SEND Pathfinder Information Pack

Version 6, March 2015 – 0 – 25 Coordinated Assessment Process and Education, Health and Care (EHC) Plan

Version 6, March 2015

Background and Context

This final version has been updated to reflect the Children and Families Act 2014i, Special Educational Needs and Disability (SEND) Regulations 2014ii,

Code of Practice (Cop) (January 2015)iii and updated SEND Transitional Guidance (March 2015)iv and builds on learning from previous packsv. It is designed

to draw together useful resources and learning from across England to support all areas in implementing the SEND reforms.

This pack is created for everyone involved in making the reforms work – amongst others, children, young people and families, parent carer forums, local

authority children’s and adult’s services, the health service, early years settings, schools, post 16 institutions and VCS providers. The full set of March 2015

SEND Pathfinder Information Packs cover the following six overarching themes and be found on the SEND Pathfinder websitevi.

0-25 Coordinated Assessment and Planvii

Personal Budgetsviii

Local Offerix

Engagement and Participation of parent carers, children and young peoplex

Preparing for Adulthoodxi

Joint Commissioningxii

Version 6, March 2015

Contents Introduction .................................................................................................................................................................................................................. 4

1. Act and Supporting Documents ............................................................................................................................................................................... 4

2. Coordinated Assessment and Planning Process (New) ............................................................................................................................................. 5

Resources which explain the new process and associated timescales (New) .................................................................................................................... 5

The statutory timescales for the EHC needs assessment and EHC Plan development (New) .................................................................................................. 5

Special Needs Jungle – SEND System Flow Charts (Updated October 2014) .......................................................................................................................... 6

Norfolk – Extract from their Local Offer providing an example of how information, on the 0 – 25 Coordinated Assessment and Planning Process, can be

set out and published (New) .................................................................................................................................................................................................... 7

Developing standardised resources to support the new process (New) ............................................................................................................................ 8

Portsmouth - Resources to support person centred reviews (New)......................................................................................................................................... 8

Portsmouth - Resources to support their Plan Co-ordinator (New) ......................................................................................................................................... 9

Preparing for Adulthood (PfA) – The Preparing for Adulthood Review, a Good Practice Toolkit (New) ............................................................................... 10

3. Education, Health and Care Plans (New) ................................................................................................................................................................ 11

Resources to help with writing, monitoring and reviewing outcomes (New) .................................................................................................................. 11

EHC Outcomes Pyramid, Council for Disabled Children (Updated October 2014) ................................................................................................................ 11

Portsmouth – ‘Evidence Writers Pack’ to support the development of outcome focused advice for EHC plans (New) ........................................................ 12

SE7 - ‘Thinking about writing good outcomes’ to support the development of outcome focused EHC plans (New) ............................................................ 13

Other resources to help with developing EHC plans (New) ............................................................................................................................................ 15

Example EHC Plans: Southampton, Portsmouth, Nottinghamshire, Hertfordshire and Oxfordshire (Updated October 2014) ............................................ 15

A Step-by-Step Guide to EHC plans, Council for Disabled Children (Updated October 2014) ............................................................................................... 15

4. 0 – 25 Coordinated Assessment and Planning and EHC plans Frequently Asked Questions (FAQs) (New) ................................................................. 16

4 Version 6, March 2015

Introduction The 0 – 25 coordinated assessment process and Education, Health and Care (EHC) plan are core components of the Special Educational Needs and

Disabilities (SEND) reforms. They sit alongside the local offer, the option of a personal budget for those with an EHC plan, improved multi-agency working

and joint commissioning.

From the 1st September 2014 those children and young people ‘requiring a statutory plan to secure the relevant provision to meet their special educational

needs must be issued with an EHC plan‘xiii. EHC plans will replace the current Statement of SEN and Learning Difficulty Assessment (LDA) and no new

assessments for statements of SEN or Learning Difficulty Assessments (LDAs) can be offered from 1 September 2014. Children and young people with

statements of SEN and young people who receive support as a result of a LDA will be gradually transferred over to the new SEND system.

EHC plans are focused on the outcomes the child or young person seeks to achieve across education, health and care to enable them to achieve at school

and college and to make a successful transition to adulthood. EHC plans will set out how services will work together to meet the child or young person’s

needs and in support of those outcomes. The co-ordinated assessment and planning process will put the child and their parents or the young person at the

centre of decision making.

This pack provides resources and learning from Local Authorities, their partners and wider organisations which can support all local areas in implementing

the SEND reforms. For further information, case studies and links please visit: http://www.sendpathfinder.co.uk/coordinated-assessment-process

Act and Supporting Documents 1.

Act , Code of Practice and support documentation

Children and Families Act 2014xiv Special educational needs and disability

(SEND) Code of Practicexv

Transition to the new 0 to 25 special

educational needs and disability systemxvi

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‘The whole process of EHC needs assessment and EHC plan

development, from the point when an assessment is requested (or

a child or young person is brought to the local authority’s

attention) until the final EHC plan is issued, must take no more

than 20 weeks’ (Subject to exemption, see section 9.42 SEND Code

of Practice).’ Extract from the SEND Code of Practice, section 9.40.

(New) 2. Coordinated Assessment and Planning Process The following section brings together learning from Local Authorities,

their partners and wider stakeholders in relation to the 0 – 25

Coordinated Assessment and Planning Process.

Resources which explain the new process and associated

(New) timescales

The statutory timescales for the EHC needs assessment

(New) and EHC Plan development The Special educational needs and disability (SEND) Code of

Practicexvii clearly sets out the timescales for the new EHC needs

assessment and EHC Plan development, which can be seen in Figure 1.

For more detail on the statutory timescales refer to section 9 of the SEND

CoP. For information of the statutory timescales for transferring from

Statements of SEN and LDAs to EHC plans refer to the ‘Transition to the

new 0 to 25 special educational needs and disability system ’

Departmental advice for Local Authorities and their partners.

Figure 1 Statutory timescales for EHC needs assessment and EHC Plan Development

6 Version 6, March 2015

(Updated October 2014) Special Needs Jungle – SEND System Flow Charts Special Needs Junglexviii have worked with the DfE to develop a number of SEND system Flow Charts, which are a useful resource for all local areas and

stakeholders. Images of the 4 flowcharts are included below and full-page versions of these can be found in Version 5 of this pack (Appendix 8). Special

Needs Jungle website also provides additional context and explanation for each flowchart with the ability to zoom in and out, to access this please visit the

SNJ website herexix.

Special Needs Jungle – homepage:

http://www.specialneedsjungle.com/

Special Needs Jungle – SEND System Flow Charts

http://www.specialneedsjungle.com/new-send-system-

flow-charts-together/

Part 1:

SEN Support

Part 2

Requesting an Education, Health &

Care Assessment

Part 3

Conducting an Education, Health &

Care Assessment

Part 4

What you can do if you disagree with

decisions

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Norfolk – Extract from their Local Offer providing an example of how information, on the 0 – 25 Coordinated

(New)Assessment and Planning Process, can be set out and published Background and context Norfolk County Council is in the East of England, they were not part of the pathfinder programme but like all local authorities (LAs) they have been

preparing for the SEND reforms for a number of years. This example is showcased to demonstrate the requirement to include information about the

0 -25 coordinated assessment and planning process within each LAs Local Offer; the Norfolk example shows how using frequently asked questions

can provide a simple and accessible way of setting out information for all stakeholders.

Within the Norfolk County Council Local Offerxx is a section relating to

the 0 – 25 Coordinated Assessment and Planning Process and EHC Plans

which is called ‘More about Education, health and care (EHC) plansxxi.’ It

includes a drop down FAQ list providing helpful detail on different

aspects of the process such as how to request a needs assessment, how

long the assessment process takes and how families are involved. All

Local Authorities are required to include this type of information within

their Local Offers.

Figure 2 Screenshot from the Norfolk Local Offer

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Figure 4 'How are we doing' feedback from Georgia and her family

(New)Developing standardised resources to support the new process

Portsmouth - Resources to support person centred reviews (New) Background and context Portsmouth City Council is a unitary authority in the South East of England. Initially not part of the Pathfinder programme they began preparing for

the SEND reforms early, working in partnership across agencies and with parent carers and young people. This example is highlighted to

demonstrate how resources can be developed to support new ways of working; in particular these resources are helpful as different versions are

available for different age ranges.

Portsmouth have developed a suite of resources to support professionals and families during the 0 – 25 Coordinated Assessment and Planning Process, they

accompany the new ways of working rolled out in Portsmouth, which have in turn been supported by training. Other local areas and organisations have also

developed similar resources, some of which are signposted within this document and the previous version of this Information Pack, which can be accessed

herexxii. These forms and documents include the ‘This is me now’ younger version formxxiii for person centred planning and to support children, young

people and families in sharing their views and aspirations. Also developed are ‘This is me now older version’xxiv form, ‘Thinking about Person Centred

Reviews’xxv and ‘Person Centred Family Visit Sheet’xxvi. These can also be found in Appendix 3.

Portsmouth has been

gaining feedback from

families and young people

about their experiences to

date of the new process

by asking them ‘how have

we doing? Feedback from

Georgia and her family is

included to the left.

Figure 3 Example resources from Portsmouth

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(New)Portsmouth - Resources to support their Plan Co-ordinator Portsmouth have also developed a ‘Plan Co-ordinator Introduction Pack’ and ‘Annual Review Form and Guidance’ which can be found in Appendix 2. It is

being highlighted here as it demonstrates how a resource can provide all staff, involved in the process, with a standardise resource which in turn supports a

more consistent approach. The Plan Co-Ordinator Introduction Pack is used to introduce Plan Coordinators to the Portsmouth Model of Co-ordinated EHC

Assessment and the key roles/functions which support it. Figure 5 and Figure 6 below are extracts from this.

Figure 5 Portsmouth Model of Co-ordinated EHC Assessment Figure 6 Portsmouth’s Key Working Approach

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Introduction

Transferring Statements and LDAs to EHC plans

How person-centred practices and reviews contribute to developing EHC plans

The Importance of aspirations

The Preparing for Adulthood Review - a 3 step process

Developing a workforce that can deliver person - centred outcome focused EHC plans

Delivering good planning at scale

Using information from plans to inform commissioing and provider development

Appendices

Glossary of terms

(New)Preparing for Adulthood (PfA) – The Preparing for Adulthood Review, a Good Practice Toolkit Preparing for Adulthoodxxvii have developed a wide range of resources to support the implementation of

the SEND reforms including ‘The Preparing for Adulthood Review – Good Practice Toolkit’xxviii. It brings

together person-centred practices and reviews coupled with the requirements of the SEND Code of

Practice to highlight how these approaches can help Local Areas to transfer Statements and LDAs to EHC

Plans. Included below in Figure 7 is the contents page which demonstrates the key areas covered within

the toolkit.

Figure 7 PFA Review - Good Practice Toolkit Contents Page

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(New)3. Education, Health and Care Plans The following section brings together learning from Local Authorities, their partners and wider stakeholders in relation to Education, Health and Care (EHC)

plans.

(New)Resources to help with writing, monitoring and reviewing outcomes For more detail refer to Chapter 9 of the SEND Code of Practicexxix.

(Updated October 2014)EHC Outcomes Pyramid, Council for Disabled Children The Council for Disabled Children (CDC)xxx have produced an EHC Outcomes Pyramid. The pyramid has been developed by the Council for Disabled

Children as a tool to help professionals and parents identify outcomes for children and young people with special educational needs. The outcomes

pyramid is based on CDC work as part of the three year ‘CHUMS’ research study into health outcomes, led by researchers from Peninsula Cerebra

Research Unit. CDC spoke to over 100 children, young people and parents about the outcomes that mattered to them and found that they could be

visualised as a hierarchy, with aspirations at the top of the pyramid.

The pyramid can help to achieve a high level, meaningful and coherent approach to

assessment and planning. In particular it can help to link together aspirations,

outcomes, steps towards those outcomes, needs and provision. These linkages are

sometimes difficult to achieve, particularly if parents are focused on the longer

term picture and professionals on shorter term targets and more immediate next

steps.

The pyramid can be a starting point for commissioning assessments and for

developing an EHC plan. In moving information into an EHC assessment and plan, it

will be necessary to develop much more detail and to become much more specific.

The outcomes pyramid can be accessed herexxxi.

12 Version 6, March 2015

Co-production

Person-centred planning

Outcomes-focused

(New)Portsmouth – ‘Evidence Writers Pack’ to support the development of outcome focused advice for EHC plans The Portsmouth Evidence Writers Pack is showcased because it highlights that advice needs to be provided in an outcome focused way and that it is beneficial to have a consistent approach, across the range of professionals providing advice, to support the development of an outcome focussed EHC plan.

A key resource developed by Portsmouth is an ‘Evidence Writers Pack’ it can be found in Appendix 1. Three

guiding principles underpin the development of this resource, which are identified in the diagram to the right

and underpin the Portsmouth approach.

The guidelines have been written for professionals providing

assessment advice and reports for Education, Health and Care Needs

Assessments. They recognise that it is helpful for all professionals

contributing advice to this process to have a common framework to

refer to when drafting advice and producing their final reports. The

guidelines address many questions that have been raised by advice

writers but they also reflect best practice in a wide range of teams who

have been proactive in developing new frameworks for providing advice

that meets the needs of children and families and the standards

required by professional regulatory bodiesxxxii. The contents page for

this is included in Figure 9 on the right.

Figure 9 Evidence Writers Pack - Contents Page

Guidance of Writing Outcome

Focussed Advice

Including the following a) Children’s Therapy Services

Report b) Medical Advice Submission

c) Specialist Teacher Advisers

Report d) Education Psychologists

Report

e) CDC Outcomes Pyramid

Figure 8 Guiding Principles for Writing Advice

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(New)SE7 - ‘Thinking about writing good outcomes’ to support the development of outcome focused EHC plans Background and context SE7 is a consortium of 7 Local Authorities in the South East of England; they have been a pathfinder since September 2011 and subsequently a

pathfinder champion. The SE7 resource ‘Thinking about writing good outcomes’ has been showcased as it includes learning from the local authorities

and their partners across the South East and London 2 regions. The document includes clear references to the SEND Code of Practice and provides

practical tips and ideas for writing, monitoring and reviewing outcomes.

SE7 have developed a number of resources, covering a range of thematic areas across the SEND reforms, these include resources specifically relating to the

0 – 25 Coordinated Assessment and Planning Process and the development of EHC plans. Included within Appendix 4 is the SE7 document ‘Thinking about

writing good outcomes’ which brings together their learning from the Pathfinder Champion programme and specifically from 3 workshops held for the

South East and London 2 regions. For example, Figure 10 below suggests some key features of well written outcomes.

They CHANGE WHAT’S NOT WORKING WELL:

They SUPPORT THE ACHIEVEMENT OF THE

ASPIRATIONS:

Leading towards what the child or young

person wants to achieve

Support the achievement of the parent

carers’ aspirations for the child or young

person too

They are PERSON CENTRED:

Expressed from a personal perspective, not

a service perspective

Within the control and influence of the

child/young person and/or those involved

Specific to the child/young person

They BUILD ON WHAT’S WORKING WELL:

Using strengths and assets

Based in real life

Addressing challenges

Lead towards the removal/reduction of

barriers

They are SHARED:

By the child or young person

By the parents, carers and the family

By the professionals

They are HOLISTIC:

Taking into account the whole life of the

child or young person in the context of

their family and everyday life, across

settings and not from a single agency’s

point of view

They are ASPIRATIONAL:

Challenging and with high expectations –

no glass ceiling

They are SMART:

The child or young person and everyone

else will be able to know when they have

been achieved Figure 10 What are the key features of well written outcomes?

14 Version 6, March 2015

Monitoring and Reviewing outcomes: SE7

have developed the ‘SE7 Outcomes Progress

Wheel’ which uses aspects of a variety of

different scaling methods and approaches,

which are referenced within the ‘Thinking

about writing good outcomes’ document.

These scaling approaches can be used to

monitor and review progress towards defined

outcomes. The outcomes sit at the end of

each of the wheel’s spokes and the

child/young person is at the centre of the

wheel. Progress towards the outcomes can

be charted at different points in time to give a

quick picture of developments over time,

which can then be used with other evidence

as a basis for discussions at the annual review

meeting.

The ‘SE7 Outcomes Progress Wheel’ is

included in Figure 11. It is part of the ‘Thinking

about writing good outcomes’ document

which can be found in Appendix 4 and should

be referred to for more detail and context. In

addition an easy print A3 version of the

Outcomes Progress Wheel’ is available in

Appendix 5.

Figure 11 SE7 Outcomes Progress Wheel

15 Version 6, March 2015

(New) Other resources to help with developing EHC plans

Example EHC Plans: Southampton, Portsmouth, Nottinghamshire, Hertfordshire and Oxfordshire

(Updated October 2014) Example draft anonymous EHC plans from Portsmouth, Southampton, Nottinghamshire, Hertfordshire and an EHC

template from Oxfordshire are available within the appendices of version 5 of this information pack. These can be

accessed via this linkxxxiii.

(Updated October A Step-by-Step Guide to EHC plans, Council for Disabled Children

2014) The Council for Disabled Children (CDC)xxxiv produced a step-by step guide to EHC plans. This document brings

together the primary and secondary legislation, the statutory guidance in the SEND Code of Practice on

completing the different sections of EHC plans and additional notes including key points from other relevant

parts of the legislation and guidance from the CDC. It can be accessed via this linkxxxv.

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0 – 25 Coordinated Assessment and Planning and EHC plans Frequently Asked Questions (FAQs) (New) 4.The following FAQs have been developed by the DfE in response to questions from local authorities and others.

Q1: Can a 0-2 year

old have an EHC

plan?

A1: Yes. A child under 2 can have an EHC plan. Special educational provision for a child under 2 can be educational provision of

any kind. Anyone can bring a child who is under 2 to the attention of a local authority. The local authority will then need to

consider whether it may be necessary for special educational provision to be made for them in accordance with a plan.

Identifying children’s needs early and providing support is essential. However, that does not necessarily mean an EHC needs

assessment and plan.

Cooperation between health and education is important. Where a health body is of the opinion that a child under compulsory

school age has or probably has SEN or a disability it must tell the child’s parents and the local authority. This enables

arrangements to be put in place at an early point. That support can take a number of forms including:

Specialist support from health visitors, educational psychologists, speech and language therapists or specialist teachers such

as teachers of the deaf. These specialists may visit families at home to provide advice and information.

Training for parents in using early language programmes to promote play, communication and language development.

Home-based programmes such as Portage, which offer a carefully structured system to help parents support their child’s

early learning and development.

The joint commissioning arrangements introduced by the Children and Families Act 2014 are designed to support joint planning

and commissioning of services to support children with SEN or disabilities across the age range. (See paragraphs 5.14-5.19 of the

Code.)

Q2: What sort of

information should

be in the outcomes

section of an EHC

plan?

A2: The outcomes sought for the child or young person must be specified in their EHC plan. These outcomes should be focused

on education and training, health and care. They should enable the child or young person to progress in their learning and, as

they get older, to prepare for adult life. Outcomes should enable children and young people to move towards the longer term

aspirations of employment, higher education, independent living and community participation. Outcomes should be specific,

measurable, achievable, realistic, and time bound.

The Council for Disabled Children’s publication EHC Outcomes Pyramid (referenced within this pack) is designed to help

professionals and parents identify outcomes for children and young people with SEN.

17 Version 6, March 2015

Q3: Is there a

requirement to

provide five days of

support a week to a

young person (i.e.

someone aged 16-

25) with an EHC

plan?

A3: Where a young person has an EHC plan, the local authority should specify provision appropriate for meeting their assessed

needs. They should consider the need to provide a full package of provision and support across education, health and care, that

could cover five days a week, where that is appropriate to meet the young person’s needs.

Five day packages of provision and support do not have to be delivered by one provider and can involve different settings,

including non-educational settings or activities, such as accessing facilities in the local community or health and care activities.

(See paragraphs 8.39 – 8.42 of the Code.)

Q4: Can a school or

college use lack of

resources as a

reason not to admit

a child or young

person with an EHC

plan?

A4: No. It is only the local authority that can decide which institution to name in an EHC plan, after consulting the particular

institution requested by the young person or parent of the child. Efficient use of resources is part of the local authority’s

consideration, but it is ultimately for the local authority to determine what constitutes an inefficient use of resources, taking

account of the comments from the school or college.

When a school or college is being consulted by the local authority over being named in a plan, it can argue that the placement

would need additional resources in order to meet the needs of a child or young person. It is then up to the local authority to

decide if this would be an efficient use of resources. It is the local authority that is under a duty to comply with the preference of

the child or young person, unless:

it is unsuitable for the age, ability, aptitude or SEN of the child or young person; or

the attendance of the child or young person there would be incompatible with the efficient education of others or the

efficient use of resources.

If the local authority names the school or college in a young person’s EHC plan, the college must admit that young person.

Q5: Once a provider

is named in an EHC

plan, can a child’s

parent or a young

person change their

mind and seek to go

somewhere else?

A5: Yes. The parent of a child, or a young person, can approach the local authority and seek to amend their EHC plan to name

another educational institution. We would expect the local authority to consider this request, but the parent (on behalf of a child)

or young person doesn’t have an automatic right to a place at another institution and the local authority does not have to amend

the plan to name it. If the local authority reviews the provision in the plan and decides not to propose amendments, including to

the named institution, it must inform the young person that they have the right to appeal that decision at the Tribunal.

18 Version 6, March 2015

Q8: The whole process of EHC needs

assessment and EHC plan

development must usually take no

more than 20 weeks. When does the

20-week period begin?

Q6: Can a local authority cease to

maintain an EHC plan for a young

person under 18?

A6: A local authority may not cease to maintain an EHC plan for a young person under 18 years of age unless it

decides that it is no longer necessary for special educational provision to be made for them in accordance with an

EHC plan. Where the young person is not receiving education or training, the local authority must review the plan

and amend it to ensure that the young person continues to receive education or training.

Q7: If a young person over 18 leaves

college because there are no further

courses available at their college at

their level, can the local authority

cease to maintain their EHC Plan

even if there are outstanding

educational and training outcomes

to be achieved?

A7: Where a young person over 18 years of age ceases to attend the educational institution named in their EHC

plan, and so is no longer receiving education or training, a local authority may only cease to maintain the plan if

one of the following criteria are met:

it has reviewed and ascertained that the young person does not wish to return to education and training,

either at the educational institution specified in the plan or otherwise; or

decided that returning to education or training would not be appropriate for the young person.

A8: The point at which the clock starts ticking is set out in paragraph 9.40 of the SEND code of practice: 0 to 25

years (July 2014[1]) (the Code):

“The whole process of EHC needs assessment and EHC plan development, from the point when an assessment is

requested (or a child or young person is brought to the local authority’s attention – following which the authority

has to consider whether it may be necessary for special educational provision to be made in accordance with an

EHC plan and thus whether it needs to carry out an EHC needs assessment) until the final EHC plan is issued, must

take no more than 20 weeks (subject to exemptions set out below).”

19 Version 6, March 2015

Q9: As a general principle, are

annual reviews of EHC plans

expected to be held in the local

authority’s office?

A9: The responsibility to carry out an annual review rests with the local authority. In most cases, reviews will involve

a meeting held at the educational institution attended by the child or young person and they will usually be most

effective when led by the education institution. (See paragraph 9.175 of the Code.) Schools can be required to hold

and convene the meeting on the behalf of the local authority. With a post-16 setting, local authorities can request

(but not require) them to convene and hold the meeting on their behalf. (See paragraph 9.174 of the Code of

Practice.) There may be a requirement on the post-16 institution to do so as part of the contractual arrangements

agreed when the local authority commissioned and funded the placement.

Q10: Must colleges attend

annual reviews for children with

EHC plans from Year 9

onwards?

A10: No. Colleges are not legally required to attend annual reviews from Year 9, although colleges are under a

general duty to co-operate with the local authority. Paragraph 9.184 of the Code states that: “The review meeting

organiser should invite representatives of post-16 institutions to these review meetings, particularly where the child

or young person has expressed a desire to attend a particular institution.” Colleges may feel it is helpful to attend

such reviews if a young person is likely to come to them in the future, to have early notice of the young person’s

needs and be able to prepare appropriately.

If a college feels it cannot attend a review meeting, then it needs to consider with the local authority how it can

inform the forward planning and decision-making by or on behalf of the young person, and how it can anticipate the

needs of its future students.

Q11: Can a parent request an

EHC needs assessment for a

young person (i.e. someone

aged 16-25)?

A11: Paragraph 9.8 of the Code explains that some people have a specific right to request an EHC needs assessment:

a child’s parent, a young person over the age of 16 but under 25 and a school or post-16 institution. In addition:

“anyone else can bring a child or young person who has (or may have) SEN to the attention of the local authority,

particularly where they think an EHC needs assessment may be necessary. This should be done with the knowledge,

and, where possible, agreement of the young person. Where a child or young person is brought to the local

authority’s attention in this way the local authority must consider whether it may be necessary for special

educational provision to be made in accordance with an EHC plan and thus whether it needs to carry out an EHC

needs assessment.”

20 Version 6, March 2015

i Children and Families Act 2014, http://www.legislation.gov.uk/ukpga/2014/6/contents/enacted ii Special Educational Needs and Disability Regulations 2014, available at http://www.legislation.gov.uk/uksi/2014/1530/contents/made

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

iv SEND Transitional Guidance (March 2015) available at https://www.gov.uk/government/publications/send-managing-changes-to-legislation-from-september-2014

v 0 – 25 Coordinated Assessment and Plan Information Pack webpage http://www.sendpathfinder.co.uk/coordinated-assessment-process

vi SEND Pathfinder website available at www.sendpathfinder.co.uk

vii 0-25 Coordinated Assessment and Plan SEND Pathfinder Information Pack, available at http://www.sendpathfinder.co.uk/coordinated-assessment-process

viii Personal Budgets SEND Pathfinder Information Pack, available at http://www.sendpathfinder.co.uk/personal-budget-information

ix Local Offer SEND Pathfinder Information Pack, available at http://www.sendpathfinder.co.uk/local-offer-information-pack-resources

x Engagement and Participation of parent carers, children and young people SEND Pathfinder Information Pack, available at

http://www.sendpathfinder.co.uk/engagement-and-participation-information-pack xi Preparing for Adulthood SEND Pathfinder Information Pack, available at http://www.sendpathfinder.co.uk/preparing-for-adulthood-information-pack

xii Joint Commissioning SEND Pathfinder Information Pack, available at http://www.sendpathfinder.co.uk/joint-commissioning-information-pack

xiii Transition to the new 0 to 25 special educational needs and disability system (paragraph 5.1) March 2014 https://www.gov.uk/government/publications/send-managing-

changes-to-legislation-from-september-2014 xiv

Children and Families Act 2014, http://www.legislation.gov.uk/ukpga/2014/6/contents/enacted xv

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

Transition to the new 0 to 25 special educational needs and disability system, updated March https://www.gov.uk/government/publications/send-managing-changes-to-legislation-from-september-2014 xvii

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

Special Needs Jungle http://www.specialneedsjungle.com/about-snj/ xix

Special Needs Jungle SEND system Flow Charts http://www.specialneedsjungle.com/new-send-system-flow-charts-together/ xx

Norfolk County Council Local Offer http://www.norfolk.gov.uk/Childrens_services/Special_educational_needs_and_disabilities/index.htm xxi

Norfolk County Council Local Offer Page ‘More about Education, Health and Care Plans’ http://www.norfolk.gov.uk/Childrens_services/Special_educational_needs_and_disabilities/Introduction_to_SEND/What_to_do_if_you_think_your_child_has_SEN/SEN_support/Education_health_and_care_plans/NCC160972 xxii

Version 5 of the 0 – 25 Coordinated Assessment and EHC Plan Information Pack http://www.sendpathfinder.co.uk/coordinated-assessment-process xxiii

Portsmouth ‘This is me now’ younger version form http://www.portsmouthlocaloffer.org/images/pdfs/plan_reviews/This_is_Me_Review__-_younger_version.pdf xxiv

Portsmouth ‘This is me now older version’ http://www.portsmouthlocaloffer.org/images/pdfs/plan_reviews/This_is_Me_Review_-_older_version.pdf xxv

Portsmouth ‘Thinking about Person Centred Reviews’ http://www.portsmouthlocaloffer.org/images/pdfs/ehc/Thinking_About_Person_Centred_Reviews.pdf xxvi

Portsmouth ‘Person Centred Family Visit Sheet’ http://www.portsmouthlocaloffer.org/images/pdfs/plan_reviews/Person_Centred_Family_Visit_Sheet.pdf xxvii

Preparing for Adulthood website http://www.preparingforadulthood.org.uk/

21 Version 6, March 2015

xxviii

The Preparing for Adulthood Review – Good Practice Toolkit http://www.preparingforadulthood.org.uk/media/385562/2upload.pfatoolkit.pdf xxix

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

Council for Disabled Children (CDC) http://www.councilfordisabledchildren.org.uk/ xxxi

EHC Outcomes Pyramid, Council for Disabled Children (CDC) http://www.councilfordisabledchildren.org.uk/resources/cdcs-resources/ehc-outcomes-pyramid xxxii

Extract from ‘Evidence Writers Pack’ Portsmouth City Council September 2014. Refer to Appendix 1 of this information pack xxxiii

Version 5 of the 0 – 25 Coordinated Assessment and EHC Plan Information Pack http://www.sendpathfinder.co.uk/coordinated-assessment-process xxxiv

The Council for Disabled Children (CDC) website http://www.councilfordisabledchildren.org.uk/?_sm_au_=iRVFjs4WQqVkVQrV xxxv

A Step-by-Step Guide to EHC Plan, the Council for Disabled Children (CDC) http://www.councilfordisabledchildren.org.uk/media/724468/send_reforms_guide-to-ehc-plans_2014-1.pdf