elp develop relationships. Within the setting issues of concern surrounding health and development of the child will be listened too, the practitioner notes that behavioural needs of the child are often referred to the settings Special Educational Needs Coordinator (SENCO) for further discussion. Wheeler (2015) identifies the role of the SENCO as strategic overviewing the school’s Special Educational Needs policy and responsibility of day to day practical implementation and specific provisions made to support pupils with Special Educational Needs and Disabilities (SEND) including those with Education Health Care Plans (EHCP).

Birdsall et al (2014) describe EHCP as putting more emphasis on the child’s personal and holistic goals supporting the child across different services (pg.14). Wheeler (2015) also states the SENCO works closely with and is a key point of contact for parents and other educational establishments such as educational psychologists, health and social care professionals and independent and voluntary bodies. Mackenzie (2012) states, parents respected and connected with the SENCO because feelings regarding their child where understood creating a deeper advocacy, noting that this led to parents opening up and sharing their concerns. Cole (2005) suggests parents want to be treated with dignity and care regarding a child with SEND meaning that the relationship between parent and teacher could be reflected onto the child creating comfort and safety, which as Cole states is more important of a consideration (Mckenzie, 2015, pg. 37). However, Oldman and Radford (2011) suggest the SENCO role is heavily focused on administrative elements leaving little time for a leadership that could develop inclusive practice within the setting. The practitioner notes that within the setting training of staff has been delayed because of the SENCO’s over extension of administrative planning and work load. Winwood (2013) states this could create a barrier to more practitioners to reach out to parents and families regarding their individual situation because training has not been provided.

The SENCO relates information between internal and external professionals including those that assess and diagnose; Jimerson et al (2007) defines Educational Psychologists (EP) as a role that is fundamental in diagnosing autism spectrum disorders for children who display cognitive, emotional and social behaviour difficulties. Farrell et al (2006) also states the EP role develops and implements intervention programmes which consult with teachers, parents and relevant professionals (pg. 32) which links into the implementation of the ECM legislation that states, central to integrated children’s services are a team that form around the child and family (2006, pg. 7). Combining educational and social services allows EP a medium for both community partnerships and school practices correlating in multi-agency work, Erasmus (2010) suggests recent government policy and legislation have reaffirmed the need for EPs to work collaboratively with