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Special Educational Needs and Disability (SEND) In Education

The

Bristol ToolkitFor professionals, parents, carers and young people

Special Educational Needs Support Education, Health and Care Plan

After an Education, Health and Care Plan

Last Updated 22 November 2016 by Findability1

We like to thank the following contributors for making this Toolkit possible.

Bristol Parent Carers Supportive Parents

KIDS Independent SupportBristol City Council’s Birth - 25 Integrated Service

Trading with Schools Inclusion ServicesEarly Years Service

Children’s Community Health PartnershipAnd all the contributors to our Workshops

Accessibility

We want to make this toolkit as accessible as possible. To do this we have followed the Findability accessibility guide.

We have used Arial font, size 14. We have used simple, clear English where we can. We have made sure all documents are available in PDF, Word and Black and

White formats. We have made sure each document has a date on it so you know when it was

last updated. Where possible we have tried to explain technical language.

If you need support accessing any part of this toolkit we recommend you first talk to your setting SENCO or Inclusion Manager. If you still need support you can either contact one of the organisations on page 5 or email us at [email protected]. Translations are available on request and instantly on Findabilitybristol.org.uk.


Foreword

In Bristol, as in other areas, we are working hard to improve our support to disabled children and young people, and those with special educational needs in line with the spirit, as well as the specific guidance of the Children and Families Act (SEND Reforms). Through collaboration and workshops with young people, parent carers and agencies that support them, education, health and social care partners, we are developing our understanding of how best to deliver and support hose changes. As we develop this, we will issue toolkits, in partnership, so that we can work together across Bristol services. This first toolkit sets out our processes for delivering special educational needs and disability support in education.

We believe all children and young people should be given the best support to be able to achieve their potential and live ordinary lives. We want to make sure the professionals who work with them have the right tools to support them. This toolkit goes part of the way, giving details of processes and forms related to SEND in education.

We also believe in making sure everyone has access to good information and so we have designed this toolkit to be accessible by parent and carers too, helping families and professionals to work in partnership.

All of our process and work to improve the outcomes for disabled children and young people, and those with special educational needs, in Bristol is supported by our SEND Vision. Our vision is to support and empower children and young people to live healthy, independent and fulfilling lives.

As we develop our processes and understanding of how best to support children and young people in Bristol we will update this toolkit. So you can always feel sure you have access up to date information.

I hope you find this toolkit useful and if you have any feedback you would like to give on it please contact me at [email protected].

Kind Regards,

Carol WatsonHead of Service

Birth to 25 Integrated Service for Disabled Children and Young Adults


mailto:[email protected]

Bristol’s SEND Vision Our vision is to support and empower children and young people to live healthy, independent and fulfilling lives.

The Birth to 25 Collaboration The Birth to 25 Collaboration was designed to make sure services are as joined up as possible. It is a collaboration of Bristol City Council services and Children’s Community Health Partnership Services. The collaboration aims to work together flexibly, holistically and seamlessly alongside children, young adults and parents/families to meet the outcomes in the SEND Vision.

Services that make up the collaboration are:

Disabled Children’s Social Work Teams (up to 25) SEN Assessment Coordinator Teams Bristol Autism Team Social Care Occupational Therapy Sensory Support Services Specialist Service for Children with Learning Disabilities Physiotherapists Occupational therapists Early Years Portage Team


http://www.nbt.nhs.uk/cchp/explore-cchp/childrens-occupational-therapy

http://www.nbt.nhs.uk/cchp/explore-cchp/childrens-physiotherapy

http://www.nbt.nhs.uk/cchp/explore-cchp/specialist-service-children-learning-disabilities

http://sensorysupportservice.org.uk/local-offer/

http://www.findabilitybristol.org.uk/pages/education-city-wide-offer/other-educational-provision/asdot-autism-support

About this toolkit

For all professionalsThis toolkit helps professionals to understand special educational needs and disability processes in Bristol. This includes education, health and social care professionals.

For parents, carers and young peopleWe wanted this toolkit to be accessible for all who might be interested in understandinghow special educational needs and disability processes work in Bristol. This toolkit is also available online at:

www.findabilitybristol.org.ukFindability has Bristol’s Local Offer information. On Findability you will find more information on special educational needs and disability for those under 25 living in Bristol.

SEND reformsThis toolkit explains how some parts of the SEND Reforms work in Bristol. From 1st September 2014 the laws changed for children and young people with special educational needs or a disability. These changes are known as the SEND reforms (Special Educational Needs and Disability reforms). Part of the reforms decided:

School Action and School Action Plus would be replaced by Special Educational Needs (SEN) Support through the graduated approach

Statements of Education would be replaced by Education, Health and Care plans

Education, Health and Care plans would be available to those in education up to the age of 25.

More information on these changes can be found in the Special Educational Needs and Disability Code of Practice 2014.www.gov.uk/government/publications/send-code-of-practice-0-to-25


If you have any questions or comments about this toolkit, get in contact by emailing us at [email protected]

Support for parents, carers and young peopleparents, carers and young peopleGoing through this toolkit there might be times when you would like more support or someone to talk to. You are encouraged to talk to the educational setting your child attends. If you request an Education, Health and Care plan assessment you will be given a named officer. Below is information about the local support organisations in Bristol that might be able to help.

Supportive ParentsSupportive Parents are the Special Educational Needs and Disability Information, Advice and Support (SENDIAS) service for parents,

children and young people in Bristol, North Somerset and South Gloucestershire. Our service is free, confidential and impartial. We offer a telephone information and support line, face-to-face support and help with written information. We can support you at any stage of the SEN process from 0-25 years and throughout the Education, Health and Care (EHC) planning process.www.supportiveparents.org.uk

KIDS Independent SupportersKIDS Independent Supporters are trained to help families and youngpeople through the new Education, Health and Care Plan assessment, planning and development process. We provide support which is flexible to meet your family’s individual needs. This includes offering advice onthe telephone, face to face meetings, including home visits, and joining you in attending meetings in schools or with other professionals.www.kids.org.uk/Event/independent-supporters-bristol

Bristol Parent CarersYou may wish to give feedback on the service you recieve, so that yourexperience can improve things. You local participation forum, Bristol Parent Carers (BPC), can help you do this. BPC is run by parent carers, provides an Independent Voice for families, and works with local authorities on shaping better services.www.bristolparentcarers.org.ukRelated Documentsi. Bristol Parent Carers’ Parent Guide to SENDii. Supportive Parents service leafletiii. KIDS Independent Support service leafletiv. Supportive Parents and KIDS joint service leaflet


OverviewChapter Title Page number

Part A - Special Educational Needs Support 9

1 Special Educational Needs Support - The Graduated Approach

10

2 SEN Support - Assess 16

3 SEN Support - Plan 204 SEN Support - Do 22

5 SEN Support - Review 23School Admissions 25

Part B - Education, Health and Care Plans 27

6 Education Health and Care plans 28

7 Before applying for an Education, Health and Care plan 298 Requesting an Education, Health and Care need assessment 31

9 What happens after 6 weeks 3310 Assessment Coordinators 35

11 Gathering advice for the EHC needs assessment 3612 Personal Budgets 37

13 Initial Draft 3814 Draft Education, Health and Care plans 39

15 Draft Education Health and Care plan meeting 4016 Travel arrangements 41

17 Choosing and naming a setting 4218 Final Education, Health and Care plan 43

19 Cross border arrangements 4420 Complaints, mediation, disagreement resolution and appeals 46

21 Converting to an Education, Health and Care plan 48

Part C - After an Education, Health and Care Plan 50

22 Annual Review 51

23 Key Stage Transfers 53



24 Preparing for Adulthood 5525 Ceasing an Education, Health and Care plan 56

26 Making good progress 5727 Leaving education 58

28 Going to university 5929 Finding employment 60

30 Turning 25 years old 61

Toolkit Resource List 62

8

Part ASpecial Educational Needs Support


1. Special Educational Needs Support - The Graduated Approach

‘A child or young person has special educational needs (SEN) if they have a learning difficulty or a disability which calls for special educational provision to be made for him or her.’ (xiii. SEND Code of Practice)

Each child learns in different ways and at slightly different speeds. Teaching is set up to allow for these differences and cater for varying needs. This is referred to as “Quality First Teaching” and includes ordinary classroom differentiation. On occasion this may not be sufficient to meet a child’s needs. At this point parents, carers or schools may think that she/he has special educational needs (SEN).

If a child or young person has SEN she/he may find it difficult to access classroom learning or opportunities available in an ordinary learning environment. She/he may need changes (known as adjustments) made that other children and young people don’t need, for example, more support in class or questions explained in a certain way.

Not everyone who has an adjustment made to help him/her access classroom learning has special educational needs. Sometimes it may be for other reasons, for example speaking English as an additional language.

Identifying whether a child or young person has special educational need happens gradually over time. Teachers will work with parents, children and young people to assess what the needs may be and will make different arrangements (known as interventions) to support the child or young person’s individual learning needs. This is the 'do' stage. All interventions will be assessed to see if they have made a difference and will vary for each child or young person, but they all should follow the cycle of:

Assess Plan Do Review


Differentiation is a method of teaching. It involves understanding where students are in their learning and how they learn. Class teachers use this method to help them make sure tasks in class are broken down to meet the ways and speeds at which the class students are learning.

‘The SEN Support should take the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach. It draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people.’

6.44. DfE (2015) Special Educational Needs and Disability Code of Practice

'Inspectors will consider the progress of pupils who have special educational needs and/or disabilities in relation to the progress of all pupils nationally with similar starting points. Inspectors will examine the impact of funded support for them on removing any differences in progress and attainment. The expectation is that the identification of special educational needs leads to additional or different arrangements being made and a consequent improvement in progress.'

185. Ofsted, 2016, Handbook for inspecting schools in England under section 5 of the Education Act 2005

AssessAll children and young people should have the opportunity to make progress through the usual curriculum available in their setting. If they are not making reasonable or expected progress or because they have a very specific need (for example, have a visual impairment) then an appropriate intervention or approach is tried for a period of time. Hopefully, with the right level of intervention or approach the child or young person will be able to access classroom learning and no further interventions are needed.Chapter 2 has more detail of how SEN Support assessments.


Progress is broadly defined as the 'growth in pupils’ security, breadth and depth of knowledge, understanding and skills.' (175. Ofsted, 2016, Handbook for inspecting schools in England under section 5 of the Education Act 2005)

Previously schools were asked to measure the progress a student makes against the National Curriculum levels and level descriptors. Schools are no longer required to do this and are encourage to form their own systems for measuring the progress of their students.

A learning intervention is when a specific activity is used to develop or support a student's learning. For example, a programme of reading recovery might be used for a child who needs support to improve their reading skills.

A teaching approach is the way a teacher or school looks at learning. It can be the way the whole school approaches learning, for example a school might have a Steiner school approach, or it can be an approach introduced to support a student's inclusion in the school, for example staff are trained in using the Makaton words a student uses.

PlanPlans are written to help everyone understand what intervention are being made and what approaches should be taken. SEN Support plans will have SMART (Specific, Measurable, Achievable, Realistic and Time related) targets and outcomes. In the past plans have been called Individual Education Plans ( IEPs) or Pastoral Support Plans (PSPs), now they are known as SEN Support Plans.Chapter 3 has more detail of SEN Support plans.

DoAny interventions, approaches or adjustments made for a child or young person need to be given time to see how well they are working. It is usually recommended to continue with an intervention or adjustment for at least 3 months to give it time to make an impact on the learning of the child or young person. Sometimes interventions need longer or need to be repeated at different times.Chapter 4 has more detail of SEN Support ‘doing’.

ReviewReviews need to be able to judge whether interventions, approaches and adjustments have been successful and the child or young person has made expected or reasonable progress. Three things can happen from a review:

1. The intervention has been successful and the child no longer has any relevant difficulties.

2. The approach or intervention is being successful and it is agreed it should continue.


Outcomes will usually set out what needs to be achieved by the end of a phase or stage of education in order to enable the child or young person to progress successfully to the next phase or stage.

9.69 DfE (2015) Special Educational Needs and Disability Code of Practice

Targets are the steps to meeting an outcomes; 'the development of an individual learning programme outlining longer term outcomes covering all aspects of learning and development, with shorter term targets to meet the outcomes'.


3. The approach or intervention has not made a significant difference to the child or young person’s progress and she/ he does not make reasonable or expected progress. The current intervention will need to be updated in light of the information from the Review.

When reviewing it might be decided that a child or young person’s special educational requires more long term or significant intervention plan.Chapter 5 has more detail of SEN Support reviews.

All education is about preparing young people for independent life. Therefore all additional support should be based on the least amount of purposeful and appropriate intervention to support a child or young person to make good progress in their education. If interventions are not working then they might gradually become more detailed and more specific.

Most schools and settings have a significant level of resourcing delegated to their budgets in order for them to carry out their statutory responsibilities to meet individual’s special educational needs above and beyond ordinary classroom arrangements and all settings that receive government funding must act in line with the SEND Code of Practice 2015.

Moving beyond the graduated approachIf it is felt that everything has been done that is possible through the SEN Support cycle of assess, plan, do and review and a child or young person is still not making expected or reasonable progress then it might be time to consider an Education, Health and Care plan assessment.

In Bristol all educational settings can apply for additional funding if it is considered that a child or young person’s needs could then be met in mainstream setting. This is called the Top Up system.

This means the vast majority of children or young people’s needs can be met and outcomes improved in mainstream settings through using the graduated approach. The SEND Code of Practice 2015 says that children should always be educated in


The Special Educational Needs Support diagram on page 11 can help you understand how the graduated cycle works.

2. SEN Support - Assessmentmainstream settings unless their needs cannot be met or if their parents do not wish it.Chapter 2 SEN Support - Assessment has more information on Top Up.

The formal education, health and care needs assessment process should be necessary only when the child or young person’s needs are so complex that they are not understood and it appears that despite resourcing these needs will only be possible to meet within specialist provision (which might be a special educational provision like a special school or specialist provision made within a mainstream setting).Part B Education, Health and Care Plans has more information.

Thinking about what might help a child or young person do well (with parents and carers).

Education setting based assessment


Local Authorities... must have regard to the general principle in section 9 of the Education Act 1996 that children should be educated in accordance with their parents’ wishes, so long as this is compatible with the provision of efficient instruction and training and does not mean unreasonable public expenditure.


Where a child or young person has SEN but does not have an EHC plan they must be educated in a mainstream setting except in specific circumstances (see below). The School Admissions Code of Practice requires children and young people with SEN to be treated fairly. Admissions authorities:

• must consider applications from parents of children who have SEN but do not have an EHC plan on the basis of the school’s published admissions criteria as part of normal admissions procedures

• must not refuse to admit a child who has SEN but does not have an EHC plan because they do not feel able to cater for those needs

• must not refuse to admit a child on the grounds that they do not have an EHC plan


The first step of ‘assess’ is for the class teacher or practitioner is to carry out detailed observations as this will allow them to gain an understanding of a child or young person’s strengths and areas of needs and will help plan for strategies to support the child or young person. An essential element of gathering information also involves talking to parents and/or carers and all those involved with the child/ young person’s development to gain a more detailed understanding. All settings would be expected to be carrying out their own assessments and intervention cycles in the first instance. Class teachers can refer to their school's Special Educational Needs Coordinator (SENCO) for support. All schools must have a SENCO and they must be qualified or undergoing a qualification to do this role. Sometimes SENCOs will recommend using standardised assessment tools, observation schedules and tests. Some assessments will be done by the SENCO and some may be done by the class teacher.

More detail of what Early Years settings do is in appendix 2.1 Early Years graduated approach.

Related Documents2.1. Early Years graduated approach

Assessment involving specialistsSometimes a request for help from a specialist team (often called an outside agency) may be suggested at the SEN Support Plan Review Meeting if it is evident that there are continuing concerns. It is essential that this decision is discussed and made with parents/carers. Settings can refer to a wide variety of specialists, for example Speech


A Special Educational Needs Coordinator (SENCO) is the lead teacher for special educational needs in the school. They have developed specialist skills and knowledge around working with students with special educational needs. They work with teaching staff, parents and carers to make sure the school is offering 'High Quality' teaching to children with special educational needs and monitor their progress.

The SENCO must be a qualified teacher working at the school. A newly appointed SENCO must be a qualified teacher and, where they have not previously been the SENCO at that or any other relevant school for a total period of more than twelve months, they must achieve a National Award in Special Educational Needs Coordination within three years of appointment.


and Language Therapy, Occupational Therapy, Sensory Support Service, Early Years Portage & Inclusion Team, CAMHs, and the Inclusion Service.More information on these services can be found on www.findabilitybristol.org.uk.

The Inclusion ServiceIn relation to individual children settings can purchase involvement of the Inclusion Service for assessment and intervention advice. Early Years settings are required to request assessments through the Early Years Special Educational Needs Panel. Members of the Inclusion Service can offer expertise in child development, learning theory and assessment and interventions for children/ young people presenting with

special educational needs. Their involvement would usually follow a consultation model. This begins with an in-depth discussion about the child’s presenting needs, which should include all those involved. It may also include observation and some assessment work to help inform next steps. This will provide a better picture of the difficulties and ideas of a possible way forward. The agreed plans should be implemented at the setting and reviewed after around 6 week. Further specialist assessment may or may not be considered appropriate following the review.

Early Years Inclusion Service

The Early Years Portage and Inclusion Team provide support to families and early years practitioners for children from birth to 5 years, who are disabled and/or have special educational needs. For Early Years Practitioners and Early Years Settings, this support includes -

providing appropriate support and interventions for individual children’s needs developing strategies and targets for children’s Individual Education Plans monitoring and reviewing children’s rate of progress awareness of special educational needs processes and procedures.

The team also supports the positive transfer of children with disabilities and/or special educational needs to the next phase of their education within the Early Years Foundation Stage.

Training is available to:

develop early years providers skills to include children with disabilities and/or special educational needs


empower early years practitioners to support children with disabilities and/or special educational needs in the longer term from within their own resources

An Early Years Inclusion Resource Library is available, holding a wide range of specialist equipment and information to support the inclusion of young children.

The team's support can be accessed by completing our referral form.

Related DocumentsNone

Assessment for additional funding (including Top Up)There may come a time when it becomes clear that the interventions required/in place for a child or young person cannot be met solely though the setting's resources. If this point is reached then the setting may apply for Top Up funding. The “Top Up” process is based on the graduated approach through the Assess, Plan, Do, Review cycle. This involves providing all the evidence of what's been tried so far, the costs and a review of its impact against expected progress. An application must be clear about how any requested Top Up will be used. Top Up is available for settings for children and young people from school years Reception to Year 13. All settings will have carried out Assess, Plan, Do, Review cycle/s involving specialist assessment as appropriate.

In Bristol an Education, Health and Care plan is not needed to access Top Up funding.

Information regarding Top Up panels can be found in appendix 2.7 How top up works.

Information regarding the Early Years panel can be found at: www.bristol.gov.uk/ resources-professionals/children-special-education-needs-early-years

Related Documents2.2. Bristol Universal Descriptors - Early Years2.3 Bristol Universal Descriptors - Schools and Post 162.4 Early Years Funding Application Guidance2.5 How funding works in Special Educational Needs - Schools and colleges2.6 How top up works - Schools and Colleges


3. SEN Support - Plan

Writing down what everyone will do to support a child or young person to do well.

Educational setting based planThe principle underpinning the SEND Reforms is that SEN Support Plans should be in place for young people whose needs are being met within the graduated response process. These


Non Statutory Plans are non-legal documents. In the context of special educational needs in Bristol, SEN Support Plans are non statutory plans. There is no legal test for an SEN Support plan; anyone can have one if it is thought to be appropriate. SEN Support plans should be followed.

Statutory Plans are legal documents. In the context of special educational needs Education, Health and Care plans are statutory plans. What is written in an Education, Health and Care plan must be followed and there is a legal test to decide whether an Education, Health and Care plan is appropriate for a child or young person.

plans are multi-agency plans and they are non-statutory. They need to involve all agencies whose input or support is contributing to the child or young person’s educational development.A plan will have a number of sections, as follows:

An outline of the child or young person’s strengths, An outline of the identified special educational needs, including relevant

assessment information, SMART (Specific, Measurable, Achievable, Realistic and Time related) targets/

outcomes, Specific actions to achieve the targets/ outcomes, Specific resources identified to carry out the actions, and details of people and services involved, An evaluation process.

Future planning for a child or young person who has a range of professionals involved may require a Multi- Agency Meeting to help plan the level of support required and strategies/interventions required both within the home and educational setting. Schools and Colleges may call these plans different things as part of their graduated approach. This can be recorded within an Individual Education Plan and/or a Support Plan/ Non Statutory Education, Health and Care Plan. Colleges use the College Annual Review form.

Related Documents3.1 Individual Education Plan - Early Years 3.2 Individual Education Plan Monitoring Sheet - Early Years 3.3 Individual Education Plan Summary and Review Sheet - Early Years

Support plans and provision mapsA provision map shows what a setting has available for their students. It is written by the setting considering the existing pupils across the setting and the resources available to meet their needs taking into account best practice and the resources available to the school. A provision map will identify interventions available and is costed at school age.


An individual support plan will identify the aspects of the provision map that will be accessed by a child of young person. There will be occasions when an individual requires interventions that are not within the provision map. In that situation the appropriate bespoke arrangements should be made and identified on the individual support plan/ Non-Statutory Education, Health, Care Plan/ Individual Education Plan.

Related Documents3.4 Model Individual Provision Map - Schools3.5 Support Plan - Early Years and Schools3.6 Support Plan - Colleges


4. SEN Support - Do

Delivering the plans.

Having developed the Individual Education Plan/ Support Plan this should be delivered according the agreement that has been made. Parent/ carers should receive a copy of the plan.



5. SEN Support - Review

Looking at how well the plan worked.Within Early Years it is recommended that Individual Education Plans are reviewed every 6 to 8 weeks. For school aged children that have a SEN Support Plan in place it is recommended that these are reviewed every 3 to 6 months.

The Review should cover what interventions were carried out and how, what progress has been made and any changes in circumstances.

Some Top Tips:When progress has not been made, this could be a result of: A lack of clarity in translating the planned actions into practice (“Lost in

Translation”) Plans not being carried out due to circumstances beyond the control of the

setting (sickness/crises) The wrong intervention for the need or target. Partial progress may be a result of over ambition. This means the targets may

have been too challenging or there were too many targets. Take care how progress is measured. Ask your school how they measure

progress.

The interventions have not met the needs of the child or young person.There are 4 possible types of outcomes from the review:

1. The Plan has been successful and the child or young person no longer has anyrelevant difficulties.

2. The Plan is being successful and it is agreed it should continue.3. The Plan has not made a significant difference to the child or young person’s

progress and she/ he does not make reasonable or expected progress (see Top Tips above) . The current Plan will need to be updated in light of the information from the Review and additional resources may be sought through a top up


'Where a pupil is receiving SEN support, schools should talk to parents regularly to set clear outcomes and review progress towards them, discuss the activities and support that will help achieve them, and identify the responsibilities of the parent, the pupil and the school. Schools should meet parents at least three times each year.'


School Admissionsapplication if it is considered beneficial.4. After consideration of all possible interventions and approaches within a main

stream setting it is considered that the necessary interventions cannot, at this point, be put in place in mainstream school. A request for a statutory EHC needs assessment is considered the most appropriate next step.


Admissions for children with Statement or EHCP is organised by the Special Last Updated 22 November 2016 by Findability

24

Educational Needs team, including placement at mainstream or specialist schools or resource bases. A child or young person needs to have a final EHCP or Statement in order to attend specialist provision. Please discuss with your educational setting if you feel that your child needs a specialist placement. If your child is going through a statutory assessment this process will end with naming a school on the final statement or EHCP, and during the assessment the assessment co-ordinator will ask you what type of school and what particular school you would like. They will consult that school to see if it can meet your child’s needs. They may also consult other schools.

If your child is still going through an Education Health and Care Needs Assessment at the time that you need to identify a school please apply for a mainstream school through the Admissions on-line process, but also let your assessment co-ordinator know your preference (mainstream or specialist provision).

In planning places for Key Stage Transfer the SEN team updates the main Admissions team weekly and the Admissions team will be made aware that your child is having an assessment. When the final EHCP is issued, the admissions team are informed of where the child will attend. This process ensures that children have a school place while the statutory assessment is being finished. It also ensures that a school place is identified for the occasional case where a statutory assessment does not result in an EHCP.

Very occasionally, the Local Authority may agree to provide a place at a special school for a child who is going through an assessment. For example if a child moves from another country and so does not have an EHCP, but the LA agrees that they would clearly require specialist provision.

Parents are advised to visit schools in planning for their child’s Key Stage Transfer, and to discuss any possible request for specialist school early, so that early planning and proper transition can help the child to settle in their new school.

Occasionally a school placement is sought by SEN for your child at other times for example if you request at the annual review a different school. As in the above processes, the SEN team will consider your request and will consult that school for a place as described in these chapters.Find out about admissions: www.bristol.gov.uk/schools-learning-early-years/school-admissions.


http://www.bristol.gov.uk/schools-learning-early-years/school-admissions

http://www.bristol.gov.uk/schools-learning-early-years/school-admissions

20

Part BEducation, Health and Care plans


6. Education, Health and Care plans‘The purpose of an EHC plan is to make special educational provision to meet the special educational needs of the child or young person, to secure the best possible outcomes for them across education, health and social care and, as they get older, prepare them for adulthood.’9.2. DfE (2015) Special Educational Needs and Disability Code of Practice

From 1 September 2014, Education, Health and Care Plans were introduced across England as part of the SEND Reforms. They are statutory plans and are starting to replace Statements of Special Educational Needs. All children who have a statement of special educational needs will be transferred to an Education, Health and Care plan by April 2018.Chapter 22 has information on converting to an Education, Health and Care plan.

Education, Health and Care plans are for children and young people who are in education, up to age 25 years old who have significant special educational needs that affects their learning. The plans help coordinate the support available to the child or young person and their families across their education, health and social care needs. From the age of 14 Education, Health and Care plans include the Preparing for Adulthood outcomes.Chapter 24 has information on the Preparing for Adulthood outcomes.

The Education, Health and Care plan must take no longer than 20 weeks to issue from when a request for an Education, Health and Care Needs Assessment has been received by the Local Authority.


Non Statutory Plans are non-legal documents. In the context of special educational needs in Bristol, SEN Support Plans are non statutory plans. There is no legal test for an SEN Support plan; anyone can have one if it is thought to be appropriate. SEN Support plans should be followed.

Statutory Plans are legal documents. In the context of special educational needs Education, Health and Care plans are statutory plans. What is written in an Education, Health and Care plan must be followed and there is a legal test to decide whether an Education, Health and Care plan is appropriate for a child or young person.

7. Before applying for an Education, Health and Care plan

All settings need to be following the Assess, Plan, Do, Review graduated cycle before an application for an Education, Health and Care Needs Assessment can be made.Chapter 1 Special Educational Needs Support - The Graduated Approach has more information.

Information is available to settings regarding the evidence needed when making an application for an Education, Health and Care Needs Assessment.

Parent/Carers and young people can discuss whether an EHC Needs Assessment is required with their settings SEN Coordinator, Inclusion Manager or the SEN Team. Contact details for the SEN Team are available from chapter 8.

‘In considering whether an EHC needs assessment is necessary, the local authority should consider whether there is evidence that despite the early years provider, school or post-16 institution having taken relevant and purposeful action to identify, assess and meet the special educational needs of the child or young person, the child or young person has not made expected progress.'


Related Document7.1 Guidance on the evidence required for a statutory EHC needs assessment - Early Years7.2 Guidance on the evidence required for a statutory EHC needs assessment - Schools and Colleges7.3 Who is eligible for an Education, Health and Care needs assessment7.4 Evidence required for an initial statutory assessment - short version


8. Requesting an Education, Health and Care need assessment

A request for an Education, Health and Care Needs Assessment for a child or young person can be made by the parent/carers or the young person themselves by sending a letter with supporting evidence to the SEN Team. With parental consent settings or professionals working with the family and child can also make a request for an Education, Health and Care Needs Assessment. Evidence must be submitted with the request to show what interventions have been implemented and reviewed under the graduated approach and whether this has had an impact on the child/young person’s learning.

You can send your request by email or post to:

SEN TeamPO Box 3176Parkview Office CampusWhitchurch Lane Bristol, BS3 9FSEmail: [email protected] Tel: 0117 922 3700

When an application for an Education, Health and Care (EHC) Needs Assessment has been made, the SEN Team will notify the parents/carers or young person by letter that the request for an EHC Needs Assessment has been received. The letter will also ask for the parent/carers or young person’s views.

The SEN Team will also make initial contact with professionals stated below to ask whether the child is known to them and if they have any information to forward. The SEN Team contact: The child or young person’s educational setting Educational Psychology though the Inclusion Service for notification of whether

the child or young person is known to this team Secretary for the Health Team for notification of whether the child or young person

is known to this team. Social Care Team for notification of whether the child or young person is known to

this team.


Parent/carers are also invited to tell the Local Authority the names of any other professional (currently involved) who they would like the Local Authority to contact to seek advice, if an assessment is agreed.

Parent/carers or the young person will be notified by letter within a maximum of 6 weeks whether it is felt that the child/young person meets the criteria for an Education, Health and Care Needs Assessment.

‘Local authorities may develop criteria as guidelines to help them decide when it is necessary to carry out an EHC needs assessment (and following assessment, to decide whether it is necessary to issue an EHC plan). However, local authorities must be prepared to depart from those criteria where there is a compelling reason to do so in any particular case and demonstrate their willingness to do so where individual circumstances warrant such a departure. Local authorities must not apply a ‘blanket’ policy to particular groups of children or certain types of need, as this would prevent the consideration of a child’s or young person’s needs individually and on their merits.'


Related Document8.1 Young Person Contribution Form8.2 Parental Contribution Form8.3 Request for EHC needs assessment form8.4 Permission to communicate via Email - Post 16


9. What happens after 6 weeks

By week 6 the initial gathering of information should be completed and the application is put forward to the Statutory Special Needs Education Needs (SEN) Panel. See Appendix 9.2 Statutory SEN Panel, Terms of Reference regarding the functions of the panel.

If the panel decides that the child/young person does not meet the criteria for an Education, Health and Care Needs Assessment a letter will be sent to parents/carers/young person and the setting to notify them of the decision. At this stage the Education, Health and Care Needs Assessment process will end

If the Education, Health and Care Needs Assessment ends the information and advice that has already been gathered could be put into an SEN Support Plan and the setting and parents/carers/young person will be contacted by the Inclusion Service about the possibility of a 'Going Forward' meeting. This meeting will help everyone understand why the process has stopped and what the next steps should be to support the child or young person.

NOTE: Parent/carers have the right to appeal to the Special Educational Needs and Disability Tribunal. They are also signposted to Global Mediation, which parents must consider before making an appeal to the Tribunal.Chapter 20 has information on mediation and tribunals.

If panel feel that the child/young person does meet the criteria for an Education, Health and Care Needs Assessment a letter will be sent to parent/carers/young person and the setting to notify them of the decision and the process moves forward to ‘Gathering Advice for the Education, Health and Care Needs Assessment’. Parent/carers/young person will also be given the name of an Assessment Coordinator.Chapter 10 Assessment Coordinators has more information.

Related Document9.1 Quick guide to EHC needs assessment9.2 Statutory SEN Panel Terms of Reference (TOR)


10. SEN Assessment Coordinators

When an application for an Education, Health and Care Needs Assessment has been agreed parent/carers and the young person will be notified of their SEN Assessment Coordinator and details of how to contact them if they have any questions. The SEN Assessment Coordinator is a member of the SEN Team or Preparing for Adulthood Team.

Once the Education, Health and Care Plan Needs Assessment is completed the SEN Assessment Coordinator will collate the information to produce an ‘Initial Draft’.

Related DocumentNone.


Within the Birth to 25 Integrated Service/Collaboration there are two teams of SEN Assessment Coordinators. The Special Educational Needs (SEN) Team process Education, Health and Care plans for pupils in Year 10 and under. The Preparing for Adulthood (PfA) SEN Team process Education, Health and Care plans for pupils in Year 11 and up to the age of 25.

www.findabilitybristol.org.uk has more information on the Birth - 25 Integrated Service/Collaboration.

11. Gathering Advice for the EHC needs assessment

The SEN Assessment Coordinator will make contact with all professional which are actively involved with the child or young person’s education, health and social care needs asking for a detailed assessment report, known as an Appendix giving them 6 weeks to respond (by week 12 from the request for an EHC need assessment). A professional is actively involved if they are working with a child or young person or the strategies or interventions they recommended remain relevant or continue to be implemented.

Appendices requested are:School or educational setting – Appendix BHealth services - Appendix CEducational Psychologist - Appendix DSocial care services - Appendix EParents are also invited to submit further information about their child’s needs as part of the assessment

Your SEN Assessment Coordinator will arrange a Draft Education, Health and Care Plan Meeting (which will take place by week 16 of the process and will notify professionals, parent/carers and young people of this date.

Related Document11.1 Statutory timescales and process for EHC assessment and plan development


12. Personal Budgets

An EHCP/SEN personal budget is a specified amount of money made available to deliver elements of an Education, Health and Care plan in a flexible way. Personal Budgets are available for support which is individual to the child or young person and are available for goods and services to meet EHCP outcomes that are additional to or different from those normally available in schools. Personal budgets cannot be used to purchase educational places, and monies cannot be removed from core provision of a school to provide this. They are used where a child/ young person's needs are such that a different approach to meeting education outcomes is required. Education personal budgets might involve a direct payment, (handing over money to young people or parents/carers to use themselves in an agreed way) but more often the Local Authority will take on contracting and pay for services. .

Related Documents12.1 Personal Budgets and EHCPs12.2 Personal Budgets FAQ


13. Initial Draft

When the initial draft has been written by the SEN Assessment Coordinator from the Appendices received, The Local Authority decides whether or not to agree to issue a Statutory Education, Health and Care Plan based on the information provided.

If it is agreed that a Statutory EHCP should be issued then the initial draft becomes a Draft EHCP and will be sent to parent/carers and or young person with the appendices gathered during the EHC Needs Assessment.

If the Local Authority’s decision is to not issue a Statutory Education Health and Care Plan the SEN Assessment Coordinator will contact the parent/carer/young person and setting to advise them of the decision. They will also be advised to hold a meeting to transfer the information from the intial draft into a Support Plan and to discuss ways to support the child/young person.Chapter 3 Support plans and provision maps has information on support plans.

They are also signposted to Global Mediation, which parents must consider before making an appeal to the Tribunal.Chapter 20 has information on mediation and tribunals.

‘An EHC needs assessment will not always lead to an EHC plan. The information gathered during an EHC needs assessment may indicate ways in which the school, college or other provider can meet the child or young person’s needs without an EHC plan.'


Related Document13.1 Preparing for Adulthood Requests for Independent Non-Maintained/Independent Specialist Provision


14. Draft Education, Health and Care plans

If it is agreed that a Statutory Education, Health and Care Plan should be issued then the Draft EHCP will be sent to parents/carers/young person with the appendices/ information which was gathered during the EHC Needs Assessment.

The letter sent with the documents outlines that the parents/carers/young person will be given 15 days to give their views on the content of the document and their preference of setting. Many parents choose to give their views and preferences during the planned Draft EHCP Meeting.

Professionals from education, health and social care which currently work with the child/ young person are also sent the Draft EHCP and are invited to send their views to the SEN Assessment Coordinator.

Related Document14.1 Consult form for draft EHCP - Post 1614.2 Process for requesting a placement - Post 1614.3 Request for placement form - Post 16


15. Draft Education, Health and Care plan meeting

The Special Educational Needs and Disability Code of Practice: 0-25 years states that the Local Authority must be available for a meeting with the child’s parent/carers or the young person if parent/carers wish to discuss the contents of the Draft Education, Health and Care Plan (EHCP).

In Bristol a Draft EHCP Meeting is arranged once an Education, Health and Care Needs Assessment is agreed.

People invited to attend the meeting are: Parent/carers/young person SEN Coordinator or Inclusion Manager of the setting the child/young person attends Health professionals currently working with the child/young person Social Care staff who currently work with the child/young person Educational Psychologist A member of support services such as KIDS, Supportive Parents if parent/carer/

young person invites them directly (see page 5 for more details on these services).

The meeting where possible will be chaired by the SEN Assessment Coordinator. The meeting allows the parent/carers/young person to discuss their thoughts on the Draft EHCP, discuss their choice/type of school, and request any amendments to the document. Changes to the draft may be agreed at the meeting although the SEN Assessment Coordinator may need to seek approval for some changes requested.

Related DocumentNone.


16. Travel arrangements

It is important to think about how a child or young person will get to and from a setting for their whole school career when choosing a school or college.

The Home to School Travel Team will work with parent/carers, young people and other partners to find creative, innovative, independent and inclusive ways for children/young people who meet criteria for support with travel to get to their setting. Appendix 16.1 and 16.2 Home to School Travel Policy set out the criteria for accessing Home to School Travel support. The Home to School Travel Team can also offer Personal Travel Budgets for families’ to have choice and control with their child or young person’s travel to school.

You can talk to Home to School Travel Team about any support that might be available to your child or young person for travel options and support. Home to School Travel Team can be contacted directly on [email protected].

Related Documents16.1 Home to School Travel Policy16.2 Home to School Travel Policy - Post 1616.3 Home to School Travel - Application Form16.4 Home to School Travel Application Form - Post 1616.5 Home to School Travel - Pupil Information Form


17. Choosing and naming a setting

When parent/carers receive the draft Education, Health and Care plan they will be asked to name the school or educational setting that they, or their child, would like to attend. Parent/Carers can contact their SEN Assessment Coordinator to inform them of their preference or this can be discussed at the Draft Education, Health, Care Plan meeting.

When choosing the school or setting it is a good idea to be aware that: You can name any school or setting you like, but if you choose a school or

college that is further away than the nearest suitable school or college that can provide the same support then Bristol City Council can name the nearer school.

If Bristol City Council agrees to a school or college that is further away, parent/ carers will have to cover the cost of transport to and from school or college if this is further than the statutory walking distanceChapter 16. Travel arrangements

If parent/carers/young people are thinking of a specialist setting it will need to be agreed in the Education, Health and Care plan that a specialist setting would be the right place for you or your child. Any requests for special school is considered by the Local authority who seek the Educational Psychologists view on this issue.

Following the Draft EHCP Meeting the document (with any agreed amendments) will be sent to settings as part of the formal consult, with a consult letter and the Appendices. The SEN Assessment Coordinator will send this to:

Parent/carers/young person’s choice of setting Closest appropriate setting as deemed by the Local Authority.

The settings are given 15 days to respond to the formal consult stating that they understand what the Local Authority is asking and whether they are able to meet the child/young person’s needs by providing the provisions stated within the Draft EHCP.

www.findabilitybristol.org.uk has information on the different types of settings in Bristol and their SEN Information.


18. Final Education, Health and Care plan18. Final Education, Health and Care planRelated DocumentsNone

From start to finish an Education, Health and Care plan assessment should take no more than 20 weeks. The Final Education, Health and Care Plan (EHCP) must be issued by week 20 of the process. Following the consultations with the schools the SEN Assessment Coordinator will name a school within Section I of the EHCP document.The setting that is named in the final plan must admit the child/young person and make the necessary provisions.

The final plan can be appealed if parents/ young person disagrees with the wording or the setting named. Mediation needs to be considered before an appeal is made.

‘Parents and young people do not have to contact the mediation adviser prior to registering their appeal with the Tribunal if their appeal is solely about the name of the school, college or other institution named on the plan, the type of school, college or other institution specified in the plan or the fact that no school or other institution is named. Parents and young people will already have had the opportunity to request a school, college or other institution and to discuss this in detail with the local authority. The disagreement resolution arrangements, as set out in paragraphs 11.5 to 11.10, would be available if parents or young people and local authorities wanted to attempt to resolve the dispute about the placement by making use of these arrangements.'

11.24. DfE (2015) Special Educational Needs and Disability Code of PracticeOnce the final Education, Health and Care plan has been issued it will be reviewed once a year.Chapter 23 Annual Reviews has information about what happens after an Education and Health and Care plan is issued.

Related Documents18.1 EHCP blank - Pre 1618.2 EHCP blank - Post 16


19. Cross border arrangements

Children and young people who live in Bristol but attend a school or college in another authorityWhere a child or young person with a Bristol home address attends a school or college in another Local authority and may have Special Educational Needs (SEN) but no Education Health Care plan or statement of SEN, the school of college must have regard to the Code of Practice (2015) and take purposeful action through the graduated approach to meet their needs, using their available funding.

Having assessed their needs and taken purposeful action and applied their notional budget, the school or college might consider that additional resources are required. In such cases, the school or college can apply for additional funding directly to the SEN/ PfA team Team. Where a statutory assessment is considered necessary, the school or college (or the parent or young person) can request a statutory EHC needs assessment from Bristol.

Bristol will determine whether a statutory needs assessment is necessary following the same procedures and timescales as for children who attend Bristol Schools.

Children Looked AfterWhere a child or young person looked after by Bristol is being educated out of the local authority’s area the home local authority (where the child normally lives i.e. their care placement) should decide whether to assess the child or young person and decide whether an EHC plan is required, and informs Bristol of its decisions.

Example: A Bristol Child in Care lives in Somerset. Somerset would inform Bristol if it has decided to carry out an assessment and would review the EHCP, informing Bristol of any changes.

Where a child or young person being educated out of area has an EHC plan, the home local authority must ensure that the special educational provision set out in the plan is being made. They must review the EHC plan annually. Bristol holds the responsibility (and cost), which is delegated to the home Local Authority.

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Where a child moves care placement frequently to different Local Authorities, Bristol may decide to maintain the EHCP, if they feel that this is in the child’s best interests. This avoids paperwork passing from one Local Authority to another.

Related Documents19.1 Cross border arrangements

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20. Complaints, mediation, disagreement resolution and appeals

If a parent/carer or young person disagrees with anything to do with the Education, Health and Care plan the first thing to do is talk to the SEN Coordinator or Inclusion Manager at their setting or their SEN Assessment Coordinator.

Disagreement ResolutionDisagreement resolution meetings provide a quick and non-adversarial way of resolving disagreements. Global Mediation provide disagreement resolution for disagreements (see below).

MediationMediation involves a free, trained and independent mediator tries to help parent/carers or young person and Bristol City Council to reach an agreement. In Bristol, Global Mediation provides mediation for disagreements over Education, Health and Care needs assessments and plans.

Information on how to contact Global Mediation will be given in full within the letters sent from your SEN Assessment Coordinator

Parents/carers/young people do not have to go through mediation if they do not want to. However a certificate from global mediation saying that they have been considered but not undertaken mediation is required to make an appeal to Tribunal. The exception is if you wish to only appeal Part I (Placement) on the final EHCP. In this case a mediation certificate is not required. Disagreement resolution can be used before making an appeal to tribunal if a family wishes to and the Local Authority will attend.

If after mediation parent/carers/young people still disagree with the Education, Health and Care assessment or plan they have the right to go to Tribunal.

TribunalIf parents/carers/young people and Bristol City Council cannot reach an agreement over the Education, Health and Care plan, parents/carers and/or young people may appeal to the Special Educational Needs and Disability Tribunal.

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The link below gives information about the tribunal service:www.gov.uk/courts-tribunals/first-tier-tribunal-special-educational-needs-and-disability

Information on how to contact the Tribunal Service will be given in full within the letters sent from the SEN Assessment Coordinator.

The deadline for making appeals is two months from the date of the Local Authority's decision letter, giving their final decision. If the appeal requires a mediation certificate to be sent to the tribunal before the appeal can be registered, then the date for making the appeal will be one month from the date of the mediation certificate if it is later than the two month deadline.

Related Documents20.1 Global Mediation guide to mediation20.2 HM Courts and Tribunals Services - How to appeal a SEND decision

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21. Converting to an Education, Health and Care plan

From 1 September 2014, Education, Health and Care Plans were introduced across England as part of the SEND Reforms. They are legal documents and are starting to replace Statements of Special Educational Needs. All children who have a statement of special educational needs will be transferred to an Education, Health and Care plan by March 2018.

The Local Authority is now in the process of converting Statements of SEN to the new Education Health Care Plans (EHCPs). The Department for Education identifies which children must have their statements converted to EHCPs and by when. This is done by identifying which year group (for example, Year 1) must be converted to EHCPs and which academic year this must be done in. The process begins by the child or young person’s setting holding a conversion review, seeking further advice if necessary and sending the paperwork to the Local Authority.

The Local Authority advises settings of the names of children/young people within the academic year whose statements need to be converted and all relevant documents are provided. At the same time parents/carers/young people are advised by the Local Authority or the school by letter of their intention to convert the child or young person Statement of SEN to an Education, Health and Care plan.

As part of this review the setting will gather: The views of the child/young person Parent/carers views Suggested outcomes Where necessary advice and support maybe sought from the professionals

involved with the child/young person such as Educational Psychologists and Occupational Therapists.

‘In seeking advice and information, the local authority should consider with professionals what advice they can contribute to ensure the assessment covers all the relevant education, health and care needs of the child or young person..'


This will enable the Local Authority to produce a quality EHCP that will support the 48

child/ young person needs on transfer to the next phase of education. The EHCP is covered by the Children and Families Act 2014 and Statements will no longer have any legal status beyond March 2018, when all statements will have been converted.

Every child/young person with a Statement of SEN will transfer to an EHCP unless the review recommends that they don’t need the special educational provision specified in the EHCP, or they are post 16, leaving the setting and not continuing in education.

The conversion happens through a statutory Annual Review of the statement (known at that point as a Conversion Review meeting). The Local Authority will not hold another Annual Review within the same academic year, unless it agrees to a request for an early review. The Code of Practice 2015 expects that the EHCP will continue to be reviewed annually and in most cases should not require amending every year, but will last for a Key Stage of Education, with short term outcomes and targets being agreed between parents/carers/ young people and their setting.

Related Documents 21.1 Conversion review form - Pre 16 21.2 Conversion review form - post 16 21.3 Conversion plan - Pre school 21.4 Conversion plan - Primary 21.5 Conversion plan - Secondary 21.6 Conversion process map - Year 11+ 21.7 SENco Checklist - Post 16

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Part CAfter an Education, Health and Care plan

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22. Annual Reviews

Every Education, Health and Care plan is reviewed once a year, and this review is due within 12 months of the first final plan or the last annual review. This review takes place during a meeting called an Annual Review.

The setting will arrange the Annual Review meeting and will inform parents/ carers/young person and professionals involved of this date. At least 2 weeks’ before the meeting is due to happen parents and relevant professionals should be informed and sent copies of any paperwork.

The purpose of the Annual Review is to: Review the progress towards achieving the outcomes within the EHC plan Review the effectiveness of the educational provision to ensure progress is

being made Review the effectiveness of the health and social care provisions Set new short term outcomes to achieve in 12 months.

After the meeting the school or setting sends a copy of the Annual Review and supporting documents to the SEN Team or the PFA Team for Year 11 and older. Based on the reports received, they will decide whether or not the EHC plan needs to be amended and will send a letter to inform young people, parents, carers and settings of the decision.

The EHCP is intended to cover a 2 to 3 year period and should not be changed unlessthere has been significant changes.

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Who’s involved?• The child or young person and parent carer• Your settings SEN Coordinator or Inclusion Manager• Any professionals contacted to attend (by your SEN Coordinator or Inclusion

Manager)• A member of support services such as KIDS, Supportive Parents if parent/carer/

young person invites them directly (see page 5 for more details on these services).

You might want to contact Supportive Parents (see page 5) for information, advice or support around annual reviews.

Related Document22.1 EHCP Annual Review Form - Pre 1622.2 EHCP Annual Review form - Post 1622.3 Guidance on reviewing an EHC plan - schools22.4 Guidance on reviewing an EHC plan - Colleges22.5 EHCP meeting - Post 16 1 to 1 proforma22.6 Child Contribution to annual or conversion review

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EHC plans are not expected to be amended on a very frequent basis. However, an EHC plan may need to be amended at other times where, for example, there are changes in health or social care provision resulting from minor or specific changes in the child or young person’s circumstances, but where a full review or re-assessment is not necessary.


23. Key Stage Transfers

Key Stages are stages of education. The first significant transfer is that from Nursery to Reception (into Key Stage 1), then Year 2 to 3 (into Key Stage 2), Year 6 to 7 (into Key Stage 3), Year 9 to 10 (into Key Stage 4), Year 11 or older to College (into to Further Education) and from College into employment/adult care. Often these transfers involve a move to a new setting.

A child or young person with an Education Health and Care Plan requires a detailed review at key stage transfer and it is expected that changes to the wording of EHCPs will mostly happen in preparation for this transfer.

Key Stage Transfer – School Age (Up to Key Stage 4)Children of school age, who are going into reception and have an Education, Health and Care plan have their school placements arranged before placements for children without EHCPs. This is done to give children with EHCPs priority.

Forms are sent to schools requesting them to support parents/carers to fill in their school of preference and return it to the SEN Team before the 31 October. This gives the SEN team time to process the annual review (if we have recently received it) and use the new draft plan to consult the requested school(s) to see if they can meet your child’s needs before the 15 February.

Chapter 17 Choosing and naming a setting has information on how to choose a school.

If your child is going through a statutory EHC Needs Assessment and does not yet have a final Plan, but is transferring to a new Key Stage, please apply through the admissions team online, but also let your SEN Assessment Coordinator know which

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An EHC plan must be reviewed and amended in sufficient time prior to a child or young person moving between key phases of education, to allow for planning and, where necessary, commissioning of support and provision at the new institution.

The review and any amendments must be completed by 15 February in the calendar year of the transfer at the lastest for transfers into or between schools.9.179. DfE (2015) Special Educational Needs and Disability Code of Practice

24. Preparing for Adulthoodschool you would like named for the new Key Stage. SEN Teams and Admissions also communicate and share information, but until you have a final Plan, you must apply for a school via School Admissions .

If your child is transferring to a new Key Stage, the Local Authority must issue a final plan by 15 February of the year of transfer, naming the school your child attends now and will attend in September. Once named on the plan, a school must provide a place and meet the SEN provision of the plan. In this way, children with plans find out their school before their peers.

The date is set in order to give you enough time if you wish to appeal any aspect of the Plan. The appeal will be over before September. It also gives enough time to prepare and plan the transition with your new setting.

Key Stage Transfer - Year 11 onwardsWhen a young person is transferring to a new education setting in key stage 5, the Local Authority must issue a final plan by 31 March of the year of the transfer, naming the current education setting and the new setting for September where applicable. Once named on the plan, the new setting must provide a place and meet the SEN provision of the plan.

Choosing to defer a yearThe Department for Education made changes to the Schools Admissions Code 2014 to allow parents and carers the right to delay their child’s entry to primary school until they reach compulsory school age (5 years old) if their child is born between 1 April and 31 August. You can choose to start at the beginning of a term (for example winter, spring or summer term) or you could request that your child starts a year later (September).

If you choose to defer your child’s education for up to a year and you have and Education, Health and Care plan, then the Education Psychologist who has assessed your child will be asked whether they agree this would be in your child’s best interest.

If it is agreed that your child would benefit from deferring for a year you will need to have it agreed that your Education, Health and Care plan that it is in their best interest to remain with their new cohort/class.

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Being supported towards greater independence and employability can be life transforming for children and young people with SEN. This support needs to start early, and should centre around the child or young person’s own aspirations, interests and needs. All professionals working with them should share high aspirations and have a good understanding of what support is effective in enabling children and young people to achieve their ambitions.


Preparing for adulthood means preparing for:

Higher education and/or employment – this includes exploring different employment options, such as support for becoming self-employed and help from supported employment agencies

Independent living – this means young people having choice, control and freedom over their lives and the support they have, their accommodation and living arrangements, including supported living

Participating in society, including having friends and supportive relationships, and participating in, and contributing to, the local community

Being as healthy as possible in adult life

To make sure children and young people are given the best opportunities to reach these outcomes planning starts at the earliest age, starting at 14 at the latest. This means there is always a focus on developing the skills a disabled young person, or a young person with special educational needs, is in need of to achieve good outcomes in their adult lives.

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25. Ceasing an Education, Health and Care plan

Education, Health and Care plan are not intended to stay with a young person for the rest of their life. This section explains more about when an Education, Health and Care plan may cease (end).

Before the Local Authority makes a decision about ceasing an Education, Health and Care plan it must:

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• Inform the child’s parent or the young person that it is considering this• Consult the child’s parent or the young person• Consult the school or other institution that is named in the EHC plan

9.205. DfE (2015) Special educational needs and disability code of practice

26. Making good progress

Should a child or young person be assessed as not needing the special educational provision specified in the EHC plan their Education, Health and Care plan may no longer be necessary, in which case the Local Authority will request to cease to maintain it. Before making this decision the Local Authority must take account of whether the education or training outcomes specified in the EHC plan have been achieved. Normally the Annual Review would show whether the Education, Health and Care plan was still necessary and a decision by the Local Authority would be made following the review.

Related DocumentNone

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The circumstances where a local authority may determine that it is no longer necessary for the EHC plan to be maintained include where the child or young person no longer requires the special educational provision specified in the EHC plan.

9.200 DfE (2015) Special educational needs and disability code of practice

27. Leaving education

At some point a young person may choose to leave education and at this point an Education, Health and Care plan may no longer be necessary and the Local Authority will request to cease to maintain the plan.

If a young person has an Education, Health and Care plan and is under compulsory school age (under 18) the Local Authority must not cease the Education, Health and Care plan unless it is decided the special educational needs provision made for the child is not necessary. There should be efforts to re-engage the young person with education and their Education, Health and Care plan should be reviewed if they take up education again.


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28. Going to University

If a young person enters higher education (for example University) then it will no longer be necessary for the Local Authority to maintain their Education, Health and Care plan and the Local Authority will request to cease the plan.

Instead support for the young person should come from the University’s Disabled Student Services and Disabled Student Allowance.

www.gov.uk/disabled-students-allowances-dsas/overview


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29. Finding Employment

If a young person aged 16 or over leaves education to take up paid employment (including employment with training but excluding apprenticeships) then it will no longer be necessary for the Local Authority to maintain their Education, Health and Care plan and the Local Authority will request to cease the plan.


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30. Turning 25 years old

Education, Health and Care plans are not intended to stay with a young person throughout their adulthood. Focusing on the Preparing for Adulthood Outcomes, an Education, Health and Care plan should support a young person to reach their outcomes and make an effective transition into adulthood.

If a young person is turning 25, has an Education, Health and Care plan and is on an academic course their plan will not cease until the end of the academic year, or the day before they turn 26 (which ever comes first).


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A local authority must not cease an EHC plan simply because a young person is aged 19 or over. Young people with EHC plans may need longer in education or training in order to achieve their outcomes and make an effective transition into adulthood. However, this position does not mean that there is an automatic entitlement to continued support at age 19 or an expectation that those with an EHC plan should all remain in education until age 25.9.151 DfE (2015) Special educational needs and disability code of practice

Toolkit resource listChapter Appendix

numberTitle

Introduction i Bristol Parent Carers' Parent Guide to SENDIntroduction ii Supportive Parents service leafletIntroduction iii KIDS Independent Support service leafletIntroduction iv KIDS and Supportive parents joint service leaflet2 2.1 Early Years Graduated Approach2 2.2 Bristol Universal Descriptors - Early years2 2.3 Bristol Universal Descriptors - Schools and Post 162 2.4 Early Years Funding Application Guidance2 2.5 How funding works in Special Educational Needs - Schools and Col-

leges2 2.6 How top up funding works - Schools and Colleges3 3.1 Individual Education Plan - Early Years3 3.2 Individual Education Plan Monitoring Sheet - Early Years3 3.3 Individual Education Plan Summary and Review Sheet - Early Years3 3.4 Model Individual Provision Map - Schools3 3.5 Support Plan - Early Years and Schools3 3.6 Support Plan - Colleges7 7.1 Guidance on the evidence required for a statutory EHC needs assess-

ment - Early Years7 7.2 Guidance on the evidence required a statutory EHC needs assessment

- Schools and Colleges7 7.3 Who's eligible for an Education, Health and Care needs assessment7 7.4 Evidence required for an initial statutory assessment - short version8 8.1 Young Person's views form8 8.2 Parental views form8 8.3 Request for EHC needs assessment form8 8.4 Permission to communicate via Email - Post 169 9.1 Quick Guide to EHC needs assessment9 9.2 Statutory SEN Panel Terms Of Reference (TOR)11 11.1 Statutory timescales and process for EHC assessment and plan devel-

opment12 12.1 Personal Budgets and Education, Health and Care plans12 12.2 Personal Budgets FAQ13 13.1 Preparing for Adulthood Requests for Independent Non Maintained/In-

dependent Specialist Provision14 14.1 Consult form for draft EHCP - Post 1614 14.2 Process for requesting a placement - Post 1614 14.3 Request for placement form - Post 16

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16 16.1 Home to school travel policy16 16.2 Home to School travel policy - Post 1616 16.3 Home to School travel application form16 16.4 Home to School travel application form - Post 1616 16.5 Home to school travel pupil info form18 18.1 Blank EHCP - Pre 1618 18.2 Blank EHCP - Post 1619 19.1 Cross border arrangements20 20.1 Global Mediation guide to mediation20 20.2 HM Courts and Tribunal Services - How to appeal a SEND decision21 22.1 Conversion review form - Pre 1621 22.2 Conversion review form - Post 1621 22.3 Conversion plan - Pre school21 22.4 Conversion plan - Primary21 22.5 Conversion plan - Secondary21 22.6 Conversion process map - Year 11 +21 22.7 SENco Checklist - Post 1622 22.1 EHCP Annual Review Form - Pre 1622 22.2 EHCP Annual Review Form - Post 1622 22.3 Guidance on reviewing an EHC plan - Schools22 22.4 Guidance on reviewing an EHC plan - Colleges22 22.5 EHCP meeting - Post 16 1 to 1 proforma22 22.6 Child Contribution to annual or conversion review

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