‘All about Me’ - Northamptonshire County ?· All About Me section of EHC plans The ‘all about…

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<ul><li><p>Completing the </p><p>All about Me </p><p>Section of EHC Plans </p><p>An Easyread guide for young people </p><p>Northamptonshire County Council </p></li><li><p>In 2014 Education, Health and Care </p><p>plans were introduced by the </p><p>Government. </p><p>They replace Statements of SEN </p><p> More information about EHC plans can </p><p>be found on the Local Offer </p><p>www.northamptonshire.gov.uk/localoffer </p><p>Introduction </p><p>Northamptonshires Information , </p><p>Advice and Support Service can help </p><p>you through the EHC assessment and </p><p>transfer process. </p><p>The changes were part of the </p><p>Governments SEN reforms </p><p> (special educational need and disabilities) </p></li><li><p>All About Me section of EHC plans </p><p>The all about me section, has smaller sections to record your </p><p>views. </p><p>How you and your family took part </p><p>in the plans development. </p><p>A section describing your story. </p><p>A section describing your views, </p><p>interests and aspirations. </p></li><li><p>This includes; </p><p>What is important to me? </p><p>What am I good at? </p><p>What do I find difficult? </p><p>What makes me happy? </p><p>What would I like to acheive in the </p><p>future? </p><p>All About Me section of EHC plans </p><p>continued </p><p>All about me </p></li><li><p>All About Me section of EHC plans </p><p>continued </p><p>The sections also cover: </p><p>Your views. </p><p>Whats important to you?, </p><p>E.g. Friends, favourite toy </p><p>Whats important for you? </p><p>E.g. Medication, routine, stability </p><p>What do others like and admire </p><p>about you?, what makes you </p><p>happy or sad? </p></li><li><p>All About Me section of EHC plans </p><p>continued </p><p>What are your routines, who are the </p><p>important people in your life? </p><p>How to communicate with you to </p><p>make decisions. </p><p>Information about your support </p><p>network </p></li><li><p>Completing Part A of the EHC plan </p><p>From you </p><p>From your family </p><p>Meetings between you and school </p><p>staff/other professionals </p><p>Meetings between your parents </p><p>and school staff/other professionals </p><p>The information to complete Part A comes from different places: </p></li><li><p>Completing Part A of the EHC plan </p><p>continued </p><p>Completion of a one page profile, </p><p>this can be at home or at school </p><p>The EHC assessment focuses on </p><p>your needs, this is called person </p><p>centred planning. </p><p>It brings together people who </p><p>know you best to provide the best </p><p>outcomes in the future. </p><p>Including family and close friends. </p></li><li><p>Step by step guide to completing the information </p><p>in the All about me section </p><p>Step 1 - starts with appreciating the person. </p><p>List what people like and admire </p><p>about you </p><p>Be specific </p><p>Try and have 5 positive things </p><p>These steps help to get the information needed to complete the </p><p>all about me section. </p><p>If you were only to follow one step, please follow step 6, its the </p><p>most important one to complete Part A of the EHC plan. </p><p>Step 2 who is important in their life </p><p>Create a relationship circle of </p><p>people who are important to </p><p>you </p><p>This helps to work out who is </p><p>important and why. It could be </p><p>friends, family, teachers or group </p><p>leaders. </p></li><li><p>Step by step guide to completing the information </p><p>in the All about me section </p><p>Step 3 - how do you communicate with others? &amp; how do others communicate with </p><p>you? </p><p>Its good to have a communication chart </p></li><li><p>Step by step guide to completing the information </p><p>in the All about me section </p><p>Step 5 - your gifts, qualities and skills </p><p>A gift can be anything you do that engages </p><p>someone else in a positive way. </p><p>What do you think you do well, if you cant </p><p>say, get someone who knows you well to </p><p>help. </p><p>An example could be: Matthew has an </p><p>amazing memory, he remembers where evey </p><p>biscuit tin is in all houses he visits. </p><p>Step 6 what is important to them? </p><p>What is important for them? </p><p>important to is from the childs point of view, </p><p>things that they enjoy and rely on </p><p>Be specific; if they like music, say One </p><p>Direction, otherwise if you play them ACDC </p><p>they might not enjoy it. </p><p>Whats important to George Whats important for George </p><p>Staying in touch with his friends (Jack, Joe </p><p>and Amy) and making new ones. </p><p>George needs to know when things are </p><p>going to happen like a trip or a visit. </p><p>His mobile phone. Offer him choiceswhat he eats, where he </p><p>goes. </p><p>To choose what he eats. He gets anxious so when hes worried or </p><p>shaky let him have some time alone. </p><p>To do things in his own time and not be </p><p>rushed. </p><p>Talking helps him but he needs to do this </p><p>when he is readydont ask him lots of </p><p>questions. </p><p>Heres an example chart: </p></li><li><p>Step 6 what is important to you? </p><p>What is important for you? continued </p><p>important for is the help/support they need </p><p>to stay healthy, safe and well. </p><p>Try to keep things balanced; happy, healthy </p><p>and safe </p><p>Its a good idea to get the chart completed </p><p>by different people involved in your life to </p><p>get a balanced picture. </p><p>Step by step guide to completing the information </p><p>in the All about me section </p><p>To help work out whats best for the young person you can use </p><p>the following template. </p><p>This chart tells us whats working/not working for the young person </p></li><li><p>Step by step guide to completing the information </p><p>in the All about me section </p><p>Step 7 What are your aspirations? </p><p>What would you like to achieve in the </p><p>future? </p><p> You might need help to work out what your </p><p>aspirations/dreams are and how to get </p><p>there. </p><p>Not all are acheivable but its important to be </p><p>helped to develop a realistic idea. </p><p>A useful tool is my perfect week it helps to plan what works best and when. </p><p>Completing these steps means you should have enough information to </p><p>complete the all about me section. If not, go back and check through </p><p>again, talk to other people and see what they think. </p><p>List everyone who has been involved in writing this section </p></li><li><p>Step by step guide to completing the information </p><p>in the All about me section </p><p>Step 8 - One Page Profiles (optional) </p><p>This is a short introduction to a </p><p>person. </p><p>Its a beginners guide to the child/</p><p>young person. </p><p>They are to the point and easy to </p><p>read. </p></li><li><p>Person Centred Planning </p><p>It allows you to give your views </p><p>even if you cannot communicate </p><p>vocally. </p><p>It gives a clear and simple way to </p><p>check back on how things are. </p><p>Keeping the good and removing </p><p>the bad. </p><p>Person centred planning helps us </p><p>develop EHC plans and plan for </p><p>your future. </p></li><li><p>Person Centred Planning </p><p>continued </p><p>The person is at the centre </p><p>Family members and </p><p>friends are partners in planning </p><p>The plan reflects whats important </p><p>to them, their abilities, and their </p><p>support needs </p><p>The plan helps to reflect what is possible </p><p>for them to acheive in their community </p><p>rather than the services available </p><p>The plan enables ongoing </p><p>listening, learning and further action </p><p>There are five key principles to Person Centred Planning </p></li><li><p>Useful contacts </p><p>IASSNorthamptonshires Information, Advice and Support Services </p><p>This service provides impartial and independent support and advice about </p><p>the SEND processes in schools and the statutory process. They will be holding </p><p>events to support parents and young peoples understanding of the </p><p>information included in this booklet. They can be contacted on: </p><p>Telephone: 01604 636111 </p><p>Email: contact@npps.info </p><p>Website: www.npps.info </p><p> Helen Sanderson Associates </p><p>Many of the tools used in this booklet can be found on this website with more </p><p>examples and explanation about the strengths of person centred practice. </p><p>Website: www.helensanderson.co.uk </p><p> Dimensions UK </p><p>Dimensions UK offer a person centred thinking e-learning course. </p><p>Website: http://www.dimensions-uk.org/about-us/person-centred/ </p><p> Communication Matters </p><p>Further information to support person centred approaches </p><p>Website: www.communications.org.uk </p><p> Education, Health &amp; Care Team </p><p>The team in the local authority who facilitate and manage the statutory </p><p>process. </p><p>Tel: 01604 367125 </p><p>Email: EHCP@northamptonshire.gov.uk </p><p>Website: www.northamptonshire.gov.uk/sendehc </p></li></ul>