EHC Plan Transfer training for special schools 04.09.14

Report
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.
Timeline for Transfer
Year
2014-2015
Convert yes /no
Year
2015-2016
Convert yes /no
Year
2016-2017
Convert yes /no
Year
2017-2018
Convert yes /no
R
YES
R
YES
R
Yes *
R
Yes *
1
NO
1
N/A
1
N/A
1
N/A
2
NO
2
YES
2
Yes *
2
Yes *
3
NO
3
N/A
3
N/A
3
N/A
4
NO
4
NO
4
N/A
4
N/A
5
YES
5
YES
5
YES
5
N/A
6
NO
6
N/A
6
Yes *
6
Yes *
7
YES
7
N/A
7
N/A
7
N/A
8
NO
8
N/A
8
YES
8
N/A
9
NO
9
YES
9
Yes *
9
Yes *
10
NO
10
No
10
N/A
10
N/A
11
Leavers only
11
Leavers only
11
YES: whole cohort
11
N/A
12
Leavers only
12
Leavers only
12
Leavers only
12
Yes *
13
Leavers only
13
Leavers only
13
Leavers only
13
YES: whole
cohort
14
YES: Whole
cohort
14
YES: Whole cohort
14
YES: whole cohort
14
YES: whole
cohort
Comments
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
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
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
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 reassessment.
• 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 1st, Notify parents: Letter
provided.
• Create Transfer timetable according to priority.
• Notify parents and all agencies of dates
(arrange pre-meeting if required)
• Consider Top Tips
Transfer Plan
Propos
ed
Final
Propos
ed
Amend
ed
Insert Appendix 1: Child/Parent Views
Amend
ed Final
Transfe
r from a
SSEN/L
DA
x
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) has been granted deputyship under the court
of protection to make decisions on my behalf in relation to
 Financial matters
 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 – 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 for
them is that their behaviour improves because
they no longer get frustrated at not being
understood.
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. Kamil will receive 2 hours of direct work with the physiotherapist
every week
2. Sue can read the 100 most frequently used words by December 2014
3. Miles will walk to school by himself every day in the Summer term
4. Sheena needs 1:1 full time support every day
5. Lola improves her concentration and attention skills
6. Rheinhardt achieves 3 GCSEs at A* to C
7. Ellie develops social communication skills
8. Curt is able to sign his first and last name by the time he is 14
9. 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
Enter 1 x outcome
Strategies
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
Recomme
nding
body
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
Frequency/
duration
A description of the intervention
required
Annual Review
Has this outcome been met?
Should the outcome be changed?
Changes to
provision
made or
required
Staffing
Cost per session/year
Milestones
and
Monitoring
Identify the staff who is
delivering
Work out cost if in
Mainstream (not Special
or SRP)
Agree
milestones
that should
be used to
determine
any changes
in provision
Total cost (including
resources)
Schools to insert costs
Milestones
reached
Entry
Data
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

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