Education, Health and Care Planning Pathway Guidelines For ... EHC Guidance for...8 Education, Health and Care Plan Process 9 20 Week Assessment Process 10 Pre-referral - Mainstream

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Education, Health and Care Planning Pathway

Guidelines

For Educational Settings

And Practitioners

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CONTENTS

Page

Introduction

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The 0-25 Special Educational Needs Reforms

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What schools need to do to be ready in September 2014

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Funding 8

Education, Health and Care Plan Process 9

20 Week Assessment Process 10

Pre-referral - Mainstream School Local Offer and SEN Support

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Referral

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Weeks 1 - 3 - Consider whether an assessment is necessary - Yes / No decision

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Weeks 4 – 10 - Co-ordinated assessment

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Weeks 11 - 16 - Planning

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Weeks 17 – 20 - Sign off where EHC plan is agreed

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Review of the plan

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Transfer of SEN Statements to EHC plans

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Personal Budgets

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Ending an EHC Plan

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Forms

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Introduction

This document has been developed for education settings and practitioners working with children and young people across the Tri-borough

This document describes how Education Health and Care (EHC) needs

assessments are carried out across the Tri-borough and how EHC Plans are started,

maintained and finished. It needs to be considered together with the following:

The Local Offer

The Children & Families Act and SEND Code of Practice (DfE, 2014) It will help practitioners to organise multi agency activity and service provision in a coordinated manner to ensure that children and young people achieve better outcomes. An Education Health & Care Plan (EHC plan) is the way support is planned and provided for children and young people (from birth to twenty five) who have special educational needs (SEN) and need a much higher level of support than good education providers can deliver on their own. The purpose of an EHC plan is to make special educational provision and related health and social care support meet the learning needs of the child or young person, to secure improved outcomes for them in learning, to co-ordinate provision better across education, health and social care and, as they get older, to prepare them better for adulthood. An EHC plan is led by the needs and aspirations of the young person or child and his or her parents or carers working in partnership with practitioners. EHC plans will replace Statements of SEN and Learning Difficulty Assessments.

From September 2014, no more statutory assessments for a statement of SEN or

LDA will be started. Instead, there will be an Education Health and Care needs

assessment. All current statements of SEN and LDAs must be converted (unless

they have ended) to comply with the new legislation by Easter 2018, at a time

appropriate for the individual child or young person. EHC plans are an improvement

on Statements of SEN and LDAs because they are more focused on the child and

young person and enable greater coordination between those working with them.

Parents wondering whether an EHC plan might be appropriate for their child would

be best advised to talk to someone appropriate at their education provider (such as

the Special Educational Needs Coordinator (SENCo) in schools and preschool

settings).

Working with parents, children and young people towards outcomes

The child and the child‟s parent or the young person must be involved and consulted

throughout the process of assessment and production of an EHC plan. The SEND

Code of Practice notes that „parents‟ views are important during the process of

carrying out an EHC needs assessment and writing or reviewing an EHC plan in

relation to a child. Local authorities, early years providers and schools should enable

parents to share their knowledge about their child (Section 1.7)

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The SEND Code of Practice requires that children, young people and parents have

more control over decisions about their support (Section 9.21). To achieve this

SEND Code of Practice requires an approach which:

focuses on the child or young person as an individual

enables children and young people and their parents to express their views, wishes and feelings

enables children and young people and their parents to be part of the decision-making process

is easy for children, young people and their parents or carers to understand, and uses clear ordinary language and images rather than professional jargon

highlights the child or young person‟s strengths and capabilities

enables the child or young person, and those that know them best to say what they have done, what they are interested in and what outcomes they are seeking in the future

tailors support to the needs of the individual

organises assessments to minimise demands on families

brings together relevant practitioners to discuss and agree together the overall approach, and

delivers an outcomes-focused and co-ordinated plan for the child or young person and their parents

This approach is often referred to as a person-centred approach, and it is what we

are developing across the Tri-borough.

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The 0-25 Special Educational Needs Reforms The SEND reforms aim to join up help across education, health and care, from birth to 25. Help is to be offered at the earliest possible point, with children and young people with SEND and their parents fully involved in decisions about their support and what they want to achieve. This will help lead to better outcomes and more efficient ways of working. Schools will be expected to have clear systems for identification, assessment, monitoring and securing appropriate support for children with special educational needs. The code also requires schools to involve parents in a structured and systematic way to shape the support their child receives and to be transparent about what the school can provide. In particular, the code places an emphasis on working with parents to agree and review the outcomes the support is intended to achieve rather than counting the hours or resources given to a child at school. Are you ready for implementation of the reforms?

• Do you understand what is meant by whole school SEN provision? • Does the Senior Leadership Team understand the implications of the reforms

and know what needs to change in the school? • Are classroom teachers aware of the changes and recognise their

responsibilities for identifying and supporting pupils with SEN? • Do parents have confidence that their child will get the support they need for

their child? The SEND reforms require a whole school approach to SEND. It is essential that the whole school community, governors, teaching and non-teaching staff, young people and parents, understand what the reforms mean for them. This attached slide pack has been designed to help school leaders in mainstream schools engage the wider school community in the culture change. The aim is for school leaders to use selected slides from the pack to engage governors and staff in the reforms. It is not designed to be used in its entirety.

SEND school leaders presentation July 2014.pptx

The slides have been developed in partnership with the Joint Professional Association SEND Forum, comprising representatives from ASCL, ATL, NAHT, NASUWT, NUT and Voice; as well as Achievement for All, London Leadership Strategy and organisations representing disabled children and their families. The DFE sent out this slide pack at the end of last term so that school leaders are aware of it as a resource for them to use when preparing governors and staff at the start of the new term.

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This is not formal department guidance and is not a substitute for the Code of Practice. The Code of Practice is available at: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

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What schools need to do to be ready in September 2014:-

Initiate a review of your school‟s SEN Policy engaging governors and staff,

parents and young people.

Publish information on your SEN provision as set out in the SEND Information

Regulations 2014.

Tell parents about the reforms and explain to them how the transition will

happen, make staff aware of the reforms and start essential training needs.

Engage with LAs in relation to the requirements, in particular the development

of the local offer and their process for transferring from statements to EHC

plans.

Ensure the SENCO has the right qualifications and explore how the SENCO

fits into strategic management of the school.

Have arrangements in place to support pupils with medical conditions.

Review and refresh the school‟s process for the early identification and assessment of SEND to follow the graduated approach.

Review pupils currently on SA/SA+, engaging the child and parent in decision

making and planning and being clear about the extra support that they need,

what impact you expect support to have and by when.

Review and refresh the schools procedures for effective engagement to

ensure children, young people and parents are involved in decision making

and planning.

Review how the schools support pupils with SEN with their transition to post-

16 education and preparing for adult life.

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Funding All mainstream schools are provided with resources to support those with additional needs, including pupils with SEN and disabilities. Most of these resources are determined by a local funding formula, discussed with the local schools forum, which is also applied to local academies. Funding for schools is provided by central government to Local Authorities through the Dedicated Schools Grant. School and academy sixth forms receive an allocation based on a national funding formula.

Schools have an amount referred to as the „notional SEN budget within their overall budget, it covers around £6000 per pupil with SEN, over and above the core funding. This is not a ring-fenced amount, and it is for the school to provide high quality appropriate support from the whole of its budget.

Key principles underpinning the new legislation are greater involvement of parents/carers in decision-making about a child‟s/ young person‟s plan and transparency and accountability for the deployment of resources (notional budget) to support a child or young person achieve specified outcomes using resources detailed in the schools Local Offer. It is for schools, as part of their normal budget planning, to determine their approach to using their resources to support the progress of pupils with SEN. The SENCO, headteacher and governing body or proprietor should establish a clear picture of the resources that are available to the school. They should consider their strategic approach to meeting SEN in the context of the total resources available, including any resources targeted at particular groups, such as the pupil premium.

The tri-borough local authorities are keen to support schools in having a well resourced Local Offer to meet children‟s additional learning needs. The approach to High Needs Funding is based on the premise that the majority of children can have their needs met in mainstream schools from available resources and that provision for the children with complex needs such that they have an Education, Health and Care Plans (EHCPs) will be funded through a relatively small additional Top Up. The Tri-borough are keen to ensure that mainstream schools are able to provide a robust local offer for children with additional learning needs from resources that are available to support flexible and responsive planning between teachers and parents to address children‟s predictable learning needs and unless a young person has complex and significant education, health and/or care needs, without the need for a lengthy assessment. From September 2014 the High Needs Block funding in Element 3 (above £6K and below current level of Statement of SEN (approx £9K) will be distributed through a contingency fund managed by nominated HNB reference group members and the LA in response to requests made regarding individual children. The members of the HNB reference group are made up of heateachers from Tri-borough primary and secondary schools.

Appendix 1 - High Needs Funding Contingency Request Form.doc

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Education, Health and Care Plan Process

The Special Educational Needs (SEN) Code of Practice sets out a definition of eligibility for statutory assessment and the EHC plan. It places emphasis on taking children and young people whose needs cannot be reasonably met through their normally resourced local mainstream provision through the EHC planning process. Eligibility for the new process therefore remained largely similar to the existing SEN Statementing process, with one significant difference. This related to an expansion in the age-range covered (now 0-25 years). In deciding whether to make a request for an Education, Health and Care needs assessment, for a child or young person, Schools will be asked to use the eligibility guidelines to help them decide if a child or young person is eligible for an EHC needs assessment.

Appendix 2 Eligibility Guidelines.doc

http://www.lbhf.gov.uk/Images/SEN-Guidelines_tcm21-190396.pdf The request for an Education, Health and Care needs assessment should not be the first step in the process; rather it should follow on from planning already undertaken with parents and young people in conjunction with an early year’s provider, school, post 16 institution or other provider

The local authority will seek to satisfy themselves that there is convincing

evidence that despite the school or setting, with the help of external specialists,

taking relevant and purposeful action to meet the child‟s learning difficulties, those

difficulties remain, have not been remedied sufficiently for the child to make

adequate progress and may require the authority to determine what special

educational provision should be made for them.

There are different stages for helping children with special educational needs

depending on each child's needs.

If a child is doing well they may not need to go to the next stage. If their needs are

severe or complex they may go straight to the assessment stage.

http://www.lbhf.gov.uk/Images/SEN-Guidelines_tcm21-190396.pdf

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The 20 Week Assessment Process

Appendix 3 - 20 Week Assessment Process.docx

Pre – Referral:

What is already in place for child and young person without an EHC Plan?

Before a request for an EHC assessment is made the child/young person will:

Normally already be supported by practitioners from other agencies

Have a person centred, outcome focussed SEN Support Resourced Plan in place to show how agencies have worked together to assess, plan and intervene to support the child‟s/young person‟s needs.

For young people post 14 this should include preparation for adulthood (list the 3 point s in code of practice – independent living, employability, well being).

Tri-borough Mainstream Local Offer

Appendix 4 - The Tri-borough Mainstream Local Offer.doc

Schools Local Offer SENCO Guidance

Appendix 5 - SEND FAQs.doc

http://www.qe2cp.westminster.sch.uk/page/?title=SENCo+Information+Page&p

id=165

SEN Support

Children with SEN will be provided with SEN support. SEN support replaces School

Action/School Action Plus (in schools) and Early Years Action/Early Years Action

Plus (in early year‟s settings).

SEN Support will be the support available in school for children and young people

who have special educational needs but do not have EHC Plans.

http://www.qe2cp.westminster.sch.uk/page/?title=SENCo+Information+Page&pid=165

http://www.qe2cp.westminster.sch.uk/page/?title=SENCo+Information+Page&pid=165

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This SEN support should take the form of a four-part cycle through which earlier

decisions and actions are revisited, refined and revised with a growing understanding of the pupil‟s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach. It draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people.

SEN support can take many forms. This could include:

a special learning programme for children/ young people

extra help from a teacher or a learning support assistant

working with children/ young people in a small group

supporting children/young people with physical or personal care difficulties,

such as eating, getting around school safely, toileting or dressing

There are four stages of SEN support (Section 6.45):

Assess

In identifying a child as needing SEN support the class or subject teacher, working with the SENCO, should carry out a clear analysis of the pupil‟s needs. This should draw on the teacher‟s assessment and experience of the pupil, their previous progress and attainment, as well as information from the school‟s core approach to pupil progress, attainment, and behaviour. It should also draw on other subject teachers‟ assessments where relevant, the individual‟s development in comparison to their peers and national data, the views and experience of parents, the pupil‟s own views and, if relevant, advice from external support services. Schools should take seriously any concerns raised by a parent. These should be recorded and compared to the setting‟s own assessment and information on how the pupil is developing.

This assessment should be reviewed regularly. This will help ensure that support and intervention are matched to need, barriers to learning are identified and overcome, and that a clear picture of the interventions put in place and their effect is developed. For some types of SEN, the way in which a pupil responds to an intervention can be the most reliable method of developing a more accurate picture of need.

In some cases, outside practitioners from health or social services may already be involved with the child. These practitioners should liaise with the school to help inform the assessments. Where practitioners are not already working with school staff the SENCO should contact them if the parents agree.

Plan

Where it is decided to provide a pupil with SEN support, the parents must be formally notified, although parents should have already been involved in forming the assessment of needs as outlined above. The teacher and the SENCO should agree

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in consultation with the parent and the pupil the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review.

All teachers and support staff who work with the pupil should be made aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required. This should also be recorded on the school‟s information system.

The support and intervention provided should be selected to meet the outcomes identified for the pupil, based on reliable evidence of effectiveness, and should be provided by staff with sufficient skills and knowledge.

Parents should be fully aware of the planned support and interventions and, where appropriate, plans should seek parental involvement to reinforce or contribute to progress at home. The information set out in paragraph 6.39 of the Code of Practice, should be readily available to and discussed with the pupil‟s parents.

Do

The class or subject teacher should remain responsible for working with the child on a daily basis. Where the interventions involve group or one-to-one teaching away from the main class or subject teacher, they should still retain responsibility for the pupil. They should work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching. The SENCO should support the class or subject teacher in the further assessment of the child‟s particular strengths and weaknesses, in problem solving and advising on the effective implementation of support.

Review

The effectiveness of the support and interventions and their impact on the pupil‟s progress should be reviewed in line with the agreed date.

The impact and quality of the support and interventions should be evaluated, and considered along with the views of the pupil and their parents. This should feed back into the analysis of the pupil‟s needs. The class or subject teacher, working with the SENCO, should revise the support in light of the pupil‟s progress and development, deciding on any changes to the support and outcomes in consultation with the parent and pupil.

Parents should have clear information about the impact of the support and interventions provided, enabling them to be involved in planning next steps.

20 week process begins when a referral is received by Tri-borough SEN

Casework and Commissioning Team

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Referral for an EHC Needs Assessment

Requests can be made by:

The school/educational setting

Parent

Young person 16-25

Practitioners working with the child/young person In order to ensure timely and well-informed decisions are made all elements of the local authority request form must be submitted.

Appendix 6 - EHC REQUEST FORM EARLY YEARS RBKC.docx

Appendix 7 - EHC REQUEST FORM PRIMARY RBKC.docx

Appendix 8 - EHC REQUEST FORM SECONDARY RBKC.docx

Appendix 9 - EHC REQUEST FORM POST 16 RBKC.docx

Appendix 10 - EHC REQUEST PARENT RBKC.docx

Schools will be asked to show evidence that the child young person is not making adequate progress, despite high quality teaching targeted at areas of weakness. The evidence should reflect a clear analysis of the child‟s /young person‟s needs such as:-

Teachers assessment and experience of the pupil

Information on pupil progress, attainment and behavior

Individual‟s development in comparison to their peers

The views and experience of parents/carers

The child‟s/young person‟s own views

Advice from external support services e.g.: educational psychologist, a specialist teacher or a health practitioner.

School requests must include breakdown of costs e.g. a costed provision map. Practitioners have a duty to ensure that all relevant information is included in a request for assessment.

Requests should be sent to:

The Tri-borough SEN Casework and Commissioning Team Royal Borough of Kensington & Chelsea Kensington Town Hall Hornton Street London, W8 7NX

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Tel 020 7361 3311 Fax 020 7368 0213 Email: [email protected]

The SEN Casework and Commissioning Team will acknowledge the request.

An SEN Keyworker is allocated and will be responsible for coordinating the

assessment and development process for an EHC plan.

Weeks 1 - 3 consider whether an assessment is necessary – within 3

weeks of receiving the request The SEN Keyworker will work with the parent/young person to complete the “all

about me” section A of the EHC plan including a history to ensure a “tell us once”

approach.

Appendix 11 - EHC Plan Template.docx

The keyworker with the support of an SEN Case Officer will:

Make contact with the family to explain what will happen and gain more information if needed.

Send EHC plan, Personal budget and Local Offer information to parents

Talk to parents/young person about their views and aspirations based on the information provided in the request form.

Notify designated practitioners (education, health and social care) that a request has been made. Practitioners have a duty to ensure that the key worker is provided with information that may help to make the decision.

Collate existing reports and evidence from across education, health and social care.

Prepare information for the decision making panel, made up of practitioners from education, health and social care.

Organise and administer the panel

The Tri-borough EHC Assessment Panel will review the information and decide

whether to conduct an EHC assessment.

The SEN Casework and Commissioning Team will:

Write to the parent/young person to inform them of the decision (and their right to appeal if an assessment is not agreed).

Notify designated practitioners (education, health and social care) whether an EHC assessment has been agreed.

The SEN Keyworker will: contact the family to discuss the decision and how it was

mailto:[email protected]

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reached and what will happen next.

If an assessment is not agreed, the SEN Keyworker will direct a practitioner, who is

already involved with the family, to get them to organise a follow up meeting with the

family to explain the decision and discuss with them the support that has been

suggested or arranged.

If the family is unhappy with the decision not to assess they have the right to appeal

to a tribunal. The SEN Keyworker will explain how to do this.

If assessment is not appropriate the practitioner representation at the decision

making panel will inform appropriate staff and educational establishments of any

follow up or further support required.

The SEN Keyworker begins the step down process to ensure needs met without

statutory provision.

Local Offer: http://www.lbhf.gov.uk/localoffer

If the decision is yes, the EHC Assessment Panel will:

Decide what further information or assessments are required to inform the plan.

YES Decision

NO Decision

http://www.lbhf.gov.uk/localoffer

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Weeks 4 – 10 - Co-ordinated assessment

The SEN Casework and Commissioning Team will request further advice and

assessments if needed. This information must be provided within 6 weeks.

Practitioners will be sent the “All About Me” section A of the Plan – so that they

understand the families‟ journey so far – and the tell me once approach.

Appendix 12 - EHC Plan Section A.docx

Appendix 13 - EHC Plan Section A with prompts.docx

If requested practitioners will review the history and journey so far and

develop SMART outcomes:

Gather further information or carry out assessment to clarify what the needs/outcomes are in their area of expertise and what the best strategies would be to meet needs.

Be mindful of the outcomes sought by parents, children and young people in writing their contribution.

For young people post 14 practitioners should also reflect what may be required to prepare the young person for adulthood.

The SEN Keyworker will:

Speak with the family to confirm or add to their views and ask the family to indicate a preference/visit school or college or other education setting

Give the family information about personal budgets and how they could be used.

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Weeks 11 - 16- Planning


Pre-populate the potential EHC plan based upon the information that the family and practitioners have provided.

EHC plans will then be referred to the EHC Resource Allocation Panel for decision. Where plans include health or social care elements the plan will be agreed by a team of multi agency practitioners. Complex cases that require funding in excess of £50k per annum will be referred to the multi-agency Complex Needs Resource Allocation Panel. If a personal budget has been requested the panel will decide how much of the total resource will be allocated for this.

Panel meeting held week 11

Where an EHC plan is not needed

The SEN Keyworker will: contact the family to discuss the panel decision and how it

was reached and what will happen next. They will contact a practitioner, who is

already involved with the family, to get them to arrange a „step down‟ meeting to

discuss the support that will be available to meet the needs of the child or young

person.


Provide all of the information that has been gathered and used at the EHC planning meeting in the form of a SEN Support Resource Plan as feedback to the family.

Provide copies of the plan to the practitioners who have contributed to the assessment.

Explain to the family their right to appeal against the decision and where to go for more advice and support

The schools and other practitioners will:

Be responsible for ensuring that the actions/support outlined in the plan are taken forward.

The SEN Casework and Commissioning Team will:

Write to the parent/young person to inform them of the decision (and their right to appeal if an assessment is not agreed).

Notify designated practitioners (education, health and social care) whether an EHC plan has been agreed.

NO Decision

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Send parent/ carer a copy of the draft plan giving then 15 days to make any comments.

Confirm with parent/carer/young person their choice of educational setting .

Share the draft EHC plan with other practitioners for their input before the meeting.

Send EHC plan to the preferred school – with 15 days for comment.

Organise a meeting with the family to agree the content of the draft EHC plan around week 15.

Liaise with the educational establishment to provide a meeting space and resources for the meeting. E.g. do any photocopying

Invite practitioners (including school/education setting) who have

contributed to the assessment to the meeting.

Chair the meeting

Practitioners and school/education setting must: respond to the requests to

attend the EHC meeting. If unable to attend they must provide prompt clarification of

any issues to help them inform the draft plan. They must also contact the parent to

discuss the draft plan and answer any questions they may have.

The family and practitioners involved must agree how the child/young person will be

involved in the meeting. The school/educational setting will be asked to collect the

child‟s or young person‟s views and aspirations.

YES Decision

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Weeks 17 - 20- Sign off where EHC plan is agreed

The SEN Keyworker coordinator will:

Work with the family to agree the final EHC plan.

Issue a final EHC plan

The EHC plan must be reviewed annually but parts of the plan can be reviewed

more frequently if required.

The SEN Casework and Commissioning Team will send copies of the plan to:

The governing body, proprietor or principal of any school, college or education

provision named in the plan

All of the practitioners who have contributed to the plan so that they are clear

about what their service has agreed to deliver

Social care providers (if involved)

The contact identified by the Clinical Commissioning Group.

The Local Authority must arrange the special education provision specified in the

plan.

The social care provision must be provided in line with responsibilities set out in the

Children Act 1989 or for young people over 18, as set out in the Care Bill.

The Clinical Commissioning Group must ensure that the specified health provision is

made.

Review of the plan

The EHC plan needs to be reviewed, evaluated and updated at least annually.

Individual parts of the plan (for example interventions which are time limited) may be

reviewed on a more frequent basis. The SEN Keyworker will coordinate this process.

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Transferring Statements of SEN to Education, Health and Care plans

Principles and Process:

It is proposed that conversions will happen as part of an annual review process and

therefore will become a transfer review. During the academic year September 2014-

July 2015 it is planned that parents, children and young people in Years R; Yrs 3; 7; 10; 12;

14 and Looked After Children are supported through a transfer review.

These Year Groups have been chosen to enable parents and schools to plan together for

the next key stage of a child‟s education.

The transfer review process will take between 10 and 14 weeks.

Appendix 14 - 14 Week Transfer Process.docx

The transfer review – who does what, when?

Step 1

School/setting SENCo

Prior to the transfer review the school setting collates existing reports and evidence from

across education, health and social care. The SENCo meets with the parents/young person

to complete Section A of the EHC plan and obtains signed consent from the parents and

young person. The SENCo sends this information and signed consent to the SEN team to

enable them to begin the EHC needs assessment process.

Step 2

SEN Keyworker

On receipt of this information the SEN keyworker will start the transfer review process.

The case officer will liaise with the school/setting to set the date for the transfer review meeting, around weeks 9 to 10 of the process.

The SEN keyworker will notify the parents/young person of the transfer review date, and provide information on the transfer process, personal budgets and the local offer.

The SEN keyworker will only request additional advice where needed (in most cases existing advice will be sufficient).

Step 3

SEN Keyworker

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The SEN keyworker will draft the EHC plan, collate the papers and present to EHC Resource Allocation Panel for discussion and agreement.

The SEN keyworker will send the draft plan to parents/young person and they will have 15 days to respond.

The SEN keyworker will send the draft EHC plan, feedback from parents/young person and all advice to SENCo, parents/young person and all those involved one week before the transfer review meeting.

Step 4

SENCO and SEN Keyworker

The transfer review meeting will follow a person centred approach taking particular account of the progress/challenges over the last year. The SEN key worker; an EP or specialist teacher or head teacher or SENCO may Chair the meeting. The draft EHC plan will be reviewed and outcomes, along with provision identified to support the child/young person to achieve those outcomes, will be agreed.

Step 5

SEN Key worker

The SEN keyworker will send the updated EHC plan to the parent/young person and they will have 15 days to respond.

The finalised EHC plan will be signed off by a designated officers and sent with all papers to the SENCo, parents/young person and all those involved.

The SEN team will provide direct support through attendance at the transition review

meetings in each school/setting.

It is essential that the process enables a person centred approach, ensuring that the

plan is holistic and that parents and young people are involved as equal partners and

that their voice is central to the process.

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Personal Budgets

Parents/cares/ young people, over 16 years, are entitled to request a Personal

Budget if their child or the young person has an EHC plan or has been assessed as

needing a plan. A Personal Budget is an amount of money the local authority has

identified to meet some of the needs in the child‟s/young person‟s EHC plan. The

parent/carer/ young person will be asked if they are interested and having a person

budget at the start of the planning process the keyworker will talk through this

process with them and the amount will be greed with your local authority at the EHC

Resource Allocation panel at week 11. A Personal Budget can only be used for

agreed provision in the EHC plan.

There are four ways you can use a Personal Budget:

• Direct payments – where you receive money to buy and manage services yourself

• An arrangement where your local authority or education provider holds the money

and commissions the services included in the EHC plan as directed by you (these

are sometimes called notional arrangements)

• Third-party arrangements – where you can choose someone else to manage the

money on the behalf of the child‟s parent/carer or the young person.

• A combination of the three ways above

The Local Authority must secure a school‟s agreement where any provision, bought

by a parent using a direct payment, will be provided on the school‟s premises.

Personal budgets will be delivered and maintained in accordance with the Tri-

borough children Services and Inner London Clinical Commissioning Group‟s

guidance on personal Budgets Policy and Guidance.

Personal Budgets Policy and Guidance.docx

From September 2014 the following will be available within a personal budget.

Transport

Personal Care

Short Breaks

Equipment.

Ending an EHC plan EHC plans may end due to the needs of the child or young person no longer

requiring an EHC plan, the agreed outcomes being reached, or the young person

leaving education or training or leaving the 0-25 age range.

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Forms

Form Page

EHC Request Form – Early Years

24

EHC Request Form – Primary Education

30

EHC Request Form – Secondary Education

35

EHC Request Form – Post 16 Education

41

Parent Request for an EHC Assessment

47

Request for Professional Information/Advice 55

EHC Plan Template 61

EHC Plan Section A with prompts 73

Short Term Contingency Funding Request Form

77

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Education, Health and Care Assessment Request Form (Early Years Education)

CONTEXT This information must be provided in accordance with the Children and Families Act 2014. In the first instance all educational settings are required to use their best endeavours to meet the needs of children and young people identified with Special Educational Needs. In providing information, the educational setting must evidence the following:

A copy of the child/young person‟s special educational need s resourced support plan provided for them under the Additional Support Stage of the Code of Practice 2014;

The educational establishments assessment of the child/young person‟s difficulties;

The educational establishments outcomes sought for the child/young person;

The external professional advice that has been sought;

Details of the support and interventions that have been provided for the child/young person over time;

An assessment by the educational establishment of the progress made or lack of progress over time;

What additional support the educational establishment feels is required which cannot be provided through the resources normally available.

Attendance Record – please provide as much information as possible

Young Person‟s Full Name:

Educational Setting:

Unique Pupil No:

Private Maintained:

Date of Birth:

Year Group: Key Stage:

Young Person‟s Address:

Home Authority:

Looked After by Local Authority: Subject to Child Protection Plan: Child in Need:

Religion: Ethnicity:

Language(s) Spoken at Home: Interpreter needed?

NHS Number: Name of GP:

Parent/Carer Name: 2nd Parent/Carer Name:

Relationship: Relationship:

Parent Address if different: Parent Address if different:

Phone Numbers: Phone Numbers:

Email Address: Email Address:

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Name of Educational Setting

Period (Dates)

Actual Attendance (No. of Sessions)

Possible Attendance (No. of Sessions)

Percentage Attended

SECTION A The identified Special Educational Needs – What do you consider the child/young person‟s difficulties to be which are acting as barriers to curriculum access and progress. You may wish to complete more than one section.

Communication and Interaction

Cognition and Learning

Social, Emotional and Mental Health

Sensory and/or Physical Needs

Are there any additional significant factors – if the answer is yes please attached copies of relevant information/advice

Health Yes No Home Circumstances Yes No

Attendance Yes No Social Relationships Yes No

SECTION B

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Attainment/Ability Assessments/Milestones Met – Please give results from any developmental standardised assessment and complete the form at Appendix 1. SECTION C Support Provided and Funding - All Early Years settings are provided with resources to support those students with additional needs, including students with SEN and disabilities. Please therefore identify the provision made from the schools delegated budget to address the child/young person‟s needs and indicate whether you have applied for additional funding from the Local Authority contingency fund. SEN delegated budget £______________ Additional contingency funding £ ______________ Current support arrangements: Please give details of the targeted support the child/young person received that was additional to and different from normal differentiated classroom/group arrangements

Type of Provision: (in class, group, 1:1)

Objective of Provision

Frequency and Duration

Delivered by

Start Date

Review Date

Outcomes: (Achieved, Partially Met, Not Met)

Additional support: What additional support do you feel is required over and above that already provided?

Type of Objective of Frequenc Delivered Start Review Outcomes

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Provision: (in class, group, 1:1)

Provision y and Duration

by Date Date Sought

With reference to the SEN budget what are the financial implications for providing the additional support identified £___________ Practitioners Involvement - List details of attached reports/evidence from appropriate practitioners/services

Service Provided By: (Name & Role)

Date of Report

Date Assessed

Brief Description of Evidence Attached

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Please return this form, together with the following (if applicable): school reports; additional support plan; to: The Tri-borough SEN Casework and Commissioning Team Royal Borough of Kensington & Chelsea Kensington Town Hall Hornton Street London, W8 7NX Tel 020 7361 3311 Fax 020 7368 0213 Email: [email protected] Office Use

Date Received: Response due by:

Officer:

Panel Date:


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Appendix 1 Attainment/Ability Assessments/Milestones Met – Please give results from any developmental standardised assessment Date Age Communication &

Language * Physical Development*

Personal, Social and Emotional*

Literacy* Maths* Understanding the World*

Expressive Art and Design*

Listening Understanding

Speaking Moving & handling

Health & self care

Self confidence awareness

Managing feelings behaviours

Making relationships

Reading

Writing

Number

Shapes

People and communities

The World

Technology

Exploring using media and materials

Being imaginative

* Key for completion - 1-Emerging 2-Developing 3-Exceeding A-Not assessed due to absence

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Education, Health and Care Assessment Request Form (Primary Education)











Unique Pupil No:

Private Maintained:

Date of Birth:



Home Authority:



Language(s) Spoken at Home: Interpretation needed?








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Period (Dates)



Percentage Attended

SECTION A The identified Special educational Needs – What do you consider the child/young person‟s difficulties to be which are acting as barriers to curriculum access and progress. You may wish to complete more than one section.






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SECTION B Attainment/Ability Assessments/Milestones Met – include end of Foundation Stage levels

Date Assessed

Year Group

Key Stage

TA or SATS

Spelling Age

Speaking & Listening

Writing

Reading

Maths

Science

Reception

Baseline or Entry

1

1 1

2 1

3 2

4 2

5 2

6 2

SECTION C Support Provided and Funding - All educational settings are provided with resources to support those with students with additional needs, including students with SEN and disabilities. Please therefore identify the provision made from the schools delegated budget to address the child/young person‟s needs and indicate whether you have applied for additional funding from the Local Authority contingency fund. SEN delegated budget £______________ Additional contingency funding £ ______________ Current support arrangements: give details of the targeted support the child/young person received that was additional to and different from normal differentiated classroom/group arrangements

Type of Provision:


Frequency and

Delivered by

Start Date

Review Date

Outcomes: (Achieved,

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(in class, group, 1:1)

Duration Partially Met, Not Met)





Delivered by

Start Date

Review Date

Outcomes Sought

With reference to the SEN budget what are the financial implications for providing the additional support identified £___________ Practitioner Involvement - List details of attached reports/evidence from appropriate practitioners/services

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Date of Report

Date Assessed


Please return this form, together with the following (if applicable): school reports; additional support plan; to: The Tri-borough SEN Casework and Commissioning Team Royal Borough of Kensington & Chelsea Kensington Town Hall Hornton Street London, W8 7NX Tel 020 7361 3311 Fax 020 7368 0213 Email: [email protected] Office Use


Officer:

Panel Date:


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Education, Health and Care Assessment Request Form

(Secondary Education)











Unique Pupil No:

Private Maintained:

Date of Birth:



Home Authority:











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Period (Dates)



Percentage Attended







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SECTION B Attainment/Ability Assessments/Milestones Met – include end of Key Stage levels

Date Assessed

Year Group

Key Stage

TA or SATS

Spelling Age

Speak & Listening

Writing

Reading

Maths

Science

6 2

Baseline

3

7 3

8 3

9 3

10 4

11 4

Cognitive Abilities Test (CAT) Scores

Date Assessed

Age Year Group

Verbal Reasoning

Quantitative Reasoning

Non-Verbal Reasonong

Mean C.A.T Score

Predicted GCSE Grades (where applicable)

Date Year Group

Key Stage

English Maths Science

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SECTION C Support Provided and Funding - All educational settings are provided with resources to support those with students with additional needs, including students with SEN and disabilities. Please therefore identify the provision made from the schools delegated budget to address the child/young person‟s needs and indicate whether you have applied for additional funding from the Local Authority contingency fund. SEN delegated budget £______________ Additional contingency funding £ ______________ Current support arrangements: give details of the targeted support the child/young person received that was additional to and different from normal differentiated classroom/group arrangements




Delivered by

Start Date

Review Date



Type of Provision:


Frequency and

Delivered by

Start Date

Review Date

Outcomes Sought

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(in class, group, 1:1)

Duration

With reference to the SEN budget what are the financial implications for providing the additional support identified £___________ Professional Involvement - List details of attached reports/evidence from appropriate services


Date of Report

Date Assessed


Please return this form, together with the following (if applicable): school reports; additional support plan; to: The Tri-borough SEN Casework and Commissioning Team Royal Borough of Kensington & Chelsea Kensington Town Hall Hornton Street

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London, W8 7NX Tel 020 7361 3311 Fax 020 7368 0213 Email: [email protected] Office Use


Officer:

Panel Date:


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Education, Health and Care Assessment Request Form

(Post 16 Education)









Young Person‟s Full Name: Educational Setting:

Unique Pupil No: Private Maintained:

Date of Birth: Year Group: Key Stage:


Home Authority:











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Period (Dates)



Percentage Attended







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SECTION B Attainment/Ability Assessments/Milestones Met

Predicted GCSE Grades (where applicable)

Date Year Group

Key Stage

English Maths Science

Post 16 Baseline Assessments (where applicable)

Date Age Name of Assessment Carried Out By Results

Current Attainment Details

Date Name of Course Course Level Current Grade Predicted Grade

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SECTION C Support Provided and Funding - All educational settings are provided with resources to support those with students with additional needs, including students with SEN and disabilities. Please therefore identify the provision made from the schools delegated budget to address the child/young person‟s needs and indicate whether you have applied for additional funding from the Local Authority contingency fund. SEN delegated budget £______________ Additional contingency funding £ ______________ Current support arrangements: give details of the target support the child/young person received that was additional to and different from normal differentiated classroom/group arrangements




Delivered by

Start Date

Review Date



Type of Objective of Frequenc Delivered Start Review Outcomes

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Provision: (in class, group, 1:1)

Provision y and Duration

by Date Date Sought

With reference to the SEN budget what are the financial implications for providing the additional support identified £___________ Practitioners Involvement - List details of attached reports/evidence from appropriate practitioners/services


Date of Report

Date Assessed


Please return this form, together with the following (if applicable): reports; additional support plan; to: The Tri-borough SEN Casework and Commissioning Team Royal Borough of Kensington & Chelsea Kensington Town Hall

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Hornton Street London, W8 7NX Tel 020 7361 3311 Fax 020 7368 0213 Email: [email protected] Office Use


Officer:

Panel Date:


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Request for an Education, Health and Care Assessment

This form provides you with the opportunity to give your views about a child /young person’s special educational needs.

Child/Young Person’s Full Name: Educational Setting:

Private Maintained:


Young Person’s Address:

Home Authority:

Looked After by Local Authority:


Language(s) Spoken at Home: Interpreter needed?


Parent/Carer Name:

2nd Parent/Carer Name:



Phone Numbers:

Phone Numbers:


PARENTAL VIEWS This section provides you with the opportunity to give your assessment of your child’s difficulties and the support that you believe is necessary to meet their Special Educational Needs in their educational setting. It is important to provide us with as much information as possible as this will assist the Local Authority in deciding whether an EHC Needs Assessment is required. Section A – Background What practitioners/services, if any, have been involved with your child in the last 12 months?

Name Contact Details Description of Support/Services Provided Report Attached

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What do you consider to be your child/young person’s difficulties which are acting as barriers to curriculum access, learning and progress. You may wish to complete more than one section





Section B – Educational Please list all the educational settings your child/young person has attended in the last 5 years?

Educational Setting Name Year Group

Start Date – End Date

Reason for Leaving

What are your aspirations for your child/young person in the next 6 months within the current educational placement?

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What are your desired outcomes for your child?

What do you feel is working at the educational placement?

What do you feel is not working at the educational placement?

Have you discussed your concerns with the educational placement and what was their response?

What progress, if any, has your child made?

What support has your child received, if any?

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What support do you believe they require?

How do you think an Education Health and Care Plan would help you/your child in their educational placement?

If an EHC Plan is agreed, would you be interested in receiving a personal budget? Yes No Is so, what educational support would you use a personal budget to provide? Section C – Health and Social Care

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Do your child’s difficulties impact on your family at home? (if so please say how)

Are you receiving support from social care? (Please provide details including the name of your social worker and details of the support provided).

Is there any further social care support you feel is necessary to support your child’s learning needs?

Does your child have health difficulties which impact on them at home and at school? (Please provide details)

What support, if any, is your child/young person receiving from the health service either at home or in

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school? (This may include support from your GP, Specialist Therapist, Paediatrician and Psychiatrist. Please provide details of the support provided)

What health support do you feel is necessary to support your child/young person’s learning needs? Signature: Date:

SEEKING SUPPORT TO COMPLETE THIS FORM?

Tri-borough Special Educational Needs Casework and Commissioning Team

The SEN team will be happy to answer any questions that you may have about the completion of this form.

Tel: 0207 361 3311 e-mail: [email protected]

Hammersmith and Fulham – Tel: 0208 840 9099 e-mail: [email protected] If you would like the Local Authority to put you in touch with an Independent Facilitator, please indicate Please return this form, together with any reports to: Tri-borough SEN Casework and Commissioning Team Royal Borough of Kensington and Chelsea Kensington Town Hall, Hornton Street London, W8 7NX Office Use:

Date Received:

Response due by:

Officer:

Panel Date:

Request for an Education, Health and Care Assessment

CHILD/YOUNG PERSON’S VIEWS (to be completed as appropriate)

Parent Partnership Service The Parent Partnership Service is a useful source of information and support. You can contact your local service using

the contact details below:

mailto:[email protected]?subject=SEN%20changes

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This section provides you with the opportunity to let us know about you and the support you feel is required to meet your Special Educational Needs in your education setting. It is important that you provide as much information as possible as this will assist the Local Authority in deciding whether an EHC Needs Assessment is required. About Me:

Please tell us about yourself

What do you like doing?

Tell us what is important to you and why?

Please tell us about your family and the relationship you have with them?

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Explain why you think and Education, Health and Care Plan could be helpful to you. Include details about what it is that isn’t working for you right now and how having a plan would make this better? Signature: Date:

SEEKING SUPPORT TO COMPLETE THIS FORM?

Tri-borough Special Educational Needs Casework and Commissioning Team The SEN team will be happy to answer any questions that you may have about the completion of this form.

Tel: 0207 361 3311 e-mail: [email protected]

If you would like the Local Authority to put you in touch with an Independent Facilitator, please indicate Please return this form, together with any reports to: Tri-borough SEN Casework and Commissioning Team Royal Borough of Kensington and Chelsea Kensington Town Hall, Hornton Street London, W8 7NX Office Use:

Date Received:

Response due by:

Officer:

Panel Date:

Parent Partnership Service The Parent Partnership Service is a useful source of information and support. You can contact your local service using

the contact details below:

Hammersmith and Fulham – Tel: 0208 840 9099 e-mail: [email protected]

mailto:[email protected]?subject=SEN%20changes

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Request for professional information/advice to support the development of an Education, Health Care Plan for a child/young.

CONTEXT This information is sought in accordance with the Children and Families Act 2014. The Local Authority is seeking advice as part of an Education, Health and Care assessment. Child/Young Persons Details: - Pre populated by SEN team

Young Person’s Full Name: Educational Setting:

Unique Pupil No: Private Maintained:


Young Person’s Address:

Home Authority:










Reason advice is being provided:

Assessment Request EHC Assessment Transfer Review Review of EHCP Re-Assessment

Advice Givers Details:

Name:

Service:

Job Title

HCPC No:

Qualifications: Experience:

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Is this child/young person previously known to your service?

Yes

No

What has your involvement been with the child/young person?

SECTION A: Sources of Information

It is important to state the information that has been gathered to form the basis of the report and in particular to justify your findings. Please list all of the sources of information used in preparing the report:

Date Author Brief Description of the Evidence

Details of Contact with the Service (if applicable)Date Name of Professional F

Date Name of Practitioner Setting i.e. Home, school

Type of contact i.e observation, assessments

Report Available (tick here)

SECTION B: Relevant Background

Relevant early history of the child/young person additional to that provided in section A of the EHC plan.

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Are there any additional significant factors – if the answers is yes please attached copies of relevant information/advice Health Yes No Home Circumstances Yes No Attendance Yes No Social Relationships Yes No Exclusions Yes No Other Yes No

SECTION C: Formal Assessment Having considered the interventions currently in place the practitioner should now describe the assessment process that has been used. The assessment should take two forms – Standardised Assessments:

Please provide details on the following: What test has been used and why? Explain the test and what it will tell us Describe the test circumstances/length of test/where undertaken Explain the findings of assessments Explain the implications for learning – where will the child have difficulties If standardised assessments have not been used justify why not?

Name of Assessment Date Age Year Group

Standardised Score

Percentage Age Equivalent

Observation assessment: Please provide details on the following:

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Date of Observation Context Details Observation

Attainment/Progress details – complete the table below to reflect the developmental progress and/or attainments in the areas the child/young person is partaking Date

Date Assessed Year Group Age Type of assessment

Current support arrangements: outline the specific support that the child/young person is receiving and how it is being monitored with regard to areas identified above.

Outcomes: (Achieved, partially met, not met)

Type of provision: (in class, group, 1.1)


Frequency & Duration

Delivered by

Start date

Ye

Please detail the general strategies and resources currently being used:

SECTION D: Identified Special Education Needs

Identify and list all of the child/young person’s special Educational needs following observation/assessment.

For each need describe the child/young person’s level of functioning (that is what the child/young person can and cannot do), rate of progress (current and practical ideal) and the barriers to greater progress within the current situation:

Communication and interaction

Cognition and learning

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Social Emotional and Mental Health


SECTION E: Outcomes and recommendations What do you identify as the outcomes for this child/young person and what additional support do you feel is required over and above that already provided? Please ensure that these outcomes are linked to the need/s that you have identified and that you have had regard for the views of the parent/carer/child/young person as represented in section A of the Education, Health and Care plan.

Outcome Type of provision (1:1, group, in/out of class)

Frequency & Duration

Delivered by Resources Materials Differentiation Training

Please detail any additional general strategies/recourses that will be required:

Name of advice giver: Signed: Date: Authorised by: Date: Please return this form, together with any reports to:

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Address needed here For office use only


Case Officer: Panel Date:

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EHC Plan Template

EDUCATION,

HEALTH AND CARE PLAN

This is (name of child)‟s plan

This plan has been completed by (name of key worker)

Date plan agreed – xx/xx/xx

Review date – xx/xx

DRAFT/FINAL

CONTENTS

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Sections of the Education, Health and Care Plan A: Views, interests and Aspirations – parent and child/young person B: Special educational needs C: Health needs D: Social care needs E: Outcomes F: Special educational provision G: Any health provision reasonably required H1: Social care provision under S2 of Chronically Sick and Disabled Persons Act 1970 H2: Any other social care provision I: Name and type of setting J: Personal budget K: Advice and information gathered Confidentiality Information shared and recorded in this plan will be circulated to those who have contributed advice and may also be shared with those listed in the contacts and other practitioners, where appropriate. A copy will be retained in the child‟s file in the respective teams involved with the child. We ask that upon receipt this plan not be copied or distributed. As practitioners, we respect confidentiality and must observe safeguarding and child protection procedures. Reviewing the plan The school/setting will review X‟s progress regularly. Specific targets relating to the outcomes for X should be developed as part of his individual educational programmes/plans (SEN Support Resource Plan) by those working with him/her. X‟s Education, Health and Care plan should be reviewed at least annually and reference should be made at the review to the outcomes that he/she has been working towards. The review should consider how far the outcomes have been met using eligibility guidelines, to establish whether future outcome can be met through the Local Offer. Where outcomes have not been met, clear reasons should be given.

SECTION A: PERSONAL DETAILS

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Name:

Unique Pupil No:

Date of Birth:

Gender:

Child/Young Person’s Home Address:

Home Authority:

Ethnicity:

Religion:

Language(s) Spoken at home:

Interpretation needed? Yes No

Educational Setting / Place of Work:



Looked After by the Local Authority: Subject to Child Protection Plan: Child in Need:



Parent/Carer Address (if different):


Phone Number: Phone Number:

Email: Email:

Siblings:

Who child/young person lives with if different from above:

Practitioners working with the child/young person and their family

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Name of Service and/or

Practitioner

Job title Contact details

Other people who help and support the child/young person and their family

Name What they do

SECTION A Views, interests and aspirations

One page profile – Name DOB

How this one page profile was written -

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SECTION A continued

Likes and motivation

Independence and physical skills

Communication

You may also need to know

Don’t like / Please don’t

Behaviour

General health

Important to (Name)

Important for (Name)

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SECTION B, C and D Assessed needs. This section should be completed using the advice provided by practitioners, considering any cognition and learning, communication, personal, social and emotional and physical and sensory needs.

(Name’s) history

Aspirations

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SECTION B – Education Needs

This child/young person’s educational needs have been identified as:

SECTION C – Health Needs This child/young person’s health needs which are related to their SEN have been identified as:

SECTION D – Social Care Needs This child/young person’s social care needs which are related to their SEN have been identified as:

Summary of (Name’s) strengths and needs

Strengths and needs

Section E: Outcomes Section F: Special educational provision Section G: Any health provision reasonably required H1: Social care provision under S2 of Chronically Sick and Disabled Persons Act 1970 H2: Any other social care provision

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Identified need – (as stated in section B)

Section E Sections F, G, H1 & H2

Outcomes – These

must be specific, measurable, achievable, realistic and time bound

Provision required to make steps towards achieving the outcome – What will happen? How often will it happen? What resources are needed? Who will make it happen?

Education:

Health:

Social Care:

Identified need - (as stated in section B)


Outcomes – These



Education:

Health:

Social Care:



Outcomes – These

must be specific, measurable, achievable,

Provision required to make steps towards achieving the outcome – What will happen? How often will it happen? What resources are needed? Who

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realistic and time bound will make it happen? Education:

Health:

Social Care:



Outcomes – These



Education:

Health:

Social Care:

For young people in year 9 and above outcomes and how they will be achieved must be identified for the following areas.



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Outcomes – These



Education / Training and Employment Independent Living Housing Participation in society

Education:

Health:

Social Care:

SECTION I Section I of this Education, Health and Care plan has been completed following a draft plan meeting and subsequent consultation with schools/settings. The resources indicated reflect the recommendations made at the most recent panel at which this child‟s plan was discussed. In order to achieve the outcomes identified in section E of this Education, Health and Care Plans the following resources have been identified to support the child or young person.

[NAME]’s EDUCATION PLACEMENT

Name and type of setting

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EDUCATION (Refer to sections E & F)

Education provision – linked to outcomes and reflecting additional and different resources over and above the provision in the local offer

Date agreed

HEALTH (Refer to sections E & G)

Health provision – linked to outcomes and reflecting additional and different resources over and above the provision in the local offer

Date agreed

SOCIAL CARE (Refer to sections E, H1 and H2)

Social Care provision – linked to outcomes and reflecting additional and different resources over and above the provision in the local offer

Date agreed

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SECTION J: Personal budget

Have the family/young person made a request for a personal budget Yes/No

Services that might be considered for provision via a personal budget

Cost Monitored and audited by

Signed on behalf of the Local Authority by:

Signed

Date:

SECTION K: Advice and information gathered

Appendix A – Child and parent additional advice

Date:

Appendix B – Educational Advice Date:

Appendix C – Medical Advice Date

Appendix D – Psychological Advice Date:

Appendix E – Social services Advice Date:

Appendix F – Advice from others Date:

Appendix G – Advice obtained by the authority since the last assessment of the child

Date:

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SECTION A – With prompts

SECTION A: PERSONAL DETAILS

Name:

Unique Pupil No:

Date of Birth:

Gender:

Child/Young Person’s Home Address:

Home Authority:

Ethnicity:

Religion:

Language(s) Spoken at home:

Interpretation needed? Yes No

Educational Setting / Place of Work:



Looked After by the Local Authority: Subject to Child Protection Plan: Child in Need:





Phone Number: Phone Number:

Email: Email:

Siblings:

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Who child/young person lives with if different from above:

Practitioners working with the child/young person and their family

Name of Service and/or

Practitioner

Job title Contact details

Other people who help and support the child/young person and their family

Name What they do

SECTION A Views, interests and aspirations

One page profile

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SECTION A continued

How this one page profile was written –

Your SEN keyworker will complete this with you Communication

This is where we will record how your child/young

person communicates and how others should

communicate with them e.g. Likes and motivation

This is where we record the things that your

child/young person enjoys e.g. games, clubs,

activities, foods.

We will also be talking to you about the

things that motivates your child/young

person both at home or at their educational

setting e.g. praise, activities, rewards

Don’t like / Please don’t

This is where we will record what your child/young person

does not like and you would advise people not to do e.g.

activities, environment, types of support

Independence and physical skills

This is where we will record what

independence and physical skills your

child/young person has e.g. feeding,

dressing, socialising, mobility

General health

This is where we will record any health needs e.g.

medication, prone to coughs and colds, immune

system, seizures

Behaviour

This is where we will record anything that

you want to tell us about your child/young

person’s behaviour at home or at school

You may also need to know

This is where you can tell us anything else about your

child/young person which you think is important to note

Important to (Name)

In this section we will record what is important to

your child/young person for example who is in

important in their life, places, music, food,

Important for (Name)

This is where will record what is important for

your child/young person eg any medication, ways

in which they need to be supported, equipment

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Aspirations

This is where we will record your child/young person’s aspirations and your aspirations for them. We will also

capture how they and you would like to work towards this aspiration.

(Name’s) history

This is where you we will record your child/young person’s history and any significant events that you and your

child/young person wish to share with practitioners working with them.

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SEN Support – Short Term Contingency Funding Request Form

(September 2014 – July 2015) Short term contingency funding is available for SEN support interventions which cost over and above the £6000 which is provided from the school‟s block notional SEN Budget and is to enable the achievement of specified outcomes through the provision of an enhanced school Local Offer for a time-limited period. This form is to be completed by schools/educational settings for children and young people without a statement of SEN or an EHC Plan for whom the provider is requesting High Needs Block top up interim or contingency funding. Any funding will be agreed on a termly basis, continued funding will be subject to head teacher moderation. The maximum period for a contingency funding allocation is a year.

Process When a school submits a request for contingency funding the decision about whether to agree the request is based on provision of information that clearly indicates the school has used the £6000 notional SEN budget to provide SEN support and that through exceptional circumstances and/or a lack of progress the school is seeking to provide an enhanced Local Offer of provision for a time-limited period. The school‟s information will demonstrate an „Assess, Plan, Do, Review‟ approach to SEN support, with a clear focus on the achievement of outcomes for the child. There will be evidence of parent/carer involvement in decision-making. Requests submitted to the SEN Team ([email protected]) by secure email will be considered at the EHC Panel held weekly. Membership of the Panel includes school representative(s). On the basis of the evidence and panel advice, the responsible Local Authority officer will either agree or reject the request. Contingency funding is time limited and will be allocated for between one-three terms. Moderation All decisions regarding the distribution of High Needs Block contingency funding will be moderated by High Needs Block Reference Groups to ensure oversight of the distribution of this High Needs Block resource by head teachers. This form should be returned via secure email to: Isobel Date - Tri-Borough Head of SEN Casework & Commissioning: [email protected] Section1 Provider details

Name of school

Address and Postcode

Outcome of most recent Education inspection

Date of most recent Education inspection

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Name of person making this application Position

Telephone number

Email address

Signed

Date of application

Section 2 Child/young person details

Child/Young Person:

Date of birth:

Address and postcode

Date of admission: dd/mm/yy

Gender Male Female

Ethnicity code (use appropriate code from the list at the end of this form)

Educational achievement/NC attainment to date (prior attainment level)

Reading

Writing/literacy

Numeracy

EYFS

Comments/ Additional information relating to educational achievement

Nature of learning needs: e.g.: * speech, language and communication * cognition and learning * social, emotional, mental health *physical, sensory medical

79

Other (please specify

Section 3. Details of provision currently in place

(X) school SEND Provision Map 2014-2015 (an example)

SEN SUPPORT for .....................(child‟s name)

Intervention or provision

Area of need

Frequency & duration

Anticipated progress range

Staff Staff/pupil ration

Cost of pupil‟s sEN support

READWRITE Inc One to One Phonics

literacy Daily. 1 hr. 12 week prog

L 2a + minimum TA LST

1:2 £780

£

£

Total annual cost of SEN support: £

Section 4 Provision Request

In light of section 3 what contingency provision is requested by the school/setting?

what is the expected impact of the provision?

5.3 Equipment (if appropriate) accompanying evidence needed

Please outline the student's equipment needs, detailing for which items funding is sought, and explain what alternative options have been explored.

Total education costs £

80

Section 6 Reports/ assessments that have informed this request for funding (Please attach copies of any school/health/social care assessments you have used with this application)

Report Date

11 Asian or Asian British - Bangladeshi 20 Mixed - White and Black African

12 Asian or Asian British - Indian 21 Mixed - White and Black Caribbean

13 Asian or Asian British - Pakistani 22 Mixed - any other mixed Background

14 Asian or Asian British - any other Asian Background 23 White - British

15 Black or Black British - African 24 White - Irish

16 Black or Black British - Caribbean 25 White - any other White Background

17 Black or Black British - any other Black background 98 Any Other

18 Chinese 99 Not known/ not provided

19 Mixed - White and Asian

Documents

Education, Health and Care Planning Pathway Guidelines For ... EHC Guidance for...8 Education, Health and Care Plan Process 9 20 Week Assessment Process 10 Pre-referral - Mainstream