1. Developing Quality Education, Health and Care Plans Workshop Monday 13 July 2015 A better together approach Sarah Vize East of England Peer Lead East of England SEND Regional Peer Network

2. Chris Beek DfE SEN & Disability Professional Adviser Helen Norris, SEND Regional Lead for London/Head of Specialist Support & Disability Service, Bromley Kay Moore, South East Regional Rep NNPCF/Parent Participation Officer, Bromley Ellen Atkinson, Preparing for Adulthood East of England Regional Lead Sarah Vize, SEND East of England Regional Lead (Hertfordshire) Tanya Dance, Information Officer, SENDIASS, Hertfordshire Introductions

3. Aims for the workshop this afternoon: Learn from others – better together – from practice and recent experience Develop and share understanding about the requirements for a high quality EHC plan and the processes needed to support this How can we develop high quality plans within the required timescales, be person centred and consistent? Delivery across the Eastern Region

4. Writing Quality Education Health and Care Plans East Regional SEND Network 13 th July 2015 Chris Beek, SEN and Disability Professional Adviser, DfE Education Health & Care Plan

5. 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 Is co-produced – places children, young people and their families at the heart of the plan

6. 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)

7. 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 is being quoted directly, or if the views of the parents or professionals are being represented.

8. 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?

9. 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?

10. 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 1970.  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?

11. Section E - Outcomes  Range of outcomes over varying timescales,  Cover education, health and care  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  Y9 onwards, outcomes should reflect the need to ensure young people are preparing for adulthood.

12. Outcomes - 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.

13. 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 a 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

14. 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.

15. Section H1 – Social Care provision under S2 of 1970 Chronically Sick Disabled Persons Act  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 

16. 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.

17. 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.

18. 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.

19. “The Golden Thread” – Example I Aspirations A Needs B Outcomes E Provision F Jenny (age 14) wants to get a job in travel She needs to improve her spoken language skills Jenny can give directions to another pupil so they can walk to another classroom in the school at least 100m away, successfully on 2 out of 3 occasions by the end of KS4. 30 minutes small group (up to 5 students) language development programme, 3 times a week, designed and monitored termly by SALT with reinforcement activities in class. Jenny will be provided with a 2 week work experience in a local travel agency during summer term 2017, organised by head of KS4 in her school.

20. “The Golden Thread” – Example II Aspirations A Needs B Outcomes E Provision F (At age 8) - Bob wants to be better at reading and be able to “read stuff”. Bob needs to improve his phonic skills Bob will be able to read a list of thirty 3-5 letter words with 2 and 3 consonant combinations, fluently, by the age of 11. A phonics programme, delivered in a small group, 4 times a week, for 30 mins each time. Teacher to co-ordinate, with individual support from a teacher assistant to monitor progress at least every 5 minutes and provide prompts as needed.

21. Practical Session Review of Anonymised Plans – 45 mins  In pairs or small groups, review at least 2 anonymised EHCPs  Use the checklist provided to: –Determine whether or not the plan is compliant with the Code –Identify aspects that are helpful and contribute to a quality EHC plan –Discuss areas for improvement – what is the learning from the plan?  PLENARY – Issues raised re producing EHCPs that are both compliant AND quality

22. Transfer Reviews:  Progress - some high performing LAs are managing this challenge and to complete within timelines  How do LAs maintain quality and ensure that children and young people, and their families, are engaged and at the centre of the process? East of England SEND Regional Peer Network

23. Next steps and preparation for the second workshop East of England SEND Regional Peer Network

24. The wiki can be accessed via the following link: https://klikin.eu/page/view/cat/17985  Resources  Live calendar  Learn and link with others How does the Wiki work?

25. Wiki

26. Thank you! Contact details for Sarah Vize: Email: peernetwork@hertfordshire.gov.ukpeernetwork@hertfordshire.gov.uk Tel: 01992 588782 Items to be added to the Wiki can be sent to: peernetwork@hertfordshire.gov.uk

29. SectionIncluded? YES/ NO Separately labelled? YES/ NO Quality check – for completed EHC plans A: The views, interests and aspirations of the child and their parents or young person. Are the views of the parent, child or young person clear? Are longer term aspirations included – particularly employment, independent living and community participation? (For young children under 5, their views/aspirations may not be separately expressed from their parent.) B: The child or young person’s special educational needs. Are the needs clearly specified? Every EHC plan must contain special educational needs. (Note – some plans also list ‘strengths’ in section B.) C: The child or young person’s health needs which are related to their special educational needs Are the needs clearly specified? Not every EHC plan will contain health needs – this should be stated if so. D: The child or young person’s social care needs which are related to their special educational needs Are the needs clearly specified? Not every EHC plan will contain social care needs – this should be stated if so East Regional Network Discussion Education Health and Care Plans – Review Checklist

30. E: The outcomes sought for the child or YP, including outcomes for adult life. EHCP should also identify the arrangements for setting shorter term targets by the early years provider, school, college or other education or training provider. Are the outcomes SMART? (Specific, Measurable, Achievable, Realistic, Timebound.) Do the outcomes show how achieving them will help progress the child or young person towards their aspirations? Example – By the age of five, at the end of the Reception Year in school, Billy will be able to communicate what he wants, his basic needs and choices. This will allow his family to understand him and make it possible for Billy to develop friendships and participate in social activities. F: The special educational provision required by the child or the young person. Every EHC plan must contain special educational provision. There must be provision for each and every special educational need identified in part B (for this exercise it is sufficient to cross check with a sample of the needs). Is the provision specific – does it provide quantification including frequencies, amounts and who by? Is it clear how the provision will meet the need and deliver the outcomes

31. G: Any health provision reasonably required by the LDD which result in the child or young person having SEN, and where an Individual Health Care Plan is made for them, that plan. Not every EHC plan will contain health provision – this should be stated if so. See accompanying slides for list of services to be included in this section. Is the provision specific and quantified? Is it clear how the provision will meet the need and help deliver the outcomes? H1: Any social care provision which must be made for a child or YP under 18 resulting from s2 of Chronically Sick and Disabled Persons Act 1970 Sections H1 and H2 MUST be separately identified in the template. Section H1 only applies to children and young people aged under 18. Not every EHC plan will contain social care provision in section H1 – this should be stated if so. See accompanying slides for list of services to be included in this section. Is the provision specific and quantified? Is it clear how the provision will meet the need and help deliver the outcomes?

32. H2: Any other social care provision reasonably required by the LDD which result in the child or young person having SEN - includes any adult social care provision being provided to meet a young person’s eligible needs (through a statutory care and support plan) under the Care Act 2014. Not every EHC plan will contain other social care provision – this should be stated if so. Section H2 can apply to children and young people aged 0-25, and will include any adult social care provision for a young person over 18. Is the provision specific and quantified? Is it clear how the provision will meet the need and help deliver the outcomes? I: The name and type of the school, maintained nursery school, post-16 institution or other institution, or the type of school or other institution to be attended by the child or young person where no such institution is named. Check both the name and type of school are included. (Exception is for a draft plan where name of provider has not yet been finalised – in this case section I must be left blank.) J: Where a personal budget, details of how this will support particular outcomes, the provision it will be used for including any flexibility in its usage and the details of any agreement for a direct payment for education, health and social care in respective regs Detailed arrangements for personal budgets should be included, but only where a family has requested one. The special educational needs and outcomes that are to be met by any direct payment MUST be specified. If the family doesn’t want a personal budget, this should be made clear. K: The advice and information gathered during the EHC needs assessment (in appendices). There should be a list of this advice and information List of advice.