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Writing quality EHC Plans and transfers of Statements and LDAs South East and London 2 Pathfinder Champion Event 8 th December 2014.

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Presentation on theme: "Writing quality EHC Plans and transfers of Statements and LDAs South East and London 2 Pathfinder Champion Event 8 th December 2014."— Presentation transcript:

1 Writing quality EHC Plans and transfers of Statements and LDAs South East and London 2 Pathfinder Champion Event 8 th December 2014

2  Accessible to all  Champion contact details  Calendar of events for the region  Delivery Partner information  Useful resources and links South East and London 2 Regional Wiki

3 Progress with Implementation of Children and Families Act 2014 André Imich, SEND Professional Adviser, DfE

4 The New World of SEN So…………..  How has the 13 weeks been?  What have you noticed that’s been different?

5 SEND Implementation Survey October 2014: Overall summary 5 Headlines:  Carried out at the end of October 2014, 6-8 weeks after implementation.  Majority of respondents (78%) lead on the reforms within their LA.  129 LAs responded - 84% Headlines:  Carried out at the end of October 2014, 6-8 weeks after implementation.  Majority of respondents (78%) lead on the reforms within their LA.  129 LAs responded - 84%

6 SEND Implementation Survey October 2014: Understanding and engagement 6 How well stakeholders/ partners understand and are engaged in delivering the reforms. Stakeholders Parent Carer forums had highest understanding/ engagement rating Youth Justice partners the lowest. Education partners Highest understanding/ engagement is in maintained schools Lowest in Private Post-16 training providers. Health partners Highest understanding/ engagement was in children’s therapists Lowest in Adult speech and language therapists.

7 SEND Implementation Survey October 2014: Specific reforms 7 Schools: 87%: most or all schools have a clear system in place for identifying and responding to SEN. Joint commissioning arrangements: 50%: joint commissioning arrangements well developed 14% fully in line with requirements of CoP. Pre-tribunal appeal/ mediation arrangements: 93%: 0-25 pre-tribunal appeal EHCP mediation arrangements in place Impartial information: 90%: impartial advice and support well developed or fully in line with the code. 97%: covers parents/ carers; 89%: covers YP; 83%: covers children. Young offenders: 36%: making good progress or arrangements complete. 16%: yet to start planning.

8 SEND Implementation Survey October 2014: Education, Health and Care Plans 8 Compliance: 93%: extremely or very confident that EHCP pathway is compliant with CoP. 20 weeks: 69%: extremely or very confident of meeting the 20 weeks New assessment requests: 31%: same number in first 6 weeks compared to a year ago; 23% - more; 44% - fewer priority transfers: 51%: extremely or very confident those expected to transfer to EHC plans will do so within the required timescale. Y11 transfer reviews: 74%: extremely or very confident transfer review will be completed by 31 May Parents/ YP know of review date: 46%: extremely or very confident parents and YP are aware of their likely review date.

9 SEND Implementation Survey October 2014: Local Offer services  Services most likely to be covered: - Provision in mainstream and special schools covered by almost all LAs.  Services least likely to be covered: - 44% included support available to young people in HE (Disability Students Allowance) - 39% covered the LA’s accessibility strategy. 9

10 SEND Implementation Survey October 2014: Personal budget services  Children’s social care was covered by 94% of LAs.  60% of LAs covered Adult Health  68% covered Education. 10

11 Areas for focus 11 Local offer – improving information & accessibility; continuing engagement EHCPs – QA Engagement of young people SEND young offenders regulations

12

13 André Imich, SEN and Disability Professional Adviser, DfE

14 A Quality EHCP  Meets the requirements of the Act, regs and the Code.  Describes positively what children and YP can do  Clear, concise, understandable and accessible

15 Quality of advice and information Quality of advice and information  Quality of EHCP reliant on quality of advice and information, inc that from parents, children and young people.  All need to ensure that advice is given on outcomes.  LAs should: - provide guidance to advice givers - monitor the quality of advice - provide regular feedback to those giving advice DISCUSSION POINT – What work is going on in your LA to provide guidance for advice-givers?

16 EHCP - Ground rules  EHC plans must include sections A-K.  Sections must be separately labelled from each other using the letters.  Sections do not have to be in letter order.  May use an action plan in tabular format to include different sections and show how provision will be integrated, as long as sections are separately labelled. (CoP – para 9:60)

17 EHCP Sections A: Views, interests and aspirations 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: Placement J Personal budget K: Advice and information received

18 Section A - Views, interests and aspirations  Aspirations and goals for the future  Details about play, health, schooling, independence, friendships, FE, employment (where practical).  A summary of how to communicate with children and YP  Child/ YP’s history.  If written in first person, clear whether children and YP are being quoted directly, or if the views of the parents or professionals are being represented.

19 Section B – Special educational needs  Describe in detail all the child’s SEN identified during the assessment.  Should also include a description of the child’s current functioning – what the child can and cannot do.  SEN may include those requiring health and social care provision where such provision is for the child or young person’s education or training  ACID TEST - Could a person new to the child easily find out what are the priority areas of focus for the child’s educational development?

20 Examples of SEN: Examples of SEN: 1. Significant difficulties with concentration, motivation and application, which affect his ability to learn in all subjects. 1. Significant difficulties with concentration, motivation and application, which affect his ability to learn in all subjects. Dominic needs to improve his concentration. 2. Difficulties in coping with the structure of the school day. 2. Difficulties in coping with the structure of the school day. Emma needs to manage the school day structure. 3. Delay in the development of his spoken skills. 3. Delay in the development of his spoken skills. Peter needs to learn to hold clear conversations with others. 4. Delays in the development of social skills. 4. Delays in the development of social skills. Gemma needs to be able to make and maintain relationships with others. 5. Unpredictable behaviour and difficulty in managing her anger and frustration. 5. Unpredictable behaviour and difficulty in managing her anger and frustration. Fatima needs to learn to respond calmly when faced with unexpected events. 6. Poor self-help skills. 6. Poor self-help skills. Gill needs to be able to feed and dress herself.

21 Section C – Health needs Section C – Health needs  EHCP must specify any health needs identified through the EHC needs assessment which relate to the child or young person’s SEN.  Some health care needs, such as routine dental health needs, are unlikely to be related.  CCG may also choose to specify other health care needs which are not related to the child or young person’s SEN (e.g. a long term condition which might need management in a special educational setting)  ACID TEST - Could a person new to the child easily find out what are the priority areas of focus for the child’s health intervention?

22 Section D – Social Care Needs Section D – Social Care Needs  EHCP must specify any social care needs identified through the EHC needs assessment which relate to the child or young person’s SEN or which require provision for a child or young person under 18 under S2 of the Chronically Sick and Disabled Persons Act  LA may also choose to specify other social care needs which are not linked to the child or young person’s SEN.  Could include reference to any child in need or child protection plan – such inclusion must only be with the consent of the child and their parents.  ACID TEST - Could a person new to the child easily find out what are the priority areas of focus for the child’s social care intervention?

23 Discussion point 2 Discussion point 2 Writing special needs – what specific challenges are there and how might they be overcome?

24 Section E - Outcomes Section E - Outcomes  A range of outcomes over varying timescales, covering education, health and care as appropriate  Distinction between outcomes and provision - provision should help the children and YP achieve an outcome.  Steps towards meeting the outcomes.  Arrangements for monitoring progress  Forward plans for key changes, such as changing schools, moving from children’s to adult care and/or from paediatric services to adult health, or moving on from further education to adulthood.  For children and YP preparing for transition to adulthood, the outcomes that will prepare them well for adulthood.

25 Outcomes in EHCP:  Benefit or difference made to an individual as a result of an intervention  Personalised - not expressed from a service perspective.  Not a description of the service being provided.  Something over which those involved have control and influence.  Specific, measurable, achievable, realistic and time bound (SMART).  Usually set out what needs to be achieved by end of a phase or stage of education.

26 Three key elements  What the C&YP needs to be able to do after a given period of time  Personalised  SMART - specific, measurable, achievable, realistic and time related.

27 Section F – Special educational provision  Must specify the special educational provision necessary to meet the SEN of the child.  Detail appropriate provision to meet each identified SEN and quantify provision as necessary.  Provision should be described in such a way as to leave no room for doubt about: - what is to be provided, and by whom - how it will be delivered.  Where health or social care provision educates or trains children and YP, it must appear in this section.  Should specify: facilities and equipment, staffing arrangements and curriculum; modifications or exclusions to National Curriculum; residential accommodation

28 Discussion Point Consider these grids – what issues do they raise?

29 B. SENE. OutcomeF. Special Educational Provision John is significantly delayed in his literacy skills – at age 6, he was at P8 in reading. He needs to improve his reading so that he can manage everyday literacy demands. By the end of Year 6, John will achieve at Level 2 in English. John will receive a personalised reading and spelling programme at least three times a week, for at least 20 minutes per session. The programme will be delivered by a teacher or a specialist TA with good knowledge of how literacy is acquired. John’s progress will be monitored closely by his class teacher. John will continue to receive Quality First teaching and his class teacher should make adjustments to support John’s literacy skills. At least once a month John’s teacher will meet his parents and share strategies that they can use at home to help him.

30 B. SENE. OutcomeF. Special Educational Provision Malie has significant difficulties in language, both in understanding what others say and in using speech herself. She needs to develop the use and understanding of spoken language. By end of Y6, Malie will be holding conversations with other children and adults, describing in simple detail things about her everyday life. 1.A language programme delivered for a minimum of 15 minutes each day individually or with one other child. 2.The programme will be devised by a speech and language therapist (SaLT). 3.At least one weekly session will be taught by Malie’s teacher. The remaining sessions will be delivered by a TA who has received training from the SaLT. 4.The SaLT will monitor Malie’s progress and review the programme once each term, which may include: joint target setting with school staff evaluation of programme with school staff and Malie’s parents demonstration of activities/strategies observation in class.

31 B. SENE. OutcomeF. Special Educational Provision Anna does not yet have numeracy skills, and needs to develop these By the end of secondary education, Anna will master functional numeracy skills that will help her to be more independent in her daily life. An individualised programme of numeracy for a minimum of 15 minutes each day, planned and monitored by a qualified teacher At least half-termly sessions where she uses her numeracy skills in real life situations e.g. role playing shopping or following a new time schedule. Teaching staff supporting Anna’s numeracy development will be trained in planning and differentiating learning tasks and opportunities according to her developmental stage and needs Annual assessment to identify the provision of appropriate ICT technologies to support the development of her numeracy skills.

32 B. SENE. OutcomeF. Special Educational Provision Hugo communicates verbally usually on a two-word level. He can sometimes use the same word for different meanings, and is reliant on familiar others to understand what is said to him. Hugo's behaviour and how he interacts with other people and his environment are consistent with his diagnosis of Autism Hugo will be able to communicate and interact with familiar people and access services and other new opportunities. Hugo's social and emotional health will grow so that he can cope with change, overcome anxieties and engage in a range of activities that he enjoys and/or he needs to engage in, and which contribute towards the quality of his life. Provision of a 16 hour per week inclusive group learning curriculum to develop social confidence and life skills, practised in college and in the community through a range of classroom, experiential and practical learning opportunities. A programme with a high level of staff support to keep Hugo safe: 1:2 in the classroom and 1:1 in the community. Teaching and support staff will be appropriately qualified and experienced in meeting the needs of students with ASD. Daily provision of a programme where Hugo can continue to learn and experience using a range of communication strategies and techniques. Staff will use a range of appropriate communication strategies with Hugo, including visual timetables. An identified member of staff with SEN expertise will oversee the programme.

33 Section G - Health provision reasonably required  Must be detailed and specific and should normally be quantified, e.g. in terms of the type of support and who will provide it.  Must be clear how the provision will support outcomes.  Health care provision reasonably required may include: specialist support and therapies, such as: o medical treatments and delivery of medications; o occupational therapy and physiotherapy, o a range of nursing support, specialist equipment, wheelchairs and continence supplies. o highly specialist services needed by only a small number of children which are commissioned centrally.

34 Section H1 – Social Care provision under S2 of 1970 CSDPA  Must be detailed and specific and should normally be quantified, in terms of the type of support and who will provide it  Must specify all services assessed as being needed under section 2 of the CSDPA. These services include: o practical assistance in the home o provision or assistance in obtaining recreational and educational facilities at home and outside the home o assistance in traveling to facilities o adaptations to the home o facilitating the taking of holidays o provision of meals at home or elsewhere o provision or assistance in obtaining a telephone and any special equipment necessary o non-residential short breaks

35 Section H2 - Any other social care provision reasonably required  May include provision identified through early help and CiN assessments and safeguarding assessments.  Must only include services which are not provided under Section 2 of the CSDPA.  Includes residential short breaks and services provided arising from their SEN but unrelated to a disability.  Should include any provision secured through a social care direct payment.  Include any adult social care provision to meet eligible needs for YP over 18 under the Care Act 2014.

36 Section I – Placement Section I – Placement  Name and type of the school, maintained nursery school, post-16 institution or other institution to be attended by the child or young person and the type of that institution  Where the name of a school or other institution is not specified in the EHC plan, the type of school or other institution to be attended by the child or young person.  These details must be included only in the final EHC plan, not the draft EHC plan sent to parents.

37 Section J – Personal Budgets Section J – Personal Budgets  Detailed information on any Personal Budget that will be used to secure provision in the EHC plan.  Should set out the arrangements in relation to direct payments as required by education, health and social care regulations.  The SEN and outcomes that are to be met by any direct payment must be specified.

38 Section K - Advice and information Section K - Advice and information  The advice and information gathered during the EHC needs assessment  There should be a list of this advice and information.

39 Two EHCP Exemplars

40 Discussion point – 30 mins  In groups of about 4-6, look at one of the two Exemplar EHCPs  Consider it against the Compliance Checklist  PLENARY – Issues raised re producing EHCPs that are both compliant AND quality

41 Sample Exercise – General Development Areas  Greater specificity in provision sections  Outcomes clearer, SMARTer and not provision  Needs to include more detail, esp health and social care.  Thread/ read-across - needs, outcomes and provision  Long term aspirations to be articulated  Section A can be too long and repetitive  Personal budgets used to set out funding rather than details of a personal budget or direct payment,  Include outcomes to be met by any direct payment

42 ………… Questions ………… Comments ………… Points of clarity ………… Discussion

43 Lunch

44 André Imich, SEN and Disability Professional Adviser, DfE

45 https://www.gov.uk/governme nt/uploads/system/uploads/at tachment_data/file/348591/Tr ansition_to_the_new_0_to_25_ special_educational_needs_and _disability_system_statutory_g uidance_for_local_authorities.p df

46 The Transition /Transfer process It’s an EHC needs assessment For statements, max 14 weeks Where agreed, can use existing advice The LA is responsible Schools play a key role ISs can help families and YP Young person can ask for an assessment Statements by April 18, LDAs by Sept 16 For LDAs, max 20 weeks

47 Requirements between Sept 2014 and Sept 2015:  YP who receive support as a result of a LDA who request an EHC needs assessment;  YP people moving into FE or training from school in Sept 2015 (by 31 May 2015; by 31 March subsequently) Other, non-statutory, priorities:  Those facing key transition points – such as entry to primary school, primary to secondary school, and secondary school to FE- and at year 9  Those issued with EHCPs prior to Sept 2014 who do not have statements

48 The Transition /Transfer process It’s an EHC needs assessment For statements, max 14 weeks Where agreed, can use existing advice The LA is responsible Schools play a key role ISs can help families and YP Young person can ask for an assessment Statements by April 18, LDAs by Sept 16 For LDAs, max 20 weeks No child to lose out

49 Published transition plan should include:  which groups were consulted  no.s of statements and LDAs planned for each year  the order of their transfer  how and when parents, YP, and their educational institution, will be made aware of the arrangements  details of the transfer review process  sources of independent SEN information and advice;  who parents and young people can contact with queries

50

51 Wrap up and next steps

52 Close


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