My plan is supported by -

Insert Picture of child

I

SEN Support Plan for:

 

Child’s details

Name Date of Birth Year Group Address Post code Ethnicity Religion Home language  Parent / Carer details (with parental responsibility) Cared for by the LA Name Relationship to the child Address (if different from above) Postcode Telephone numbers Email address Name Relationship to the child Address Post code Telephone number E-mail address  Educational setting details Name Address Contact person / position Telephone number Email Address  Details of child’s GP Name Address    

 

Professionals who support me Contact details for involved professionals

Name Role Contact Details (Email address and/or Telephone Number)

 Related plans or assessments (add to list as needed)

   

Yes/No Date initiated Date completed (or state ‘ongoing’)

Early Help Assessment e.g. Common Assessment Framework (CAF) Child in Need Child Protection Care Plan/Personal Education Plan (Cared for Child) Continuing Care/Continuing Health Care

 

All about me – by me What can I do well? What do I need help with?

 

What do I like and what makes me happy? What’s important to me now? How do I want to be supported?

   

 

All about me - by my parent(s) / carer(s) What can they do well? What do they need help with? How do you want them to be supported?

 What do they like and what makes them

happy? What’s important to them now and in the

future? Anything else you would like us to know?

 

Assessment - Summary

Summary of Special Educational Needs An overview of needs and the diagnoses    

 

Assessment – Early Years Data

Individual Record of Development in the Prime Areas (PSED, CL, PD) To be completed by the Key Person to support the writing of progress summaries and to track children’s progress

Child’s Initials: Attendance*: How many sessions? Good / Poor attendance?

DOB: M/F: Any additional Information: Please highlight – 2YO, SLT, SEND, EAL, CFC, CIN, CP, EYPP

Date of admission: Setting:

Completed by: Key Person in conversation with the parents

Date: (on entry) Age of child in months:

Completed by: Date: Age of child in months: Completed by: Date: Age of child in months: Completed by: Date: Age of child in months:

It is important to acknowledge the child’s age in months when completing this grid which will highlight those children who may be at risk of delay. It is suggested that this would be completed on the child’s entry to the setting (in discussion with the parents) and during October, March and June.

Key: 2YO – a child with 2 year old funding; SLT – receiving speech and language therapy; SEND – a child with special educational needs or a disability; EAL – a child who speaks English as an additional language; CFC – a child who is cared for; CIN – Child in Need; CP – Child Protection; EYPP – Early Years Pupil Premium. * Please note how often a child attends each week and if attendance is regular.

Development Bands

PSED – Making Relationships

PSED – Self-confidence and self-awareness

PSED – Managing

Feelings and Behaviour

CL – Listening and attention

CL - Understanding

CL - Speaking

PD – Moving and handling

PD – Health and self-

care

0-11 months

emerging secure

8-20 months

emerging secure

16-26 months

emerging secure

22-36 months

emerging secure

30-50 months

emerging secure

40-60+ months

emerging secure

 

Individual Child Record of Development in the Specific Areas (L, M, UW, EAD) To be completed by the Key Person to support the writing of progress summaries and to track children’s progress

Child’s Name: Attendance*: How many sessions? Good/poor attendance?

DOB: M/F: Additional Information: Please highlight – 2YO, SLT, SEND, EAL, CFC, CIN, CP, EYPP

Date of admission: Setting name:

Completed by: Key Person in conversation with the parents

Date: (on entry) Age of child in months:

Completed by: Date: Age of child in months: Completed by: Date: Age of child in months: Completed by: Date: Age of child in months:

It is important to acknowledge the child’s age in months when completing this grid which will highlight those children who may be at risk of delay.

It is suggested that this would be completed on the child’s entry to the setting (in discussion with the parents) and during October, March and June.

Key: 2YO – a child with 2 year old funding; SLT – receiving speech and language therapy; SEND – a child with special educational needs or a disability; EAL – a child who speaks English as an additional language; CFC – a child who is cared for; CIN – Child in Need; CP – Child Protection; EYPP – Early Years Pupil Premium. * Please note how often a child attends each week and if attendance is regular.

Development Bands

L – Reading

L – Writing

M – Numbers

M – Shape, space and measures

U the W – People and

communities

U the W – The World

U the W - Technology

EAD – Exploring and using media

and materials

EAD – Being imaginative

0-11 months

emerging secure

8-20 months

emerging secure

16-26 months

emerging secure

22-36 months

emerging secure

30-50 months

emerging secure

40-60+ months

emerging secure

 

Progress Check at Age 2 Early Years Foundation Stage - Learning and Development Summary

Name ______________________ Date ______________ Age (years, months) _______________

Characteristics of Effective Learning – how I like to learn Playing and exploring

Active learning Creating and thinking critically

Personal, Social and Emotional Development Self-confident and self-awareness; Making relationships; Managing feelings and behaviour

Self-confidence and self-awareness 0-11 8-20 16-26 22-36 30-50 40-60+ Making relationships 0-11 8-20 16-26 22-36- 30-50- 40-60+ Managing feelings and behaviour 0-11 8-20 16-26 22-36 30-50 40-60+

Communication and Language Listening and attention; Understanding; Speaking

Physical Development Moving and handling; Health and self-care

Listening and attention 0-11 8-20 16-26 22-36 30-50 40-60+ Understanding Moving and Handling 0-11 8-20 16-26 22-36 30-50 40-60+ 0-11 8-20 16-26 22-36 30-50 40-60+ Speaking Health and self-care 0-11 8-20 16-16 22-36 30-50 40-60+ 0-11 8-20 16-26 22-36 30-50 40-60+ Next steps- at home Next steps – in the setting

Other Professionals who help me: e.g. SALT, Physiotherapist Am I receiving any additional support or interventions? Parent(s) signature(s) / comment

Key Person signature Moderated by

 

Characteristics of Effective Learning

 Name______________________________________ Date______________ Age (years, months) ___________

Comments Playing and exploring – engagement Finding out and exploring

Playing with what they know

Being willing to ‘have a go’

Active learning – motivation Being involved and concentrating

Keeping trying

Enjoying achieving what they set out to do

Creating and thinking critically – thinking Having their own ideas

Making links

Choosing ways to do things

   

 

Plan, Do and Review

Plan Do Review 1

Start Date Review Date Outcomes (Long term)

Assess Plan Do

Who/where/when/how often?

Review

Impact / progress Area of Need (e.g. Cognition and Learning)

SMART Targets Interventions / Strategies

Advised by … e.g. SALT, CEAT,

EY&C Team

 

Plan Do Review 2

Start Date Review Date Outcomes (Long term)

Assess Plan Do

Who/where/when/how often?

Review

Impact / progress Area of Need (e.g. Cognition and Learning)

SMART Targets Interventions / Strategies

Advised by … e.g. SALT, CEAT,

EY&C Team

 

Plan Do Review 3

Start Date Review Date Outcomes (Long term)

Assess Plan Do

Who/where/when/how often?

Review

Impact / progress Area of Need (e.g. Cognition and Learning)

SMART Targets Interventions / Strategies

Advised by … e.g. SALT, CEAT,

EY&C Team

 

Supporting my Learning

Insert Photo

  Greeting time

  Snack / breakfast / mealtimes

      Child initiated play

  Adult initiated play

      Toileting

  Transitions and home times

    Focussed interventions programme e.g. SALT plan, Physio etc.

  Story and rhyme time

  Rest time

      Outdoor play

  Any other