1. Person Centred Planning Kathy Stimson Hatton School Michelle Thornton Little Heath School

2. What is it? Person centred planning - a collection of tools and approaches based on a set of shared values used to plan with a person - not for them Tools can be used to help the person think about what is important in their lives now and also to think about what would make a good future

3. How has it developed? Person Centred Planning- 1980s - North American Inclusion movement Developed for disabled people but now a tool for everyone Built on the values of inclusion and what support a person needs to be included and involved in their community.

4. "Person centred planning is a way of organising around one person to define and create a better future" (Pete Richie, 2002) Not one defined process but a range - all sharing the same values Very much in line with changes in SEND with new Code of Practice

5. The Children and Families Act 2014 Paving the way for changes in: Adoption Family justice Child welfare The role of the Children’s Commissioner for England Children and young people with special educational needs (SEN) and disabilities Childcare

6. New Code of Practice Special Educational Needs and Disability Code of Practice 0 - 25 years

7. Changing SEN Landscape

8. What does the new Code of Practice do? Introduces a single assessment process and an Education, Health and Care (EHC) Plan to support children, young people and their families from birth to 25 years The EHC plan will replace statements of special educational needs Requires health services and local authorities to jointly commission and plan services for children, young people and families

9. Family Centred System To focus on the outcomes that children and young people and their families want to achieve, so that all decisions are informed by these aspirations Supporting the participation of children and their parent/carer and young people, with person-centred planning to be used to place children and young people at the heart of the system

10. Focus on Outcomes Educational outcomes for SEND have previously been poor Aims to move from process to an outcomes focus Supports preparation for adulthood Emphasises strengths rather than deficits Builds on children and young people’s views, interests and aspirations Encourages high aspirations for children and young people

11. The Golden Thread AspirationNeedsOutcomesProvision

12. Using Person-centred approaches will have an impact on how we …. Conduct meetings Gather views from pupils and parents Present information

13. Why person-centred meetings? Welcoming Involve everybody Break down barriers Gives a voice to the child and family Produce ‘real outcomes’ Legislation

14. Conducting meetings A variety of formats currently in use with slightly different questions All underpinned by the same ethos and values “A person-centred review uses person-centred thinking tools to explore what is happening from the person and other peoples’ perspective, and to agree change” Helen Sanderson

15. Path and Map PATH and MAP are creative planning tools that utilise graphic facilitation to collect information and develop positive future plans MAPS (Making Action Plans) PATHS (Planning Alternative Tomorrows with Hope) These are very visual graphic plans that look at a person's history and their aspirations for the future

16. PATH Planning Alternative Tomorrows with Hope PATH 'goes directly to the future and looks at a person's 'North Star' (dream for the future) It is a creative planning tool which starts in the future and works backwards to an outcome of first (beginning) steps that are possible and positive.

17. Steps in PATH PATH addresses both long and short term planning Through the 8-step process, the dream is defined, then a positive and possible goal is set Once the dream and goals are agreed upon, action plans are developed and people are asked to volunteer their support First steps are decided on, as well as steps to be accomplished by specific dates in the near future

18. MAP MAP - a planning process that begins with a story - the history Empty container questions that ask about milestones, dreams, fears, strengths and needs The end result is to plan simple agreed actions to move forward MAP is a good way to 'get to know' someone, in schools, in communities, in life

19. MAP (Making Action Plans) 6 areas/containers for discussion 1.What is the story/history? 2.What are the dreams? 3.What is the nightmare? 4.Who is this person? What are their strengths and talents? 5.What do we need to do /who do we need to involve to get as close to the dream as we can? 6.What actions will we agree?

20. Helen Sanderson headings Who contributed to the review What we like and admire about (the person) What’s important to (the person) now What’s important to (the person) for the future What support and help the person needs to stay healthy and safe Questions to answer/questions we are struggling with What is working and not working from different perspectives Action plan

21. Waltham Forest Who’s here at my review What people like and admire about me What’s important to me and for me What’s working and not working Outcomes action plan

22. Gathering Views Make use of person-centred thinking in gathering views Holistic An on-going process Easy to understand Visually interesting Meaningful questions Creative problem solving Effective planning

23. Preparing children Preparing children for contributing to their review enables them to feel confident – they could use video, photos, PowerPoint presentations; attend with a friend; be supported by a family member or professional they work well with

24. Engaging children We need to work this way across the school year, not only in the weeks leading to a meeting

25. Helen Sanderson – Important to/for

26. Helen Sanderson – What’s working/not working

27. Helen Sanderson – Good Day Bad Day

28. Questions for Creating The Student’s Map Who is ………………? What do I like? What don’t I like? What has changed since last year? What’s going well? What’s not so good? How do I like to be helped? What is the Dream? (hopes/aspirations) What is the Nightmare? (the worst that could happen) What do I need now?

29. Pupil Views Questions from Part A What are my aspirations and goals? How do I communicate? What do I enjoy doing? What am I good at? How do I like to be helped? What other things do I want people to know about me? ‘The EHC plan is all about what I need to help me to achieve my goals and ambitions’ One-page profile

30. Parent/carer views Questions from Part A Things we would like people to know about our child Things we would like people to know about us Our history Our aspiration and goals for our child How to support us as a family Any other information we want you to know Questions for Person-Centred Review What’s your story/history? What’s your dream for your child? What wouldn’t you like to happen? Who is your child? What are they good at? What are their needs?

31. Paula Kluth - Strengths & Strategies

32. One-page profile One way to start to a person centred approach is to make a ‘One page profile’. This can help show what is important for the child/ young person and helps think about what they need. What could be included on the ‘one page profile?’ A photo of the child/young person Information about what they like Information about their strengths Information about how they learn best Information about their hopes and aspirations Information about what they would like to achieve Information about what they find difficult Information about how they like to be helped

33. Robert Jones – 11G One Page Profile What people like about me and what I like about myself I am very friendly when I get to know you I am good at making things – I love LEGO I am artistic – I can draw anything!! I am caring towards my little brother I always try my best What’s important to me My art box – I like to use it every day Playing with my friends – Jake, Miles and Stephen Going swimming every Saturday Playing with my Lego several times a week Knowing what is going to happen every day and planning ahead for things like trips and holidays – I can get upset if my routines change What you can do to help me I need lots of praise and encouragement I am very sensitive – a small negative comment will seem like a huge telling off to me I am quiet and shy. It takes a while for me to get used to new people. I need to know what is going to happen. I find transitions and changes in staff very difficult. I need to be told if there is a cover teacher before I arrive to class. I might need to leave the classroom quickly if I feel overwhelmed In the future…… I want to do A Levels in Art and Engineering I would like to train to be an architect I want to see the skyscrapers in New York

34. Shane’s Wiki https://vimeo.com/80887952

35. Hatton School Implementing person centred planning was a natural extension of our whole approach We have been developing our practice in it over the past 3 years Initially used with Entry reviews but now extending to Year 6 and next year to all We have also developed the use of structured conversations

36. Outreach Service The Outreach Service has also provided training and worked alongside many mainstream school to help them develop their practice.

37. MAP (Making Action Plans) We have used MAP questions to develop a variety of formats to suit different ages and groups 6 areas/containers for discussion 1.What is the story/history? 2.What are the dreams? 3.What is the nightmare? 4.Who is this person? What are their strengths and talents? 5.What do we need to do /who do we need to involve to get as close to the dream as we can? 6.What actions will we agree?

38. Example Agenda for Entry Review

39. Entry reviews can now be typed

40. What people like and admire about me? W Agenda for Year 6 review The journey so far? Hopes and dreams ? ? What actions do we need to agree? What do we need to do? Who do we involve to move forwards towards the dream? Is the statement ok? Who is? Strengths and interests What we don’t want to happen to Ali? W What don’t we want to see? What help is needed?

41. What are the benefits of working together? 41

42. Feedback from parents and staff Staff said they had never been in a meeting where parents had so much opportunity to contribute Staff felt that they had learnt a lot about the child Both staff and parents felt it was a very clear agenda and they had a good understanding of outcomes

43. Feedback from parents and staff Not just dominated by professionals- better rapport with parents A real discussion – not just following agenda Non Threatening atmosphere which was conducive to open discussion Everyone had an opportunity to contribute

44. Processes and issues to consider Clear information to children and parents before the meeting Preparation of child views before meeting at appropriate level Having person centred tools embedded across the year not just for a meeting Staff training on ethos and ways to best facilitate meetings Allowing enough time for meeting Information for all professionals attending about purpose and structure of meeting Having everything prepared

45. 45 Effective involvement of families means … Achievement Respect Positive relationships Happiness Engagement Aspirations