They value involvement in the assessment process. It works best when the child, young person and family is central to discussions and action. They should be seen as experts in their child with valuable information to share.

Some feel their views were ignored or over-ruled.

They really like assessments that take a person-centred approach, looking at all of the child and families’ needs and keeping these at the heart of the process.

Some need help to become effectively involved in the process. They need:

• Help completing My Story – this came from school staff, Independent Supporters or the IAS Service
• Advice on what information to provide.
• Discussions to understand what professional reports mean

They do not always feel it is appropriate for their child to attend key meetings – either because they are too young, or it would be too stressful for them. But, parents whose children have been included in meaningful ways found the experience highly positive.

Pre-meetings with the family to discuss what will be covered in multi-agency meetings help them to better prepare and feed into the process.

Meetings need to be arranged sufficiently in advance to maximise attendance, involve all relevant people and, where this is not possible, allow written reports to be sent.

Meetings mostly involve education professionals. There is a lack of active input from health and social care. Often the reports they submit are descriptive of the child’s SEND, not suggesting suitable support or outcomes.

Meetings work best when they were well-chaired, with a clear agenda and the relevant paperwork is circulated before and after the meeting.

Meetings can be heavy going – with lots of issues and information to take in (such as health diagnosis, placement discussions, budget and support details). They value time to consider the implications as well as support to understand the process.

They have to be proactive in arranging assessments, chasing up appointments and reports. The process works much better for many when this is done for them by one co-ordinator

It can be unclear who is responsible for what and who is leading the process, coordinating assessments and chairing meetings.

The process works best when there is a clear contact for co-ordination (receiving reports, convening meetings etc) and a skilled person to chair and manage meetings as they sometimes need to deal with conflicting advice and opinions.

The process works well when professionals jointly build up their assessments and recommendations with other agencies as well as with the child, young person and family. Parents appreciated seeing copies of reports as they were produced

When professionals provide input by report, or by separate meetings, this can increase the time taken for assessment and result in conflicting opinions, interpretations and advice.

There is a lack of available professionals to carry out assessment and attend meetings which causes delays in the process.

There is a lack of input from all the relevant professionals involved with the child/young person and their family – including CAMHS, mentors, current and prospective school staff.

Health diagnosis is not always complete when the EHC assessment process is underway. This leads to a mismatch in timing, a lack of health guidance and a limited understanding of the impact of health needs on educational provision.

Parents want the assessment to build up a holistic picture of their child and so to include wider issues such as sleeping, eating, toileting, travel and housing as these can all affect learning and experience of school

They are nervous about involving ‘Social Services’ and don’t understand what support Care services can offer. Those who have a Family Support Worker or have accessed respite care or short breaks find these to be invaluable.

They value transparency in decision-making. They want to be given the rationale for a decision, details of who took it, explanations for delays and next steps.

Decisions can seem inconsistent with reports and previous discussions with no explanation as to why.

They don’t like decisions being taken by people (e.g. multi-agency panels or a designated LA professional) who don’t know the child or family.

Finding information on what to do if they don’t agree with a decision is difficult

Challenging decisions is difficult, lengthy and stressful. It may require challenging people who are responsible for supporting their child which can put them off pursuing it.

Knowledge that the process should take no longer than 20 weeks is helpful for parents. They like to be given reasons for any delays

There can be a mismatch between the timing for EHCP assessments and the LA cycle for school admissions. This means some have to apply for different schools not knowing where their child may end up. Others worry the suggested placement may not have places available if the assessment is carried out too late in the academic year

Timescale delays are occurring for a range of reasons. Parents understand this can happen but appreciate having the reasons explained to them honestly.

They like completing ‘My Story’ and ‘All about Me’. But it needs better tailoring so it is suited to their child’s age and need.

Assessments can feel quite negative negative – focusing on what the child cannot do rather than celebrating their achievements.

Observations and assessments are best when they are not rushed; in an environment familiar to the child; and/or with a person who knows them

Reports are good where an informed professional does them who knew the child and family. Some assessments show a lack of understanding of the child.

Assessment reports don’t always state the child’s needs in a way that is understood by schools or support providers. Reports do not interpret the implications of the child’s needs into recommendations for support.

It is not always clear what reports or evidence are acceptable to the LA e.g. reports commissioned by parents, from external providers, or those over 12 months old

Especially with younger children if the process takes too long the reports can quickly feel out of date as things have changed by the time a plan is drawn up

They value regular updates and information on progress.

They expect professionals to understand the EHCP process, be able to advise on it and fulfil their role fully

Sometimes they are not aware of assessments being carried out and so the resulting reports can come as a shock.

The assessment process raised some new issues for parents and they needed to understand the implications of what the assessment revealed.

They were expected to take on lots of new information in one go and make decisions that affect their child’s future.

The assessment process is demanding and worrying. They need independent help and support to:

• understand the EHC process
• understand the implications of assessment
• gain the best possible support for their child
• mediate with professionals
• make informed decisions about their child’s future

They value Independent Supporters, Key Workers and School Staff who accompany them to meetings and to visit potential schools.