How does this benefit the child?

Whilst last night’s Panorama raised some of the important issues, it also fell massively short of spelling out the specific problems underlying this ongoing crisis in SEND provision. As @AdamBoddison CEO of NASEN has often reminded us the best education for all children, including those with SEND, is an infinite aspiration attached to a finite resource. Of course, it is also the right aspiration and one we must find a way to live up to.  The fact is that the law is not being bent, as suggested in last’s night’s film, it’s being ignored - and misinformation and inaccuracy, in this most sensitive of spaces, is often the norm.  

However, an EHCP is not worthless, when based on good evidence, well drafted and collaboratively produced, with the child and their family at its centre, it can indeed have a transforming effect – I have seen 100s of examples of this.  However, we need to remember that the best EHCP is still just a plan, a very important road map about what comes next. It is not an end in itself, as the families in the film sadly discovered. We professionals all have a part to play in making and delivering its objectives. 

It’s very clear to me that in order to discharge their significant responsibilities regarding children with SEND, to assist in identifying a child’s learning difficulties and in order to meet those needs, teachers and school leaders need ongoing training and generous support, this includes far greater access to impartial specialist advice – but also, something else.  It seems to me that everyone else involved, across every agency and at every level, needs to ask themselves just one question, on a daily basis, before they pick up a pen, send an email or answer the phone; it was in my head when I woke up this morning, put there by my favourite Head Master @rmcarlysle, ‘How does this benefit the child?’ If we don’t know and can’t trace what we are doing back to the child and to their benefit, it’s likely we need to stop and think again.