Parents' and professionals' experiences of the Education, Health and Care Plan process. Using thematic and narrative analyses to understand partnerships and practices.

There is hegemonic knowledge and a growing body of literature that demonstrates that the process of seeking support for children with special educational needs and disabilities (SEND) has long been a challenge. This has remained the case, despite the Children and Families Act (2014) mandating a single Education, Health and Care Plan (EHCP), aimed at improving the process for families, supporting partnership and interagency working, and enabling better outcomes for children with SEND. The system remains largely adversarial, lacks accountability and results in ineffective provision for children with SEND. Existing research into experiences of the EHCP process since the reforms largely focusses on the views of parents and education professionals. This research shares new insights into experiences of the EHCP process using a critical realist position and involving two qualitative studies. Study 1 explored the experiences and views of 13 parents via interviews and one focus group. Their views were analysed using reflexive thematic analysis (RTA) (Braun & Clarke, 2022) which explained the challenges and impact of the process and the fundamental need for strong partnerships. The data representing the challenges of the process was further explored using a narrative analysis of the battle metaphor, which is commonly associated with accessing support for children with SEND. Study 2 involved 10 professionals from education, health and social care backgrounds who joined 3 focus groups and shared their perspectives of the EHCP process, as well as commenting on the views of the parents from study 1. This data was analysed using RTA, and the theory of practice architectures (Kemmis, 2008) was used to interpret the data and explore professional practices. This analysis illustrated the practice architectures that scaffold and constrain the enmeshed ‘sayings’, ‘doings’ and ‘relatings’ of practices involving EHCPs. The tensions within the system were exposed and understood. This analysis has shown that whilst the ideologies of transdisciplinarity, parent-professional partnerships and person-centredness set out in the reforms are sound, they are unattainable within the current sociocultural, political and financial landscape and as such, represent metaphorical ‘unicorns’ that professionals chase, but inevitably struggle to capture. The EHCP system remains challenging for both parents and professionals, in a climate of reduced resources and competing agendas. The findings from both studies have illuminated a need to invest in relationships. Recommendations are shared to improve the system, with the overall aim of enhancing outcomes for children and young people with SEND.