THE GRADUATED RESPONSE TO PUPIL NEED IN ST HELENS …

4

The Provision Agreement Panel (PAP)

Terms of Reference

The Provision Agreement Panel (PAP) has been in operation in St.Helens since 2003, it is held at

Atlas House approximately every 3 weeks.

The Panel comprises:

Children and Young People’s Services Additional Needs Manager - Chair

Educational Psychologist

Behaviour Service Manager

Inclusion Officer

SEN Casework Manager A SENCO, Headteacher or Senior Manager from a primary and/or secondary school

A representative from Early Years setting

A representative from the Language & Social Communication Service (LASCS) and/or Children’s

Disability Service

A Children’s Social Care representative

A Health representative

The functions of the Panel To consider applications from schools on behalf of individual pupils for Enhanced SEN

Support (ESS) funding.

This will involve: - Scrutinising the graduated approach by the educational setting to the needs of an

individual pupil. - Considering professional advice and reports.

- Recommending whether the application meets criteria for ESS funding on the basis of the

severity of need and a lack of progress despite appropriate interventions.

- Considering whether the Authority should initiate an Education, Health and Care needs assessment.

- Recommending the content of a Provision Agreement, which will detail the provision to be

made and the expected outcomes.

- Recommending a fair and equitable level of funding for approved applications which is consistent with awards to schools for pupils experiencing comparable difficulties and which takes into account the resources available to the school.

- Recommending a date for review of the ESS funding.

To consider requests for Education, Health and Care needs assessment from

parents/schools/colleges/the young person/professionals.

5

Before the Panel Meeting:

The Additional Needs Administration Service receives submissions and prepares the documentation for panel members, which is circulated ten days before the meeting.

Inclusion Officers ensure that submissions have been previously discussed at termly Planning and Consultation meetings in schools. Officers will contact a school making an unexpected submission.

Representatives on the panel have a responsibility to discuss submissions with case workers in their services to ensure that they can present a balanced view on each case.

Recent changes in the way SEN is funded in schools

The Schools’ Funding Reforms (2013) determined the way schools are allocated funding to enable

them to meet the additional needs of children. A formula decides how much each school is

awarded within their school budget.

From this budget, schools are responsible for the first £6,000 and nurseries are responsible for the

first £3,600 of support/provision necessary to meet the needs of each child with additional needs

in their school. This provision will be decided by the school, with advice from appropriate

professionals involved with the child. In most cases this provision will be in the form of hours of

support, which could be delivered either as 1:1 or small group support.

If the school feels that the child is not making progress, despite support/strategies being in place

for an appropriate period of time, then the school should discuss this at the termly Planning and

Consultation meeting. Professionals will jointly decide the next steps and this will be discussed

with parents. It may be decided e.g. to refer the child to a particular agency/pathway, to arrange

another assessment or to change the targets/strategies being used in the classroom. The

Graduated Approach to meeting the needs of children should be referred to and used as guidance. Should the decision at the Planning and Consultation meeting be that the child should

be referred to the Provision Agreement Panel for “top-up funding”, the school must complete the

necessary documentation and obtain the parents’ consent.

Before applying for Enhanced SEN Support (ESS) funding The SEN Code of Practice (2014) sets out how schools should identify, assess and make provision in schools for pupils with additional learning needs. (See “Graduated Approach to meeting the needs of children”). There is an expectation that from its own resources the school will:

Assess individual need.

Plan an appropriate curriculum which may be individualised and which sets suitable learning challenges.

Set targets in SEN support Plans (previously IEPs) or Provision Maps.

Identify teaching methods and strategies and consider grouping for teaching purposes.

Deploy additional resources including staff.

Seek the advice of Education, Health and Social Care professionals for specialist assessment and advice.

Monitor the impact of intervention and make adjustments or changes to increase effectiveness.

Track the progress made by the pupil and carry out appropriate assessments.

6

Applications to Provision Agreement panel (PAP)

An application for Enhanced SEN Support (ESS) funding should only be made when school can demonstrate that:

A continuous process of assessment, intervention and review has been in place for the pupil, (plan, do, review cycle).

School’s resources have been deployed to deliver a succession of graduated interventions, which have been progressively more powerful.

The pupil has been discussed at the multi-agency consultation meeting on more than one occasion and agreement has been reached that an application should be submitted.

Specialist assessment and advice has been sought and acted upon.

Despite appropriate intervention the pupil’s rate of progress is unsatisfactory.

Appropriate intervention has been identified at a higher cost than school could be expected to fund from its own resources.

Parent / carers have been informed and involved in their child’s programme of study and intervention / management strategies.

The panel considers, in each case whether:

Sufficient information has been submitted on which to base a judgement.

Statements are supported by evidence.

Intervention has been appropriate.

The progress made is acceptable/unacceptable

Professional advice supports the case.

The plan for how funding will be used is appropriate. The Panel Chair will ensure that all evidence is analysed thoroughly and that robust conclusions are drawn. The Chair will take responsibility for making decisions based on the recommendations of the panel.

What decision might the panel make? The panel may recommend:

That an application for ESS funding is turned down.

A level of ESS funding, a Provision Agreement and set a date for its review.

To initiate Education, Health and Care needs assessment under the Children and Families Act 2014.

The panel may also recommend:

Advice is sought from a named professional / group of professionals.

Provision by an LA Support Service.

Referral to a professional / service.

School meets with parent and/or Inclusion Officer to discuss decision and appropriate plan. The panel will advise on:

The level of ESS funding.

The length of time until the first review.

The provision to be made by schools with ESS funding.

The expected outcomes of provision.

7

Parental Requests for Education, Health and Care needs assessment Under the terms of the Children and Families Act (2014) parents can make a request for an Education, Health and Care needs assessment of their child directly to the Local Authority. There is a form parents can complete to do this (Parental Request form – page 53). The LA will collect relevant information from the school and professionals and consider the request at the next Provision Agreement Panel. The panel may recommend:

Not to carry out an Education, Health and Care needs assessment, but recommend other assessments, advice, support, training or interventions which school can implement/request.

To allocate Enhanced SEN Support (ESS) funding and issue a Provision Agreement.

To initiate an Education, Health and Care needs assessment under the 2014 Children and Families Act.

Needs can be met from the school’s resources. A parent can obtain advice and support from the St.Helens Independent Advice Support Service (SHIASS). They can be contacted on the telephone number 01744 822160. If a parent decides to appeal against the Authority’s decision not to carry out an EHC needs assessment, they must do so within 2 months of the date of this letter. It is a parent’s right to request disagreement resolution / mediation and the Local Authority has to provide this independent service. Parents are advised to contact St.Helens Independent Advice Support Service (SHIASS) in the first instance. The address of the Tribunal is: Tribunal at HM Courts & Tribunals Service, Special Educational Needs & Disability Tribunal, 1st Floor, Darlington Magistrates’ Court, Parkgate, Darlington DL1 1RU. The telephone number is 01325 289350. The e-mail address is [email protected], and they have a website: www.sendist.gov.uk. Mediation is also a voluntary process for parents and young people, which parents/young people can use if they cannot reach an agreement with ourselves or the CCG, in matters relating to EHC plans. We have a duty to make an independent mediation service available to parents/young people. It will only cover disagreements parents/young people might have in the following circumstances, where decisions have been made:

not to carry out an EHC needs assessment or re-assessment of a child / young person

not to draw up an EHC plan for a child / young person, once they have done an assessment

not to amend a child’s / young person’s EHC plan after the annual review or re-assessment

to cease to maintain a child’s / young person’s EHC plan If we have drawn up an EHC plan for a child / young person, mediation must be available if parents disagree with:

the parts of the plan which describe a child’s special educational needs

the special educational provision set out in the plan

In these circumstances, as well as your legal rights, we will provide you with access to an independent mediation adviser who you will need to contact for information about mediation if you are thinking about appealing to the SEND Tribunal.

8

Independent Mediatian - Your Family Matters The independent mediation advisory service is called Your Family Matters, and they can help settle such disputes. The mediators are not employed by the local authority and are completely independent. Your Family Matters Advantage Business Centre 132-134 Great Ancoats Street Manchester M4 6DE Telephone: 0161 300 9721 Email: [email protected]

The Provision Agreement (PA) If top-up funding is awarded the panel’s decision will be presented in a Provision Agreement document (see example of Provision Agreement) and sent to school and parents. The document will:

Provide clarity for schools and parents about the provision to be made, its purpose and intended outcomes.

Assist staff in monitoring the effectiveness of provision and reviewing its impact in terms of pupil progress.

School should sign the Provision Agreement and return to the Local Authority to agree to the terms set out in it. The panel should be contacted in writing if it is felt that anything in the Provision Agreement is unreasonable or they need more information on the panel’s decision.

How will funding allocated by the PAP be monitored?

Termly Planning and Consultation Meetings.

Local Authority visits/financial monitoring.

Annual Reviews and associated reports

School’s tracking process to monitor children’s progress.

9

PROVISION AGREEMENT

Name: Matthew Middleton D.O.B. 04.04.98

School: Jupiter Primary School

Following Matthew’s referral to the Provision Agreement Panel on 18/06/2009 the Local Authority has decided that Matthew’s needs can be met within school. However, Enhanced SEN Support funding will be allocated to supplement school’s existing resources. Matthew’s needs fall into this category: Communication and Interaction

The Local Authority will allocate top up funding to enable:

25 hours support per week to be provided for Matthew up to the end of the Summer Term 2015

The support will focus on:

developing listening and attention skills

developing speech and language skills

promoting social interaction skills

extending play skills

Review The panel will expect to see an improvement in the areas identified and evidence should be provided to the Local Authority to show this. The school should submit review information to the Local Authority in June 2015 when future funding will be determined.

10

This Provision Agreement is between St Helens Local Authority and Jupiter Primary School.

The funding is conditional on the school making the provision specified in this agreement and will commence when the appropriate appointments have been made. Use of funding will be monitored through termly multi-agency consultation meetings and

Inclusion Officer visits.

Local Authority signature: ……………………………………………. Date: ………………………

School: …………………………………………………………………. Date: ………………………

Any appeals regarding the allocation of Enhanced SEN Support funding should be made in

writing and will be considered at the next appropriate Provision Agreement Panel.

11

School Planning and Consultation Meetings

a) Every school must organise a termly Planning and Consultation meeting. They are responsible for chairing, minuting and inviting appropriate professionals, which could include:-

Inclusion Officer/LA representatives.

BIT representative.

Health e.g. Speech and Language Therapy, Paediatrician.

CAMHS.

Representatives from Children’s Disability Service.

Educational Psychology Service.

Learning Support Service.

Education Welfare Service.

Language and Social Communication Service.

Social Care. b) The purpose of this meeting is to provide consultation via an integrated framework on

strategic issues but also about individual casework.

c) At the meetings the following needs to be discussed:-

Updates on children previously discussed.

Progress of children receiving funding/support.

Progress of Children Looked After within the school.

Up-dates on pupils identified within the Child in Need/Safeguarding frameworks.

Pupils for whom a referral to PAP is being considered.

Pupils causing concern.

The key test of the need for further action, whatever the level of difficulty, is evidence that the pupil is not making adequate progress, despite evidence of appropriate intervention. The meeting should:

Evaluate interventions.

Evaluate progress.

Agree referral to support services.

Identify further assessments.

Identify new strategies, more effective interventions.

Identify staff / whole school training.

13

Request for Enhanced SEN support funding: documentation

The LA is seeking clear evidence of the educational setting having used a graduated approach to meeting the child’s needs.

When an educational setting is referring a child to the Provision Agreement Panel, the following

documentation should be included:

1. FORMS:

- Referral form and Parental Consent

NB. The agreement of parents/carers must be sought before an application is made. (A young

person in Post 16 provision can self-refer without parents’ consent).

2. Evidence of intervention used including provision mapping documents and the last 2 IEPs

which have been reviewed. IEPs should have been drawn up following consultation with

outside agencies, parents and the pupil, where possible.

3. Relevant reports from agencies involved, e.g. Educational Psychologist, therapy services,

Children’s Social Care, CAMHS etc.

Referrals under the category of social, emotional and mental health difficulties must include evidence

of involvement from the Inclusion Support Service, e.g. Behaviour Improvement Team and forward a

report from them. If the pupil has a Pastoral Support Programme, PSP, this should be included with the referral.

All documentation can be sent via secure file transfer to the Additional Needs Administration Service

Folder or posted to: Additional Needs Administration Service, Atlas House, Corporation Street, St

Helens, WA9 1LD.

There are separate forms, depending on which Key Stage the pupil is in: Early Years, Primary, Secondary and Post 16. These forms can be used for:

1. referral to PAP for funding 2. requesting an Education, Health and Care needs assessment 3. providing educational advice when an assessment has been initiated

Please tick the appropriate box at the top of the form

3.1

14

Education, Health and Care Needs assessment Form (Early Years Education)

Education, Health and Care Needs assessment Form (Primary Education)

Education, Health and Care Needs assessment Form (Secondary Education)

Education, Health and Care Needs assessment Form (Post 16 Education)

Parental advice Form

Education, Health and Care Needs Assessment Form (Early Years Education)

15

This form can be used to refer a child to the Provision Agreement Panel for funding or to request an EHCP; or the LA can request you to complete this as part of an Education, Health and Care need assessment. Please indicate which one this is.

Referral to Provision Agreement Panel by

educational setting for funding ☐

Request for Education, Health and care needs

assessment ☐

Educational advice form for an Education,

Health and care needs assessment ☐

CONTEXT

This information is sought in accordance with the Children and Families Act 2014. In the first

instance all educational settings are required to use their best endeavours to meet the needs of

children and young people identified with Special Educational Needs. In providing information,

the educational setting must evidence the following:

A copy of the child’s SEN Support Plan provided for them under the SEN Support Stage of the Code of Practice 2014;

The educational establishment’s assessment of the child’s difficulties;

The educational establishment’s outcomes sought for the child;

The external professional advice that has been sought;

Details of the support and interventions that have been provided for the child over time;

An assessment by the educational establishment of the progress made or lack of progress over time;

What additional support the educational establishment feels is required which cannot be

provided through its ordinary resources.

Young Person’s Full Name:

Educational Setting:

Date of Birth: Private ☐ Maintained ☐

Year Group: Key Stage:

Young Person’s Address:

Home Authority:

LAC: Yes ☐ No ☐

Parent/Carer Name: 2nd Parent/Carer Name:

Relationship: Relationship:

Parent’s Address if different:


Phone Numbers: Phone Numbers:


16

Attendance Record – Please provide as much information as possible

Name of Educational Setting

Period (Dates) Actual Attendance (No. of sessions)

Possible Attendance (No. of sessions)

Percentage Attended


17

SECTION A: The identified special educational needs - What do you consider the child’s difficulties to be which are acting as barriers to curriculum access and progress. You may wish to complete more than one section. Please indicate which you consider is the main category of need.

Communication and Interaction

Cognition and Learning

Social, Emotional and Mental Health

Sensory and/or Physical Needs


18

Are there any additional significant factors? If the answer is yes please attach copies of relevant information/advice

Health Yes ☐ No ☐ Home Circumstances Yes ☐ No ☐

Attendance Yes ☐ No ☐ Social Relationships Yes ☐ No ☐

SECTION B: Attainment/ Ability Assessments/ Milestones Met – Please give results from any developmental standardised assessment and complete the form at Appendix 1. SECTION C: Support provided and funding – All educational settings are provided with resources to support those with additional needs, including students with SEN and disabilities. Please therefore identify the provision made from the setting’s delegated budget to address the child/young person’s needs and indicate whether you have applied for additional needs funding from the Local Authority.

Number of support hours provided from setting’s SEN budget

Number of hours funded By LA (top-up funding)

If request for top-up funding, what is the additional resource required? (hours or £)

Current support arrangements: give details of the target support the child received that was additional to and different from normal differentiated classroom/ group arrangements

Type of provision (In class, group, 1:1)

Objective of Provision

Frequency & Duration

Delivered by Start Date Review Date

Outcomes: (Achieved, Partially Met, Not Met)


19

Additional support: What additional support do you feel is required over and above that already provided?

Type of provision: (In class, group, 1:1)



Delivered by

Start Date

Review Date

Outcomes Sought

SECTION D: Professional Involvement – List details of attached reports/ evidence from appropriate services

Service Provided By: (Name & Role)

Date of Report Date Assessed Brief Description of Evidence Attached


20

SECTION E: Pupil’s Views:


21

SECTION F:

Name of Keyworker

Name of Person who has completed this form:

Date: Click here to enter a date.

Role:

Please return this form, together with the following (if applicable) : school reports; SEN support plan, professionals’ reports; to: Children & Young People’s Services, Additional Needs, Administration Service, Atlas House, Corporation Street, St Helens, Merseyside, WA9 1LD SECTION G: Parental Consent: I agree to information submitted, to the Local Authority Provision Agreement Panel being shared and discussed. I agree, should the Provision Agreement Panel consider it necessary, to an Education, Health and care needs assessment being carried out. I understand that this will involve seeking and sharing information with other agencies. I give my consent to the sharing of such information. All information provided is, and will remain, confidential, and is held in accordance with the Data Protection Act 1998

Signature of parent/ guardian:


Office Use

Date Received: Click here to enter a date.

22

Appendix 1 Attainment/ Ability Assessments/Milestones Met – Please give results from any developmental standardised assessment

*Key for completion- 1 - Emerging 2 – Developing 3 – Exceeding A – Not Assessed due to absence

Early learning Goals

Date Age Months

Communication and Language*

Physical Development

*

Personal, Social & Emotional*

Literacy* Maths* Understanding the world* Expressive Art &

Design*

Listening Understanding

Speaking

Moving & Handling

Health & Self care

Self Confidence awareness

Managing feelings

behaviours

Making relationships

Reading Writing Number Shapes, Space & Measure

People & Communities

The World

Technology

Exploring using

media & Materials

Being Imaginati

ve

Education, Health and Care Needs Assessment Form (Primary Education)

25


CONTEXT


instance all educational settings are required to use their best endeavours to meet the needs

of children and young people identified with Special Educational Needs. In providing

information, the educational setting must evidence the following:

A copy of the child’s SEN support Plan provided for them under the SEN Support Stage of the Code of Practice 2014;

The educational establishment’s assessment of the child’s difficulties;

The educational establishment’s outcomes sought for the child;


Details of the support and interventions that have been provided for the child over time;


What additional support the educational establishment feels is required which cannot be provided

through its ordinary resources.



Date of Birth: Private ☐ Maintained ☐

Year Group: Key Stage:


Home Authority:

LAC: Yes ☐ No ☐






Referral to Provision Agreement Panel by School for

funding ☐

Request for Education, Health and Care needs

assessment ☐




26





Percentage Attended


27

SECTION A: The identified special educational needs - What do you consider the child’s difficulties to be which are acting as barriers to curriculum access and progress. You may wish to complete more than one section. Please indicate which you consider is the main category of need.






28




SECTION B:

Attainment/ Ability Assessments/ Milestones Met – include end of Foundation Stage levels

Date Assessed

Year Group

Key Stage

TA or SATS

Spelling Age

Speaking& Listening

Writing Reading Maths Science

Nursery

Reception

Baseline on Entry

1

1 1

2 1

3 2

4 2

5

2

6 2

SECTION C:

Support Provided and Funding – All educational settings are provided with resources to support those with additional needs, including students with SEN and disabilities. Please therefore identify the provision made from the educational settings budget to address the child’s needs and indicate whether you have applied for additional needs funding from the Local Authority.





29

Current support arrangements: give details of the target support the child received that was additional to and different from normal differentiated classroom/ group arrangements




Delivered by Start Date Review Date Outcomes: (Achieved, Partially Met, Not Met)





Delivered by

Start Date

Review Date

Outcomes Sought





30

SECTION E:

Pupil’s Views:


31

SECTION F:

Name of Keyworker


Date:

Role:

Please return this form, together with the following (if applicable) : school reports; SEN support plan; professionals’ reports; to: Children & Young People’s Services, Additional Needs, Administration Service, Atlas House, Corporation Street, St Helens, Merseyside, WA9 1LD SECTION G: Parental Consent: I agree to information submitted, to the Local Authority Provision Agreement Panel being shared and discussed. I agree, should the Provision Agreement Panel consider it necessary, to an Education, Health and care needs assessment being carried out. I understand that this will involve seeking and sharing information with other agencies. I give my consent to the sharing of such information. All information provided is, and will remain, confidential, and is held in accordance with the Data Protection Act 1998


Date:

Office Use

Date Received:

Education, Health and Care Needs Assessment Form (Secondary Education)

33


CONTEXT





A copy of the child/young person’s SEN support Plan provided for them under the SEN Support Stage of the Code of Practice 2014;

The educational establishment’s assessment of the child/young person’s difficulties;

The educational establishment’s outcomes sought for the child/young person;


Details of the support and interventions that have been provided for the child/young person over time;


What additional support the educational establishment feels is required which cannot

be provided through its ordinary resources.



Date of Birth: Year Group: Key Stage:


Home Authority:

LAC: Yes ☐ No ☐






Referral to Provision Agreement Panel by School for

funding ☐


assessment ☐




34





Percentage Attended


35

SECTION A: The identified special educational needs - What do you consider the child/ young person’s difficulties to be which are acting as barriers to curriculum access and progress. You may wish to complete more than one section. Please indicate which you consider is the main category of need.






36




SECTION B: Attainment/ Ability Assessments/ Milestones Met – include end of Key Stage 2 levels

Date Assessed

Year Group

Key Stage

TA or SATS

Spelling Age

Reading Writing Speaking&Listening

Maths Science

6 2

Baseline 3

7 3

8 3

9 3

10 4

11

4

Cognitive Abilities Test (CAT) Scores –

Date Assessed Age Year Group

Verbal Reasoning

Quantitative Reasoning

Non-Verbal Reasoning

Mean C.A.T Score

The raw scores are converted into Standard Ages Scores (SAS), which means they are weighted to take into account the student’s age when they sat the test. The average SAS score is 100. Around two-thirds of pupils in the national age group will score between 85 and 115.


37

Predicted GCSE Grades (Where applicable)

Date Year Group

Key Stage

English Maths Science

SECTION C:

Support Provided and Funding – All educational settings are provided with resources to support those with additional needs, including students with SEN and disabilities. Please therefore identify the provision made from the educational setting’s budget to address the child/young person’s needs and indicate whether you have applied for additional needs funding from the Local Authority.





38

Current support arrangements: give details of the target support the child/ young person received that was additional to and different from normal differentiated classroom/group arrangements.









Delivered by

Start Date

Review Date

Outcomes Sought


39

SECTION D:

Professional Involvement – List details of attached reports/ evidence from appropriate services



SECTION E:

Pupil’s Views:


40

SECTION F:

Name of Keyworker


Date:

Role:

Please return this form, together with the following (if applicable) : school reports; SEN support plan; professionals’ reports; to: Children & Young People’s Services, Additional Needs, Administration Service, Atlas House, Corporation Street, St.Helens, Merseyside, WA9 1LD

SECTION G:

Parental Consent:

I agree to information submitted, to the Local Authority Provision Agreement Panel being shared and discussed.

I agree, should the Provision Agreement Panel consider it necessary, to an Education, Health and care needs assessment being carried out. I understand that this will involve seeking and sharing information with other agencies. I give my consent to the sharing of such information. All information provided is, and will remain, confidential, and is held in accordance with the Data Protection Act 1998



Office Use


Education, Health and Care Needs Assessment Form (Post 16 Education)

42

This form can be used to refer a child to the Provision Agreement Panel to request an EHCP; or the LA can request you to complete this as part of an Education, Health and Care need assessment. Please indicate which one this is.

CONTEXT





A copy of the young person’s SEN support Plan provided for them under the SEN Support Stage of the Code of Practice 2014;

The educational establishment’s assessment of the young person’s difficulties;

The educational establishment’s outcomes sought for the young person;


Details of the support and interventions that have been provided for the child/young person over time;


What additional support the educational establishment feels is required which cannot

be provided through its ordinary resources.



Date of Birth: Year Group: Key Stage:


Home Authority:

LAC: Yes ☐ No ☐

Parent/Carer Name:

2nd Parent/Carer Name:

Relationship:

Relationship:





assessment ☐ Educational advice form ☐


43


Name of Educational Setting Period (Dates)

Current Academic Year

Previous Academic Year


44

SECTION A:

The identified special educational needs - What do you consider the young person’s difficulties to be which are acting as barriers to curriculum access and progress. You may wish to complete more than one section. Please indicate which you consider is the main category of need.


Strengths

Needs (difficulties)


Strengths



45


Strengths



Strengths Needs (difficulties)


46

Independence and Life Skills

Strengths


Preparing for Transition

Strengths


Preparing for Adulthood – transition plans for pathways to adulthood are embedded into the EHC Plan from year 9/ age 14, and include:

Employment, education and training

Independence and housing Health

Friendships, relationships and community

Strengths



47




SECTION B:

Attainment/ Ability Assessments / milestone met

Date Year Group

Name of Course Achieved

Post 16 Baseline Assessments (where applicable)

Date Age Type of assessment

Carried out by Results


48

Based in the young person’s needs and ability please identify progression pathway for the young person (please tick)

Further Education Special School

School Sixth form Independent Specialist Setting

Please provide the rationale for the proposed provision identifying the specific outcome

Details of future provision

Date Year Group Name of Course Level Outcomes

Who will provide the support?

How often will the support be provided?

Who / when will this be reviewed?


49

SECTION C:

Support provided and Funding – All educational settings are provided with resources to support those with additional needs, including students with SEN and disabilities. Please therefore identify the provision made from the educational settings budget to address the young person’s needs and indicate whether you have applied for additional needs funding from the Local Authority.

College Funding £

HNS budget £ Funding already allocated via EFA

£


50

Current support arrangements: give details of the target support the young person received that was additional to and different from normal differentiated classroom/ group arrangements





Future support needs: What additional support do you feel is required over and above that already provided?




Delivered by

Start Date

Review Date

Outcomes Sought


51




Educational Psychology Service

Speech and Language Therapy Service

Mental Health Service

PBSS

Social Care

Other (please state)


52

Should a referral be made to any other service?

Name of service

()

Previously known to this service (Yes / No)

Details of referral

CAMHS ☐

Speech and Language ☐

Adult Social Care ☐

Housing ☐

Therapy Services ☐

Adult mental Services ☐

Adult Social Services ☐

Transport ☐

Other (please state) ☐


53

SECTION E:

Pupil’s Views:

What is going well? What could be better? What is important now? What is important for the future? Other important things that need to be known about me and my family?


54

SECTION F:

Name of Keyworker


Date:

Role:

Please return this form, together with the following (if applicable) : school reports; SEN support plan; professional reports’ to: Children & Young People’s Services, Additional Needs, Administration Service, Atlas House, Corporation Street, St Helens, Merseyside, WA9 1LD

SECTION G:

Parental Consent:

I agree to information submitted, to the Local Authority Provision Agreement Panel being shared and discussed.

I agree, should the Provision Agreement Panel consider it necessary, to an Education, Health and care needs assessment being carried out. I understand that this will involve seeking and sharing information with other agencies. I give my consent to the sharing of such information. All information provided is, and will remain, confidential, and is held in accordance with the Data Protection Act 1998



Office Use


56

Parent/Carer/Young Person’s Request to carry out an Education,

Health and Care needs Assessment

This request is made in accordance with section 36 of the Children and Families Act 2014.

Person making request (Please tick)

Parent/Carer

☐

Young Person 16+

☐

Child/Young Person’s Details

Young person’s Full name:

Date of Birth:

Address: Educational Setting Name:

Year Group:

Parent / Carer Details 2nd Parent / Carer:

Name:

Relationship:

Contact Details:

Address ( if different)

Special Educational Needs – Please indicate the difficulties which you consider are acting as barriers to curriculum access and progress (please tick & state which you consider is the main category of need)

Communication and Interaction ☐ Cognition and Learning ☐

Social Emotional and Mental Health Difficulties ☐ Sensory and/or Physical needs ☐

Please indicate if the young person is/you are receiving any support from education support services (e.g. Educational Psychologist, Specialist Teacher), health and/or social care (if reports are available please attach and indicate in the table)

Name Contact Details Details of Support/Services Provided

Report Attached

57

Parent/Carer/Young Person’s Request to carry out an Education,

Health and Care needs Assessment

I would like to consider my/ my child’s special educational needs. I give you permission to contact my/ my child’s educational placement, health services, social care or other professionals to obtain information about me/them. All information provided is, and will remain, confidential, and is held in accordance with the Data Protection Act 1998

Signature:

Signature:

Date:

Date:

Please return this form, together with any reports to: Children & Young people’s Services, Additional Needs, Administration Service, Atlas House, Corporation Street, St Helens, Merseyside, WA9 1LD.

Office Use

Date Received:

Response due by:

Panel Date:

Give further detail of the young person’s / your needs and detail why you feel an Education, Health and Care Needs Assessment is necessary in relation to the following: (Please attach any relevant school and professional reports and continue on an additional sheet if necessary):

1. A summary of the young person’s or your difficulties 2. The educational outcomes you believe are not being met 3. The support you believe is required

61

Review of Enhanced SEN Support (ESS) funding All children / young people allocated funding/resources from the Provision Agreement Panel must be reviewed at least annually (sooner if the child’s / young person’s circumstances change). The review should be held in the educational setting and the parents invited. A Local Authority representative should be invited to the review, if there is any cause for concern or should the educational setting/parent think a change of placement is necessary. The following documents should be sent to the Local Authority within 10 days of the review being held: Completed review form with recommendations for continued funding and how this will be used. Copy of Provision Agreement. Copies of the last 2 SEN support plan (IEPs)/IBPs implemented post allocation of Enhanced

SEN Support funding, together with reviews of such plans. Evidence of child’s progress over the period being reviewed. Parental views. Pupil’s views. Reports from other agencies involved with the child. If a previous panel recommended referral

to a particular service e.g. the Behaviour Support Service, it is expected that a report from that Service is included and evidence that any advice provided by the Service has been incorporated into SEN support plans (IEPs)/IBPs.

The Local Authority should be able to see the difference that funding/services has made to the

progress of the child. In those instances where a child is receiving additional teaching support, please indicate how

the targets in the teaching sessions are reinforced in class. Also please include a report from the Service involved.

The Local Authority will consider all reports and decide if funding has been used effectively and the child has made appropriate progress. The Local Authority could decide that: The child has made sufficient progress and funding should be ceased/decreased. The Provision Agreement is still appropriate and should be extended for a further period of

time. The evidence submitted shows that a new Provision Agreement should be drawn up.

4.3 4.1

62

Additional Needs Administration Service Parents’ Comments (Please use additional sheet, if necessary.) 1. What are your views about your child’s / young person’s progress at school during the last

year?

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

2. Have there been any significant changes in your child’s / young person’s behaviour in the last

year?

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

3. Do you have any views about your child’s / young person’s education during the next

academic year?

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

63

4. In what ways can you help your child / young person achieve the outcomes for the next year?

Do you need any advice or guidance towards helping your child / young person?

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

5. Do you have any further comments regarding your child’s / young person’s education or well-

being?

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………... 6. Are there any points which you would like to have discussed at the review meeting?

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

Signed ……………………………………………………….…… Date

64

Pupil’s Views The Code of Practice requires that the views of pupils are sought and taken into account in decision making. This can be difficult, particularly for young children and those with language or learning difficulties. While the seeking of pupil views in this respect should be part of everyday practice, not something that is done only for reviews, the following forms may be helpful in recording those views. Other formats successfully used in school / educational setting are equally acceptable. It is important that it is the genuine views of the pupil which are recorded and that adults are not merely ‘putting words in their mouths.’

65

Pupil’s Views

Pupil’s Views (FS/KS1)

Name of Pupil …………………………………………………. ...…… D.O.B.

Present school / educational setting …………………………………………………..…………………. Briefly summarise how the views of the pupil have been sought and acted upon since the last review.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . You may want to ask the pupil all or some of the following questions: I can now……………………………………………………………………….. I am better at …………………………………………………………………… I am proud of …………………………………………………………………… I need help with ………………………………………………………………… I want to be able to …………………………………………………………….. I am happy in school when ……………………………………………………. I am unhappy in school when ………………………………………………….

66

Pupil’s Views (KS2, KS3/4)

Name of Pupil …………………………………………………. ...…… D.O.B.

Present school / educational setting……………………………………………………..…………………. The name of anyone who helped you with this report …………………………………………………………………………………………………………………

Progress I have made 1. Things that I have achieved since my last review:

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………... 2. What do I enjoy in school / educational setting?

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………... 3. What do I find hard in school / educational setting?

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………... Next Year 1. Outcomes I would like to achieve:

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

67

2. Good ways of helping me to do this:

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………... 3. Is there anything else you want to say about the coming year?

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

Signed ……………………………………………………….…… Date

68

Additional Needs Administration Service A Name of Pupil …………………………………………………. ………………………………………..

D.O.B. Present school ………………………………………………………………………. Yr Group ……… Pupil’s home address ……………………………………………………………………………………

……………………………………………………………………………………………………………...

Parent/Guardian ………………………………………………………………………………………… Is this review ANNUAL or INTERIM

Date of this review meeting

B Outline current support arrangements

Hours per week …………………….. State: Teacher/Non Teacher/VI/HI/Other

If other please specify …………………………………………………………………………………... ……………………………………………………………………………………………………………... ……………………………………………………………………………………………………………...

Use/method of support : In class/small group/withdrawal/other

If other please specify …………………………………………………………………………………... ……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

REVIEW OF PROVISION AGREEMENT/ENHANCED SEN SUPPORT FUNDING

69

C Recommendations to the Local Authority from the Review Meeting

1. Are there indicators for change of provision? Yes No

2. Are there indicators for change of placement? Yes No

3. Should the LA consider further action? Yes No

If 3 is yes, please indicate below:

a. Education Health & Care needs assessment Yes No

b. Psychological assessment Yes No

c. Medical assessment Yes No

d. Change in provision/placement Yes No e. Other, please give details ………………..………………………………………………...

……………………………………………………………………………………………………………... ……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

N.B. Please ensure all reports provided at meeting are returned with this form.

Signed ………………………………………………………… Date

70

D Attendance at Meeting

Name of Person Involved with Child

Link to Child Invited Attended Report circulated

Report Attached Y/N

E Parents’ Views

1. Did parents make written representation? Yes No

2. Did parents make verbal representation? Yes No

3. Did parents agree with conclusions and priorities for outcomes? Yes No

4. If parents did not agree, what action is proposed to resolve this situation? 5. Do the parents agree with the contents of the review being discussed

By professionals at the LA? The information provided is, and will remain, confidential, and is held in accordance with the Data Protection

Act 1998. Yes No

6. Parents’ Comments ………………………………………………………………………………...

………………………………………………………………………………………………………...

………………………………………………………………………………………………………...

F Pupil’s Views

1. Did pupil attend whole/part of the meeting? Yes No

2. Did pupil make written/verbal representation? Yes No

3. Did pupil agree with conclusions and priorities for outcomes? Yes No

4. If pupil did not agree what action was proposed to resolve the situation? Yes No

5. Pupils Comments …………………………………………………………………………………...

…………..……………………………………………………………………..……………………...

………………………………………………………………………………………………………...

G Pupil’s attendance at school Possible Actual

71

If Pupil’s attendance gives cause for concern have other agencies been involved, if so, who?

…………..……………...…………………………………………………………..……………………...

……………………………………………………………………………………………………………...

H Ensure Record of Progress sheet is completed

I School report on progress in identified areas of need

Social / Emotional skills ……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

Behaviour / Mental Health ……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

Language/Communication ……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

Gross/Fine motor skills ……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

Independence skills ……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

Other – please specify

72

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

J Review of Provision Agreement.

Please state focus of support and recommendations stated in P.A.

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

Progress towards delivery of support and implementation of recommendations. ……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

73

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

K Future Support/Provision

1. Pupil’s Targets for next review period

………………………………………………………………………………………………………..

………………………………………………………………………………………………………..

………………………………………………………………………………………………………..

………………………………………………………………………………………………………..

………………………………………………………………………………………………………..

………………………………………………………………………………………………………..

2. How will school use the allocated funding to help the pupil achieve the outcomes? ………………………………………………………………………………………………………..

………………………………………………………………………………………………………..

………………………………………………………………………………………………………..

………………………………………………………………………………………………………..

………………………………………………………………………………………………………..

………………………………………………………………………………………………………..

3. If you are proposing a change to the current Provision Agreement, please give details of the nature of additional support/provision being requested, and why this is necessary. Please state number of hours support requested; focus of support; intervention to be used etc.

………………………………………………………………………………………………………..

………………………………………………………………………………………………………..

………………………………………………………………………………………………………..

………………………………………………………………………………………………………..

………………………………………………………………………………………………………..

………………………………………………………………………………………………………..

4. School transfer/leaving proposals (if appropriate refer to transition plan). ………………………………………………………………………………………………………..

………………………………………………………………………………………………………..

………………………………………………………………………………………………………..

………………………………………………………………………………………………………..

………………………………………………………………………………………………………..

………………………………………………………………………………………………………..

74

RECORD OF PROGRESS

Child’s Name: Date of Birth:

Year

Group Date & Name of

Reading Test Chron.

Age Reading

Age Date & Name of

Spelling Test Chron. Age Spelling

Age P Scales / NC Levels ENGLISH

P Scales / NC Levels

MATHS

P Scales / NC Levels SCIENCE

R

1

2

R S W

3

4

5

6

R S W

7

8

9

R S W

10

11

CATs scores: Verbal . . . . . . . . . . . . . . . . . . . . Non-Verbal . . . . . . . . . . . . . . . . . . . . Quantitative . . . . . . . . . . Mean . . . . . . . . . . Date: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

75

Check list Pupil’s name ………………………………………………………………………………….

Reports attached (please tick)

Review Form

Record of Progress Sheet Checklist Copy of IEPs/reviews Report from Educational Psychologist Report(s) from Inclusion Support Service Report(s) from Health Agencies e.g. CAMHS, SALT, OT, Physiotherapy Report from Children’s Social Care Other … please give details

79

Annual Review Arrangements Introduction EHC plans must be reviewed at least annually to monitor and evaluate the child’s/young person’s progress towards achieving the outcomes specified in the plan and the effectiveness of the identified provision. Interim or early reviews may be called:

If it is recommended at a previous annual review

Where the school believes that the pupil is at serious risk of disaffection or exclusion

Where the child’s/young person’s needs are known to have changed.

To reassure parents or professionals where there is disagreement Schools will be provided with a list of pupils who require an EHC plan review at least two weeks before the start of the term in which the plan is due to be reviewed. Health and Social Care professionals will also be informed of children requiring EHC plan reviews to enable them to provide advice about pupils with whom they are involved. The EHC plan review will usually be held at the school or educational establishment attended by the pupil although there may be individual cases where this is not appropriate and an alternative venue must be arranged. Invitations should be sent out by the school well in advance of the review date along with requests for reports, comments and professionals advice. All information which will be considered at the review must be circulated to all attendees at least two weeks before the meeting. The school must invite the following people to the review:

The child/young person’s parents or carers

A representative of the school or educational establishment attended by the child/young person

A local authority SEN officer if appropriate

A health service representative if relevant

A social care representative if relevant

Any other individual relevant to the review e.g. a representative from youth offending service. For Children Looked After (CLA) the review, where possible and appropriate, should be arranged to coincide with the review of the personal education plan (PEP)

80

Conduct of the review Careful consideration should be given to the following procedures when planning and hosting review meetings:

A suitable room should be identified where the meeting can take place. There should be adequate seating for the number of people attending and the setting should be conducive to fostering a comfortable and positive environment. If suitable accommodation is not available during the school day, consideration might be given to holding the meeting after school.

The time of the review should allow all relevant parties the opportunity to attend.

Consideration may be given to the provision of support staff for crèche facilities if required to facilitate parental attendance.

Parents may choose to be accompanied by a friend, relative or a representative of the St Helens Information, Advice and Support Service (SHIASS).

Copies of all reports and advice should be made available at the meeting. It is essential that copies of the EHC plan are provided to enable the document to be reviewed.

The Headteacher should normally Chair the meeting although this role may be delegated to another person. e.g. the SENCO. The meeting should commence with introductions and it should be established at the outset that all participants will have the opportunity to express their views and opinions.

81

Content of the review A meeting agenda should be made available and this should include an opportunity for questions arising from submitted reports and advice. The agenda should state clearly the issues for consideration at the review as laid out in the Code of Practice (9.166 and 9.185):

- The child/young person’s views on their progress towards achieving the outcomes in the EHC plan and their future aspirations

- The parents/carer’s views on the child/young person’s progress and on their health and social care needs

- Any changes in relation to the child/ young person’s communication & Interaction; cognition & learning; social, emotional & mental health; physical needs.

- Any changes in relation to the child/young person’s health and social care needs.

- Progress towards meeting the outcomes as detailed in the EHC plan. - Previous and current national curriculum levels. - New/updated educational targets / outcomes and identified provision. - Health and social care provision needed to achieve the new/updated

outcomes. - Any changes in relation to the existing personal budget and arrangements for

direct payments. - Recommendations arising from the review e.g. EHC plan to continue/ cease /

be amended. - Recommendations arising from the review e.g. EHC plan to continue/ cease /

be amended

Post-review Arrangements.

The school must send a report of the meeting to everyone invited within two weeks of the meeting. The local authority must inform the child / young person’s parents and school of any additions or amendments to the EHC plan within four weeks of the meeting.

82

Teacher Reports for Review Meetings It would be expected that class or subject teachers’ reports for the review meeting contain all or some of the following information: • Progress made by the pupil since the last review. This should include National Curriculum

levels, along with reading ages and other standardised scores, where appropriate. • A summary of differentiation made in class, resources used and type, level and frequency of

individual support. • A review of targets on the pupil’s SEN support plan (IEP). • An indication of ‘next steps’ to inform the new SEN support plan (IEP). • Comments on social skills, interaction with peers, pastoral issues, behaviour, attitudes to

learning, self-esteem and self-confidence. Bearing in mind the presence of parents and professionals at the Review Meeting, consideration should be given to maintaining a positive tone for reports. Also, consideration should be given to the text used within the reports, ensuring that the language is accessible to everybody. It would be expected that the SENCO would provide a review of the objectives / outcomes on the EHCP/ Statement / Provision Agreement itself and the overall progress made towards them.

83

Additional Needs Administration Service

Parents’ Comments (Please use additional sheet, if necessary.) 1. What are your views about your child / young person’s progress at educational setting during

the last year?

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

2. Have there been any significant changes in your child / young person’s behaviour in the last

year?

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

3. Do you have any views about your child / young person’s education during the next academic year?

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

84

4. In what ways can you help your child / young person achieve the targets for the next year? Do

you need any advice or guidance towards helping your child / young person?

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

5. Do you have any further comments regarding your child / young person’s education or well-

being?

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………... 6. Are there any points which you would like to have discussed at the review meeting?

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

Signed ……………………………………………………….…… Date

85

Pupil’s Views The Code of Practice requires that the views of pupils are sought and taken into account in decision making. This can be difficult, particularly for young children and those with language or learning difficulties. While the seeking of pupil views in this respect should be part of everyday practice, not something that is done only for reviews, the following forms may be helpful in recording those views. Other formats successfully used in school are equally acceptable. It is important that it is the genuine views of the pupil which are recorded and that adults are not merely ‘putting words in their mouths.’

86

Pupil’s Views

Pupil’s Views (FS/KS1)

Name of Pupil …………………………………………………. ...……D.O.B.

Present school / educational setting ………………………………………………………..………… Briefly summarise how the views of the pupil have been sought and acted upon since the last review.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . You may want to ask the pupil all or some of the following questions: I can now……………………………………………………………………….. I am better at …………………………………………………………………… I am proud of …………………………………………………………………… I need help with ………………………………………………………………… I want to be able to …………………………………………………………….. I am happy in school when ……………………………………………………. I am unhappy in school when ………………………………………………….

87

Pupil’s Views (KS2, KS3/4)

Name of Pupil …………………………………………………. ...…… D.O.B.

Present school / educational setting ……………………………………………………………………… The name of anyone who helped you with this report …………………………………………………………………………………………………………………

Progress I have made 1. Things that I have achieved since my last review:

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………... 2. What do I enjoy in school?

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………... 3. What do I find hard in school?

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………... Next Year 1. Outcomes I would like to achieve:

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

88

2. Good ways of helping me to do this:

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………... 3. Is there anything else you want to say about the coming year?

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

……………………………………………………………………………………………………………...

Signed ……………………………………………………….…… Date

90

ANNUAL STATEMENT REVIEW

Attendance at review meeting

Name: Role:

Date of Statement review:

Parent / Carer information:

Surname: First Name:

Home Address: (if different)

Tel No: Relationship to child:


Home Address: (if different)


A. Name of Pupil :

D.O.B

D D M M Y Y

Present School:

Year Group:

Pupil’s Home Address:

Social Care Status: S17 / CIN / CP / N/A (Delete as appropriate)

91

Outline current support arrangements

Hours per week:

State: Teacher/ Non Teacher/ VI/ HI / Other

Please specify:

Use / method of support: In class/ small group/ withdrawal/ other

Please specify:

Areas of Need (Please tick box)

Specific Learning Difficulty (SpLD) Social, Emotional and Mental Health (SEMH)

Moderate Learning Difficulty (MLD) Autistic Spectrum Disorder (ASD) Severe Learning Difficulty (SLD) Visual Impairment (VI) Profound and Multiple Learning Difficulty Needs (SLCN)

Hearing Impairment (hi)

Speech, Language and Communication Needs (SLCN)

Multi-Sensory Impairment (MSI)

Physical Disability (PD)

Pupil’s attendance at school

Possible Actual

If the Pupil’s attendance gives cause for concern have other agencies been involved, if so, who?

92

C : Parents’ Views:

Parents’ Comments:

D: Pupil’s Views:

Pupil’s Comments:

E: Ensure Record of Progress sheet is completed

93

F: School report on progress in identified areas of need in

Statement.

Special Educational Needs




Sensory and / or Physical Needs

94

G: Assessment of Progress

1. Targets from either

a) Initial statement (if first statement review) or b) Previous statement review

2. Progress towards meeting previous targets

95

H: Provision

Please update the Target /outcomes /provision section, including Health and Social Care provision if appropriate.

Number

of Targets / outcomes

Provision needed

to achieve Target / outcomes

Who is going to

provide the support?

How often is the support going to be provided, when will it be

reviewed and who will review it?

Resource / funding

necessary

Please state Any significant changes to the Statement or level of support

90

Child’s Name: Date of Birth:

Year Group Chron.

Age Reading Age Chron. Age Spelling Age P Scales /

NC Levels ENGLISH

P Scales / NC Levels

MATHS

R

1

2 R S W

3

4

5

6 R S W

7

8

9 R S W

10

11

CATs scores

Verbal Non-Verbal Quantitative Mean

Date:

RECORD OF PROGRESS (E)

91

Check list

Pupil’s name ………………………………………………………………………………….

Reports attached (please tick)

Review Form

Record of Progress Sheet Checklist Copy of IEPs/reviews Report from Educational Psychologist Report(s) from Behaviour Improvement Team Report(s) from Health Agencies e.g. CMHS, SALT, OT, Physiotherapy Report from Children’s Social Care Other … please give details

92

Please send in all reports discussed at this meeting. List them below:

The Review makes the following recommendations to the Local Authority

N.B. Please ensure all reports provided at meeting are returned with this form.

Signed ………………………………………………………Date

Agency/Service

Professional

Date

ANSWER YES/NO

The Statement should continue to be maintained until the next Statement Review.

The Statement should cease to be maintained.

The Statement should be amended. If YES please attach a copy of the Statement with proposed amendments.

RECORD OF PROGRESS

93

Review Meeting Checklist

1. Allow participants adequate time to read any further advice received prior to the

official meeting.

2. Welcome parents and explain procedures for meeting.

3. Introduce all parties attending the Review and the purpose of the Review.

4. Head or teacher with responsibility for Review to Chair the meeting and discuss

the following elements:

a) School’s views of progress. How far has child achieved set objectives?

What success has the child had in meeting targets?

b) Educational Psychologist’s/other Services’ view of progress.

c) Parents’ views of past year’s progress and aspirations for future.

d) Pupil’s views and aspirations.

e) Change in child’s circumstances which affect development or progress.

f) Is current provision, including NC or alternative arrangements, appropriate

for child’s needs?

g) Outcomes for next Reviews.

h) Any further action required and by whom.

i) Transition Plan (Y9) or Review of Transition Plan (for pupils Y10 and Y11).

j) Does statement remain appropriate?

k) Please check details on page 1 and Parts 2 to 6 current levels of

functioning/objectives/provision on the current statement. Are there any

changes e.g. address/therapy needs/is transport still required?

l) Any amendments required to statement or should LA cease to

maintain it?

5. Chair of Meeting summarises recommendations.

6. Explain to parents:-

(a) The school’s distribution of the review document to all concerned.

(b) How the Local Authority will consider the review report and respond to it

94

(Name)

Date of review:

Date of EHCP:

School / Educational setting: Year Group:

Address:

Date of Birth:




Home Address:

Tel No:

Relationship to child:


Home Address:


ANNUAL REVIEW OF AN EDUCATION, HEALTH AND CARE PLAN

95

Attendance at review meeting

Name: Role:

96

Section A: All About Me Are there any changes to the information supplied in this section? Please include parents and pupil’s views

My views, interests and aspirations

About me (Including the progress I have made this year, what I have found difficult)

What is important to me

What I like to do and what I want to do in the future (This might include: education, play, health, friendship, sixth form, further education, independent living, community participation, university and employment)

My Family

97

Who provided child’s / young person’s views (if not directly quoted)

Name

Relationship to child / young person

Review attendance:

Name


Parents’ comments:

1. Do you feel your child has made progress in the last year? Please give details.

98

3. How best can your child’s needs be met? a) in school / educational setting? b) outside school / educational setting?

2. Have your child’s needs changed in the last year regarding: a) Education b) Health c) Social Care

99

Parent / Carer’s views & aspirations This might include: education, play, health, friendship, sixth form, further education, independent living, community participation, university and employment: Have these changed from those on the EHCP?

100

Section B

Are there any changes in the child/young person’s special educational needs?






101

Section C

Do the child/young person’s health needs remain the same? If not, please give details.

Health Care Needs

Section D

Do the child/young person’s social care needs remain the same? If not please give details.

Social Care Needs

102

Section E: Outcomes Below is a list of the outcomes sought for the child / young person

Outcome number

Outcomes Sought

Delivered by

Achieved/not achieved Please

give details

Please report on child’s progress

Previous NC level/ GCSE grade

Current levels

103

Section F: Provision

Please update the outcomes/provision section

Number

of outcome

Provision needed to achieve outcome

Who is going to


How often is the support

going to be provided, when will it be reviewed and

who will review it?

Resource / funding

necessary

Pupil’s attendance at school

Actual Possible

If the Pupil’s attendance gives cause for concern have other agencies been involved, if so, who?

104

Section G: Health provision

Health Care plan Yes No

(Include within report)

Please update this section, referring to advice provided by health professionals

Section H1: Social Care Provision

Please update this section, referring to advice provided by Social Care Professionals.

Health support needed to achieve

outcomes

Who is going to provide the

support?

How often is it going to be provided, when will it be


Social Care support needed to achieve

outcomes


support?



105

Section H2: Any other Social Care Provision Please update this section, referring to advice provided by Social Care Professionals.

Educational setting’s recommendations to the LA

Is there anything else that the LA should consider when reviewing the child/young person’s EHCP?

Social Care support needed

to achieve outcomes


support?

How often is it going to be provided, when will it be reviewed and who will

review it?

106

The review makes the following recommendations to the LA

Please send in all reports discussed at this meeting. List them below:

Tick

Further information (Attach if too long)

The EHCP should continue

The EHCP should cease

The EHCP should be amended (Please give

details and refer to relevant sections)

The LA needs to consider another placement

(Please give details)

Agency/Service

Professional

Date

108

Special School Panel

Terms of Reference The Special School Panel meets once a year in the autumn term and allocates special school places for the following September. This enables special schools to plan more effectively and to reduce any uncertainty for both pupils and parents.

The Panel comprises: Children and Young People’s Services Additional Needs Manager - Chair

Educational Psychologist

Behaviour Service Manager

Inclusion Officer

SEN Casework Manager

A SENCO, Headteacher or Senior Manager from a primary and/or secondary school

A representative from Early Years setting

A representative from the Language & Social Communication Service (LASCS) and/or Children’s

Disability Service

A Children’s Social Care representative A Health representative

Special School Headteachers

The Functions of the Special School Panel To consider referral from schools/professionals/parents of children/ young people who are

deemed to need special school provision

This will involve:

Considering the views of parents/schools/professionals Scrutinising professional advice and reports

Ensuring that all appropriate agencies have been involved in assessing the child’s needs and

advising school

Ensuring that school has followed the graduated approach to meeting the needs of the child

and has exhausted all support systems available

Deciding that the child needs more than a mainstream school can provide in order for them

to prgoress Referrals to these panels should be as a consequence of the most recent statement / Education, Health and Care Plan or ESS review held in school / educational setting, to which parents and all relevant professionals would be invited. If someone is unable to attend, an updated report should be requested if appropriate. The Inclusion Officer should be invited to all reviews where special school is being considered. The relevant forms should be completed. If a school receives ESS funding for a pupil, the parental consent form (for Education, Health and Care needs assessment) should be submitted with the review report. The review report should be accompanied by recent reports/updates from all professionals involved. Schools should ensure that the child has been discussed at a termly Planning and Consultation meeting. The Special School Panel also considers recommendations for pupils in Y11 who may need a place at Mill Green College. Again, review information and professionals’ advice will be required.

109

The Social, Emotional and Mental Health (SEMH) Panel The SEMH Panel meets 3 times a year in order to consider places for children at Penkford, St.Helens school for children with SEMH difficulties. Pupils allocated a place can start at the beginning of the following term.

The Panel comprises: Children and Young People’s Services Additional Needs Manager – Chair Penkford Headteacher Education Psychologist Inclusion Officer Behaviour Service Managers

The Functions of the SEMH Panel To consider referral from schools/professionals/parents of children/ young people who are

deemed to need special school provision

This will involve:

Considering the views of parents/schools/professionals

Scrutinising professional advice and reports

Ensuring that all appropriate agencies have been involved in assessing the child’s needs and

advising school

Ensuring that school has followed the graduated approach to meeting the needs of the child

and has exhausted all support systems available

Deciding that the child needs more than a mainstream school can provide in order for them

to prgoress

110

Transition Panel The Transition Panel, which meets in the Spring Term, will be considering the level of funding or other support which schools will require in order to make appropriate provision for pupils transferring schools with statements/Education Health and Care Plans or ESS funding. Children considered at this panel will be in Year 6 and Year -1. It will therefore require adequate information in order to make decisions.

For pupils with statements / EHCPs in Y6 It is hoped that the report of the Y5 review should provide sufficient information for a decision to be made. However, we would ask schools to look at such reports, and if it is felt that any additional information does need to be submitted, please send it in. If the Y5 review was held early in the academic year, it is suggested that a Y6 review be held as soon as possible and the report submitted to the panel before the deadline, the date of which will be sent to schools each September.

For pupils on Enhanced SEN Support (ESS) funding in Y6 Please review these pupils and submit reports and any other relevant information by the date of the deadline. Reviews should be planned to fit in with this schedule.

112

Schedule of Transfers of pupils in schools from Statements to Education, Health and Care Plans

Year Group (Sept 2014)

Transfer from Statement to Education, Health and Care Plan (EHCP)

Y-1 Between September 2014 – September 2015

Y0 Between September 2017 – April 2018




Y4 Between September 2016 – September 2017


Y6 Mainstream &

Penkford Between September 2014 – September 2015

Y6 Lansbury

Bridge Between September 2015 – September 2016









Schedule of Transfers of students in post-16 settings from 139a/LDAs to Education, Health and Care Plans

Post-16 conversion of 139a/LDAs will be scheduled as follows:

Post 16 Year

12 onwards

Between September 2014

and May 2015

Young people who are at the point of transferring from

one post-16 education setting to another.

Young people who are in receipt of high needs funding

currently within a post-16 setting and will remain in a

post-16 setting.

Between September 2015

and September 2016

All other young people with a current 139a/LDA that

will remain in a post-16 setting after September 2016

who have not requested an EHCP

113

St. Helens Transition Plan

Education, Health and Care Plans

Converting Statements and Learning Difficulty Assessments to EHC Plans

BACKGROUND

The way children with special educational needs (SEN) will be assessed will change from 1

September 2014. Statements of SEN and Learning Difficulty Assessments (LDAs) will be replaced

with a single Education, Health and Care (EHC) plan for children and young people with complex

needs. All requests for a statutory assessment from that date will result in the Local Authority

deciding whether to assess a child/young person for an EHC plan. The process will take a total of

20 weeks.

By 1 April 2018, Local Authorities (LAs) must have transferred all children and young people with a

Special Educational Needs (SEN) statement to the new Education Health and Care (EHC) Plans,

following a transfer review.

Young people in further education and training, who currently receive support as a result of a

Learning Difficulty Assessment (LDA) who continue in further education or training beyond 1

September 2016, must be transferred to the new system by 1 September 2016.

During the transition period, a child or young person’s statement will remain in place until: the

statement or LDA ceases; the young person leaves education; or until the child or young person

has an EHC transfer review.

Young people in further education or training who receive support as a result of a LDA can choose

to request an EHC needs assessment at any point during the transition period. The Council will

treat any request for an assessment from a young person in further education, who already has an

LDA, as a request from a new entrant.

ST.HELENS APPROACH TO TRANSITION

There are currently approximately 511 children and young people in St.Helens with a statement of

special education needs and 192 young people with a LDA, these children and young people will

transfer to the new system within the next three and a half years in accordance with the timescales

set out by the Department for Education. Transfers will take place around transition points the child

or young person’s education such as when they move from primary to secondary school.

114

SCHEDULE OF TRANSFERS OF PUPILS IN SCHOOLS FROM STATEMENTS AND LDAS TO

EDUCATION, HEALTH AND CARE PLANS

PHASE ONE – BETWEEN SEPTEMBER 2014 – SEPTEMBER 2015


Year Group at Transfer


Y-1 Y-1 Between September 2014 – September 2015

Y6 Mainstream

Y6 Mainstream

Between September 2014 – September 2015

Y9 Y9 Between September 2014 – September 2015



All young people with LDA who request an EHC assessment

PHASE TWO – BETWEEN SEPTEMBER 2015 – SEPTEMBER 2016




Y5 6 Between September 2015 – September 2016

Y6 Lansbury

Bridge

7 Between September 2015 – September 2016




All young people with LDA who request an EHC assessment

PHASE THREE – BETWEEN SEPTEMBER 2016 – SEPTEMBER 2017







115

PHASE FOUR – BETWEEN SEPTEMBER 2017 – SEPTEMBER 2018


Year Group at Transfer Transfer from Statement to Education, Health and Care

Plan (EHCP)



Y2 5 Between September 2017 – April 2018

Y3 6 Between September 2017 – April 2018

HOW PARENTS AND YOUNG PEOPLE WILL BE MADE AWARE OF ARRANGEMENTS

We will:

Publish this Transition Plan on the Local Offer website.

Contact all parents and carers of children with a statement to notify them when their child

will transfer to an EHC plan

Contact all young people with LDAs, to notify them of their right to request an EHC needs

assessment.

Share this Transition Plan with all schools and education providers and work with schools

and settings to plan review meetings.

Share this Transition Plan with the St.Helens Independent Advice Service (formerly the

Parent Partnership), Listen 4 Change and other key stakeholders.

THE TRANSFER REVIEW PROCESS

The transfer review will replace the annual review and should be completed within 20 weeks

(previously 14 weeks) as much of the information within the existing statements will, in many

cases, remain accurate. Whilst, a full needs assessment must be conducted as part of the transfer

review, advice should not be sought if it has already been provided and is sufficient.

A transfer review meeting will be held between the family, education provider, SEN team and other

professionals as appropriate; and the EHC Plan will be co-produced as a result of this meeting.

http://www.sheffield.gov.uk/localoffer

116

SOURCES OF INFORMATION, ADVICE AND SUPPORT

For independent SEN information and advice please contact:

St.Helens Independent Advice Service Tel: 01744 822160

For more information about the transition process, please contact:

Children and Young People’s Services

Additional Needs Administration Service

Atlas House

Corporation Street

St. Helens

Merseyside

WA9 1LD

Tel: 01744 671105, 01744 671113, or 01744 673385.

118

The Education, Health and Care needs assessment and

Planning process

LA decides whether an EHCP is needed

Request for assessment/ child or young person brought to LA’s attention

Yes No

On-going LA information gathering – where an LA

requests co-operation of a body in securing

information, advice and proposed budget details. The body must comply

within 6 weeks

LA writes to parent/ young person/school to inform them of decision within a maximum

of 6 weeks. LA establishes who is the Keyworker. Keyworker and parent meet.

SEN Casework Manager arranges a meeting with Key worker and family at 6 – 8

weeks. LA gathers information for EHC needs assessment. Personal Budget is

discussed.

LA drafts EHCP, consults with Health/Social Care and sends draft plan to parent/School/professionals. Keyworker discusses draft EHCP. The school must consider the draft plan and must respond

to the LA within 15 days

Parent/young person has 15 days to comment/ request an educational institution. SEN Casework Manager to contact after 7 days. Meeting with parents if necessary to

discuss draft Plan/placement/Personal Budget

No Yes

Following consultation with the parent/ young person, the draft plan is amended

(where needed) and Final EHCP is issued. Parent/ young person must be informed of

right to appeal.

LA writes to parent/young person/ school to inform them

of decision (and right to appeal) within a

maximum of 16 weeks from request for

assessment. Decision could be to provide top

up Enhanced SEN funding (ESS). LA issues a Provision

Agreement to school. (Copy to Parent)

Review usually in 12 months

2 W

eeks

2 W

eeks

2 W

eeks

4 W

eeks

6 W

eeks

6 W

eeks

LA writes to school / parent/young person to inform them of decision (and parents’ right to

appeal) within a maximum of 6 weeks

LA Provision Agreement Panel. (Held every 3 weeks)

LA decides whether to conduct an Education, Health and care

needs assessment

Consultation with Designated Health Officer

(DHO) and Designated Social Care Officer

regarding details of Plan including Personal Budget

Engage with School / Setting to gain information

Decision could be to provide top up

Enhanced SEN funding (ESS). LA issues a

Provision Agreement to school. (Copy to

parent) Review usually in 12 months.

Ma

xim

um

tim

e f

or

wh

ole

pro

ce

ss

to

be c

om

ple

ted

is

20 w

eek

s

119

Education, Health and Care Plan (E.H.C.P)

Professionals should not share this information with anyone other than the people who have contributed to this assessment without asking the child/young person or family first. The family have the right to share it with whomever they wish.

Date of Final EHC plan:

Signature On Behalf of Children’s Services:

Review Date:

Plan Number:

Name of child / young person :

Insert Photo here (If you would like to)

120

Contents

Section A

All about me

Section B

Special Educational

needs

Section C

Health Care needs

Section D

Social Care needs

Section E

Outcomes

Section F

Provision

Section G

Health Provision

Section H1 & H2

Social Care provision

Section I

Education Placement

Section J

Resources / Personal

Budget

Section K

Advice & Information

Previous Statement SEN /

LDA

Yes

No

Date

Professionals should not share this information with anyone other than the people who have contributed to this assessment without asking the child/young person or family first. The family have the right to share it with whomever they wish.

121

Personal Details:

Surname:

First Name:

Address:

Date of Birth:

Religion:

Ethnicity:

Communication requirements:

NHS No:

NI No:



Surname:

First Name:

Address:

Tel No:

Relationship to child:

Surname:

First Name:

Home Address:


122

Section A: All About Me

This section sets out the views, interests and aspirations of the child / young person and his or her parents.

My views, interests and aspirations

About me (Including brief history & how best to communicate with me)

What is important to me

What I like to do and what I want to do in the future (This might include: education, play, health, friendship, sixth form, further education, independent living, community participation, university and employment)

My Family

Who provided child’s / young person’s views (if not directly quoted)

Name


123

My Parent / Carer’s views & aspirations for me This might include: education, play, health, friendship, sixth form, further education, independent living, community participation, university and employment:

124

Section B

In this section all of the child/ young person’s special educational needs must be specified.






125

Section C This section sets out the health care needs that have been identified for the child / young person in relation to their special educational needs.

Health Care Needs

Section D This section sets out the social care needs that have been identified for the child / young person in relation to their special educational needs or disability as defined under section 2 of the Chronically Sick and Disabled Persons Act (1970).

Social Care Needs

126

Section E: Outcomes Below is a list of the outcomes sought for the child / young person

Outcome number

Outcomes Sought

Timescales to achieve

127

Section F: Education Provision

Outcome number

Provision needed

to achieve outcome

Who is going to


How often is the support

going to be provided, when will it be reviewed and

who will review it?

Resource / funding

necessary

Top up funding

(hours)

128

Section G: Health provision

Health Care plan Yes No

This section sets out any health provision reasonably required by the learning difficulties or disabilities which results in the child / young person having special educational needs.

Section H1: Social Care Provision

This section sets out any social care provision, which must be made for a child or young person under 18, resulting from Section 2 of the Chronically Sick and Disabled Persons Act (1970)

Outcome number

Health support needed

to achieve outcomes


support?

How often is it going to be provided, when will it be reviewed and who will

review it?

Outcome number


outcomes


support?



129

Section H2: Any other Social Care Provision

This section sets out any other social care provision reasonably required by the learning difficulties / disabilities which result in the child / young person having special educational needs.

Section I: Education Placement

This section should be left blank on a draft plan, it should only be completed when finalising the plan.

Name of Nursery / School / College / Setting

Type of Nursery / School / College / Setting

Outcome number


outcomes


support?



130

Section J: Education, Health & Care Plan: Personal Budget

Where there is a personal budget the following tables detail how it will be used to secure provision within the plan. The special educational needs and outcomes that are to be met through the personal budget must be specified.

Education, Health & Social Care

Outcome needing additional resource

Education, Health & Social Care Arrangements

Funding Source (Note who is funding - Education, Health & Social care)

Proposed Allocation

Date of written Agreement (Refer to Appendices)

Parent / Young Person / Nominee

Personal Budget

Direct Payment

Total Frequency of payment How will this be paid?

£

An arrangement organised by LA / CCG

Third party arrangements

Combination of the above

131

Section K: Advice and Information used to prepare and assist the plan

Name:

Type of document / report:

Date of document / report:

133

Disagreement resolution & Mediation Mediation is also a voluntary process for parents and young people, which you can use if you cannot reach an agreement with ourselves or the CCG, in matters relating to EHC plans. We have a duty to make an independent mediation service available to you. It will only cover disagreements you might have in the following circumstances, where decisions have been made: not to carry out an EHC needs assessment or re-assessment of your child not to draw up an EHC plan for your child, once they have done an assessment not to amend your child’s EHC plan after the annual review or re-assessment to cease to maintain your child’s EHC plan If we have drawn up an EHC plan for your child, mediation must be available if you disagree with: the parts of the plan which describe a child’s special educational needs the special educational provision set out in the plan In these circumstances, as well as your legal rights, we will provide you with access to an independent mediation adviser who you will need to contact for information about mediation if you are thinking about appealing to the SEND Tribunal. Independent Mediator – Together Trust The independent mediation advisor is called Together Trust, and they can help settle such disputes. The mediators are not employed by the local authority and are completely independent. ‘Together Trust’, Tel: 0161 283 4848 or email [email protected]. If you decide to go to a mediation meeting, the mediation adviser will inform us, and we will meet you within 30 days. The mediation meeting will be at a place and time that is convenient for you, and you will be told when and where the meeting will be, at least 5 days before it happens. You can bring a friend, adviser or advocate to help you. When the mediation has finished the mediation adviser must issue a certificate within 3 working days. You will need this certificate to register an appeal to the SEND Tribunal. If, once you have contacted a mediation adviser, you decide that you do not want to go to mediation, the adviser will issue you with a certificate within 3 working days. You can also go to mediation with your local authority or your local CCG about the social care and health parts of an EHC plan if you tell your local authority that you are unhappy with these parts of the plan.

http://yourfamilymatters.org.uk/index.html

THE GRADUATED RESPONSE TO PUPIL NEED IN ST HELENS …

Documents

Transcript of THE GRADUATED RESPONSE TO PUPIL NEED IN ST HELENS …