Education, Health and Care Plans

Janet Deans, PIP ForumJulie Frost, North Lincolnshire Council

 

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Children and Families Act 2014

Key Highlights

More coordinated assessment process; new 0-25 Education, Health and Care Plan

How did we create North Lincolnshire’s Education, Health and Care Plan?

A working group representing parents, schools, colleges, early years providers, health and local authority education / social care teams met to consider the task.

What did the working group do?thought about the needs of children & young people, parents and professionals and how the plan could represent their views

looked at what had been created by pathfinder local authorities and identified the best elements within these plans

developed and refined North Lincolnshire’s Education, Health & Care Plan through 10 versions which were refined by consulting the partners and the teams they represented.

We consulted more widely

by talking to parents of pupils with Statements of SEN at consultation meetings

by talking to children in mainstream and special schools and the Disabled Children’s Forum

North Lincolnshire’s Education, Health & Care Plan is child, young person and family focussed is written from the child & young person’s viewpoint identifies need and celebrates achievement is aspirational identifies outcomes expected in the longer term and also within the lifetime

of the annual plan ensures we are all accountable for delivering the outcomes puts children, young people and their families at the centre of the planning

process

Lets look at a sample plan:Billy’s Plan

Views of child & young person

Views of parent / carer

What are outcomes?

How will we monitor outcomes?

Involvement of children, young people and parents at the heart of decision making

Putting the Child at the Centre of the Process

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Kathy Smith and Catherine Waites

‘Local Authorities must consult the child, the child’s parent or the young person throughout the process of assessment and production of an EHC plan.’

Special Educational Needs and Disability Code of Practice June 2014: 9.21

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‘The assessment and planning process for an EHC plan should:

enable the child or young person , and those that know them best to say what they have done, what they are interested in and what outcomes they are seeking for the future’

Special Educational Needs Disability Code of Practice June 2014: 9.22

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By using a person–centred approach within a family context, professionals and local authorities can ensure children are involved in all aspects of planning and decision making.

SEND Code of Practice 9.23 June 2014

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Principles of Person Centred Practice

What is important to the child or young person?

What is important for the child or young person?

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Principles of Person Centred Planning the person is at the centre of the planning process family and friends are partners in planning the plan shows what is important to a person now and for the

future and what support they need the plan helps the person to be part of a community of their

choosing and helps the community to welcome them the plan puts into action what a person wants for their life and

keeps on listening - the plan remains 'live'.National Autistic Society April 2014

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North Lincs. PCP Pilot based on Helen Sanderson materials; www.helensandersonassociates.co.uk what we like and admire about…..

what is important to me now …and in the future what’s working what’s not working what I need to stay healthy and safe questions to answer/issues to resolve action plan (outcomes)

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Our Children love it! I like choosing the food and drink and having my friend with me. I can tell everyone what I like and what I don’t like and what I’m proud of.

Person – Centred reviews at Westcliffe Hearing Support Base.

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Our parents have been very positive about it.

I really like the new Annual Review meeting. It’s better for the child. Dillon really likes being part of the planning and looks

forward to his “special meeting”.

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Visiting professionals have also found the new format useful, thorough and more personal. I have found the format relaxed,

refreshing and inclusive. I am able to get a much clearer picture of how the the child is getting on at home and at school.

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“ My special meeting”.

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the things you like and things you don’t like…. things that are

important to you, things you want to stay the same and things you want to change.Your hopes

and dreams for the future

You can record information yourself in whatever way you want, you can write, draw, use photos or pictures. Please include….

……………………………Your name

……………………………..

(put picture here)

My reviewPupil booklet

This is a booklet to help you think about your life and plan your review.

Use the blank pages and add extra pages if you need to.

You may want to take copies of the pages to stick on the charts at the meeting 2

Westcliffe School

Friday 2nd May

Dear Harry

Please come to my Annual Review meeting at school on Wednesday May 7th at 1.45pm.

We will have custard creams and blackcurrant.

Love from Dillon

Be Prepared!

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Not just a meeting – a process

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the things they like and things they don’t like…. things that are

important to the person, things they want to stay the same and those they want to change.

their hopes and dreams for the future

Young person’s name……………………………

Your name……………………………..

(put picture here)

My reviewFamily booklet

Use the blank pages and add extra pages if you need to.

You may want to take copies of the pages to stick on the charts at the meeting 2

Before the meeting a booklet is sent home to the child’s family with the same key questions

Taken from a Workbook developed by:, Niki Marshall, Diane Staniforth and Ruth

Mathiesen based on the year 9 Person Centred Review process by Helen Sanderson.

What is important to ……………… now

How …………………. gets to and from school

Things they like at school

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What is important to ……………………… now

Things they dislike at school

Since the last review ……………………… has got

better at

What would you like………………………….. to

get better at and what help will they need to do this

Taken from a Workbook developed by:, Niki Marshall, Diane Staniforth and Ruth Mathiesen

based on the year 9 Person Centred Review process by Helen Sanderson.

What is not working in ……………… life nowWhat do you think ……………………. would want to

change in their life?

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Questions to askIssues to resolve

Make a list of anything you want to find out about.

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Another booklet is completed by all staff involved with the child in school.

Taken from a Workbook developed by:, Niki Marshall, Diane Staniforth and Ruth Mathiesen

based on the year 9 Person Centred Review process by Helen Sanderson.

Not just a meeting – a process

The meeting focuses on

• The support the child currently receives.•What progress they have made•What they need for the future.

An action plan is drawn up by everyone at the meeting.

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The children love hearing about what other people like and admire about them and sharing all that they have achieved over the year.

What I enjoy doing at home .......

Cleaning, playing with Lady Bella, relaxing, playing in the garden, playing with my toys, playing on my scooter, watching T.V, listening to chart music.

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What I enjoy doing at school .......

I don’t like coming to school. But - I do like playtimes, dinnertime, Golden Time, looking at books, watching dvd’s, listening to stories, reading my Read Write Inc book, baking, computers.I like doing jobs. I like Friends’ Group.

What do I do not enjoy doing at school .......

I don’t like P.E, Beat That and Big Write.I don’t like writing.I don’t like assembly.

I make them laugh

I am helpful

I am polite

What do people at home like and admire about me?

I am caring I am funnyI am helpful

What do I like about me ?

I make Rachel laugh

I am a good friend to Jordan

I am a good cleaner.

I am chatty and friendly

What do people at school like and admire about me?

What have I got better at since my last review?

At Home

•Going to bed when I am told.•Calming down when I get angry or upset.•Walking away when Luca winds me up.

At School

•Reading – I can read lots more and with good expression.•Spelling. I can remember more words and sound words out.•Writing. I can write good sentences. I can write letters, post cards, stories and fact files.•I am getting better at Maths. I know lots of learn its. I am better at telling the time and adding money.•I am making good choices more often.

I am proud of my Magic Backpack story!I had good ideas!

I know my doubles to 20!7+7= ?

What am I proud of?

What is working well in my life now....

At Home – having my special space – my bedroom, having Lady Bella to play with and look after. Hoovering when I feel upset or cross.

At School – Literacy in the unit – I can think better. It is quiet. I like the stories and dvd’s. Reading every day.Big Maths in a small group. We go slower than in class. I can have more thinking time and play more games.Friends’ Group.

.

What is not working well in my life now ....

Sometimes I get into trouble at playtime. Sometimes I argue with my friends and I push people over or get too rough.Sometimes I go on amber or red.Sometimes the work is too hard.I don’t do my homework.Educational Psychology and Specialist

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My Hopes and Dreams for the future.Three Wishes I would like to come

true……

.

I would like everyone to be friends with me.

I would like to spend time relaxing on the settee

I would like to be a cleaner.

Dillon’s Action Plan!Things I would like to get better at and how people can help me.

•Learn its . I need to practise more at home with Mum. I don’t need to use the timer. I am calmer when I have thinking time .

•I need to remember to be kind to other people. I need to remember to use kind words about me and other people. Circle Time and Friends’ Group will help with this.

•I need to try and stay calm when the work is a bit hard. I need to be proud and happy when I do well.

•I need to try not to get angry or upset if I get something wrong. •I need to have another go.

•I need to try and join in more in class. A Job sheet might help with this and rewards for joining in.

•I need to do my Homework if I want to go on the Good Choices Trip. Read 3 times a week at home and practise my Learn its at home.

Questions

How will putting the child at the centre look for schools and providers?

What do you do already and what how could this be developed?

What are likely to be the barriers?

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Consultation – your views

Education Health & Care Plan format –

Putting the child at the heart of the planning process -