Richards, Hazel2021-06-082021-06-082021-04-13Richards, H. (2021) EHCP implementation in the early years: constrictions and possibilities. Support for Learning, 36(2), pp. 204-221.0268-214110.1111/1467-9604.12351http://hdl.handle.net/2436/624101This is an accepted manuscript of an article published by Wiley/NASEN in Support for Learning, available online: https://doi.org/10.1111/1467-9604.12351 The accepted version of the publication may differ from the final published version.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.application/pdfenEHCPSENCOSENDearly yearsBronfenbrennerJournal articleSupport for Learning