Education, Health & Care Plans and Outcomes AWG 11th September 2015

Agenda 10:30 – 10:35 Welcome and Introductions 10:35 – 10:50 DfE Update 10:50 – 11:20 Presentation: What does a good quality EHC plan look like? 11.20 – 12:10 Breakout session: Review an EHC plan 12:10 – 12:30 Presentation: How do you achieve good quality EHC plans 12:30 – 13:15 Networking Lunch 13:15 – 13:50 Roundtable: What do LAs have in place to help them achieve good quality EHC plans 13:50 – 14:10 Presentation: Writing good outcomes 14:10 – 14:50 Breakout session: Writing a good outcome 14:50 – 15:20 Roundtable discussion: Monitoring and reviewing outcomes 15.20 – 15:30 Wrap up and Next Steps 15.30 Close

Welcome and Introductions

DfE Update

EHC Plans – An update AWG Friday 11 Sept 2015 André Imich, SEND Professional Adviser, DfE 5

EHCPs……………………………………….

EHC Plans – Reflections from the first year Quality and timeliness Person-centred and statutory compliance Supporting the workforce - developing and monitoring

Quality Education Health and Care Plans September 2015 Points of Clarification 1. Nomenclature: Child = under statutory leaving age (16 years) Young person = person over compulsory school age (16-25) 2. Key message – the same principles and the same vision applies to all ages 0-25 years 3. Post 16 Institutions often use the term ‘learning difficulties’. The term SEN is used in the Code across the 0-25 age range but has the same meaning. 8

A Quality EHCP Meets the requirements of the Act, regs and the Code. Parent, child/ YP at the heart Describes positively what CYP can do Clear, concise, understandable and accessible

EHCP EHC plans must include sections A-K. The sections must be separately labelled from each other using the letters. The sections do not have to be in the order of the letters. LAs may use an action plan in tabular format to include different sections and demonstrate how provision will be integrated, as long as the sections are separately labelled. (CoP – para 9:60)

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: Name and type of setting J: Personal budget K: Advice and information gathered

Aspiration (A) Where to get to in the long term   Outcomes (E) How will things look different? (hey Dad I can….) SMART As a result of the provision what will be different? (So what?) Provision (F-H2) Activity or intervention Must be by statutory agencies to be in A-K Non-statutory agencies (e.g family) must be separate

Breakout session: Review an EHC plan

Presentation: How do you achieve good quality EHC plans Richmond and Kingston

How do you achieve good quality EHC Plans How do you achieve good quality EHC Plans? Anna Chiva Head of Service Special Educational Needs anna.chiva@achievingforchildren.org.uk

What does ‘good quality EHC’ mean? It has to do the following: Clearly represent the Child/ Young Persons views and aspirations in a meaningful way The areas of needs, Educational, Health and Social Care, have to be clearly identified and articulated. Articulate aspirational, yet realistic outcomes for the child and young person. And always SMART. The identified provision must meet the needs identified There needs to be a clear and unambiguous thread linking the identified needs to the outcomes and the provision to meet those. A usable document for professionals, young people and parents. Legally compliant

The 3 Step Process to a plan Agree outcomes, commission reports (professionals), school draft basis of EHCP/ feedback. Will be Portal. School to send submission to LA for approval with all advice available. Step 1 Seek advice, where necessary LA propose level of support LA draft plan Meeting held with all relevant parties to discuss and agree draft EHCP. Step 2 Consultation Schools Finalise EHCP Step 3

Training Delivered joint training to key partners on writing SMART targets, hosting and chairing meetings and completing the EHCP forms. Comprehensive training materials – with model outcomes for special and mainstream schools. Released finding for schools (special) to draft the EHC plans. Centre of excellence for other schools and professionals in localities. Regular review, update and discussion at SENCO forums SEND project manager Comprehensive training to EHCP Co-Ordinators (SEN Team), regular review and dip monitoring. All training materials have and are shared with parents group.

key stakeholder engagement Critically we have excellent working relationships with our parent carer forums and children and young people champions. We have: Collaboratively developed all forms – ongoing process.. Devised and consulted on all aspects of the processes, roles and functions within that. Held workshops with parents and other key stakeholders about the various changes to legislation and demystifying! Joint roadshows Regular updates via blogs to parent/ carers Strategic decision making board comprises of all key stakeholders Health contracts have been extended to ensure Health advice, SLT/ OT, are statutory as part of the transition. Clear buy in from the services, which support Performance Indicators. Schools integral to all planning and review of process

EHCP PLAN AND SUPPORTING ADVICE All forms from the application for an EHCP to advice from any professional have been adapted so they mirror the EHCP. This means advice can easily be identified and added to the relevant sections All advice now have SMART targets written in, usually agreed, at the 1st MAM. Further work is required with social care to upskill that workforce. The lead professional is responsible for ensuring the targets are SMART at the meeting.

Challenges…. Quality Assurance and PI’s Upskilling work force Person centred plans SMART outcomes Embracing change and building resilience within the SEN team. Confidence to review and change.. ‘open conversation’ is good! Reviewing and monitoring EHCP outcomes so they are meaningful. TME (Target Monitoring evaluation).

Questions

NETWORKING LUNCH

Roundtable discussion: What do LAs have in place to help them achieve good quality EHC plans Share each LA approach Discuss advice givers What is the quality of the advice you are receiving like How could it be improved

Presentation: Writing good outcomes

Key things to consider when developing outcomes There should be a golden thread directly through the aspirations, needs, outcomes and provision. This can be achieved by thinking about outcomes as steps on the journey towards the aspirations. Think about the GOLDEN THREAD:

Outcomes must be PERSON-CENTRED: They should be specific to the child or young person and expressed from a personal perspective, not a service one.  

Outcomes should be HOLISTIC: This will mean that often a multi-agency approach will be required to support the child or young person to achieve their outcomes. The provision section should clearly set out what each agency is doing to achieve the outcome. Outcomes should be HOLISTIC:

OUTCOMES are NOT PROVISION: Don’t mix outcomes and provision. Provision is what must be provided to meet a child or young person’s needs and enable the outcomes to be achieved. OUTCOMES are NOT PROVISION:

Specific, Measurable, Agreed, Realistic, Timed If they’re SMART, the purpose of the outcome will be clear, and everyone will know when the outcome should be achieved and when it has actually been achieved. Make outcomes SMART Specific, Measurable, Agreed, Realistic, Timed

Make use of existing RESOURCES: Resources and materials should be shared to support the development of outcomes. Start with the SEND Code of Practice (chapter 9). Make use of other resources developed nationally and locally (section 4 of this document highlights some examples).   Make use of existing RESOURCES:

Outcomes should support ASPIRATIONS and set HIGH EXPECTATIONS. In order to develop aspirations for life children, young people and their families need opportunities to find out what is possible and what type of support would help them achieve their aspirations. This includes learning from young people and families about what has worked for them. They should build on what is working well and address what is not working well.   Outcomes should support ASPIRATIONS and set HIGH EXPECTATIONS.

Supported by CULTURAL CHANGE: Changes in ways of working, relationships and different conversations are needed. Provide advice, training and coaching that support the development of outcomes. Develop guidance notes and tools that help staff develop clear, person-centred approaches which lead to positive outcomes. Support the child or young person and their family to be central to the development of the outcome. The outcome must be shared (by the child or young person, their family and professionals), to do this they need to be developed using a person-centred approach.   Supported by CULTURAL CHANGE:

Breakout session: Writing a good outcome

Roundtable discussion: Monitoring and reviewing outcomes

Next Steps