"Reform Is Happening, But It’s Complex And Slow-Moving." Interview With an EHC Coordinator

In this blog, you will learn:

• How lived experience as both a SEND parent and professional shapes the way this EHC Coordinator approaches complaints and advocacy.
• Why the push for earlier support and accountability is changing the EHCP process.
• About the recent shifts in SEND provision and where families are starting to feel the difference.
• Where the latest SEND jobs are and how to apply for them.

Working as an EHC Coordinator in the complaints team means navigating a fast-paced, complex and important role. With over 8 years experience in SEND, this EHC Coordinator brings a knowledge that combines professional expertise with lived experience.

As a SEND parent with a background in SEND Commissioning and Brokerage and coordinating EHC plans, this EHC Coordinator has seen the system from multiple perspectives. Working in the complaints team, this individual works on some of the most detailed and impactful parts of the EHCP process, helping families resolve issues and shaping better outcomes.

Throughout this interview, you’ll discover how this EHC Coordinator solves issues and builds trust to improve support and make a real difference for children and families.

Tell us about your career journey so far and your current role

My journey into SEND began with a deep personal connection. I’m a mum to an adult son with SEN needs and that experience has shaped everything I do. I’ve always had a passion for inclusive education and advocacy and that has led me to roles where I could support children and families navigating the EHCP process. 

I started out volunteering in a school for children with learning difficulties and then moved on to become an Learning Support Assistant in a school for children with physical disabilities. This gave me a strong foundation in understanding the day-to-day realities of SEND provision.

From there, I spent some time in SEND Commissioning and Brokerage and then moved into Adults Commissioning. I briefly worked in Adults Social Care as a Community Care Officer where I carried out reviews for adults with disabilities. These roles helped me develop a broad understanding of the system and the importance of person-centred planning.

For the past four years, I’ve worked as an EHC Coordinator over two teams. In my previous role, I was responsible for coordinating EHC plans, ensuring multi-agency collaboration and statutory compliance. A typical day involved managing complex casework, preparing cases for provision panels, supporting phase transfers and maintaining strong relationships with my linked schools.

I now work within the complaints team which I find incredibly rewarding. It’s a role that allows me to help people resolve issues that often feel overwhelming and I genuinely enjoy the investigative side of it. I get to dig deep, understand the root of the problem and work towards fair and compassionate solutions.

My lived experience, including having ADHD and fibromyalgia, gives me a unique perspective and helps me approach challenges with empathy, patience and creativity.

How has SEND provision changed over the past 12 months and where do you see it heading?

Over the past year, there’s definitely been a stronger push for accountability and consistency across local authorities, largely driven by the SEND Improvement Plan. I’ve seen the impact of some of these changes firsthand. While we’re still a long way from where we need to be, there have been noticeable improvements and there is now data to back that up, which is encouraging.

What’s been particularly positive is the increased focus on timeliness and transparency. I’ve noticed families are starting to feel a bit more included in the process and professionals are being held to clearer standards, which is definitely a step in the right direction. That being said, things are still really stretched and there’s a long way to go before the system feels fair and accessible for everyone.

As someone who’s both a professional in the field and a parent of a young adult with SEND, I see the changes from both sides. I know how much it matters when things go right and how devastating it can be when they don’t. That dual perspective keeps me grounded and motivates me to keep pushing for better outcomes, not just on paper, but in real life.

What key shifts have you noticed in the SEND landscape and what direction do you think future reforms are taking?

One of the biggest changes I’ve seen is the push for earlier support and more inclusive education. There’s a stronger focus now on helping children in mainstream settings wherever possible and on building up the capacity of schools and services so that not everything has to go through an EHCP. That’s a really positive shift, but it’s not without its challenges, especially when it comes to funding and ensuring staff have the right training and support.

There’s also been investment in creating more specialist places within mainstream schools, which is helping to make environments more accessible and support more tailored. It’s definitely a step in the right direction. But the system is still under a lot of pressure and families are still facing delays and inconsistencies, so there’s still a long way to go.

From my perspective, both as a professional and as an SEN parent, there’s a real sense that reform is happening, but it’s complex and slow-moving. People are starting to talk more openly about things like co-production, training for staff and how we balance statutory and non-statutory support, which is really encouraging.

We’ve still got to keep listening to families and the people doing the work day-to-day, to make sure any changes actually make a difference where it matters.

What role should the government play in shaping SEND provision and supporting local authorities?

If the government puts the right investment into SEND, local authorities could finally have the resources they need to keep up with the growing demand for EHCPs and support. Labour talked about taking a more community-wide approach, which sounds promising, focusing on making mainstream schools more inclusive while still protecting specialist provision for children with more complex needs.

There’s also been talk of increasing education funding, which is a good start, but money on its own is not enough. We also need clear guidance, proper training for staff and real co-production with families. It’s about making sure the support is not just available, but actually works for the people who need it.

As someone working within the system, I know how stretched local authorities are. If Labour follows through on its promises, it could give councils the stability they need to plan and deliver better services.

Since Labour came into government, what impact have you seen on SEND provision and what further reforms do you think are most needed?

Labour’s plans to reform SEND provision are ambitious, but they need to be handled with care. There’s talk of moving towards a more need-led system, with early intervention at its centre.

That’s a positive step and if done properly, it could reduce the pressure on EHCPs and help children get support sooner without having to fight for it. However, there’s also concern about potential changes to EHCP eligibility and age limits, which could risk excluding some children from vital support.

As a parent and professional, I hope any reforms are shaped in collaboration with families and practitioners, not imposed from the top down.

The SEND system has been really tough for families for a long time. It often feels like you have to push and chase just to get the support your child needs. I really hope Labour uses this opportunity to rebuild trust, not just between families and services but across the whole community.

We need a system that works with families, not against them, one that’s built on understanding, compassion and proper support from the start.

What innovations or creative approaches have you seen make the biggest difference in supporting children with SEND?

For me, it’s often the simple, thoughtful approaches that make the biggest difference. Things like using visual timetables, sensory-friendly spaces or communication passports. They’re not flashy, but they’re incredibly effective when tailored to the child. I’ve seen schools get really creative with how they support children emotionally, such as using check-in boards or quiet zones, which help children feel safe and understood.

I also think the shift toward more collaborative working, where schools, families and professionals genuinely co-produce support plans, is a huge step forward. When everyone’s voice is heard, especially the child’s, the outcomes are so much better.

Technology has helped too, especially tools that support non-verbal communication or help children stay organised. If you’ve seen a child using an eye-gaze system, you’d understand how blown away I was when I experienced that. It’s not just about the tools, it’s about how they’re used and whether the child feels empowered by them.

What do you find most fulfilling about your role? Can you share a moment that felt particularly rewarding?

What I find most fulfilling is being able to make a genuine, positive difference in people's lives. As both an EHC Coordinator and a SEN mum, I understand firsthand how overwhelming and emotional the process can be. That personal experience gives me a deeper empathy and drives me to advocate strongly for families. My own personal challenges have shaped how I approach challenges with creativity, resilience and compassion.

One of the most rewarding parts of my role is receiving a heartfelt message from a parent who feels their child is finally getting the support they need. Those moments remind me why I do this work.

I’ve also built strong relationships with school SENCOs over time, thanks to holding a consistent caseload. That continuity has allowed me to foster trust and rapport, which is essential for collaborative working and achieving the best outcomes for children.

How do you keep up-to-date with changes in the SEND industry?

I stay up-to-date by regularly reviewing updates on legislation, policy changes and case law, especially anything that affects EHCP processes or local authority responsibilities. I keep an eye on government publications, SEND-specific newsletters and guidance from organisations like IPSEA and the Council for Disabled Children.

I also make sure I’m aware of internal updates around process changes, especially since I work in the complaints team. It’s important to be accurate and current when advising families or investigating concerns. 

I find that discussing changes with colleagues and attending training sessions or webinars helps me stay sharp and understand how new developments apply in practice.

In what ways do you help children with SEND reach their potential and feel valued?

I always try to make sure children feel seen, heard and understood, not just as part of a process, but as individuals with their own strengths, needs and personalities.

One of the ways I’ve done this is by encouraging the use of ‘This is Me’ forms during reviews. These simple but powerful tools give children a chance to express themselves in their own words (or pictures) and help everyone involved in their support understand what matters most to them.

These forms often highlight things that might not come up in formal assessments, like what helps them feel calm or proud or what they want to be when they grow up. It’s a way of making sure the child’s voice is central and that they feel valued not just for their needs, but for who they are.

I also work closely with schools and families to make sure support is personalised and realistic, rather than just ticking boxes. It’s about helping children thrive in environments where they feel safe, respected and supported to reach their potential.

Can you share an example of a challenging situation you’ve faced in your SEND career and how you resolved it?

One of the biggest ongoing challenges in SEND is simply the volume of work. From trying to respond to parents and schools within the local authority’s communication policy timescales to processing reviews within statutory timeframes, it’s a lot. Even ensuring every child has a school named by the Phase Transfer deadline, prepping cases for panels and sending consultations out in a reasonable timeframe is challenging and that’s before you factor in the ad-hoc issues that pop up daily.

As someone with ADHD, managing that level of complexity can be overwhelming but I’ve found ways to make it work for me. I’m a bit of a spreadsheet nerd and they’ve honestly saved me more times than I can count. I use them to keep track of deadlines, follow up on outcomes and stay on top of everything.

What's the most valuable lesson you’ve learnt in your career so far?

I think the biggest lesson I’ve learnt is the importance of boundaries, both professionally and personally. Working in SEND, it’s easy to want to help everyone, especially when you know you can. I’ve realised that trying to do everything is not sustainable and it doesn’t always lead to the best outcomes.

Learning to be firmer with myself and put more boundaries in place has helped me stay focused, protect my wellbeing and be more effective in the long run. 

What role do you think technology will play in the future of SEND provision?

I think technology has huge potential to make SEND provision more efficient, accessible and person-centred, but only if it’s used thoughtfully, for example digital systems that track EHCP timelines, consultations and outcomes could really help reduce delays and improve transparency. I’ve seen how much difference a good spreadsheet or tracker can make in managing complex caseloads and that’s just the basics.

There’s also a lot of potential in tools that support communication, especially for non-verbal children or those with sensory needs. Things like Augmentative and Alternative Communication (AAC) devices, visual scheduling apps and personalised learning platforms can help children engage more confidently and independently.

It’s not just about the tech itself, it’s about how it’s implemented. It needs to be accessible, easy to use and tailored to the child. Professionals need proper training to use it effectively. If done well, technology could free up time for more meaningful work, like building relationships and focusing on what really matters to the child and their family.

What’s your vision for the future of SEND services?

My vision is for a SEND system that’s built on trust, compassion and proper support, where families don’t have to chase or fight to get what their children need. I’d love to see services that are joined-up and consistent, with better communication between education, health and social care. That kind of collaboration makes a huge difference to outcomes.

What excites me most is the growing focus on inclusion and early intervention. If local authorities are given the right funding and flexibility, they can build services that support children earlier and more effectively, without everything having to go through an EHCP. There’s a real chance to change how we do things. To stop reacting when things go wrong and start putting support in place before it’s needed.

I’d advocate for multi-year funding for SEND services, so teams can plan properly and invest in long-term improvements. I would also want to see more training and support for school staff, especially around neurodiversity and emotional regulation.

More than anything, I just want children with SEND to feel valued. Not just for what they achieve, but for who they are. That’s what drives me and it’s what I hope future reforms will focus on.

What advice would you give to aspiring SEND professionals?

Be prepared for the fact that this work can feel overwhelming at times. The nature of the role and the growing level of need, means the pace isn’t likely to slow down any time soon. There will be missed deadlines, unexpected challenges and days where it feels like you’re constantly firefighting.

My advice is hold on to the positives and focus on the difference you can make, even if it feels small. Celebrate the wins, like a child getting the right support, or a parent feeling heard, because those moments matter more than you realise.

Stay curious, stay compassionate and don’t be afraid to ask questions. Build strong relationships with families and professionals and remember that your empathy is one of your greatest strengths.

If you’re neurodivergent or have lived experience yourself, that’s not a barrier, it’s a strength. It gives you insight, empathy and a deeper understanding of what families are going through, which can make a huge difference in how you support them.

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 - 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 healthcare sector.  

If you work in the healthcare 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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