Shropshire Council · Web view09/20/2016 02:06:00 Last modified by Jackie Cheng Company Shropshire Council

Conversion Pack Secondary

April 2016

Conversion Pack

Contents

Transfer Review Flow Chart

Transfer Review Guidance

Frequently Asked Questions for EHC Transfer Review

Agenda for Transfer Review Meetings

Example letter: Template 1 (Years 7 & 8)

Template 2 (Year 9,10,12,13,14)

Template 3 (Year 11 only)

Information sheet for parents and young people in Year 11 (to be included with letter to parent)

Information about Independent Support

Blank All About Me/All About My Family

All About Me/ All About Us Guidance and Example

Bank PFA template for any transfer review meetings from year 9 onwards.

April 2016

Week 2Transfer Review meeting: using a pupil centred approach, complete the TR Documentation with appropriate signatures and collate any reports and advice from professionals.

NO

Week 12 LA consults with parents over draft EHC Plan.

Week - 6Provide schools with the list of Annual Reviews due the following term.Contact Social Care to establish who is working with the CYP and request up to date reports with advice (if required).

Weeks -6 to 0Send letter (use template) to parents with date of Transfer Review (TR) meeting. Begin to collate educational reports for the Review. Respond to any parental indication that additional advice is required (eg CAMHS).Specialist schools provide any up to date advice from professionals for the review.

Week 0Contact LA if an officer is required to attend for potentially difficult reviews when it is unclear about post 16 provision and or there is a change in need.Ensure that liaison has taken place with IAG advisers (for year 9, 10 and 11) and/or family regarding the possible outcomes/conclusions of the TR.

Week 12-20The finalised EHC Plan is issued to settings with clearly identified outcomes and advice from professionals.

Week 3Send all papers to LA.

Week 6Continue to maintain provision and support the CYP until the end of the academic year.

Transfer Review Flow Chart

Local Authority Schools

April 2016

Week 0Write to notify parent /carers of Transfer Review (TR) meeting date. The 14 week statutory process begins.

Week 3 - 5Papers received from school. LA Conversion Panel assesses evidence and makes recommendations to convert (to EHC Plan), cease or re-assess the Statement.

Week 6Request for any additional information,if required.

Week 10LA prepares draft EHC Plan.

Week 2TR meeting

Week 12-20EHC Plan is finalised and agreed by families.The final EHC Plan is issued to Families and settings.

Week 6Inform parents & setting that the Statement will not be converted to an EHC Plan.

Prep

arati

on fo

r the

EHC

Tra

nsfe

r Rev

iew

mee

ting

The Transfer Review (TR) will replace the Annual Review (AR) for all pupils with a Statement of SEN who are in a targeted year group (refer to Conversion Plan on the Shropshire website link). The TR is an EHC needs assessment and must be supported with appropriate and recent assessment advice. Where possible, secondary SENCOs should attend Year 5 and 6 Transfer Reviews.If it is felt that current advice no longer describes the Special Educational Needs of the child, or young person (CYP) the school/setting will be responsible for seeking updated advice (following liaison with the child’s parents/carers).The Local Authority will inform schools/settings about the EHC transfer process and contact Health and Social Care to check if the CYP is known to their organisation. The school/setting will confirm dates for the EHC TR meetings and liaise with the parent/carers and the CYP at least 6 weeks prior to the review to explain the process. This will ensure an early engagement and involvement from all parties.The school/setting will need to use a person centred approach in partnership with the child and their parent. Post 16 this must include the Young Person and may include the parent/carer.Possible outcomes of the TR:• Convert to an EHC Plan• Cease to maintain the Statement• Further assessment (re-assessment).For all pupils from years 9 to 11 additional information must be sought around transition into adulthood. In Shropshire, the Preparation for Adulthood (PFA) document will support this process and replaces the Transition Plan. For year 11 pupils a Moving on Plan will enhance the PFA and will help to inform the outcome of the TR. The IAG adviser (Shropshire Youth) will be working with the CYP from year 9 onwards and it is recommended that the Moving on Plan is prepared well in advance of the TR.If it is considered that the statutory plan will not be required at the end of Key Stage 4, e.g. needs will be met by resources already available within the new setting, the moving on plan will be put in place to support transition and the post 16 placement. This must be discussed with the parents or the young person prior to the meeting and will be considered again at the transfer review in liaison with an IAG adviser.

Up

to 6

wee

ks

befo

re

Arranging the Transfer Review Meeting: The school/setting will organise the CYP’s TR aiming to give up to 6 weeks notice of the date, time and venue. They must invite the child’s parents/carers or YP, LA Conversion Officer, IAG adviser for years 9 – 11 and relevant professionals from the Health Service and Social Care. The letter template and appropriate sections of the ECHP should be distributed eg Sections A 2a & b, for completion prior to the review.

WEEK 0 Seeking advice and information: The school/setting must collate advice and information about the CYP ensuring that it is current, relevant and that clear outcomes are identified in any advice. This will need to be shared with parent/carers prior to the meeting. As soon as parent/carers receive formal notification from the LA the statutory timescales will begin.U

p to

2

wee

ks

befo

re

we

WEEK 2 Transfer Review meeting: The TR meeting should be person centred and must consider progress towards meeting the statement objectives as well as allowing for outcomes to be established within the EHC Plan or moving on plan. Provision and placement (if moving on to post 16) to support the CYP should also be identified. If it is considered that the Moving on Plan (IAG) will ensure that Post 16 provision is appropriate, this plan should be a main focus of the TR meeting. From Year 9 onwards the TR meeting must consider what provision is required to prepare the YP for adulthood (using the PFA form), including employment, independent living, good health and participation in society. This information will need to be included within any resulting EHC Plan.Tr

ansf

er R

evie

w

Mee

ting

and

Repo

rt

WEEK 4 Transfer Review Information: The school/setting must forward all resulting documentation to the LA within one week of the TR meeting taking place. The LA will subsequently consider the advice and recommendations including any differences of views that were expressed by those attending the meeting.U

p to

2w

eek

after

WEEK10 Proposed EHC Plan: The LA must decide whether to convert the Statement to an EHC plan or cease to maintain the Statement. If, as a result of the EHC assessment, the decision is to convert the Statement to an EHC Plan, the LA will draft the initial plan and share this with parent/carers and/or YP with the opportunity given to discuss the contents with the named Conversions Officer. The draft will also be reviewed by an EHC Conversion Panel to determine provision, funding and placement. If the LA decides not to maintain the Statement, then the child’s parent/carers, YP and school/institution are informed and details provided of parent/carers’ rights of appeal. Parent/carers or the YP will be given up to 15 days to comment and make representations.

WEEKS 12-20

April 2016

Shropshire Secondary Transfer Review Guidance

EHC Plan is Finalised: If the EHC conversion meeting is recommending a change of placement (including those moving on to a post 16 placement) or the parent or young person are requesting this, then the SEN Conversion Officer will consult with the Governing Body of the school/setting and they are given 15 days to respond. The EHC Plan is shared and finalised. This will confirm placement, provision and a personal budget (if applicable). A copy if the Final EHC Plan will be sent to parents, school and professionals. The LA must notify parent/carers or YP of their right of appeal and time scales as well as the requirement to consider mediation.

April 2016

Step 1 – NotificationEach Term

Step 2 – Weeks -6 to 0 PreparationUp to 2 weeks before review

Step 3 - Week 2Transfer Review meeting

Step 4 - Weeks 5-14 Step 5 - By week 20

LA makes contact with Health/Social Care and the school/setting identifying the pupils in the target group.

Schools begin the Annual Review process

School/setting distributes sections A2 a&b of the EHCP to families. Schools to determine what further advice, if any is required to support the EHC assessment process.

EHC transfer review meeting takes place. SENCO chairs and collates all documentation and forwards to LA within 1 week of review.

LA assesses evidence and recommendations to convert, cease or re-assess statement. LA consults with parents over draft EHCP.The Conversion Panel determines provision or placement. Proposed plan is issued

The finalised EHCP is sent to parent/carers and school/settings.

Do you have children/young people within the target group this year?

Yes NoSchool invites parents giving up to 6 weeks notice of the

review date.

Contact parents to plan for an Annual Review of the

Statement.Is further input required from Health and Social Care? (Not if reports provided are up to date)

Yes NoRequest additional advice and

ask for copies to be sent through if reports are no

longer relevant

Collate the information and advice ready for the review

Utilising all evidence, including IAG advice and discussion with parents, is it likely that pupil needs can be met through a non-statutory post 16 Moving On Plan?

(To support the CYP in Year 11/Post 16 transition a Moving on Plan will be completed by IAG as part of transition planning for the LA to consider)

Yes NoRecommendations from

Transfer Review will be to maintain statement until end

of current academic year

Recommendations from Transfer Review will be to

convert to an EHC Plan

Is it likely to convert into an EHCP Plan at the end of Key Stage 4?

Yes NoAsk parents which other

professionals need to provide up to date advice for the

review.

It is likely that following discussion with parents the transfer review meeting will

recommend a Moving On Plan?

Will the CYP require a Preparing for Adulthood Form? (PFA from Yr 9 onwards).

Yes NoThe CYP decides who is the best person to help them

complete ‘All about me’ in Section A2a & b.

Distribute the relevant sections to family and other professionals with a returns

date prior to the review.Are the outcomes recorded in Annual Review of Statement of SEN/TR for EHCP pupil focused and SMART?

(Specific, measurable, attainable, realistic, timescale).

Yes No

Does the CYP understand and agree with the outcomes

Consider the following:What will be achieved, how will we know, how long will

this take and who will provide it.

April 2016

FAQ! Preparing for EHC Transfer Reviews

Begin each Review meeting with a welcome and introductions to all present with each giving their role/contribution to the meeting.

This section should be sent home and prepared in advance of the Review meeting with appropriate support eg parents with the child, or the Information Advice Support Services (IASS) working with the family.If it is felt that it is more appropriate for the CYP to only stay for the start, begin the meeting with Section 8 (same as EHCP section A part 2a and b) which introduces the Child, Young Person (CYP) and / or parent/carer and provides a summary of what is working well for the CYP and what is not working well from the parents/carers and young person’s point of view; this must include hopes and aspirations for the future and gives a summary of the strengths (what people like and admire) and special educational needs. SEN may include health and social care provision where such provision is to support the child or young person’s education or training. If the CYP is able to remain for the whole meeting then include this section later in the meeting.

The following sections should be prepared by Education in advance of the Review meeting:

Section 3 – Give the primary area of SEN then explain their current strengths and weaknesses for the areas of need that have been identified in the Statement.Section 4 focuses on the arrangements in school such as setting requirements, curriculum delivery and support required (not the location of that curriculum and support). High Needs Support should refer to educational intervention and provision which is additional to or different from that which is normally available through school support. This should be clarified with a copy of the CYP’s timetable and Provision Map.Section 5 – A brief description of any modification from the National Curriculum.Section 6 - Academic Progress can be provided in the form of a copy of the school’s internal tracking system, as long as it shows the starting point, targets and progress made since the last Annual Review.Section 7 – Progress made against the Statement objectives and the targets identified at the last Annual Review. Section 8 – see aboveSection 9 – Note any changes that will affect the CYP’s educational progress

Planning for the future

Section 10 OUTCOMES: This section should contain outcomes that the CYP should be able to achieve by the end of the next key stage as a result of the plan being carried out. This should include outcomes that are specific and measurable. An outcome can be defined as the benefit or difference made to an individual as a result of an intervention. It should be personal and not expressed from a service perspective (provision); it should be something that those involved have control and influence over, and while it does not always have to be formal or accredited, it should be specific, measureable, achievable, realistic and time-bound (SMART). This is the most important section for the plan writer to be able to follow.April 2016

Agenda for Transfer Review Meetings

Describe the steps that will be taken over the next Key Stage to achieve those outcomesGive a brief explanation of what will need to be provided.Section 11 What further actions to be undertaken to achieve the outcomes by Education, Health, Social Care, the family/Young Person or other professionals as applicable.Section 12- What is the recommendation from the members of the Review? If no agreement can be made, those who disagree with the recommendation should add a written explanation why they do not support the decision.SIGNATURES from key contributors are essential before the recommendation can be considered.

The Review paperwork needs to be returned to the Local Authority the following week C/O Jackie Chang.

Remember to include copies of the CYP’s and Parent/Carer’s contribution, this Year’s IEPs or One Page Profile, any advice from professionals working with the CYP, a Provision Map and an annotated Timetable(Year 9 onwards - Please make sure that if you are recommending a Transfer to an EHCP then a completed Preparation for Adulthood (PFA) form is included, or for Year 11 pupils only where the Statement may cease, a Moving on Plan is included.

April 2016

Transfer Review invitation letter template to parents/carers for Years 7 - 8 when child/young person is in transfer year group identified by LA

Dear parent/carers

……………………. has a Statement of Special Educational Needs and at this time we would normally be conducting an Annual Review of the Statement. However, as part of the Special Educational Needs and Disability reforms the school, will now be conducting a Transfer Review (TR) to consider ………………’s current progress against Statement objectives and to consider whether the Statement needs to be converted to an EHC Plan.

As part of the Transfer Review an Education, Health and Care (EHC) needs assessment must be conducted in line with the Children and Families Act 2014.

The threshold and criteria for needing an EHC Plan are the same as for a Statement of SEN so no child or young person will lose the statutory protection of a Statement through this process, if this is required. If your child has a Statement and would have continued to have one under the current system, you can expect them to be transferred to an EHC Plan. No child or young person should lose their Statement, and not have it replaced with an EHC Plan, simply because the system is changing.

The Transfer Review must be person centred, emphasising the child or young person’s (CYP) right to express a preference and must allow for outcomes to be established within the EHC Plan (where appropriate) and for provision to be identified to support those outcomes.

As part of the Transfer Review I enclose a request for information About Me/All About My Family (Section A Parts 2 a/b) which are included in the statutory requirements for undertaking a Transfer Review.We would also be grateful if you could advise us of any recent assessments that you are happy to share as part of the Transfer Review process.

Please contact the school/setting if you wish to discuss any aspects of the Transfer Review before the meeting.

Further information, including independent, advice support and guidance specifically for the transfer review assessment may be obtained through contacting:

The Independent Support Team is based in the Shropshire IASS (Shropshire Information, Advice and Support Service (formerly Parent Partnership) Citizens Advice Shropshire, Fletcher House, 15 College Hill, Shrewsbury, SY1 1LY on Tel: 01743 280019 are also available to offer independent, advice and support on all relating to SEN.

This term we intend to carry out a Transfer Review for ………………..

Date:Time:Venue:

Other professionals invited to provide a report with advice for the review:

Also invited to the Transfer Review meeting:

Yours sincerely

April 2016

Transfer Review invitation letter template to parents/carers for Years 9, 10, 12, 13, 14 when child/young person is in transfer year group identified by LA

Dear parent/carers

……………………. has a Statement of Special Educational Needs and at this time we would normally be conducting an Annual Review of the Statement. However, as part of the Special Educational Needs and Disability reforms the school, will now be conducting a Transfer Review (TR) to consider ………………’s current progress against Statement objectives and to consider whether the Statement needs to be converted to an EHC Plan.

As part of the Transfer Review an Education, Health and Care (EHC) needs assessment must be conducted in line with the Children and Families Act 2014.

The threshold and criteria for needing an EHC Plan are the same as for a Statement of SEN so no child or young person will lose the statutory protection of a Statement through this process, if this is required. If your child has a Statement and would have continued to have one under the current system, you can expect them to be transferred to an EHC Plan. No child or young person should lose their Statement, and not have it replaced with an EHC Plan, simply because the system is changing.

The Transfer Review must be person centred, emphasising the child or young person’s (CYP) right to express a preference and must allow for outcomes to be established within the EHC Plan (where appropriate) and for provision to be identified to support those outcomes.

In addition, a Personal Adviser e.g. Shropshire Youth/Information Advice and Guidance (IAG) will be supporting the process and meeting ………………… to provide advice to support the Transfer Review process.

As part of the Transfer Review I enclose a request for information About Me/All About My Family (Section A Parts 2 a/b) which are included in the statutory requirements for undertaking a Transfer Review.We would also be grateful if you could advise us of any recent assessments that you are happy to share as part of the Transfer Review process.

Please contact the school if you wish to discuss any aspects of the Transfer Review before the meeting.



This term we intend to carry out a Transfer Review for ………………..

Date:Time:Venue:

Other professionals invited to provide a report with advice for the review:

Also invited to the Transfer Review meeting:

Yours sincerely

Transfer Review invitation letter template from school to parents/carers of pupils in Year 11

April 2016

Dear Parent/Carers

We are planning to carry out a Transfer Review for xxxxxxxx on xxxxxxxx and would be grateful if you could let us know as soon as possible if you are unable to attend at this time.

The following have also been invited to the Transfer Review

If there is anyone else that you feel needs to be involved in this meeting please let us know so that we can notify them of the date.

To be sure we have captured all relevant information and most importantly you and your child’s views are properly captured could you please:

Provide us with all recent advice and assessments you would like to share with usComplete the attached “All About Me” and All About Us” forms

If you would like further information please contact school on



□ I/we will be able to attend Transfer review on

□ I/we will not be able to attend at this time and will contact you to arrange another time/date.□ I/we would like the opportunity to discuss this process with you and will contact the school to make an appointment with you.

Please tick as appropriate and return to school by

Yours sincerely

April 2016

Information sheet for parent/young people in Year 11

From 1st September 2014 arrangements for supporting children with Special Educational Needs and Disabilities (SEND) in school have changed. Under the new system, Statements of SEN will be replaced by an Education, Health and Care Plan (EHCP).

No child should lose their Statement and not have it replaced with an EHCP simply because the system is changing. The legal test of when a child or young person (CYP) requires an EHCP remains the same as for a statement under the Education Act 1996. Therefore, it is expected that all children and young people who have a statement and who would have continued to have one under the old system, will be transferred to an EHCP under the new system.

In Year 11 under the previous system the Statement of SEN would have ceased when Young Person left school.

Under the new system these options will be considered:

a) The statement objectives have been achieved so the LA should cease to maintain the Statement (This usually would be at the end of the academic year)

b) Cease to maintain the statement because the pupil’s needs can be met through the Moving On Plan and appropriate Post-16 provision/ training (this usually would be at the end of the academic year)

c) The Statement will convert to an EHCP

To help in the decision of whether a Statement of SEN should be converted to an EHCP the Annual Review of the Statement will be replaced by a Transfer Review which will include a needs assessment. This decision will be made by the Local Authority in partnership with parent/carers and CYP and will be based on the recommendations of the Review meeting.

April 2016

What is Independent Support?

The Children and Families Act 2014 introduced new laws for children and young people who have special educational needs and disabilities (SEND)

From September 1, 2014, local authorities have a duty to replace statements of Special Educational Need (SEN) with a new Education, Health and Care Plan (EHCP)

Independent Support is a programme to support young people and their parents/carers during the new Education, Health and Care assessment and planning process

Who can ask for help from Independent Support?

Parents and carers of children with SEN and Young people between 16 and 25 with SEN

Anyone involved in an Education Health and Care Plan assessment

April 2016

SECTION A: - Part 2a

Views, Interests and Aspirations of the child and his/her parents, or of the young person.

About Me

This section has been completed by Me with help from My family My Educational Setting IASS Careers Adviser Other (Please state who)

What is important to me

How to support me with:

Things that are working well for me

Things that are not working so well for me

Education Setting

Home

Leisure

Health

Self-care/Independence

Friendships

Communication(my preferred way)

April 2016

PHOTOGRAPH

My aspirations for the future

April 2016

SECTION A - Part 2b:

All about my family

This section has been completed by ********* with help from

IASS Educational Setting Other (Please state who)

What is important to us How to support us

Things that are working well for us Things that are not working so well for us

Our aspirations for the future

April 2016

All about Me/Us GuidanceWhat is the All about Me/All about Us Document? The all about me/us builds Section A of your child's/young person’s final EHCP. This should be completed with the child/young person and built upon their contribution. Direct quotes from children/young people themselves should be indicated by encasing them in speech marks.

How do I fill it in? Below we have put together some questions underneath each of the All about Me/Us sections which you may want to consider when filling in the section.

All about Me:What is important to me?Tell us what makes you. Things that are important to me and make my life fun and rewarding; for example favourite places to visit, favourite football teams, favourite colour or special people in your live.

Things that are working well for meThink about your child's life at the moment. Tell us what is going well and why; At School-At home-In my leisure time With my health With my care-

Things that are not working so well for meThink about your life at the moment. Tell us what is not working well and why. How could things be improved?At School At home-In my leisure time With my healthWith my care-

The Future;It is important to make plans for the future. To do this you need to think about the things that you would like to be able to do. Some of these things will be small steps towards things that you may succeed in doing quite soon, some will be longer term plans, both are important. Your plans might change as you get older but that is ok. Please share your thoughts about the future, what you would like to be able to do and what sort of a life you would like to have in the future.

April 2016

All about Us:

What is important to us?Tell us what is important to your family. Things that are important to us make our life fun and rewarding; for example favourite places to visit, activities you like to do as a family, any particular interests that you, your partner or other children have. These may be things that you do not do with your child who has a dis ability or additional need but are important to you and other members of your family, or they may be things that you all do together.

This section is also an opportunity to talk about what is important to you when you are working with people who support your child

How to support usTell us how it is best to support you/ your family. Think about things that make life easier for you/ your family, how to help you/ your family in difficult times, what helps you/ your family to better support each other. You may wish to consider things like: do you prefer people involved with your child to speak to you in a particular manner, do you prefer to have appointment dates set for certain days or times, and are there certain topics that should not be discussed in front of some members of the family.

Things that are working well for meThink about your/ your family's life at the moment. Tell us what is going well and why.You may want to consider things such as how your day runs, are there areas that work really well such as handovers at school or transport arrangements; if your child attends respite care why is this working, what benefit are you getting from this; is there is a service that you are accessing that has had a particularly positive impact on your family life?

Things that are not working so well for meThink about your/ your family’s life at the moment. Tell us what is not working well and why? How could things be improved? You may want to consider things such as: specific difficulties, perhaps a transport arrangement that is not suitable, or a group that is available but not easily accessed. You may also like to consider more complex issues such as; is there a member of the family that may need further support in coming to terms with your family's circumstances/ child's diagnosis; perhaps juggling a full time job/ family and your child' needs are becoming difficult; personal relationships and how your child's care needs have/ are impacting upon these. You may also want to include here if there has been an impact upon your/ your family's health and well being, your ability to work or do leisure activities.

The Future;It is important to make plans for the future. To do this you need to think about the things that you/ your family would like to be able to do. Some of these things will be small steps towards things that you may succeed in doing quite soon, some will be longer term plans, both are important. Your plans might change as you/ your child gets older but that is ok. Please share your thoughts about the future and what you would like to be able to do and what sort of a life you/ your family would like to have in the next section.

April 2016

SECTION A - EXAMPLEPart 2:

All about Me: PHOTOGRAPH

This is a record of all the things that people need to know about you. It includes the things that are important to you and make you happy and the things that are important to keep you safe and well and that help you to learn and develop new skills.

You can fill this in by yourself or with help from your parents or any other adult who you know.

The information in this record might change over time as you get older and it is important that it is regularly updated and any new information added, so that the people who support you always understand what is important to you, what you want to happen in your life and how best to support you to achieve this.

What is important to me?

E.g., XXX loves spending time with his family, he loves playing with his Thomas trains, Disney cars, Dinosaurs, loves watching TV and Disney films, going swimming. He loves animals and his favourite thing is going to the zoo or safari park and plays with his toy animals and farm. He loves cuddles and us reading stories to him and looking at books.

He enjoys outside play- going for walks and the paddling pool, we go to Attingham Park most weeks, also places like Ellesmere and Carding mill and RAF Cosford. He has a very special XXX that goes everywhere with him.

April 2016


At Nursery- starting to use visual aids and some Makaton.

At Pre-School- e.g., XXX currently has a 1:1 TA to look after him for the full duration of his time there, this is to monitor his seizures and for other care such as going to the toilet, drinking, eating and helping him with general understanding.

At home- e.g., XXX is very happy to spend time at home with his family and toys, it is the place he likes the best and is happiest and safe.

In my leisure time- e.g., having new experiences and also place that are familiar to him and friends that he sees on a regular basis.

With my health- e.g., His epilepsy at present varies from day to day (number of myoclonic seizures) and he needs constant supervision for his health and safety (slips, trips and falls) and to monitor the number and type of seizure his is having.

With my care- e.g., at home with mum a lot, but due to start school in September.


At Nursery- e.g., would be better for XXX to have 1:1 support due to the high number of seizures and to help with his learning difficulties and care.

At Pre-School- e.g., only been XX times to date- all going well to date.

At home -e.g., it is hard for me to monitor XXX every minute and I would like to be able to watch him more closely. It is difficult looking after XXX after a seizure and a toddler- who both need high levels of care.

In my leisure time- e.g., When I take out XXX it is always a concern as to whether he'll have a seizure, when he does it can become difficult as his mood may change, he becomes wobbly, may not want/be able to walk. Difficult to take him out to some places as he can't sit still/concentrate, and he does not tell us when he needs the toilet and gets very tired in the afternoon.

With my health - e.g., Epilepsy- XXX is having excessive amounts of very short seizures -anything up to 30+ a day. These make him very tired and can affect his moods and learning. He can get very distressed and want cuddles or sleep after them. He may also need a daytime nap.

With my care- (Blank)

The Future;E.g.

1. Toilet trained2. Get dressed/undress himself3. Eat independently4. Improvement with his communication5. Improvement with his understanding6. Ride a bike7. Sleep through the night8. Want him to make friends and school and interact better

April 2016

9. Want him to improve his developmental age

Parent/Carer: Occupation:

SECTION A – EXAMPLE Parent/Carer: Occupation:

Part 2: Siblings: Ages:

Domestic Circumstances (do we a// live together, are there any other family members in the household):

All about Us:

This section is for you to tell us about you and your family, looking at the bigger picture and including how your child's care and current circumstances impact upon you and your family life. These things will most likely change overtime but here is an opportunity to highlight areas that are very successful in helping you and your family to continue supporting your child in a way that is supportive and beneficial to you all. It is also a chance for you to demonstrate things that are not so successful and are potentially causing disruption or difficulties within your family or to you personally. This can be as detailed as you like, and updated whenever you feel it is appropriate.

Parent I Carer View- Family Life

What is important to us

E.g., we like to have family days out and go for walks, both parents like to go to the gym (this maybe our only time away). We like spending time with family and friends. It is important to us that both us children have a 'normal' life and have lots of varied experiences and be happy.

How to support us

E.g., Appointment times are best at the beginning or end of day as my husband works in XXXX. Giving us information on support available is useful, particularly things related to XXX learning difficulties.


Think about your /your family's life at the moment. Tell us what is going well and why.You may want to consider things such as how your day runs, are there areas that work really well such as handovers at school or transport arrangements; if your child attends respite care why is this working, what benefit are you getting from this; is there is a service that you are accessing that has had a particularly positive impact on your family life?

April 2016


E.g., Trying to balance work and looking after XX is causing us difficulties as we are not sure of how much childcare/school he is going to be able to cope with and as such looking at changing my working hours and probably reducing these down to spend more time with him. We are not sure whether he will be able to access before/after school club at school which could be a big problem. It does cause us stress as a family as his medical condition can be very worrying and learning difficulties are not fully understood yet and how this well affect his life. We do not always do the leisure activities we would like as XXX gets tired, can't sit still/concentrate or walk very long distances or be too far away from a hospital.

The Future;

E.g., we would like XXX Epilepsy to become more stable so that he can be happier and not tired all the time, his moods can be very up and down since the Epilepsy. We hope then that he will make more progress with his learning and becomes as independent as he can. We would like to make steps with toilet training, eating, moods, not having as many accidents/bumps.

We would like to be able to take XX out for a meal and go on holiday without him having severe moods/being poorly. We want him to make friends at school.

Parental view and aspirations:

E.g., We Want XXX to have a normal/life and to be integrated into mainstream school.

We would like to do more but XXX epilepsy makes it difficult and he can get over-tired and so limits what we can do. It impacts on us as it can be very stressful/tiring looking after him. It is also difficult to ask anyone else (other than nursery) to look after him as it is a big responsibility to look after him.

April 2016

Education Health and Care Plan - Preparing for Adulthood Plan

Student Name

Lead School professional

Section A – about me

1) My views and aspirations for Adulthood

About me ........ ........ ........ ........ ........ ........Date of review Date Date Date Date Date Date

What I enjoy and like

What I do not like and what I would like to avoid

Sept 2016

Education Health and Care Plan - Preparing for Adulthood Plan



What I am good at

How I feel about the future

What Job I think I would be good at and may wish to do in the future

What training and further education I would like to help me gain a job

Sept 2016



What I and others need to do to help me get a paid job in the future

What Health needs I have now and what support and/or facilities I may need in the future

What Care needs I have now and what support and/or facilities I may need in the future

Sept 2016



Where I would like to live in the future

What I would like to know more about

What I need to do to prepare for my future

How others can support me to prepare for adulthood (Education, Health and Care)

Sept 2016



Future finances

My thoughts, following the review, on what my long terms aspirations may be.

Other comments

Section B – Current attainment

Sept 2016

Section C – Views

Sept 2016

1) Current educational outcomes of EHCP (completion prior to review)

Date Year group

Study/ Qualification Title

Type (accredited, none, transition or support)

Level (working at)

Predicted grade, outcome. (Pass, Grade C)

Estimated completion date (m/y)

On target Y/N

Title of linked lesson(s)

Enter date of completion or enter status:- on-target, withdrawal or transfer)

Date ........ ........

Date ........ ........

Date ........ ........

Date ........ ........

Date ........ ........

Date ........ ........

Date ........ ........

Date ........ ........

Date ........ ........

Sept 2016

Views with preparing for transition into adulthood (add for each review)

Parental views

........

........

........

........

........

........

Education Local Authority views

........

........

........

........

........

........

Local Authority Social Care views

........

........

........

........

........

........

Health views

........

........

........

........

........

........

Section D – Targets

Targets & actions for transition to adulthood (all sections)Year group What I would like What support and

resources I needWho I would like involved

What I and others need to do By when Achieved

Y/N........ ................ ................ ................ ................ ................ ................ ................ ................ ................ ................ ................ ................ ................ ................ ................ ........

Sept 2016

Section E - stage 1. Penultimate year of transition to Adulthood, where a Young Person is transitioning into further education or training (assessed and evidenced needs)

Young Person’s final proposed pathway

Where a Young Person is transitioning to other activities please detail arrangements made

Proposed Post 16 pathway summary where transitioning into Further Education or Training

EH&C Summary Support need (through formal assessment)

Providers explored - can needs be met? Are there any gaps?

Education – proposed Study Programme & provision required

Health – Provision required

Care – Provision required

Sept 2016

Section E stage 2. Final year of transition to Adulthood, where a Young Person is transitioning into further education or training – assessed and evidenced needs.

Stu

dy

Year

Study Programme primary aims and support. (To include receiving provider).

Type (accredited, none, support, work)

Level (proposed & higher than expected prior attainment)

Expected learning, support hours (per academic year)

Support required (through assessment)

Providers/persons involved

Other provision as part of core provision or provision outside of the Study Programme

Title Further information Involvement by

Sept 2016

Documents

Shropshire Council · Web view09/20/2016 02:06:00 Last modified by Jackie Cheng Company Shropshire Council