Partnership, co-production, teamwork, unity are all essential in supporting young people with Special Educational Needs (SEN). Without a collaborative approach, young people with SEN risk being failed. This partnership must be evident and consistent at all levels, from the classroom to operational, strategic, and even government levels. With ongoing discussions around SEND reform and the White Paper, it is more important than ever that all stakeholders unite to ensure a bright future for children with SEN. We all have a duty to advocate for these children.
My journey began humbly as a teaching assistant in a special school. In a classroom of 10 children and 5 staff, 1 teacher and 4 teaching assistants, each day brought its unique challenges and rewards. Whether the day was busy, quiet, or stressful, we always came together for the children. The pupils faced significant challenges, particularly relating to speech and language, social communication, and emotional regulation. My role focused on encouraging resilience and building relationships to keep pupils engaged. Another teaching assistant fostered independence by taking them to community businesses, while another provided emotional support as a nurturing outlet. Our teacher and fellow assistant delivered practical learning experiences both inside and outside the classroom. Each team member contributed individual strengths, allowing the pupils to learn through diverse approaches. Where I was less confident, others stepped in, and the children benefited from this collective expertise.
Transitioning to the Local Authority level reinforced the importance of partnership across services, SEN teams, social care, health professionals, educational psychologists, and even youth offending teams. The SEND Code of Practice legally mandates joint working, joint planning, and sharing of relevant information to produce better outcomes. I recall one case where the LA initially declined a parent’s request for an Education, Health and Care Plan (EHCP) assessment due to insufficient evidence. This led to a “Way Forward” meeting with professionals from education, health, and social care. Although tensions were initially high, clear communication about ongoing assessments helped ease the parents’ concerns. This collaborative approach prevented a potential stand-off or tribunal and paved the way for agreement and progress.
All organisations that support children with SEN must ensure they work together to meet the needs of these children, whether they provide statutory or non-statutory services. As SEN Bytes, I believe this collaborative approach is vital, and it closely aligns with the ethos at PGS-Educators, where partnership and joint working are prioritised to create meaningful, positive outcomes for young people with SEN.
Working collectively and putting the child at the centre of all decisions leads to positive outcomes, something I have witnessed many times, though not often enough. Capacity constraints across agencies sometimes hinder seamless collaboration, but I remain hopeful for a future where regular, integrated communication is the norm. When social care actively participates in annual reviews, it brings invaluable insight into the child’s whole life, beyond what other professionals might observe. Children are complex individuals with many facets, and only a holistic view from all involved professionals can support their happiness and development.
It is clear that the passion and dedication I have for raising aspirations and ensuring inclusivity for pupils with SEN is shared by PGS-Educators, who prioritise supporting pupils, including those with SEN, through a range of targeted initiatives successfully delivered across both primary and secondary schools. Together, we are striving to empower young people with SEN to reach their full potential and thrive in all areas of life.