final ehc plan september 2014 - kelsi.org.uk€¦ · web viewequally important to inform future...

Education Health and Care Plan

Guidance for Annual Review of an EHC Plan

Guidance Notes for Settings/Schools/FE Colleges

EHC Annual Review Guidance April 2019 1

Documents you will requirefor Annual Review

1. PDF version of current EHC plan2. Section A 3. Current Provision Plan (fully evaluated)4. New Provision Plan (blank)5. HNF Summary (if relevant)6. Annual Review Form (blank)

Documents In order to exchange confidential documentation, the setting/school/college MUST have registered with the ICO www.ico.org.uk and signed up to the Kent and Medway Information Sharing Agreement.See KELSI for SEND specific documentation in relation to information sharing: http://www.kelsi.org.uk/inclusion-and-special-education-needs/special-educational-needs/sen-forms/information-sharing-and-consent-formsWhen sending documentation electronically to parents/carers private e-mail address, the school MUST seek permission from the parents/carers to do so and MUST password protect the documents.

Process SEND Code of Practice 9.175 makes clear that “In most cases the Annual Review meeting should be held at the school or educational institution attended by the child or young person. Reviews are generally more effective when led by the educational institution. They know the child or young person best and will have the clearest information about progress and next steps”. It is best to arrange the date of the Annual Review meeting at the first in-year review meeting. Once a date has been agreed between parents/carers and school, the school should share this information with the LA. It’s also best to start preparation for the Annual Review meeting well in advance. For example where Health services are involved, they have requested that they be given 12 weeks’ notice of the meeting.The leader of the Annual Review meeting MUST formally invite the attendance of child’s parents/carers or young person, a local authority SEN officer, a health service representative and a social care representative (where appropriate) within two weeks of the date of the meeting. The school MUST seek advice and information about the child or young person from all parties invited, and send any advice and information gathered to all those invited at least TWO WEEKS BEFORE THE MEETING. KCC expects all Annual Review meetings to be person-


http://www.kelsi.org.uk/inclusion-and-special-education-needs/special-educational-needs/sen-forms/information-sharing-and-consent-forms



http://www.ico.org.uk/

centred. Contribution from the child or young person and their family is vital. It is good practice to send the Section A forms to gather the views of parents/carers and pupil well in advance of the meeting. It is also good practice to ask parents/carers/young person to consider the content of the existing plan and note where any information is no longer accurate or relevant. The provider should make every effort to enable attendance at the AR by the parents/carers and/or YP. Where this is not possible the reasons for non-attendance should be recorded and the provider must ensure the views of the parent/carer, child and YP are sought. The meeting should:

Confirm that all provision as specified in the EHCP is in place

Review the progress being made towards achieving the Outcomes as well as academically

Identify requests for changes to support the child or young person achieve those Outcomes

Any disagreements MUST be recorded on the Annual Review form. The following guidance will help you to carry out the Annual Review of the EHCP. Please see below for guidance on what to do when the meeting is over.

Ref. No. Guidance NotesMake all requests for change on the Annual Review Report form.

Section Title Guidance notes

Child/Young Person’s personal details

Complete as appropriate.

Requests for EHC plan

Tick the appropriate box or boxes.

Changes to personal details or circumstances

Enter any changes to the child/young person’s details as shown on the EHC plan.

Record of attendees Complete as appropriate.

Views of parents or young person and child

Section A can be appended to the report but any additional views and wishes of the child /young person and their parents/carers should be recorded here.


Phased Transfers If the child or young person is at a stage of phased transfer before the time of the next review, then it is important that any request for school/college is entered here.

Attainment and Progress

It is important to state what has gone well for the child/young person here so that these strengths can be used and built upon to inform the provision that the child/young person will need to make further progress and achieve their outcomes.Equally important to inform future provision is to identify what has challenged the child/young person since the last review or the issue of the first plan.Enter attainment and progress data here but please explain how you measure attainment and progress. For example, the current (or most recent) levels of attainment in EYFS; reading, writing (or English) and Maths; Attainment 8. Please also provide a comment about rates of progress; e.g. accelerating; a slower rate of progress than previously; a slower rate of progress than peers from a similar starting point.

Progress towards Outcomes

It is important that special education provision not only meets the special educational needs of the child/young person but also helps them achieve their outcomes as well as their aspirations. Please explain here how the child/ young person has progressed in the last year towards achieving their outcomes; whether they are on track to achieve; whether the outcome remains appropriate.If the Outcomes that relate to the education/training needs of the CYP have all been met, then consider whether the plan should be ceased. In many cases Outcomes will remain unchanged as a child or young person may have a key stage or phase of education in which to achieve them.

New identified educational needs

Update with any new special educational needs which have been identified since the last Annual Review together with any formal diagnosis made since the last review. Any new identified needs will need to be supported by evidence from a relevant professional.

New educational Outcomes

There should be at least one Outcome for each identified area of need. Outcomes should assist in achieving the aspirations of the child/young person. If the Outcomes have all been achieved but the plan is still required, then new Outcomes must be considered and agreed. If there are any new outcomes which need to be set enter


them here. Outcomes should be S.M.A.R.T. (Specific, Measurable, Achievable, Relevant, and Timebound). The Outcomes should describe the benefit or difference derived from an intervention and will normally cover a phase or stage of education. The Outcomes should also be understandable to all who will use them.If you add new outcomes please also include what interventions would be needed to aid the achievement of the outcomes the frequency, duration and who would deliver the intervention.From year 10 it must be made clear whether outcomes relate to Education, Health or Social Care to ensure that ongoing support assessed as being required by Health and or Social Care is clearly identified to support the YPs transition from education to adulthood.

Significant changes Enter for each Area of Need, any significant changes that are required to Section B and F.

Social Care Record progress towards social care outcomes and if applicable provide new outcomes. Are there any significant changes to social care needs that have been identified by the social care professional?Record the author of any report and the current social care professional.

Health Record progress towards health outcomes and if applicable provide new outcomes. Are there any significant changes to health needs that have been identified by health care professionals?Record the author of any report and the current health care professionals.

Therapies Enter all details of therapy that the child /young person is receiving and specify the type of therapy being received. Include any reports you have received.

Continuing health Care

Enter all details of continuing health care that the child /young person is receiving and specify the type of therapy being received. Include any reports you have received.

Communication Assistive Technology (CAT Team))

Enter all details of CAT that the child /young person is receiving and specify the type of technology being received. Include any reports you have received.

Specialist Teaching and Learning Service (STLS)

Enter all details of STLS involvement that the child /young person is receiving and specify the type of involvement being received. Include any reports you have received.


Risk Assessment and /or Behaviour Support

If there is a risk assessment or specific behaviour support plans, please give details here.

Exclusions and Attendance

Enter all details of any exclusions since the last review and the attendance figure for this academic year. Please include an exclusion record if appropriate. If the child/young person receives any education off-site or is on a reduced timetable, please record this here.

Transport Enter appropriate details here.

Funding Maintained mainstream, schools and FE providers enter appropriate details here.

If the child is in year 8 or below go straight to page 12 to complete the report. If the child/young person is in year 9 and above complete “Preparing for Adulthood”

Preparing for adulthood

Record here any post 16 pathways that have been explored and identified with the child/young person? (i.e. Further education, training such as supported internships, apprenticeships, traineeships).

Record any arrangements that have been since the last review to support the young person in finding a job. This could be work experience, work opportunities, job coaches etc.

Please give a summary of any careers advice, including writing a CV, any information and guidance the young person has received as part of the school’s /setting’s statutory duty to provide independent, impartial information and guidance.

Record advice the young person and their family have been given regarding financial support to be able to access the workplace. This could be Job Centre Plus, Access to Work funding, 16-19 bursary, Personal Independent Payments.

Record here the information that the young person has been given about independent travel training in preparation for Post 16 training.

Preparing for Independent living

Record where the young person wants to live in the future, who with and what support will they need.Record if any referrals have been made or advice been given to support this process.

Preparing for adult health

Summarise here the transition arrangements that are in place or are needed from children and adult health


services

Preparing for Adult Social Care

Summarise here the planning and arrangements which have taken place for the young person to access social and community activities and support in developing and maintaining friendships and relationships.

Preparing for Transition

This Section is for pupils changing educational provider as part of a phased transfer or post 16 transfer. Summarise here what arrangements you and the new provider made to support transition.Is there relevant information regarding the child/young person’s SEN which should be shared with the new provider?

Participation Please record here if there have been any disagreements between parties involved in the review. Please provide details and any further comments.In the child/young persons, parent/carers view, how well do they feel that they have been involved in the review.

Please ensure that young person, and/or parents /carers have signed the report

Checklist of documents

List here all the documents that have been used in the review. This will include the Section A, an evaluated provision plan, a draft provision plan and any other documents e.g. from therapists, health professionals, STLS, CAT team, that have been used.

Other discussion If there any matters that you have discussed that have not been raised in this report, please summarise them here.

Form completed by ….

The SENCo or equivalent should record their details here and sign the reportThe report should then be sent to the relevant SEN team within two weeks of the meeting. This is a statutory requirement and there are no exceptions to this requirement.

- [email protected] - [email protected]

- [email protected] [email protected]

Please note that you should ensure that the YP and/or the parents/carers understand that the requests you have made are subject to a decision by the LA.


mailto:[email protected]




How to write an outcome

An Aspiration is something that the child or young person (and/or their parents/carers) aspires to in adulthood. For instance, to be able to live and work independently.

An Outcome should be something that will be achieved over a phase or stage of education and is a step along the way to the Aspiration. For instance, to be able to travel independently on a bus.

Short term targets will be used regularly to track that the child/young person is on track to achieving their Outcomes and Aspirations. For instance, to be able to give change from a pound.

An Outcome should be something that the child/young person, their families and those working with them all understand and of which they can feel ownership.

There should be at least one Outcome for each area of need, but there should not be too many or else they will be unmanageable.


How to write a Provision Plan

The Provision Plan is intended to be a working document that will aid regular review of the effectiveness of the provision. It should be used to discuss progress towards the Outcomes related to each area of need at

each review.

Enter full name of child/young person correctly and clearly.Date plan was created refers to the date that the EHC Plan was issued or the date of the last Annual Review (whichever is most recent)

1 The Outcome – there should be one Provision Plan sheet for each area of need the outcome relates to. This ensures that the provision is always linked to the CYP’s needs and outcomes and progress towards achieving them can be tracked easily.

2 Modifications to the application of the curriculum or post-16 course should be stated, as well as the arrangements that have been made to ensure that the child/young person still has access to a broad and balanced curriculum.

3 There may be a range of equipment/resources that the education setting should provide for the CYP to ensure they can access learning. This may include that which an education setting would be normally expected to provide such as pencil grips, writing slopes.

4 In addition, there may be bespoke resources which are specifically required to meet the outcomes and will usually have been recommended by a professional body. Any included in a SCARF/HNF application or in Total Funding (colleges) should be included in this section.

5 This section is for Strategies. This is provision which has little or no cost – it will generally take the form of guidance that would be found in the Mainstream Core Standards but personalised to the child/young person. It may come from reports by other agencies gathered during the year. The strategies should relate to the Outcome and area of need.

6 This section is for additional Intervention. Again, this will normally be recommended by a professional working with the CYP, however, if the intervention that is already in place is effective, then it will


generally be agreed that this level of provision will be sustained. Ensure that the intervention is described in this box – either by name or in type of activity and that the recommending body is clearly stated e.g. school, EP or SALT.

7 Ensure that this records the frequency and duration of all sessions as well as the level of staff training – e.g. 5 x 25 minutes per week, delivered by HLTA, as this may need to be linked to any funding application and the new legislative framework is very clear about the need for specificity.

8 Short Term Targets are the smaller steps that will be reviewed at each in-year meeting to help establish whether the child/young person is on track to achieve the Outcome. These targets should cover the period until the next review. Targets must be written in such a way that they are easily understood by all and are SMART.

9 Impact of the intervention should be recorded at each review.If interventions and/or targets need to be amended this should be agreed with the CYP and their Parents/Carers at in-year review meetings. Changes should be included on a new row which should be added underneath the now evaluated row. This way all the intervention which is currently live is clearly that which is not evaluated. Remember that any provision specified in section F of the EHC Plan must always remain in place.

In-year review meetingsThe Code of Practice (9.69) recommends that the progress towards the outcomes is monitored through the use of shorter-term targets which can be amended regularly if necessary. The Provision Plan Should not be returned to the LA following in-year meeting. The only time it should be returned to the LA is at Annual Review when the impact of the intervention can be recorded.
