SEN0368

Written evidence submitted by Leeds Trinity University

 

 

Introduction and Research context

  1. I am Dr Tracy Laverick. I currently work both as a Senior Educational Psychologist at a local authority and as a senior lecturer in SEND and mental health at Leeds Trinity University. Across my dual roles I research Local Authority SEND Assessment and Review Teams (SENDART), including Case work officers.

 

  1. I published an article (Laverick and Baron 2024) on the experiences of local authority Casework officers and the issues that are currently facing them, including lack of training and significant recruitment and retention difficulties. These issues significantly impact on the local authority statutory requirement for issuing Education, Health and Care Plans.

Support for Children and Young People: Education, Health and Care Plans

  1. Since the initial research (Phase 1 (22/23)) I have been commissioned by Yorkshire and Humber Regional SEND group to action and test the recommendations presented in the research.

In Phase 2 (23/24) this included:

In Phase 3 (24/25) I have delivered training to over 60 Casework officers on:

 

  1. SENDART Officers are integral to the EHCP process as they write the plans on behalf of the local authority. Good practice in communication has been reported in the SEND and AP plan (DfE pg 54) and highlights the need for reliable contact between families and the SEND Casework officers.  However, they have limited capacity to work closely with families during and after the EHCP process due to high caseloads, increasing demands and staff churn. Increasing the number of officers to provide capacity for a collaborative and responsive service to families with face-to-face contact and co-ordination, as was initially envisioned in the CFA 2014, and reported on by Hill et al (2014), would support families through the process, enable the development of positive relationships and address issues earlier. This was a recommendation of the Administrative Justice Council (2023 p.22/p.35) who reported that they found families had not had the opportunity to meet with ‘the local authority’ prior to mediation (AJC 2023 p21) and so issues had not been addressed at an earlier point. This increased face to face contact with schools and high quality training would enable SEND teams to share good practice and provision, and provide a critical friend approach into education settings. Thereby increasing parental confidence that concerns have been heard by ‘the local authority’ and that there is an appropriate level of oversight of provision.

 

  1. This training has been designed to address the need for a less adversarial process, increased support for families and for SENDAR teams. To be able to consistently provide a responsive service and improve waiting times by improving recruitment and retention of SENDAR Casework officers. The impact of this training is being included in a research project (Phase 4) taking place in May 2025 for publication in 2025.

 

  1. The professionalism and training provided to SENDAR teams aims to decrease waiting times by decreasing time off through sickness and enabling appropriate support and supervision. This would improve recruitment and retention of staff, as the high turnover not only impacts on meeting statutory deadlines but on the development of positive relationships with families.

 

 

Current and future model of SEND provision

 

  1. SENDART Casework officers do not currently access the training required to effectively facilitate complex and challenging meetings. In my research and delivery, training is provided for officers in Solution Oriented Meetings including children and young people, parents/carers and professionals, like those currently embedded with the Scottish system. Through this discursive and collaborative approach, the process for parents would be less adversarial. SENDAR teams would be able to work with parents, education staff and external professionals, once they have received appropriate training in facilitating these meetings, to co-produce person-centred outcomes and provision for children. Through this increased LA oversight and involvement parents can develop trust in the system.

 

  1. Frequently SENART caseworkers do not have specific training in special needs and inclusion, although there have been improvements in many Caseworker officers now having a background in education. This lack of training and expertise in how school staff may reasonably be able to meet need, the expectations of the Equalities Act in Schools and then how to understand and amalgamate professional reports, means that the system is set up to fail. Addressing the skills and knowledge of staff would enable them to effectively collate the information required for an accurate assessment of need and therefore inform effective decision making.

 

  1. The training that is currently being delivered by us here at Leeds Trinity University is attempting to address the lack of specific training for SENDAR teams within a single region that has provided funding to do so. We would like access to an initial introduction course to be extended nationally and each aspect of the complex interpersonal aspects of this role developed into modules, alongside the knowledge of the law and outcomes from mediation/tribunal. In addition, the recent ISOS report (2024) identified that there were not the same professional standards for SENDART Casework officers and recommended national standards, including expectations for training and supervision to be in place (p.152). The AJC report (2023) outlines that local authority staff should be able to access up to 9 modules of training provided free to LAs and as a valued professional development for SENDART staff. Further in-depth training would need to be provided for the range of roles (once agreed) within SENDAR teams so that parents can be confident that the staff they are working with have the skills and knowledge to support their families.

 

  1. There is no agreed role or job description for the local authority SENDAR teams, their names, their function (other than issue EHCPs within 20 weeks) or expected levels of interactions with families and young people. This lack of consistency, seen both within LA in additional to between LA) means that, young people, parents and partners do not know what to expect or how they will be supported. Clearer guidance on the role of SENDAR teams (AJC 2023; Currie et al 2023; DfE 2023; Surrey CC 2024), and the roles they are expected to perform, including average caseloads, would allow for better staff planning and recruitment. Families and professionals would then have a shared expectation of the role, and this could then be disseminated more effectively. This is also supported by the Children Commission report on EHCPs needing to be co-produced with children (2022 p.18) and how LAs might achieve this.

 

  1. Current caseloads and level of abusive interactions can mean that SENDAR Casework officers can struggle to communicate effectively with families (Laverick & Baron 2024). If there were agreed expectations of communication through the implementation of national standards, access to staff training on managing challenging communication, and appropriate levels of staffing, communications could be managed more effectively. Thereby, leading to increased satisfaction with the service from parents and other professionals. See also recommendations advised by Surrey County Council (2024).

 

  1. Continuous CPD for SENDAR teams, with additional training based on the role being taken and the support needed would allow for the professionalisation of the service and provide a clear progression pathway and increased consistency in decision making, as each role would be supported with appropriate associated training.

 

  1. The lack of recognised professionalisation of this role through inadequate or absent training and recognition means that officers requests for information can be dismissed by education, health and social care colleagues. SENDART Casework officers are currently subjected to a high level of verbal abuse from all involved agencies and families. Greater clarity and agreed expectations of the role could play some part in raising their profile and providing them with the skills and knowledge to manage complex situations and improve collaboration between services.

 

Finance, funding and capacity of SEND

  1. If there was an appropriate number of casework officers for the level of demand, with reasonable expectations of caseloads, through accurate job descriptions and expectations, officers would be able to take on more strategic roles, increasing their knowledge of the needs within the LA schools and for families to inform strategic planning and future planning.

 

  1. Each LA requires an effective communications strategy that can provide up to date and accurate information accessible to all agencies and families, and to which the Casework officers can refer. Many local offer websites are unwieldy and difficult to navigate, with the challenge of keeping information live and up to date. Generic SEND information could be nationally produced for consistency. This information should be available in multiple languages and accessibility options. A national policy on the provision of information and its formats should be agreed. The current lack of information at a local level increases the inequality of access to information. If the above challenges were addressed such as improved training, increased retention of staff clear job role, and robust decision making, parents are more likely to know what they can expect from the people within the system and how their children will be supported. Building the foundation of parental trust that the local authority will support their children.

Accountability and inspection of SEND provision

  1. Increased local authority led, person-centred approaches and the capacity to achieve this through increased personnel to attend, would go some way to increasing parental trust in the system and create functional, respectful and accountable multi agency teams.  Through the professionalisation of the SENDAR Caseworker role they will gain expertise in the delivery and challenges of SEND provision across a range of educational settings and would be able to disseminate good practice and provide an informed professional challenge where needed. Families would develop a positive relationship with an officer they could trust would maintain focus on the needs of their child, be able to manage expectations and provide the role of critical friend.

 

January 2025

 

References to support: