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Completing the
‘All about Me’
Section of EHC Plans
An Easyread guide for young people
Northamptonshire County Council
In 2014 Education, Health and Care
plans were introduced by the
Government.
They replace Statements of SEN
More information about EHC plans can
be found on the Local Offer
www.northamptonshire.gov.uk/localoffer
Introduction
Northamptonshire’s Information ,
Advice and Support Service can help
you through the EHC assessment and
transfer process.
The changes were part of the
Government’s SEN reforms
(special educational need and disabilities)
All About Me section of EHC plans
The ‘all about me’ section, has smaller sections to record your
views.
How you and your family took part
in the plan’s development.
A section describing your story.
A section describing your views,
interests and aspirations.
This includes;
What is important to me?
What am I good at?
What do I find difficult?
What makes me happy?
What would I like to acheive in the
future?
All About Me section of EHC plans
continued
All about me
All About Me section of EHC plans
continued
The sections also cover:
Your views.
What’s important to you?,
E.g. Friends, favourite toy
What’s important for you?
E.g. Medication, routine, stability
What do others like and admire
about you?, what makes you
happy or sad?
All About Me section of EHC plans
continued
What are your routines, who are the
important people in your life?
How to communicate with you to
make decisions.
Information about your support
network
Completing Part A of the EHC plan
From you
From your family
Meetings between you and school
staff/other professionals
Meetings between your parents
and school staff/other professionals
The information to complete Part A comes from different places:
Completing Part A of the EHC plan
continued
Completion of a one page profile,
this can be at home or at school
The EHC assessment focuses on
your needs, this is called person
centred planning.
It brings together people who
know you best to provide the best
outcomes in the future.
Including family and close friends.
Step by step guide to completing the information
in the ‘All about me’ section
Step 1 - starts with appreciating
the person.
List what people like and admire
about you
Be specific
Try and have 5 positive things
These steps help to get the information needed to complete the
‘all about me’ section.
If you were only to follow one step, please follow step 6, it’s the
most important one to complete Part A of the EHC plan.
Step 2— who is important in
their life
Create a relationship circle of
people who are important to
you
This helps to work out who is
important and why. It could be
friends, family, teachers or group
leaders.
Step by step guide to completing the information
in the ‘All about me’ section
Step 3 - how do you communicate with
others? & how do others communicate with
you?
It’s good to have a communication chart
<———— here’s an example
It helps others to work out what you need if
you cannot vocalise it.
Some behaviour is misunderstood, it can help
them identify if it’s good or bad and if you
need help.
Step 4—good day/bad day
Thinking about what you like or dislike
E.g. TV, toys, people, special food.
It should also include routines and rituals
You can draw up a chart to help other
people to know what to do if these things
happen.
When is this
happening
Matthew
does this
We think it
means
And we
should
Anytime he
wants
something
Clapping Matthew
wants
something,
could be a
drink or
food or the
TV channel
changed.
Ask him
what he
wants and
take his
hand to
show you.
Step by step guide to completing the information
in the ‘All about me’ section
Step 5 - your gifts, qualities and skills
A gift can be anything you do that engages
someone else in a positive way.
What do you think you do well, if you cant
say, get someone who knows you well to
help.
An example could be: “Matthew has an
amazing memory, he remembers where evey
biscuit tin is in all houses he visits”.
Step 6— what is important to them?
What is important for them?
‘important to’ is from the child’s point of view,
things that they enjoy and rely on
Be specific; if they like music, say One
Direction, otherwise if you play them ACDC
they might not enjoy it.
What’s important to George What’s important for George
Staying in touch with his friends (Jack, Joe
and Amy) and making new ones.
George needs to know when things are
going to happen like a trip or a visit.
His mobile phone. Offer him choices—what he eats, where he
goes.
To choose what he eats. He gets anxious so when he’s worried or
shaky let him have some time alone.
To do things in his own time and not be
rushed.
Talking helps him but he needs to do this
when he is ready—don’t ask him lots of
questions.
Here’s an example chart:
Step 6— what is important to you?
What is important for you? continued
“important for” is the help/support they need
to stay healthy, safe and well.
Try to keep things balanced; happy, healthy
and safe
It’s a good idea to get the chart completed
by different people involved in your life to
get a balanced picture.
Step by step guide to completing the information
in the ‘All about me’ section
To help work out what’s best for the young person you can use
the following template.
This chart tells us what’s working/not working for the young person
Step by step guide to completing the information
in the ‘All about me’ section
Step 7– What are your aspirations?
What would you like to achieve in the
future?
You might need help to work out what your
aspirations/dreams are and how to get
there.
Not all are acheivable but its important to be
helped to develop a realistic idea.
A useful tool is ‘my perfect week’ it helps to plan what works best and when.
Completing these steps means you should have enough information to
complete the ‘all about me’ section. If not, go back and check through
again, talk to other people and see what they think.
List everyone who has been involved in writing this section
Step by step guide to completing the information
in the ‘All about me’ section
Step 8 - One Page Profiles (optional)
This is a short introduction to a
person.
It’s a beginners guide to the child/
young person.
They are to the point and easy to
read.
Person Centred Planning
It allows you to give your views
even if you cannot communicate
vocally.
It gives a clear and simple way to
check back on how things are.
Keeping the good and removing
the bad.
Person centred planning helps us
develop EHC plans and plan for
your future.
Person Centred Planning
continued
The person is at the centre
Family members and
friends are partners in planning
The plan reflects what’s important
to them, their abilities, and their
support needs
The plan helps to reflect what is possible
for them to acheive in their community
rather than the services available
The plan enables ongoing
listening, learning and further action
There are five key principles to Person Centred Planning
Useful contacts
IASS—Northamptonshire’s Information, Advice and Support Services
This service provides impartial and independent support and advice about
the SEND processes in schools and the statutory process. They will be holding
events to support parents and young people’s understanding of the
information included in this booklet. They can be contacted on:
Telephone: 01604 636111
Email: contact@npps.info
Website: www.npps.info
Helen Sanderson Associates
Many of the tools used in this booklet can be found on this website with more
examples and explanation about the strengths of person centred practice.
Website: www.helensanderson.co.uk
Dimensions UK
Dimensions UK offer a person centred thinking e-learning course.
Website: http://www.dimensions-uk.org/about-us/person-centred/
Communication Matters
Further information to support person centred approaches
Website: www.communications.org.uk
Education, Health & Care Team
The team in the local authority who facilitate and manage the statutory
process.
Tel: 01604 367125
Email: EHCP@northamptonshire.gov.uk
Website: www.northamptonshire.gov.uk/sendehc
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