I am an LA educational psychologist, AMA.

[summerEP]

Really enjoy reading the AMA threads so thought I would offer my own. I work for an LA as an EP and completed my training within the last 3 years. AMA.

Do you ever get to work with children. In my LA all the EPs are tied up doing statutory assessments. I thought it must be very frustrating to then not get to work longer term with the children they assess and see some improvements.

I have a child who identifies as trans and has an EHCP etc.

Obviously this anecdotal, but my experience was the LA EP said to view the trans identity as a special interest. My LA overall view is the gender stuff for my DC was not a Special Educational Need. It gets a brief mention in Section A.

My experience was the school and 1 NHS employee were trying to lead my DC to the Tavistock route, despite my DC saying they did not want this. They tried to get it into the EHCP! Fortunately the 2 parties shot themselves in the foot by stating DC engaged more since identifying as trans so it didn't go anywhere.

I am an EP who, because of my specialist role with autism, has indeed had significant concerns around gender identity in vulnerable children.

Most EPs have come from a background of supporting inclusivity (eg, helping a child with behavioural challenges remain in school with support) and I think it's been a subject that not every EP has historically considered more widely than that. I have certainly raised it including with my boss, and we have had discussions within our team over the last 5 years.

More recently there is definitely a change in the air, to a greater understanding of these issues, supported by legislation such as the recent government advice to schools and the Cass review. These are supportive in terms of things like an EP not advising that a trans child have access to the opposite sex bathroom but instead advising that they have access to a bathroom which affords them privacy and dignity. In fact I talked about the issue of trans kids as an example of need for safeguarding at a recent job interview and got the job....2 years ago that wouldn't have happened.

It would be fair to say that we have been somewhat curtailed by a lack of national policy and institutional capture which has meant an EP who was particularly outspoken would genuinely risk their livelihood.

We also cannot override "medics" such as clinical psychs or psychiatrists, who have been much more involved with individuals with gender dysphoria in terms of advising treatment etc, just as we couldn't override if one of them had diagnosed autism and we were skeptical.

How common is it for children to have MH problems these days, my DD13 was masking probable ASD for years, she's recently fallen to bits, self harming, suicidal ideation abs not been at school since February. I've been told by separate professionals it's a common problem ... so clearly something needs to happen to change education ?!

DD1 has had a Moderate Learning Disability diagnosis since she was 5. It was 'Global Developmental Delay' before then.

Is this why the EP we spoke to just wanted to understand DD2's/our views? A relative got quite incensed that there was no formal testing because they said 'How could he decide what she needs just by asking her? I know loads of kids who don't like school but it doesn't mean that they need an EHCP!'

I pointed out that DD2 doesn't just 'not like school'. She's hysterical at bed time and refusing to go to bed because if she closes her eyes then when she opens them it will be morning and time for school. Also, if a child spends 50% of their holiday worrying about school, then they're not having a holiday. She can't learn like this.

Humm good question. I havnt been involved in any tribunals yet and to be honest I don't know why that is the case. It's usually to do with the LA decision on the setting or the funding though rather than the EP advice (although that can obviously be implicated in that).

Yes absolutely! I think teacher training should include far more SEN, inclusion and semh training than it does. So many sencos and SLT I know do their best but are so constrained by time and attainment/attendance pressures from higher up. To help them I try to come from a place of understanding and offer them an opportunity to consider what their role actually is and how to keep the child in the centre, reframe thoughts etc.

Overall I am hopeful that bureaucracy and a reliance on ehcps to access appropriate support will be reduced. I much prefer to support via early intervention before situations become stuck and often when this happens an ehcp is not seen as the end result to aim for.

I have not personally come across this yet where I felt an ehc should have been granted but wasn't. I usually feel frustrated when a school should be putting in place quality first teaching and using their SEN budget to meet the child's needs, but worry that won't happen without the accountability of the ehc. That's my main concern and I try to build a relationship with the school so I can check in every so often and support change when needed in this scenario.

Thanks for your input DrRuth. 👍

So many quality first provisions are quick, simple and cheap. Once they're embedded, they just become normal practice. For example, our school uses 'talking pegs' that allow the children to get a reminder of what their task is.

If you can't access EP support via the school do you have an autism specialist team in your LA you could ask for input?

How many EHCP reports do you have to write a year and what would you say is the most common need?

We wouldn't recommend a setting just the provision that a child would need (obviously this could lean in the direction of certain settings) but it's the LA that make the call as they have to ensure equity and know the level of need in the area. Parent partnership can help support you to navigate the ehc application process, sounds like it would be improtang to identify if and how she is not making as good progress as shiuld be expected, or to identify semh or social needs. Good luck.

How does your LA deal with academy schools that are not supporting SEN children properly? The LA EP evidence observed my child said it was a teaching issue, but as they were an academy school there wasn't anything the LA could really do.

My child is no longer there, but I'm curious with the government push for all schools to be in MATs, where that will leave the things the LA are still responsible for

Secondary schools are such big beasts it's much harder to get the adaptions that are needed. Was she ever assessed? Can you go back to the LA and request a reassessment. If not then ignore sounds like an EP consultation would be really useful, but if school won't refer then it may be private I am afraid and that's a lot of money I know. During a consultation meeting EPs work with parents and home to shift narratives and affect perspective change. Sounds like that would be useful in your scenario.

I've got DD2 into the EHCP process now, so we finally saw the Ed Psych last week. I'll wait for his report. He was very supportive on our video call and seemed to understand where DD2 was coming from, so I'm hopeful that he's 'seen' her.

Ah not sure about the processes in Scotland I am afraid, but EBSA and anxiety would be an appropriate request for involvement from my perspective so I would ask why the case was closed if your yp is still experiencing difficulties. Sounds really difficult for you all. Get back on at the senco if you can.

I would only undertake a standardised cognitive assessment where I had a question over cognitive functioning in my hypothesis. Maybe they did too? Hard to answer that.

I assume they have an ehcp? I would suggest their needs were reassessed as part of the annual review process. Also sensory issues I like to refer to the OT where possible.

You know we are the same LA. They are pulling a fast one! They should seek advice from anyone who it's appropriate to seek advice from. I'd quote this and tell them you want involvement from STAS specialist teacher advisors speech (they are asd teacher advisers and communication). They write the best report for my ds as they are the ones who are trained to advice specifically for teaching pupils with asd .

It’s because cognitive testing is important even when the primary need isn’t C&L for all the reason I and others have posted above.

I have not personally come across this yet where I felt an ehc should have been granted but wasn't.

I cannot believe this. It is widespread across the country. I imagine parents in your LA would have a vastly different view and the LA’s tribunal statistics would tell a different story.

iCouldSleepForAYear it might be worth contacting Enquire, who provide a similar service for Scotland that IPSEA so for England.

And a follow up if I may, having read previous posters who feel that a cognitive assessment should be standard as well as other assessments that you feel are necessary: How long do you get to write these reports?