Educational Psychologists’ experiences of implementing guidance for Education, Health and Care Needs Assessments in the current professional and systemic context

Education, Health, and Care Needs Assessments (EHCNAs) and requests are increasing yearly, and a record number of plans are being granted. Educational Psychologists (EPs) are the only professional named within the SEND Code of Practice (2015) statutory guidance. The Joint Professional Liaison Group (JPLG) generated guidance incorporating key principles to support the assessment process. However, despite the statutory requirement and guidance there is little investigation of EPs’ experience of its application. This thesis examines the literature for Special Educational Need and Disability (SEND) and Local Authority (LA) professionals’ experience of the EHCP process through a systematic informed process. Semi-structured interviews were conducted with seven EPs, in one LA, and a Reflexive Thematic Analysis (RTA) was applied to analyse the data. The RTA identified eight main themes: Skills of the EP to apply principles and to support the EHCNA processes, Navigating the complexities of systemic structures and dynamics, From information to insight: The EP’s approach to support holistic understanding, Collaboration and relationships with the EHCNA process, Speaking the same language: Inclusive and accessible practice, Towards holistic and inclusive engagement, Creating a joint understanding of the EP role in the EHCNA, and Outcomes and provision: Aligning aspirations with practical realities. The research situates itself amongst a context of SEND that is being consistently noted as underfunded, not meeting statutory deadlines, difficulties with EP recruitment and retention. The implications for EPs, LAs and at a national level are considered with suggestions for future research recommended.