An exploration of the experiences of educational psychologists and SENCos of using person-centred planning in annual review meetings

Abstract

This small-scale, exploratory research considered the experiences of professionals using person-centred planning (PCP) in annual review meetings within one local authority (LA) in England. Semi-structured interviews were used to explore the experiences of five educational psychologists (EPs) and two special educational needs co-ordinators (SENCOs). Data were analysed using thematic analysis resulting in the development of six themes: child-centred practices; communication, participation and voice; facilitation, roles and relationships; maximising meeting value; project implementation and development; and operationalising PCP annual reviews. Findings indicate that PCP annual reviews offer an alternative and inclusive space where professionals report attendees feel heard, respected, valued, and empowered. Key elements, such as; preparation, graphic recordings, relationship-focus, collaboration, and facilitation skills supported the process. Implications for practice include; the importance of assessing the contextual factors impacting implementation of PCP annual reviews; the challenge of balancing outcomes and person-centred practice; and the valuable role of EPs in the development and facilitation of PCP annual reviews.