Devon Expert Says Targeted Support Needed to Unlock Potential of ‘Every Child Achieving and Thriving’ White Paper
Dr. Adam McCartney has welcomed the ambition behind the government’s newly released white paper but says its success will depend on ensuring teachers and school leaders have the support needed to deliver the reforms in practice.
The Devon based educational psychologist and business owner works with families and schools across the UK supporting children with SEND, ADHD, dyslexia and other learning differences, believes ‘Every Child Achieving and Thriving’ offers an important opportunity to strengthen inclusive education. However, this can only be a success if schools are given the expertise and structures needed to implement the ideas effectively.
“Teachers have navigated nearly two decades of criteria driven practice,” Dr. McCartney says. “What needs to happen now is the moment to re-professionalise the workforce so educators feel confident as problem solvers who can deal with a wide range of learning needs on a daily basis.”
Knowing that strong, proactive classroom relationships are vital for effective learning, he says two practical steps could strengthen implementation. These involve embedding SEND and child development more deeply in initial teacher training, and providing teachers with regular professional supervision from independent specialists such as educational psychologists rather than relying solely on internal line management.
Dr. McCartney, who has a Doctorate in Educational, Child and Community Psychology from the University of Exeter, also suggests the need for greater clarity around the white paper’s proposed collaboration models, including the role of “experts at hand”.
He adds, “Schools will need clear commissioning routes, whether through academy trusts, local authorities or regional partnerships, so they can access specialist expertise quickly and consistently.
He also highlights the potential for stronger links between education and social care to support earlier intervention for vulnerable children.
“Schools are often the first place warning signs appear when children are struggling,” he concludes. “Closer collaboration between education and social care could enable earlier support before challenges escalate.”
Dr. McCartney says the reforms have the potential to strengthen support for children with SEND, but their success will depend on clear structures, professional expertise and sustained investment in the school workforce.
For more information go to www.dradammccartney.com
