Transcript Conversion process

Conversion process
Peggy Seddon - Senior SEN Officer
Torbay Council
Transition/Conversion Plan
• The first group of children to have their
statements converted to an EHCP is taking
place as part of the pilot group. These are
children in Year 5 (as at July 2014) attending
mainstream school in preparation for
Secondary transfer.
• This group of students were advised via letter
to their parent and schools .
From 1st September 2014 the Torbay Transition Plan for conversion will be:
Year Group
Transfer Review date
Number of children
Early Years children entering
school in September 2015
Transfer Review held in the
month of the anniversary of
their original finalised
statement date
5 children
Year 5’s (for the academic
year 2014-15)
Transfer Review held in the
month of the anniversary of
their original finalised
statement date
71 children
Year 9’s (for the academic
year 2014-5)
Transfer review held in the
months of the anniversary of
their original finalised
statement
93 children
Year 11’s (for the academic
year 2014-15)
Transfer Review held in the
autumn term of 2014
89 children
Post 16
Young people with a Learning
Disability Assessment (LDA –
Section 139A) can choose to
continue to receive their
additional support (if still
required) from an LDA or
request an EHC assessment.
Information and support will
be available for young people
make this choice
125 children (estimate)
• This will be updated each year to reflect the
change in number of each year group.
• The Torbay Local Authority will write to inform
the young person and /or parents, SENCO and
Head-teacher of the school they attend that a
Transition Review is due.
• It is anticipated that the early years setting
school/college will arrange the date and time of
the Transfer Review, which will replace the
Annual Review on this occasion, and then advise
all necessary parties.
EHCP Transitional/Conversion Reviews
Key transition stages are :
• Early years provider – Reception
• Year 5 – Secondary
• Year 9 – Preparing for adulthood
• Year 11 – Preparing for adulthood
Attendance MUST be requested from the
following (2 wks notice must be given)
1) Child/Young Person
2) Parents/Carer/Guardian
3) School Representative
4) LA SEN officer
5) Health representative
6) Social care
7) Other individuals relevant to the child
• School MUST seek advice from all parties prior
to the meeting and circulate all the advice
received to those invited to the review 2 wks
in advance of the meeting
• For this purpose the SEN team have
developed 4 Transition Guide’s for Schools
parents/carers to help prepare for the review
meeting. The focus of the review should be
about outcomes for the child/young person.
TRANSITION GUIDE - EARLY YEARS
TRANSITION GUIDE - YEAR 5
TRANSITION GUIDE - YEAR 9
TRANSITION GUIDE - YEAR 11
Torbay SEN team have also developed a pro forma to request
information from professionals if they are unable to attend.
Following the review a report MUST be sent to the Local
Authority within 2 weeks of the date of the meeting.
Within 4 weeks of the review meeting, the Local Authority
must decide whether it is proposed to:
• keep the EHCP as it is
• amend the plan
• cease to maintain the plan
The local authority MUST then notify the child’s parents or
the young person and the school or other institution
attended of this decision.
From year 9 onwards the emphasis is on
preparing for adulthood.
The code of practice is clear that:
• “high aspirations are crucial to success – discussions about longer term goals
should start early and ideally well before year 9 (age 13-14) at school. They should
focus on the young person’s strengths and capabilities and the outcomes they want
to achieve.”
• 8.1 informs that Post 16 should not be seen in isolation but as a progression of
education or training towards achieving the young person goals.
• Childrens Families Act 2014 give the onus of decision making to the young person
8.15 – “After compulsory school age (the end of the academic year in which the
turn 16) the right to make requests and decisions applies to them directly rather
than their parents”
• 8.17 states that parents or other family members, or professional can continue to
support that young person to make decisions, or act on their behalf – if the young
person is happy for them to do so. In most cases, parents are likely to stay involved
and schools should continue to include parents in discussions regarding the young
person’s future. However, the final decision rests with the young person.
Above extracts taken from the SEN & disabilities Code of Practice 0 – 25 years – July 2014
• The year 9 Transition Guide and Review paperwork seeks to
establish the young person’s aspirations as part of the year 9
Annual/Transitional review.
• Information from this review will help to inform future reviews to
clarify the role of each of the young person’s supporters in helping
him/her to achieve their goals
• Schools /colleges should continue to involve parents and family
members where they have concerns about the young person’s
welfare, behaviour or attendance up to the age of 18.
• In all reviews planning MUST always be centred around the young
person’s aspirations and abilities.
• Reviews of the EHCP should bear this in mind, but it becomes
crucial from year 9 onwards.
• What does that young person want for themselves in terms of a
job, living arrangements, their role in their community and health
choices?
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In year 11 the Transition Guide becomes more specific to enable a reflection on
the young person’s plan so far and create details for ongoing support in to further
education and adulthood.
It must be remembered that the plan reflects the goals of the young person and at
the end of their year 11, the decisions within it rest with them.
By encouraging young people to practice making decisions throughout their school
life, it is hoped that he/she will acquire the skills to inform good choices. For some
young people with SEN this is new territory for them and their parents. Some
parents will be fearful that their child may make decisions that they feel are
detrimental for them and question the ability of that young person to choose an
appropriate path.
8.21 - “The right of a young person to make a decision is subject to their capacity to
do so as set out in the Mental Capacity Act 2005.”
• The act has 5 key principals
An important principal is:
“Just because an individual makes what might be seen as an unwise decision, they
should not be treated as lacking capacity to make that decision.”
5 Key principals in the act
• Every adult has the right to make his or her own decisions
and must be assumed to have the capacity to make them
unless it is proved otherwise.
• A person must be given all practicable help before anyone
treats them as not being able to make their own decisions.
• Just because an individual makes what might be seen as an
unwise decision, they should not be treated as lacking in
capacity to make that decision.
• Anything done or any decision made on behalf of a person
who lacks capacity must be done in their best interests.
• Anything done for or on behalf of a person who lacks
capacity should be the least restrictive of their basic rights
and freedoms.
It is hoped that those professionals and family members supporting
the young person will work towards allowing him/her to choose a path
that will meet reasonable goals without enforcing their wishes at the
expense of the young person
2014 Code of Practice Decision Making by 16 year olds
Specific Advice
from Specialists
Advised by Educators &
Educational Experience
YOUNG PERSON
Making Key Decisions
DECISION MAKING
Min O’Hara Calderdale Educational Psychology 2014
Guided by
Parents
Thank you