunding and poor decision-making, policymakers may propose limiting parental rights to appeal. If this approach continues, we may significantly erode legal protections for children with SEND.
The growing gap between need and available resources created a postcode lottery, where a child's level of support depended on where they lived rather than their actual needs. Without a fundamental shift in government funding, we may see further reductions in service availability, longer waiting times and increased pressure on schools to meet needs without adequate resources.
A recurring issue is that health and social care services often fail to provide the support legally required under EHCPs, placing the burden on schools and parents. If no significant changes are made, the future of SEND could see even greater fragmentation, where education, health and social care continue to operate in silos rather than as a cohesive system.
To reverse this trend, stronger accountability measures must be introduced to ensure all agencies fulfil their legal obligations.
A deeply concerning development is the way SEND costs are being framed in public discourse. Some newspapers have portrayed the rising cost of supporting disabled children as a financial burden, even making damaging comparisons between SEND funding and the cost of filling potholes.
This can mislead the public, shifting blame for budget deficits onto some of the most vulnerable children rather than highlighting the systemic underfunding of education. If these narratives continue to gain traction, they risk justifying cuts to essential support which increases pressure on mainstream schools and makes it even harder for SEND students to access the education they deserve.
One positive trend has been the growing strength of parental advocacy and campaign groups. More families and professionals pushed back against unfair policies, demanding greater transparency, accountability and legal protections.
How will funding cuts impact the future of SEND?
If funding and accountability issues remain unaddressed, the SEND crisis will only deepen, leading to worse outcomes for children, families and the education system as a whole. However, if policymakers listen to families, invest in early intervention and commit to a multi-agency approach, there is still an opportunity to build a fairer, more sustainable SEND system.
What do you find most fulfilling about your role?
What I find most fulfilling about my role is the ability to make a tangible difference in the lives of children who need support the most. There isn’t one single standout moment as each case carries its own unique complexities and every time a child is provided with a pathway toward their future, it reaffirms why I do this work.
The late nights, problem-solving and relentless advocacy it’s all worth it when a child gains access to the support they need to thrive. Whether it’s seeing a previously withdrawn student find their voice, helping a family navigate an overwhelming system, or watching a child take small but significant steps toward independence, every success, no matter how big or small, is a reminder of why this work is so important.
It’s not about one defining moment but rather a collection of countless moments where each child is heard, supported and empowered, that makes this role incredibly rewarding.
What challenges have you faced in your SEND career and how did you overcome them
Being neurodivergent and struggling with selective mutism until my mid-20s presented significant challenges in my ability to communicate confidently. However, overcoming this barrier has been vital in ensuring that the children I support have a voice.
Fortunately, my neurodiversity also comes with a strong sense of justice, which has driven me to advocate fiercely for the needs and rights of children with SEND. By gradually pushing myself out of my comfort zone and using written communication as a bridge, I found ways to make my voice heard. Over time, I developed the confidence to speak up not just for myself, but for those who rely on me to champion their needs.
This journey has reinforced my belief that every child deserves to be understood, supported and empowered regardless of their challenges. My personal experiences have given me a unique perspective and deep empathy, which I bring into my work every day.
What's the most valuable lesson you’ve learnt in your career so far?
One of the most valuable lessons I’ve learned is the power of collaboration. Working constructively and cooperatively with the local authority can achieve so much more than working in opposition. Finding common ground, building relationships and focusing on shared goals can help break down barriers and create real solutions for children who need support.
I’ve also learned that adaptability and creativity are essential. Challenges will always arise, but there is always a way forward. Thinking outside the box, staying flexible and approaching problems with a solution-focused mindset have been key to making meaningful progress in my work.
What changes would you like to see in 2025?
I would like to see a transition toward supporting individuals with SEND beyond conventional educational frameworks especially considering the role of technology in SEND support. I also think there needs to be greater focus on the development of timely, consistent and needs-based mental health support.
In higher education, students with disabilities frequently benefit from Disabled Students' Allowances (DSA), which includes:
- Integrating assistive technology to assess a child's needs.
- Allocating funding for schools to provide assistive technology so that every child who is likely to benefit should have access without undue delay.
- Training educators on digital accessibility and the effective use of assistive technology in the classroom.
- Developing a national framework for assistive technology in educational settings that should standardise the provision of technology across all local authorities to eliminate inequities.
What advice would you give to aspiring EHCP Consultants and SEND professionals?
Starting as a SEND Consultant can be challenging, but remaining informed and connected will empower you to confidently navigate the sector.
I would encourage aspiring SEND professionals to join professional networks like LinkedIn groups and SEND forums to learn best practices from experienced professionals. It’s also important to follow key organisations and stay informed about policy changes and legal developments from the Department for Education, local authorities, IPSEA and SEND advocacy groups.
Take the time to complete relevant qualifications, prioritise Continuous Professional Development (CPD) and attend workshops, webinars and training courses to enhance your expertise in order to stay ahead of evolving practices.
It’s also helpful to stay connected with schools and families. There’s so much you can learn from listening to the experiences of parents, Teachers and SENCOs to gain valuable insights into real-world challenges and solutions.
SCG educational psychology report
As specialists in SEND recruitment, we work alongside hundreds of Educational Psychologists throughout the UK and are mindful of the challenges they face in their ever evolving role.
After commissioning our own research from Educational Psychologists in both local authorities and private practice, we published the SCG Educational Psychology Workforce Insights Report 2024.
The report delves into trends within educational psychology, funding and resources, industry challenges, policies and legislation and the future of educational psychology.
Read the SCG Educational Psychology Workforce Insights Report 2024 here.
SEND jobs
If you’re searching for your next local authority SEND job, why not take a look at the latest vacancies, or simply upload your CV to be notified when a relevant position becomes available.
Local authority recruitment services
As specialist local authority SEND recruiters, we support local authorities nationwide with their temporary, interim and permanent staffing needs.
We can supply SEND staff for service redesign, tackling annual review backlogs and SEND/EHC Case workers to amend plans or hold annual review meetings.
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 - Adam Zyda
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.
Who is Spencer Clarke Group?
Established in 2017, we’re an award winning and progressive recruitment agency based in the heart of the North West. Our reputation is built on trust, expertise and an unwavering commitment to exceed expectations.
In 2024, we were named Recruitment Agency of the Year at the prestigious Recruiter Awards, an accolade we are extremely proud of.
We operate in two sectors:
In eleven specialisms:
Healthcare, Social Care & Nursing
Corporate Functions & Business Support
