EHC Plan Transfer training for Special Schools 04-09-14

Why, when and who

• • • All Statements need to transfer to EHC Plans before 2018. This will be at Annual Review unless there is a need to transfer earlier. The Transfer Review will replace the Annual Review The LA would like to transfer as many as possible in the first year. The DfE has produced a timeline for the transfer of specific year groups that the LA intends to adhere to.

Year 2014-2015

10 11 12 13 2 3 R 1 4 5 8 9 6 7

Convert yes /no

Timeline for Transfer

Year Convert yes /no Year Convert yes /no Year 2015-2016 2016-2017 2017-2018

YES NO NO NO NO YES NO YES NO NO NO Leavers only Leavers only Leavers only 10 11 12 13 2 3 R 1 4 5 8 9 6 7 YES N/A YES N/A NO YES N/A N/A N/A YES No Leavers only Leavers only Leavers only 10 11 12 13 2 3 R 1 4 5 8 9 6 7

Yes *

N/A

Yes *

N/A N/A YES

Yes *

N/A YES

Yes *

N/A YES: whole cohort Leavers only Leavers only 14 YES: Whole cohort

Comments

The only conversions which will be significant Must cohorts are



For primary pupils - year R and 5



for Secondary pupils - year 7 and 14 and any leavers

14 YES: Whole cohort

Comments

The only conversions which will be significant Must cohorts are



For primary pupils - year 2 and 5



for Secondary pupils - year 9, 14 and Leavers

14 YES: whole cohort

Comments

The only conversions which will be significant Must cohorts are



For primary pupils - year 5



Secondary pupils - year 8, 11 and 14 and any leavers

Convert yes /no

10 11 12 13 R 1 2 3 4 5 8 9 6 7

Yes *

N/A

Yes *

N/A N/A N/A

Yes *

N/A N/A

Yes *

N/A N/A

Yes *

YES: whole cohort 14 YES: whole cohort

Comments

The only conversions which will be significant Must cohorts are



for Secondary pupils - year 13 and 14

EHC format

• • Over the past six months working parties have been devising the most appropriate format and this has been trialled by a number of schools and adapted in line with their recommendations.

Guidance accompanies the EHC Plan and should be consulted

Transfer Review

• • • • The transfer review takes the place of the Annual Review The transfer review is not an opportunity for re assessment. SEN officers will probably not attend the transfer review. There will be a QA system in operation The end result of the Transfer Review will be an Education, Health and Care Plan.

Remember: This is the only time that schools will write an EHC plan – at all other times it will be drafted by the SEN team.

Legal Position

• • Schools do not have legal responsibility for the plan – that rests with the LA Schools do have a requirement to ensure that pupils and their parents engage with the process and that their views are considered and acted upon.

Transfer Review

• • • • Schools will need to prepare pupils and their families. September 1 provided.

st , Notify parents: Letter Create Transfer timetable according to priority.

Notify parents and all agencies of dates (arrange pre-meeting if required) Consider Top Tips

Propos ed Final

Transfer Plan

Propos ed Amend ed Amend ed Final Transfe r from a SSEN/L DA x

Insert Appendix 1: Child/Parent Views

Mental Capacity Act

Decision making: Mental Capacity

The Mental Capacity Act 2005 is a law that protects and supports people who do not have the ability to make decisions for themselves. The Act applies to young people aged 16 years and over in England and Wales.

I have the mental capacity to: (please circle)



Make all my own decisions



Make some of my decisions Or, ……. helps me to make my decisions. Or, - - - - - - (please write name)

 

Financial matters has been granted deputyship under the court of protection to make decisions on my behalf in relation to Healthcare and welfare matters



Financial, healthcare and welfare matters The LA will need to have evidence of deputyship.

Section B

The Child or Young Person ’s SEN Name ’s current needs: Overview

NAME has significantly greater difficulty in learning than his/her age peers because:

INSERT brief pen picture (including any diagnoses and arrange the following according to area of highest need

1. Communication and Interaction 2. Cognition and Learning 3. Social, Emotional and Mental Health 4. Sensory and/or Physical

Section E – Outcomes What is an outcome?

• An outcome can be defined as the benefit or difference made to an individual as a result of intervention • It should be personal - not expressed from a service perspective • A step to an aspiration • It should be something that those involved have control and influence over • It should be specific, measurable, achievable, realistic and time bound (SMART)

Areas covered by outcomes

• EHC plans must specify the outcomes sought for the child or young person in Section E. • EHC plans should be focused on education and training, health and care outcomes that will enable children and young people to progress in their learning and, as they get older, to be well prepared for adulthood. • EHC plans can also include wider outcomes such as positive social relationships and emotional resilience and stability. • Outcomes should always enable children and young people to move towards the long-term aspirations of employment or higher education, independent living and community participation.

Agreeing outcomes

• When agreeing outcomes, it is important to consider both what is important to the child or young person understood.

– what they themselves want to be able to achieve – and what is important for them as judged by others with the child or young person’s best interests at heart. • For example, in the case of speech and language needs, what is important

to

the child may be that they want to be able to talk to their friends and join in their games at playtime. What is important they no longer get frustrated at not being

for

them is that their behaviour improves because

Time limits

Outcomes generally will specify: A) what needs to be achieved by the end of a phase or stage of education in order to enable the child or young person to progress successfully to the next phase or stage B) what needs to be achieved by the end of each intervening year to enable him or her to achieve the longer term outcome (From year 9 onwards, the nature of the outcomes will reflect the need to ensure young people are preparing for adulthood) The special educational provision specified should enable the outcomes to be achieved.

Shorter term targets will be agreed and reviewed by those working with the child or young person on a regular (at least termly) basis Shorter term plans and targets (which may be part of an assessment report) should be appended to the EHC plan so that regular progress monitoring is always considered in the light of the longer term outcomes and aspirations that the child or young person wants to achieve.

SMART

• • • • • Specific Measurable Achievable Related to the assessment Time bound - a way of measuring progress - possible use of scaling measures

Outcomes?

Activity 1

That: 1.

2.

3.

4.

5.

6.

7.

8.

9.

Kamil will receive 2 hours of direct work with the physiotherapist every week Sue can read the 100 most frequently used words by December 2014 Miles will walk to school by himself every day in the Summer term Sheena needs 1:1 full time support every day Lola improves her concentration and attention skills Rheinhardt achieves 3 GCSEs at A* to C Ellie develops social communication skills Curt is able to sign his first and last name by the time he is 14 Ian can dress himself independently at home and after swimming before he moves to secondary school 10. Mo gets support for his emotional needs 11. Ashley has more confidence in his learning abilities 12. Lee knows how to add and subtract numbers between 1 and 20

To summarise…..

• • • Outcomes must: Contain an active verb that describes an observable or identifiable action Focus on the child or young person as the performer What is the young person expected to be able to know? What are they expected to be able to do?

Include a timeframe in which the outcomes can be measured

Activity 2

Review the outcomes listed in the draft EHC plans provided for your group.

Discuss and agree the following: Are the outcomes listed truly outcomes?

Are they SMART enough?

Could you measure them?

Do they include appropriate timescales?

Could you devise interventions or a support strategy in order to achieve them?

What, if anything, needs to be done to improve them?

Writing Provision Plans (Section F)

• • • • One sheet for each outcome – Remember,

there may be more than one recommending body for each outcome.

Most of the needs of the pupil will be met from the school’s offer. Strategies cost little or nothing, Interventions cost in time or money Special Schools do not need to cost interventions

Outcome Strategies Enter 1 x outcome Enter appropriate Core standards/generic strategies Or appropriate strategies for the special school Bespoke /specialist Resources Enter any resources required to enable access to learning and any resources provided via a Personal Budget Cost if applicable Intervention A description of the intervention required Recomme nding body Frequency/ duration Staffing Cost per session/year Identify the staff who is delivering Work out cost if in Mainstream (not Special or SRP) Milestones and Monitoring Entry Data Agree milestones that should be used to determine any changes in provision Target Exit Data (progress to date) A specific target that can be used to measure small steps of progress towards outcome.

Record progress at each milestone/ review Annual Review Changes to provision made or required Total cost (including resources) Schools to insert costs Milestones reached Has this outcome been met?

Should the outcome be changed?

Writing Provision Plans continued

• • • Entry and exit data can be any data that is measureable – Leuven, SEBD, Speech and Language targets etc.

Targets should be short term (can be less than one year in which case the milestones and monitoring column will need completing) Review and adjustment of the Provision Plan should be ongoing culminating in Annual Review

Top Tips from the Pilot

• • • • • Get a Word version of the Statement e mailed to you Plan your time and the meetings Beware of ‘burn out’ or ‘meeting fatigue’ Do not try and capture all that was in the Statement in the Plan if it is no longer relevant Remember that the Provision Plan will be a working document and write it as such