In England, Education and Health Care Plans (EHCPs) created changes for SENCOs, including those working in private, voluntary and independent (PVI) early years settings. Such SENCOs hold, as a minimum, a relevant Level-3 qualification, with subsequent training and support being optional, varied and sometimes difficult to access. This situation has implications for EHCP implementation and for the roles and responsibilities of SENCOs because effective realisation of the joint working, early identification and intervention prioritised in EHCPS require power, knowledge and skills. SENCOs from one Local Authority in England participated in this mixed-methods research. Identity theory and Bronfenbrenner's bio-ecological theory were applied to analyse the macro through to micro level influences. This revealed seven key influences: information and resources; ethos and support; quality of evidence; relationships; knowledge and skills; purpose and outcomes. This paper presents the manifestation of these in the experience of eight Early Years SENCOs working PVI settings.

中文翻译：

---

早期实施EHCP：局限性和可能性

在英格兰，教育和医疗保健计划（EHCP）为SENCO（包括在私立，自愿和独立（PVI）早期工作的人）带来了变化。此类SENCO至少具有相关的3级资格，随后的培训和支持是可选的，多种多样的，有时很难获得。这种情况对EHCP的实施以及SENCO的角色和职责都有影响，因为要有效实现EHCPS中优先考虑的联合工作，尽早发现和干预需要力量，知识和技能。来自英国一个地方政府的SENCO参加了这项混合方法研究。认同理论和布朗芬布伦纳的生物生态理论被用来分析宏观到微观的影响。这揭示了七个关键影响：信息和资源；精神和支持；证据质量；关系; 知识和技能；目的和结果。本文介绍了这八种早期SENCO在PVI设置中的经验。