A review of parent–professional partnerships and some new obligations and concerns arising from the introduction of the SEND Code of Practice 2015

Abstract

This article contributes a current thematic review of literature about the challenges of productive parent-professional partnership working relating to children and young people with special educational needs and disabilities (SEND). It also reports on an empirical project which explored early experiences of professionals working under the newly statutory SEND Code of Practice 2015 and asks what new challenges have emerged for SEND parent-partnerships. Particular consideration is given to the language of choice and preference in the Code, the new focus on outcomes in the place of specified provision, and the problematic construction of compliant partners.

EHCP Implementation in the Early Years: constrictions and possibilities

“…This has implications for individual SENCOs, and for the implementation of the increased responsibilities and intentions identified in the Code of Practice (DfE and DoH, 2015). Whilst some of the issues contributing to this scenario are beyond the control of SENCOs, and are challenged by issues such as mutually convenient times to talk (Hellawell, 2017;Palikara et al, 2018), the important contribution of the arrangements and interactions held with other social agents in organisational contexts is recognised by others (Hotho, 2008). The finding of this research indicate that this extends to contact with SENCO peers who form a type of learning community (Owen, 2016) and that establishing and building relationships is an important part of the SENCO role, though the need to develop specific communication and liaison skills; including knowledge and confidence of SEND terminology and EHCP processes, need to be recognised.…”

“…In EHCP implementation, microsystem, exosystem and macrosystem influences all contribute to the arrangements and interactions that SENCO and their settings have with support and professional services. Influences in each of these systems also contribute to the working practices and relationships adopted with parents and carers, with difficulties in the collaboration between education, health, care and families being reported (Hellawell, 2017; Palikara et al ., 2018). The variation in SENCO and setting's understanding of SEND and adoption of the reforms (Donovan, 2018; Lawson and Jones, 2018) and how SENCOs and their settings negotiate and develop their provision are consequently linked.…”

The Coproduction illusion: considering the relative success rates and efficiency rates of securing an Education, Health and Care plan when requested by families or education professionals

“…Ever since the Warnock Report (DES, 1978), ‘parents as partners’ has been a fundamental component in SEND policy (Jeynes, 2012) and, as Hellawell (2017, p. 414) writes, ‘is conceptualised and problematised in literature through a series of models which seek to illuminate shifting power relationships and offer solutions to the identified problems attributed to those unequal power allocations’. These models range from those that have an implied deficit view of parents (expert, transplant and informant models) to those which enable mutual decision‐making (empowerment, negotiating and consumer models) and finally to the dual‐expert model which values equally the expertise of both parents and workforce professionals in their distinctive roles (Hellawell, 2017, p. 415). The dual‐expert model is one which can be interpreted as closest to current terminology and expectations of coproduction and child‐centredness as described in the SEND code of practice.…”

An ethical audit of the SEND CoP 2015: professional partnership working and the division of ethical labour

“…One example arising from the 2015 Code is the strengthened duty for class teachers to meet the needs of all students, other examples are the intensified obligations to enable effective parent‐partnerships (Hellawell, B. ) and interprofessional collaborations.…”