Supporting children with Special Educational Needs and Disabilities (SEND) is a collaborative effort. Parents and teachers play the most significant roles in a child’s early development, and their partnership is essential for ensuring the best outcomes. In the UK, the system is designed to identify and support children from an early age, but without strong cooperation between home and school, the process can become fragmented. This article explores why the parent-teacher relationship is crucial, particularly in the Early Years, and how a united approach leads to greater success for children with SEND.
Understanding The UK SEND System
The UK SEND system is built on the framework of the Children and Families Act 2014 and the SEND Code of Practice (2014). This system aims to ensure that children with additional needs receive the necessary support, both in early education settings and at home. Key elements of the system include:
- Early Identification: Schools and nurseries have a duty to identify SEND at the earliest stage and work in partnership with parents.
- The Graduated Approach: This consists of four stages – Assess, Plan, Do, and Review – to ensure ongoing support and adaptation.
- Education, Health, and Care Plans (EHCPs): For children with significant needs, an EHCP provides a legal framework for tailored support.
The Importance Of Early Years Intervention
Early Years education (ages 0-5) is a critical time for child development. During these years, children form the foundation for learning, social interaction, and emotional regulation. Early intervention is crucial because:
- The brain is most adaptable in the early years, making targeted support highly effective.
- Delayed intervention can lead to further challenges in primary education.
- A strong start helps build confidence and independence in children with SEND.
A close relationship between parents and teachers ensures that any concerns are addressed quickly, and appropriate strategies are put in place before difficulties escalate.
Communication Is Key
For support to be effective, communication between parents and teachers must be open, honest, and consistent. Strong communication enables:
- Early recognition of challenges: Parents often notice developmental concerns at home before they become apparent in school.
- Consistency in approach: Children with SEND benefit from routine and structure. Aligning strategies between home and school supports smoother transitions and better learning outcomes.
- Emotional support for families: Parents of SEND children can feel isolated. Regular discussions with teachers can offer reassurance and practical guidance.
Some practical ways to improve communication include daily diaries, email updates, and regular meetings to discuss progress and next steps.
The Role Of Parents In SEND
Parents are their children’s first educators and advocates. Their role in ensuring success includes:
- Observing and recording development: Noting patterns in their child’s behaviour, strengths, and difficulties helps teachers create personalised learning plans.
- Engaging in home learning: Reinforcing school-based strategies at home enhances progress.
- Championing their child’s needs: Navigating the SEND system can be complex, and parents play a crucial role in securing the right support, whether through an EHCP or additional interventions.
The Role Of Teachers In SEND
Teachers and Early Years practitioners are responsible for providing inclusive education and tailored support. Their role includes:
- Differentiating learning: Adapting activities so all children can engage and make progress.
- Utilising SEND resources: Implementing strategies such as visual timetables, sensory breaks, and speech and language support.
- Working with external professionals: Collaborating with Speech and Language Therapists, Occupational Therapists, and Educational Psychologists to enhance support.
Overcoming Common Barriers
While parent-teacher collaboration is essential, there are common barriers that can hinder success, including:
- Lack of time: Busy schedules can make regular communication challenging.
- Differences in perspective: Parents and teachers may have differing views on a child’s needs or the best approach to support them.
- Navigating the system: The UK SEND process can be bureaucratic and difficult to understand, leading to frustration.
Solutions include setting up structured communication (e.g monthly review meetings), ensuring transparency in SEND processes, and providing parents with guidance on navigating the system.
The Power Of A Strong Partnership
When parents and teachers work together, children with SEND have profound benefits. A united approach will typically lead to a successful outcome. I feel privileged to have attended hundreds of parent/teacher meetings over the years, and the best outcomes are when we are all listening to one another and offering ‘open conversations’.
The parent-teacher relationship is the foundation of SEND success, particularly in the Early Years. By working together, sharing insights, and aligning strategies, parents and teachers can create an environment where children with SEND can thrive. The UK SEND system provides the framework for support, but it is the collaboration between home and school that makes the biggest difference. Strong communication, early intervention, and shared responsibility ensure that every child with SEND has the best possible start in life.
