1. Working effectively with parents
A training guide for SEN caseworkers

2. Introduction and Background
Introduce yourself as presenter and ask participants to introduce themselves by name and role. 2

3. A Parental Perspective
It is strongly recommended that local authorities (LAs) invite a local parent to introduce the training and open the session with a brief account of their experience and perspective of the SEN system. This will reinforce the principle that the best way to develop understanding of the parents’ experience is to hear from the parents directly.
(20 minutes) 3

4. Aims of the training
To understand the importance of working in partnership with parents
To reflect on parents’ experiences of the special educational needs (SEN) system
To consider how SEN caseworkers can improve parents’ confidence
To develop skills in communicating effectively with parents
To highlight key areas of legislation and parents’ rights
The training is a mixture of input and exercises. At various points clips from a Talking Heads video will be used where some parents across the country talk about their experience of the SEN system.

5. Background – The Lamb Inquiry, 2009
Video clip 1: Introduction, Brian Lamb
Key recommendations for change:
Higher expectations and greater
focus on outcomes for children
with SEN
Better ways of engaging and
listening to parents
Improving expertise in identifying
and meeting needs
A more accountable system for
schools and local authorities (LAs) for SEN
In March 2008 the Secretary of State for Education asked Brian Lamb to investigate how parental confidence in the SEN system, particularly the assessment process, could be improved.
Show video clip 1: Introduction, Brian Lamb
The Inquiry heard from several thousand parents as well as other organisations and there were eight pilot LA projects looking into ways of improving parental confidence. All information can be accessed from the Lamb Inquiry website.
There were a number of interim recommendations and the final report (The Lamb Inquiry – SEN and Parental Confidence) was published in December 2009.
There are 51 recommendations which fall broadly into the four key areas on the slide.
Brian Lamb recommended further training in SEN for the workforce. This included teachers, Ofsted inspectors and SIPs as well as SEN casework officers. A key link can be seen with the training for teachers in holding ‘Structured conversations’ with parents of children with SEN, as part of the Achievement for All (AfA) programme (see reference in the training guide).
This training can therefore be seen as part of a much broader set of recommendations and actions to improve parental confidence and outcomes for children with SEN. 5

6. From: The Lamb Inquiry Final Report, 2009
‘We met with some of the happiest parents in the country and some of the angriest. Many had children who are well-supported and making good progress. But we also met parents for whom the education system represents a battle to get the needs of their children identified and for these to be met. The crucial issue is that both experiences happen within the same system.’
Video clip 2: My child
Video clip 3: Influences on parental confidence
This quote is from the Foreword in the Lamb Inquiry final report.
Most parents of children with SEN are satisfied with the provision and placement for their child. However, too many parents find the SEN system, particularly the assessment process stressful and feel they have to battle for what they believe their child needs.
Where parents are unhappy they report not feeling their views are listened to or responded to.
While it is acknowledged that the SEN system is complex, and there will inevitably be occasions where there are disagreements about what children need, Brian Lamb recommended that more could be done to foster good relationships and improve parental confidence in the system.
This training aims to support SEN caseworkers to develop their awareness of parental perspectives and improve their skills in effective communication with parents.
The SEN caseworker’s role is pivotal. While many SEN caseworkers will be familiar with the ideas and training points the intention is to renew the focus on parents, their legal rights and ways of working effectively in partnership.
Now show video clip 2: My child. This introduces the parents who are on the video. Now show video clip 3: Influences on parental confidence as a lead in to Exercise 1 – What influences parental confidence? (25 minutes) 6

7. Parents say their confidence in the SEN system is…
... undermined by poor communication and lack of accurate information, for example:
what they say is not being given weight
SEN caseworkers being hard to reach or not communicating about decisions
parents being given information which reflects LA policy rather than the law
lack of transparency in how decisions are made
inconsistencies in information
More detail and examples can be found in the introduction section of the training booklet.
These are examples of what parents who have experienced the SEN system say undermines their confidence. Inconsistent and/or inaccurate information can set off a spiral of suspicion and loss of trust which affects the relationship with SEN caseworkers and other professionals. 7

8. Parents say their confidence in the SEN system is...
... promoted by successful communication and accurate, clear information, for example:
their child being valued as an individual
responsiveness to immediate issues around their child’s education
acknowledgement of the wider family context
having confidence in the accuracy of information
clear, accessible guidance on their legal rights
knowledgeable front-line professionals
Even where the SEN caseworker’s role may be transient if he/she can establish good communication and work in partnership he/she can transform the experience of the family and build confidence. 8

9. Communicating effectively
Session 1
Communicating effectively
with
Parents
Video clip 4: Aspirations
Explain that this section is about communicating effectively with parents and includes some exercises to practise these skills.
Parents have said what helps and hinders communication.
Many parents told the Inquiry that they want to be able to discuss their aspirations for their child.
Show video clip 4: Aspirations. 9

10. Key point Parents want to work with professionals who
listen to their aspirations for their child and
understand their family context
Video clip 5: Understanding the family context
It is important to remember that education is just one factor and stage in the child’s
lifetime
Parents say they want caseworkers to understand their aspirations for their child
Parents of children with SEN often have extra challenges to face which may be
financial, social and emotional and can affect the wider family.
Parents want people they are dealing with to understand this.
It is important that SEN caseworkers understand these wider issues when working with parents and building a relationship. It is also important not to jump to conclusions about parents and their abilities. SEN caseworkers should also respect how much of their family life parents will want to share with them.
Show video clip 5: Understanding the family context as a lead in to the next exercise.
Now introduce Exercise 2: Understanding the family context. (20 minutes) 10

11. Key point Parents want accurate, timely and clear information
The Lamb Inquiry found that failures to comply with the regulations created gaps in the information for parents and had a significant impact on their confidence.
The Inquiry recommended that the principles of the Core Offer in Aiming High for Disabled Children should be extended.
The Core Offer expects services to provide information that is:
accessible, available, relevant and accurate, joined-up and user-focused.
The training booklet gives more detail on what parents tell us about the sort of information they want. It is important to think about how and when information is communicated and not just the content. 11

12. Remember...
Good information can help parents know what to expect, make decisions and promote their confidence but information on its own can confuse and overload parents
Parents also want to feel involved, have the chance to ask questions and raise concerns, have face to face contact and – at times – help to process information
Video clip 6: Sharing information
A very important issue that can affect parental confidence and engagement is the nature of communication between parents and SEN caseworkers.
Show video clip 6: Sharing information as a lead in to the next exercise.
Now introduce Exercise 3: Sharing information (20 minutes) 12

13. The importance of listening skills
Basic active listening skills can make a big difference to
establishing trust and partnership:
showing you are listening through body language
waiting and not jumping in too quickly
repeating and paraphrasing
clarifying by using questions
summarising and ending
But remember – you are not holding a counselling session!
Video clip 7: Listening to parents
Information giving and sharing is two-way. Good listening is crucial to building trust.
Show video clip 7: Listening to parents as a lead in to the next exercise.
Now use Exercise 4: Practising listening skills (45 minutes plus 10 for plenary) 13

14. Structured conversations
The aim of this approach is to have a listening
conversation, which draws on parents’ knowledge and
aspirations for their child.
A structured conversation aims to:
explore, understand and clarify issues
help identify priorities and desired outcomes
agree next steps and actions
When could SEN caseworkers use this approach in their
work with parents?
The structured conversation approach is one of the three strands of the AfA project which is being implemented in 10 LAs and 460 schools.
It aims to improve the achievement of children with SEN.
The structured conversation approach is intended to engage parents in dialogue about the outcomes and aspirations for their child.
The approach could be used by LAs during the assessment process and examples are provided in the training handbook.
Further detail about AfA can be found on the National Strategies’ website. 14

15. Effective meetings
Prepare well (e.g. agree the agenda and stick to it)
Check practical issues (e.g. timing, venue)
Deal with conflict (e.g. listen, speak calmly, clarify any complaints)
Use problem solving (e.g. break down the problem, identify a range of possible solutions, plan who will do what)
Summarise and agree next steps
Provide a written summary
Video clip 8: Meeting parents
Many parents say they prefer face to face meetings to other forms of communication.
Even though some meetings may end on a disagreement, it is important that the parent feels listened to and believes their concerns have been acknowledged.
This may set the stage for agreement further on in the process.
Show video clip 8: Meeting parents as a lead in to the next exercise.
Now introduce Exercise 5: Making meetings effective. This should be used to assist SEN caseworkers to think about how to improve their communication with parents at meetings. (20 minutes) 15

16. Communicating with parents – key points
Be clear what decisions you as SEN caseworker can make and those you do not have power to make
Keep a record of information you have given to parents
Make sure you maintain regular contact with parents
Tailor information to meet individual parents’ needs
Ensure parents have a clear written record of anything you have told them or explained
This is a summary of key points for good communication. 16

17. In pairs consider what have been your
key personal learning points from the day
Ask participants to reflect on the day and share their key personal learning points.
Close of day 1 17

18. Building parental confidence
Session 2
Building parental confidence
in the
SEN system
This session focuses on the statutory process, what SEN caseworkers need to know, key aspects of the law, the points of tension and how effective communication can maintain positive relationships even where there are disagreements.
Start this session with Exercise 6: A quick quiz (answers in Appendix 2).
(15 minutes, including feedback) 18

19. The SEN framework
LAs need to understand what the law requires them to do and fulfil those requirements
LAs need to ensure that all staff working in any particular area of activity understand and fulfil the legal requirements relevant to that area of activity
About 10% of complaints to the Local Government Ombudsman (LGO) are about SEN.
Mistakes are costly in compensation but more importantly in terms of good relations with parents.
The principles on the slide are from the LGO’s guidance on good administrative practice.
Many parents find the statutory SEN assessment process very stressful and feel they have to ‘battle’ for what they want for their child.
Some say their confidence and trust is undermined if SEN caseworkers do not seem to have a good understanding of the law or give information which is unclear, inaccurate or inconsistent.
As well as communicating effectively with parents it is important that SEN caseworkers are knowledgeable about the SEN legal requirements and follow them.
This part of the training handbook highlights those areas in the legal process where relationships can flourish or flounder depending on how the process is managed.
The SEN caseworker plays a key role here in influencing parental confidence.
This guide does not attempt to go into the legal framework in great detail but refers to some key references in the regulations covering SEN and also the SEN Code of Practice. 19

20. Partnership working with parents
This is a long-established feature of the SEN framework
For most parents partnership working is with the school as the majority of children will have their needs met there
How the school engages with parents at these early stages underpins parental confidence in the whole SEN system
SEN caseworkers should be familiar with the legal duties of schools and governors in relation to SEN
They should also know what should be included in individual education plans (IEPs) or alternative approaches
Partnership working with parents applies across the range of SEN provision for children with and without statements of SEN.
The NatCen study found that the way schools manage needs at School Action/Action Plus affects parental confidence in the SEN system as a whole.
LAs will find it easier to engage parents during the statutory assessment process if schools work routinely in partnership with parents as a key part of their SEN practice.
It is important that SEN caseworkers also know what is required of schools in working with parents and sharing information with them regularly through IEPs or other approaches.
Again the NatCen study found that where parents were involved in designing their child’s IEP they felt their child’s school was more flexible, creative and collaborative in meeting their child’s needs.
The training booklet includes details on what is required in an IEP or alternative approaches to planning and reviews and suggests how SEN caseworkers can include reference to parental involvement in their design in Part 3 of a statement.
Now introduce Exercise 7: Working with schools to encourage SEN caseworkers to think about other ways in which they could influence school practice for children with SEN particularly in relation to working in partnership with parents. (25 minutes) 20

21. The statutory assessment process
Key things SEN caseworkers need to know:
The law on identifying and assessing children
The law on making statements and carrying out reviews
LA duties and parents’ rights
The advice and information that needs to be given to
parents
The statutory assessment timetable
The framework for tribunal appeals
SEN caseworkers need to be confident and knowledgeable about the SEN framework in their work with parents.
Parents’ trust can be lost if they feel they have been given inaccurate, misleading or conflicting information.
Their confidence can also be affected if they discover key information that they should have been given has been omitted. 21

22. Special Educational Needs
(a) Meaning of “special educational needs” (EA 1996 s. 312)
A child has “SEN” if he has a learning difficulty which calls for special educational provision to be made for him.
(b) Meaning of “learning difficulty” (EA 1996 s. 321)
Child has a significantly greater difficulty in learning than the majority of children of his age
Child has a disability which either prevents or hinders him from making use of educational facilities of a kind generally provided for children of his age in the LEA’s schools, or
Child is under compulsory school age and is, or would be if special educational provision were not made for him, likely to fall within the above definitions.
This is a reminder of the legal definition of SEN and learning difficulty. 22

23. Statutory Assessment – key legal issues
EA 1996 s. 323 (1) & (2) Where the LEA is of the opinion that a child for whom it is responsible has or probably has SEN and it is necessary for the authority to determine the special educational provision which any learning difficulty he may have calls for, the LEA must carry out a statutory assessment
EA 1996 s. 324 Following a statutory assessment and any representations made by the child’s parent, if it is necessary for the LEA to determine the special educational provision which any learning difficulty he may have calls for, the authority shall make and maintain a statement of his SEN.
Again this is a reminder of key legal aspects. 23

24. The statutory assessment process
Relationships with parents can flourish or flounder depending on how the process is managed
A statutory assessment may be the start of a long-term relationship between the SEN caseworker and the family
The SEN caseworker plays a key role in getting the communication with parents right
The role of the SEN caseworker is crucial in influencing parental confidence. An effective working relationship built on good listening, proactive communication and respect for parents’ views can positively affect parents’ experience and minimise stress and conflict. 24

25. Potential tension points
Responding to requests for statutory assessment
Decisions about issuing statements
The content of statements and deciding placements
Annual reviews and amending statements
Appeals
Video clip 9: Parental experience of the SEN system
Effective communication can maintain relationships even through these potential tension points
SEN caseworkers need to be knowledgeable about the legal framework covering all these aspects so that they are confident in their communications with parents.
The handbook provides key reference information and signposts to the relevant sections in the regulations, Code of Practice and SEN Toolkit.
Communication skills, listening and sharing information will all be very important at these various stages in the process
Show video clip 9: Parental experience of the SEN system. Ask for reflections from participants. If participants met with a local parent before the training as was recommended – did they have similar perceptions? Anything additional/different to add? 25

26. Building trust Parents say they lose trust because of:
inconsistent messages (e.g. whether statutory assessment is necessary)
conflicting reasons given for decisions
advice based on LA policy rather than the law
professional reports appearing to be tailored to available provision rather than their child
These points summarise feedback from parents. 26

27. Building trust Some parents feel they are given misleading reasons for
decisions:
‘Children’s needs must be severe and complex...’
‘A child must be among the 2% worst performing...’
‘We don’t give statements for dyslexia in this authority…’
‘There are children “far worse” than your child that don’t have statements …’
‘We no longer statement children because all needs are met in mainstream schools.’
Parents say they can lose trust at an early stage.
The proportion of appeals against refusal to assess remains high.
Many are conceded by LAs before they reach tribunal and the majority which reach appeal are upheld.
This goes some way to explaining the lack of trust parents sometimes have in LA decision making. 27

28. Building trust Even when there are disagreements, trust can be
maintained if you:
are open about parents’ rights
are clear about LA responsibilities
listen and draw on parents’ views/ knowledge when making decisions
use straightforward language to explain things
engage with parents as soon as possible after receiving a request for assessment
focus on progress and outcomes
Parents report positive relationships with LAs even when decisions go against them when LAs operate along these lines.
This is particularly important at the point of managing requests for statutory assessment.
This is the point where LAs and schools responsibilities interface and so unsurprisingly there is also often most tension between LAs, schools and parents.
The way caseworkers make decisions and communicate with parents at this stage is crucial to what could be the start of a long-term relationship.
This slide summarises what parents tell us helps even where there is disagreement. 28

29. Decision making
Parents’ confidence in the LA’s decision is promoted when:
decision making and panel processes are transparent
honest reasons are given for the decision
the LA is proactive in communicating with parents and involves the school
communication is face to face
there is clear, consistent information about the school’s provision for the child and funding and resources
the LA’s letters to parents comply with the legal requirements and are personalised
parents are informed of their rights to challenge the decision
Again this slide summarises the things parents have told us helps even where they may not agree with the decision.
Most parents prefer face to face communication
A decision not to assess will usually be a major disappointment to parents and so the communication at this point is crucial so that tensions do not escalate. 29

30. The views of parents and children
Statements need to include the views of parents and the
child. Personal contact over this can provide the SEN
caseworker and parent the opportunity to develop a shared
understanding of the child.
Check...
Do the parents have impairments?
Will they need information translated/in a different format?
How will the child’s view be given?
Now use Exercises 8 and 9 to give SEN caseworkers the opportunity to think about how to include the views of parents and children. (15 minutes for each exercise) 30

31. Statements: What parents dislike...
Jargon or language which is unclear
Cut-and-paste standard phrases
Getting their child’s name wrong
Vague and non-specific description of provision
Gaps in needs or provision
Note – statements must “specify the special educational provision to be made for the purpose of meeting those needs” (EA 1996 s. 324 (3)(b))
Video clip 10: Statements
Further guidance and training will be provided for LA staff on writing good quality statements during 2010 so this will not be dealt with in detail during this training.
This slide and the next summarise the key points of feedback about statements and issues SEN caseworkers should take note of.
Show video clip 10: Statements. 31

32. Good statements... are written in clear and understandable language
are personalised
are accurate
include parents and children’s views
ensure objectives relate to provision
specify provision clearly
allow progress to be monitored over time 32

33. Meetings about the statement
This is another crucial point in the process.
‘Every effort should be made to ensure that parents are happy with the proposed statement and that they understand the background to the proposals made for their child and consider that their wishes and feelings have been given full and sensitive consideration.’
(CoP, 8.106)
Now use Training Exercises 10 and 11: Applying communication skills to encourage caseworkers to think about applying effective communication skills at a meeting with a parent about some potentially tricky issues. (30 minutes for each exercise) 33

34. Placements and the law 1 EA 1996 schedule 27 (3)(3)
Where the parent of the child concerned has expressed a preference in pursuance of such arrangements as to the school at which he wishes education to be provided for his child, LEA shall specify the name of that school in the statement unless –
(a) the school is unsuitable to the child’s age, ability or aptitude or to his SEN, or
(b) the attendance of the child at the school would be incompatible with the provision of efficient education for the children with whom he would be educated or the efficient use of resources.
2 EA 1996 s. 316 (3)
If a statement is maintained for a child, he must be educated in a mainstream school unless that is incompatible with –
(a) the wishes of his parent, or
the provision of efficient education for other children.
3 EA 1996 s.9
Pupils are to be educated in accordance with the wishes of their parents, so far as that is compatible with the provision of efficient instruction and training and the avoidance of unreasonable public expenditure.
Again this is a reminder of the key legal aspects around decisions about placement. 34

35. Placements SEN caseworkers can help parents with decisions about
placement by:
explaining the law
informing them about school SEN policies
helping parents to visit appropriate schools
clarifying transport arrangements
suggesting sources of other support/advice
This is often a very key area for parents where they may need help with making a decision. It can be a tension point so keeping the communication channels open is important and will be affected by the relationship that has been built previously. 35

36. Annual reviews and the law
EA 1996 s.328 (5)(b)
(a) on the making of an assessment in respect of the child concerned under section 323, and
(b) in any event, within the period of 12 months beginning with the making of the statement or, as the case may be, with the previous review.
Again a reminder of the legislation
All statements (other than for children under 2) must be reviewed at least annually.
The LA must ensure the review is carried out within 12 months of either making the statement or of the previous review.
The SEN caseworker can play a key role in helping parents with worries and queries around reviews and what is expected. 36

37. Annual reviews Don’t … ignore recommendations for changes or updates
accept continued repeats of existing targets if progress has not been made
think only short term: the review is intended for long-term planning too
make blanket cuts to provision on statements
These are some things that parents say affect their trust and confidence. 37

38. Annual reviews Do... offer to help parents prepare for the review
provide good information, particularly at transitions
contact parents even if the decision is ‘no action’
arrange for an interim review if there is disagreement or concern about progress
meet with parents to explain reasons for changes to provision or a decision to cease the statement
know and meet the timescales and legal requirements
These are some things that parents say they find helpful. 38

39. Appeals to tribunal SEN caseworkers need to know:
the tribunal framework
parents’ rights of appeal
In the event of an appeal SEN caseworkers need to:
maintain a professional approach
continue to listen to parents and keep the lines of communication open
understand the parents’ perspective and the potential impact of the tribunal process on the family
Video clip 11: Tribunal experience
Show video clip 11: Tribunal experience.
Emphasise the need for caseworkers to keep the dialogue with parents open. Refer back to Brian Lamb’s introduction where he stresses this. 39

40. And finally……top tips Video clip 12: Top tips
Ask parents to talk about their aspirations for their child
Remember that parents are the experts on their child
Be clear, accurate and open
Stick to the law
Be an active and empathic listener
Be approachable and accessible
Seek out the child’s views
Personalise written communication
Keep communication channels open – even if you disagree
Signpost parents to further information and sources of independent advice
Show video clip 12: Top tips
Go through each of the tips.
Now introduce Exercise 12: Applying the top tips (15 minutes). 40

41. Final Reflections
Ask participants to reflect and feedback on the input and what they have learned over the course of the training. 41