Director of Curriculum Support & Specialist Leader of Education, Priestnall School, Stockport Honorary Research Fellow, University of Manchester

Putting together an Education, Health and Care Plan – the practical aspects

from a school perspective

Director of Curriculum Support & Specialist Leader of Education, Priestnall School, Stockport

Honorary Research Fellow, University of Manchester

www.gdmorewood.comWednesday 26th November 2014

Gareth D Morewood

Download the presentation slides: http://bit.ly/GDMorewood

http://bit.ly/GDMorewood

www.optimus-education.com www.gdmorewood.com

FROM September!Work in partnership – proper co-production

takes time – not overnight!Ensure that the young person is central to

everything – proper engagement not ‘lip-service’!

Ensure documentation and information is easy to understand and clear – no need for complex policies!

Key overarching messages…


Ensured all staff contacts, pictures and details on website – easy to contact

Planned Year 11 transition reviews – end of November – currently underway, met all parents/carers and ensured they know the law

Drafted Information Report with parents/carers – time for reflection – final meeting early December

Ensured School Support labelled as ‘K’ (no more SA/SAP)

What we have done…(1)


Ensured all staff aware of new arrangements – whole school training and regular updates

Worked closely with the LA OfficersPositively engaged with young people – no

‘woolly’ student voice/lip-service – real engagement and discussion

Remained robust about the whole-school approach and a corporate responsibility

What we have done…(2)


From 1 September, Education, Health and Care plans will replace statutory Statements of SEN and post 16 Learning Difficulty Assessments, for all new referrals. It will be based on a new co-ordinated assessment process

All young people who receive support as a result of an LDA who need an EHC plan should have one by September 2016

The process of transitioning statements to EHC plans should be complete by April 2018

EHCPs – the facts…


“The needs of the individual child or young person should sit at the heart of the assessment and planning process. LAs must have regard to the views, wishes and feelings of the child and their parent or the young person, their aspirations, the outcomes they wish to seek and the support they need to achieve them.”

(Para 9.22 Code of Practice)

The EHCP needs assessment…


Advice and information must be sought* as follows:(CoP paras 9.45-9.52)

The child’s parent or the young person, and wherever possible the child Current educational institution attended, or person responsible for

educational provision Health care professionals An Educational Psychologist Social care (from children’s or adult services) From Y9, advice on preparing for adulthood and independent living From any person requested by the child’s parent or the young person Any other advice or information which the LA considers appropriate e.g.

from a youth offending team

*The LA must not seek further advice if it has already been provided and the person providing the advice, the LA and the child’s parent or young person are all satisfied that it is sufficient for the assessment process.


Meets the requirements of the Children’s & Families Act, regulations and the Code

Describes positively what children and YP can do

Is clear, concise, understandable and accessible

A good EHCP will…


A: Views, interests and aspirations B: Special educational needsC: Health needsD: Social care needsE: OutcomesF: Special educational provision G: Any health provision reasonably required H1: Social care provision under S2 of Chronically Sick and Disabled Persons Act 1970H2: Any other social care provisionI: PlacementJ Personal budgetK: Advice and information received

EHCP sections…


Step 1

•Initial planning meeting

•Meeting with all parents/carers

Step 2

•Reports/assessments commissioned

•Consideration of reports/further action

Step 3

•Meet with LA Officer & consider draft Plan

•Official Transition Review & discussions

• Writing EHCP & reviewing discussions• Final EHCP agreed (14 weeks after meeting)Step 4


Reports completed/nearly completedInitial consideration to draft EHCPs being

establishedLots of parent/carer discussions and

involvement in understanding new legislationReally engaging with young people positively –

transition to post-16 does help thisAnd, hot off the press…

Year 11 Update…


Ensure early initial engagementProvide timely remindersBe as positive as possibleConsider engaging parents/carers in ‘chasing’ tooProvide clear time-frames and early dates – plenty

of noticeFor essential professionals – arrange around them

How best to facilitate multi-agency involvement


Check through documents beforehand – number them too!

Make sure the kettle is boiled ready!Always start with the child/young person and

keep them centralGive parents/carers time to speak and engage

in discussionManagement of meeting key

Ideas for how to manage and organise your own reviews


Excellent reports – thorough, really impressive and very much in line with ‘outcomes’ for new Plans

All students and parents/carers have attended – very polite and engaged

Refreshments availableEveryone worked really hard to pull it all together

– team effort – everyone supporting each otherGood time management – no rush!

What has gone well?


To have a pro forma so we know what documentation is required for each meeting – not all meetings are the same (double check)

To have spare copies of referral forms (just in case need to commission additional assessment as part of process)

To have packs ready for Travel Training (a very popular provision for our year 11 students)

To agree on a set order for the packs of documentation to be put together – although sometimes different approach required – be flexible

To identify who needs to receive emails with reports/documentation to ensure nothing is overlooked or mislaid

What can improve?


Early discussions – share openly the law and provide information/handouts

Allow time for consideration and thinking Don’t rush discussions – time is important Ensure positive, open communication at all times Stress that the process is looking for outcomes – what

do they want for their child? How can it be achieved?

Ideas and strategies for getting students and parents/carers fully involved in the process


Addressing and challenging miss-information!Lots of inaccurate views ‘out there’ – whatever

your situation, remember ‘the law trumps all’!Lots of additional meetings with parents/carers

– ensuring a real ‘personal touch’ regarding accurate information and transparent working – proper co-production!

Planning for Year 11 EHCP Transition Reviews…

Biggest challenges so far…(1)


Ensuring everyone aware of the additional work regarding re-assessments for EHCPs and demands on young people, parents/carers and specialist staff

Working with different LAs and inaccurate policy/practice

Keeping SEND a high priority within a raft of other educational change

Biggest challenges so far…(2)


Remember the law trumps all …Ensure you know ‘absolute’ information:

Irwin Mitchell Factsheets & Template letters IPSEA Douglas Silas Brown Jacobson

Always be absolutely open and transparent – engage parents/carers positively and pro-actively

Keep the young person central to everythingRemain resolute and solution-focussedRead SENCology for an on-going account!

My advice…


Could have been far, far worse… Remember good and outstanding & outstanding provision

will still be good and outstanding… And where SENCos need some ‘ammunition’ to change poor

provision there is plenty in the new arrangements (from this webinar and relevant websites)

Ensuring truly positive engagement with parents/carers and young people and considering inspirational outcomes MUST be better for our students

http://www.ipsea.org.uk/file-manager/SENlaw/ipsea-ehc-plan-checklist-july-2014.pdf

Considering what it may have been…

http://www.ipsea.org.uk/file-manager/SENlaw/ipsea-ehc-plan-checklist-july-2014.pdf

Hear more from Gareth D Morewood at ourSupporting High-Quality SEND Teaching in the Classroom

28th January 2015, Central London

Benefits of attending

• Meeting your new obligations within the SEND Code of Practice

• Understand the latest Ofsted expectations

• Take away effective staff training programmes & proven classroom strategies

• Ensure children and families are placed at the heart of decision making

Speakers presenting on the day include:

Gareth D Morewood, Director of Curriculum Support & SLE

Tania Tirraoro, Founder & CEO of Special Needs Jungle

Kate Ruttle, SENCO & Deputy Head

Find out more at: www.oeconferences.com/SENDteaching

http://www.oeconferences.com/SENDteaching


Gareth D MorewoodDirector of Curriculum Support & Specialist Leader

of Education, Priestnall School, StockportHonorary Research Fellow, University of

Manchester

www.gdmorewood.com @gdmorewood

Documents

Director of Curriculum Support & Specialist Leader of Education, Priestnall School, Stockport Honorary Research Fellow, University of Manchester