Implications for practice

The analysis and discussion concluded by suggesting that the parents interviewed in the current study perceived their experience of the decision making process to be effortful. Figure 5.1 summarises elements of their lived experience perceived by parents to be supportive of a more positive experience of the process. These will be considered to inform implications for future practice.

The parents in this study appeared to want to make informed decisions about which secondary school setting may be the most appropriate for their child’s secondary education. However, they found it effortful to gather information and to navigate their way through the decision making process. Parents’ experiences and perceptions of professionals appeared to differ across interviews with some feeling that gaining information about appropriate schools and the process was difficult. It appeared that the relationship and trust that the parent had with the person providing information influenced the parents’ perception of the information. If the parent had already established a relationship with the person providing information and felt that they were affable and interested in their child, then they appeared to perceive the information and

151 support given more positively. Therefore, to improve parents’ experiences of the process, it may be important for parents to experience more consistency across professionals and to feel that information is freely available and relevant to their child.

5.5.3.1 Implications for LA SEN teams

Parents interviewed in the current study consistently felt that communication of information could be improved. Therefore, in order to improve parents’ experiences and perceptions of the process, the LA SEN team need to provide clear and accessible information to parents about the process and the schools available. Although the LA SEN team state that they do provide all parents with a letter and a booklet informing them about the process (see section 1.1), this was not perceived to have been the case by any of the parents who were interviewed, with three parents stating explicitly that it would be helpful if this information was provided. Therefore, the LA SEN team may need to explore a more effective way of communicating information about schools and the process to parents. Clear communication of timescales may also help to reduce anxiety experienced when parents are waiting to find out about allocation of school placements. This may be most effectively done in collaboration with parents who have been through the process and are able to reflect on what information they feel would have been helpful and how the information could have been communicated more effectively. The SEN Code of Practice (2015) states that LAs must involve parents in developing and reviewing their local offer and so collaborating with parents to develop effective communication could impact on other SEN systems involving parents. Information needs to be equally accessible to all parents in order to create a fair process and so consideration needs to be given as to how to effectively communicate with parents who may be illiterate, have additional learning needs and/or speak English as an additional language, such as translation of information, access to verbal communication of information and visual representations of timelines and schools available.

152 Parents appeared to experience a positive perception of their Casework Officer (CWO), when the CWO communicated directly with the parents, made themselves approachable to parents and took an interest in the child. Having a consistent CWO over a period of time, may help parents to feel that they have a positive relationship. Where this is not possible, an allocated CWO making direct contact with parents, such as a phone call when they are about to start the process, may help to increase a sense of familiarity, help to make them appear affable to parents and improve parents’ perceptions of the quality of interactions. This was suggested as being important when communicating information by Bradbury, Kay, Tighe, and Hewison (1994). It may also be supportive to parents to have an individualised phone call when the outcome of allocation is communicated, particularly for parents who have not been allocated their first preference, to provide an opportunity for parents to clarify any questions and confusion and discuss next steps. This may reduce some of the anxiety experienced by the parents in the current study.

LA professionals may also be able to play a role in improving the consistency of experiences for parents through establishing clearly defined roles for professionals involved in the process. This may first involve clearly defining the roles of those involved in collaboration with professionals, such as EPs and independent parent support services, and then making sure this is communicated to all the professionals involved in the process. This could also be communicated to parents so that they are clear about what they can expect from each professional. The implementation of EHC plans could provide an opportunity for professionals to establish more consistent relationships with parents prior to the change of phase process.

5.5.3.2 Implications for Educational Psychologists

The change of phase annual review forms part of an EP’s core work when a parent questions which educational setting would be most appropriate for a child’s next phase of education. Therefore, it is beneficial for the service to maximise the effectiveness of the EP role in the process. The EP role was described by the LA as informing their decisions once parents have stated their

153 preference (see section 1.1). However, it appeared that the parent who evaluated the role of the EP positively in the current study felt that it was beneficial for the EP to discuss the child’s individual needs with the parents prior to stating their preferred choice. Perhaps, if the EP was involved earlier in the decision making process, they would be able to support parents’ decision making more effectively.

If parents are unclear as to what is important in meeting their child’s needs, they may also find it difficult to know what information they need to gather. Through collaborative discussion with EP’s, parents and current SENCo, appropriate support to meet the child’s needs could be discussed, identifying which attributes are important in supporting their child’s needs and a personalised list of questions to support information gathering on school visits could be generated. This may help parents to focus their information gathering and research. The EP could possibly support incorporating the child’s views about what is important to them at this earlier stage so that parents are able to use this to inform their information gathering, if they felt that taking them on the visits would be confusing for the child.

5.5.3.3 Implications for schools

The implications for prospective secondary schools may be around awareness of the impact they have on parents during school visits. However, further exploration of secondary school perspectives may need to be carried out to investigate if schools feel that parents are consciously ‘steered’ away as this may impact on the person’s attitude when they show the parent around.

Current primary schools appear well placed through already having established relationships to support parents with information about the process. Parents in the current study appeared to value SENCos accompanying them on visits. As shown in the current study though, not all parents may have experienced a successful relationship with their current school and so perhaps CWOs have a role in checking the relationship the parent has with their school and offering

154 additional support, or making parents aware of independent parent support group, when needed.