EHCP guidance and application form · Web view– Pre–assessment phase Section C – Application phase Section D – Application form Section A - An overview Purpose of the document

Children, Young People and LearningGuidance and application form to request an Education, Health

and Care (EHC) Needs Assessment

For your reference this document has been split into three sectionsSection A – An overview

Section B – Pre–assessment phaseSection C – Application phaseSection D – Application form

Section A - An overviewPurpose of the document

This document provides guidance on the assessment and the provision of support for children and young people with special educational needs and disability (SEND) according to the SEND Code of Practice January 2015. It is intended that this document will provide clear advice and guidance for education staff, parents/ carers, Social Care and health workers and other colleagues who are involved in supporting children and young people with special educational needs and making a decision regarding those who may require an EHC needs assessment. The Code of Practice gives more detail on how Part 3 of the Children and Families Act 2014 should be interpreted.

This document provides an overview as to how the National Legal Framework which governs all Local Authorities and education providers in relation to special educational needs and disability (SEND) is implemented in Bracknell-Forest Local Authority (LA).

For whom does this document apply to and in what way?

A child of compulsory school age or a young person who has a learning difficulty or disability which calls for special educational provision to be made for him or her if he or she:

has a significantly greater difficulty in learning than the majority of others of the same age, or

has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

LA arrangements are in line with National Funding Regulations for core High Needs funding in mainstream schools. Therefore the LA expects the needs of the majority of students with SEN to be met within schools SEN Support resources, without the requirement for additional funding from the LA. This also applies to mainstream colleges.

This results in the request for EHC needs assessments only being appropriate to a very small number of children or young people for whom there is a requirement for complex intervention. These children or young people will have a significant learning difficulty and / or disability requiring a greater amount of provision than school can provide from their High Needs funding.

Processes required to request an EHC needs assessment

There is a staged protocol of intervention for pupils with SEN. A request for an EHC assessment is the end summation of targeted interventions within a school or college’s SEN Support resources, as described in section B of this document.

Who can make a request?

A child’s parent, a young person over the age of 16 but under the age of 25, and a person acting on behalf of a school or post-16 institution have the specific right to ask a Local Authority to conduct an EHC needs assessment. However a request for an EHC needs assessment can be made by anyone wishing to bring a child or young person aged between 0-25 years who has (or may have) SEN to the attention of the LA, particularly where they think an EHC needs assessment may be necessary. This should ideally be with the knowledge and agreement of the parent or young person where possible.

When the LA receives a request for an EHC needs assessment that is not from a child or young person’s school or college, the LA will automatically contact the school/college and request their advice prior to the assessment request being discussed. It is important that information from the Authority responsible for delivering a child or young person’s education is available as it ensures a fuller picture of a child/young person’s special educational needs will be gained and reiterates the need for families and professionals to work together.

1

From an application request is an EHC needs assessment and /or EHC Plan a guaranteed outcome?

The LA’s agreement for conducting an EHC needs assessment is based on evidence provided and an application request will not automatically result in an EHC needs assessment. The issuing of an EHC Plan is based upon the evidence gathered through the EHC needs assessment process and it should not be assumed that an EHC needs assessment will result in an EHC Plan.

How long does an EHC needs assessment take?

Statutory time scales which govern the EHC needs assessment process determines that LA’s should take no longer than 20 weeks to issue a Final EHC Plan from when an assessment request is received. This is provided that the LA agrees to carry out the assessment and that the assessment concludes it is appropriate to issue an EHC Plan.

Additional information sourcesLinks to information and legislation available relating to SEN in a national context.

The Children’s and Families Act 2014

http://www.legislation.gov.uk/ukpga/2014/6/contents/enacted

Special educational needs and disability code of practice: 0 to 25 years

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf

Special educational needs and disability: A guide for parents and carers

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/417435/Special_educational_needs_and_disabilites_guide_for_parents_and_carers.pdf

Umbrella body for the disabled children’s sector bringing together professional, practitioner and policy makers as part of the National Children’s Bureau (NCB).

http://councilfordisabledchildren.org.uk/

Local context

Bracknell-Forest Local Offer

http:// www.bracknell-forest.gov.uk/localoffer

Bracknell Forest Information and Support Service

The Information, Advice & Support Service provides confidential and impartial advice and information to support parents/carers and children and young people, who have, or may have, Special Educational Needs & Disabilities (SEND) in Bracknell Forest.

http://www.bracknell-forest.gov.uk/informationadviceandsupportservice

2

http://www.bracknell-forest.gov.uk/informationadviceandsupportservice

http://www.bracknell-forest.gov.uk/localoffer

http://councilfordisabledchildren.org.uk/





http://www.legislation.gov.uk/ukpga/2014/6/contents/enacted

Section B - Pre-assessment PhaseMoving from SEN Support to requesting an EHC needs assessment

The Code of Practice states that all schools and colleges should have a clear approach to identifying and responding to SEN. The benefits of early identification are widely recognised – identifying need at the earliest point and then making effective provision improves long-term outcomes for the child or young person.

Prior to requesting an EHC needs assessment, the LA requires evidence that the educational setting has taken relevant and purposeful action to identify, assess and meet the special educational needs of the child or young person and the progress that has been made as a result of this. This evidence should span a time period of at least two terms. The educational setting should be consulting with other professionals and fully utilising their delegated budget in order to meet a child or young person’s SEN prior to this stage.

Visual illustration of the process an educational setting is expected to have undertaken prior to requesting an EHC needs assessment.

3

Identify and assessInitial identification of a child

or young person's SEN.

PlanSchool / college to plan what

interventions and or adaptations they can put in

place and the outcomes they wish to achieve by doing so, using funds and resources already available to them,

including liaison with other professionals as appropriate.

DoInterventions as planned are

put in place.

ReviewEvaluation of the impact of the

interventions carried out against the desired outcomes.

This should be a joined up approach involving other

appropriate professionals and family.

Request phase- what needs to be done?

Once the identify / plan / do / review cycle has exhausted all of the schools/colleges resources and other professionals are also in agreement that the impact of a child or young person’s needs are significant in terms of time (longevity and pervasiveness), the following outlines what steps need to be taken to move onto the next stage of requesting an Education, Health and Care needs assessment.

Section C - Application PhaseThis is the collation of evidence to be presented to the LA which demonstrates that a child or young person’s special educational needs are significant and enduring. As identified in the pre-assessment phase that despite all available resources and interventions that are appropriate and available to the educational provider having been tried and the impact measured.

What should this evidence look like?

Evidence of the following will need to be provided to enable the LA to consider a request for an EHC needs assessment:

• relevant and purposeful interventions and adaptations. This will include details regarding the drawing up, implementation and review of at least two individualised education plans and provision maps;• involvement of parents/carers and child or young person;• involvement of LA targeted/specialist services i.e. the Educational Psychologist and/or Specialist Teachers, Early Years Inclusion Officers, Support for Learning (SfL) Service, Autistic Spectrum and Social Communication (ASSC) Team, Behaviour Support Team (BST) etc. Schools/colleges will need to demonstrate how this professional involvement has informed the development and implementation of the special educational provision for the child/young person;• advice from other relevant external professionals, e.g. Speech and Language Therapist’s or Physiotherapist’s etc., as appropriate;• monitoring by the school/college of the child or young person's progress over a period of time (covering at least two reviewed individual plans and provision maps over a minimum period of two terms) including external professionals' involvement and evidence of any changes in strategies and programmes as a result of that monitoring;• evaluation of the impact of the strategies in place on the child or young person's learning and/or behaviour

The LA must be satisfied that the child/young person's difficulties are in at least two areas of development and are exceptional, long-standing and have not been resolved, despite a range of interventions.

4

Consolidate

Consolidation of evidence gathered during the pre-assessment phase. This should include reports, up to date assessment information, attainment data and a provision map in preparation for completing Section 3.

Check

Can you clearly evidence what interventions have been put in place and show the outcomes of these interventions?

Communicate

Ensure parents/carers remain involved and are informed. Have parents and child or young person's views been sought?

CompleteComplete Section D - Application Form

SubmitSubmit to the LA SEN Team.

Section D - Application FormTo be emailed to [email protected]

FOR OFFICE USE ONLY Date application received by SENDate of decision

Notes for use: It is preferred that this form is completed electronically. Text boxes will expand to fit your text. Where check boxes appear, insert an ‘X’ in those that apply.

Identifying detailsRecord details of child or young person requesting an EHC needs assessment.

First name(s) Legal surname

Male Female Chosen names

Address Date of birth

National Curriculum Year

NHS number

Contact tel. no.Postcode

Educational setting attending

Date commenced at setting

Details of person(s) completing applicationName Contact tel.

no.

Address Role

Organisation

Postcode Date

Signature

EthnicityWhite Black or Black

BritishAsian or Asian British

Mixed/Dual Background

Chinese & Other

White British Caribbean Indian White & BlackCaribbean

Chinese

White Irish African Pakistani White & BlackAfrican

Traveller of Irish Heritage

Any other Blackbackground*

Bangladeshi White & Asian Any otherethnic group*

Gypsy/Roma Any other Asian background*

Any other Mixed background*

Not given

Any other White

*If other, please specify

1

mailto:[email protected]

background*

Immigration status

Child or young person’s home language

Parent’s home language

Child or young person’s religion

Details of any special requirements (for child or young person and/or their parent) e.g. signing, interpretation or access needs.

Details of parents/carersName Contact tel.

no.

Relationship to child or young person

Address Do they have parental responsibility?

Postcode: Email address

Name Contact tel. no.

Relationship to child or young person

Address Do they have parental responsibility?

Postcode: Email address

Please provide details if there is anyone we shouldn’t be sharing addresses with?

Social Care StatusIs/has the child or young person been Looked After?

Yes Dates

Which Local Authority

No

Is/has the child, young person or their siblings been subject to Child In Need planning?

Yes Dates

Last Review Date:

No

Is/has the child, young person or their siblings been subject to Child Protection planning?

Yes Dates

Last Review Date:

No

Current family and home situation(e.g. family structure including siblings with dates of birth, other significant adults etc; who lives with the child/young person and who does not live with the child/young person)

2

Services currently working with this child or young personU

nive

rsal

GP Address Tel.Email

School / College / EducationalSetting if outside of the LA

Address Tel.

Email

Oth

er s

ervi

ces

Service Address Tel.

Email


Email


Email


Email


Email


Email

Please append any recent reports and/or assessments that have been completed and which provide evidence to support this application.Has the child or young person been assessed via the Common Assessment Framework (CAF)?

Yes Date(s):

Last review date:

Next review date:

No

Services previously involved with this child or young personService Dates involved Reasons for

end of involvement

Service Dates involved Reasons for end of involvement

Service Dates involved Reasons for end of involvement

3

Reasons for Application and Outcomes RequiredFrom the pre –assessment phase (Section B) what is the reason for the application and what outcome is hoped to be achieved from this request for an EHC needs assessment? This should not include a list of provision.

Parent/Carer Views on this ApplicationWhat do parent/carers hope to achieve from this request for an EHC needs assessment? Please put ‘not applicable’ in the situation where the student is over 18 years of age and has requested that their parent/carers are not involved.

Child or Young Person’s Views on this ApplicationIf the child or young person is able to comment on the reasons for an EHC needs assessment please include their views. These can be summarised here and appended to this application.

Summary of strengths and needs of the child or young personConsider each of the elements to the extent they are appropriate in the circumstances. You do not need to comment on every element, only those relevant to this particular child or young person. Wherever possible, base comments on evidence, not just opinion, and indicate what your evidence is.

1. Development of child or young person

Health and medical diagnosisGeneral health, conditions and impairments; access to and use of dentist, GP, optician, immunisations, developmental checks, hospital admissions, accidents, health advice and information.Diagnosis (please include appropriate reports with submission).

Self-care skills and independenceBecoming independent; boundaries, rules, asking for help, decision-making, changes to body, washing, dressing, feeding, positive separation from family.

4

LearningUnderstanding, reasoning andproblem solvingOrganising, making connections, being creative, exploring, experimenting, imaginative play and interaction.

Participation in learning, educationand employmentAccess and engagement, attendance, participation, adult support, access to appropriate resources.Schools/colleges attended, managed moves, history of exclusions.

Support, progress and achievement in learningProgress in basic and key skills, available opportunities, current support being provided and impact of this.

5

6

2. Education Supporting Information

Assessment data showing progress over time. This should include comparison data over a period of at least 3 terms.

Attainment data against the Early Learning Goals

Date: Date: Date: Date: Date:

Attainment Attainment Attainment Attainment Attainment

Communication and language

Listening and attention

Understanding

Speaking

Physical development

Moving and handling

Health and self-care

Personal, social and emotional development

Self-confidence and self-awareness

Managing feelings and behaviour

Making relationships

Literacy

Reading

Writing

Mathematics

Numbers

Shape, space and measures

Understanding the world

People and communities

The world

Technology

Expressive arts and design

Exploring and using media and materials

Being imaginative

Results from any standardised tests undertaken

Attainment data

English – Speaking and Listening

English – Reading

English – Writing

Mathematics Science

Date:

Date:

Date:

Date:

Date:

Attainment data.Please state subject / course

Other subjects Other subjects Other subjects Other subjects Other subjects

Date:

Date:

Date:

Date:

Date:

Standardised tests

Reading Reading comprehension

Spelling Other Other

Name of test:

Date:

Name of test:

Date:

Name of test:

Date:

7

3. Current Costed Provision Map(Your own school/college provision can be attached.)

Individual Provision MapNeed Intervention /

adaptationProvision

/ ResourcesStaff/pupil ratio

Cost per unit (taking into

consideration staff/pupil

ratio)

Frequency of

intervention

Total cost

over a week

Total weekly spend £

Total annual spend (based on a 38 week term) £

The impact of each intervention and further details will be requested in later sections.

8

4. Evidence of needs in Child or Young Person’s profileCognition and LearningCharacteristicsSevere difficulties in accessing the full curriculum at levels appropriate for a child or young person of similar age and ability.

Significant discrepancies between curriculum areas or aspects of the curriculum (e.g. specific learning difficulties).

EvidenceAt or below 1st percentile for standardised measures (where they are available).

Please provide a narrative of the evidence gathered during the pre-assessment phase (plan/do/review). You should include a description of the characteristics and detailed evidence / examples (please append supporting evidence to this application where appropriate).

Which professional(s) have you consulted with in order to support this need?

What is the associated intervention(s) from provision map?

Why is the intervention in place? (e.g. staged process/professional advice)

How long has this been in place?

What has the impact of this / these intervention(s) been?

What are your planned future actions? i.e. Continue/change/increase intervention?

9

Communication and InteractionCharacteristicsLanguage levels, receptive and or expressive significantly delayed/disordered.

Speech is very difficult to understand even to the familiar listener.

Severely impaired social communication skills.

Severe difficulty in responding to social situations and adult direction.

EvidenceChecklists and observation schedules should be referred to and copies attached as evidence where appropriate.

Language assessments and attainments.








10

Social, Emotional and Mental HealthCharacteristicsSignificant difficulties managing emotions and appropriate social behaviours.

Does not demonstrate appropriate behaviour for learning (e.g. off task, limited attention, lack of independence).

Behaviours are enduring over time despite intervention.

These needs are present over a range of contexts.

Behaviour impacts significantly upon attainments.

Child / young person displays behaviour that is significantly outside levels expected for their age and ability.

EvidenceABC charts, observations, professional reports/recommendations, behaviour logs.




Why is the intervention in place? (e.g. staged process/professional advice).




11

Sensory and /or PhysicalCharacteristicsSignificant physical, neurological or medical needs arising from a pre-existing or acquired condition which impacts on the child or young person’s overall development and which is likely to persist over time.

The need for mechanical or technological aids or assisted and augmentative communication to allow curriculum access.

The child or young person’s disability significantly affects their mobility in the educational setting despite reasonable adjustments in accordance with the Equality Act 2010.

EvidenceSevere hearing loss (71 dbhl and above); severe high frequency hearing loss or a progressive degenerative hearing condition.

Visual acuity of 6/36 or less plus a reduction in near vision or a significant field defect.

Assessments indicate that specialist support is required for mobility and independent living.

Evidence that despite reasonable adjustments made by the school/college the child or young person’s condition significantly hinders their access to the curriculum.








12

Essential Documents to include with this submission

Most recent:

1. Assessment data e.g. pupil/learner tracker

2. Educational Psychologist consultations

3. Evidence of involvement with other services e.g. ASSC or BST

4. Reports, advice and recommendations e.g. SALT, Physio, OT

5. Most recent school/college report

6. Any other appropriate recent reports e.g. SfL

Please scan and email to [email protected]

Supporting Evidence

13

mailto:[email protected]

Consent Form for an application to be considered for an Education, Health and Care needs assessment and information sharing

We need to collect information as part of the assessment process so that can identify the support required to meet a students Special Educational Needs (SEN).

We will treat your information as confidential and we will not share it with any other organisation unless we are required by law to share it or unless someone will come to some harm if we do not share it. In any case we will only ever share the minimum information we need to share.

In order to do this your consent is required. The professionals or agencies that may be involved in sharing information are:Child & Adolescent Mental Health ServiceChildren’s Community NursesClinical PsychologistsCommunity PaediatriciansEducational PsychologistsEarly Years ServicesGeneral PractitionersHealth VisitorsInformation, Advice & Support ServiceHospital ConsultantsHousing ProvidersLearning Disability Nurses

Occupational TherapistsPhysiotherapistsPolicePsychiatristsSchool/Educational SettingSchool HealthSpecial Education Needs ServiceSpecialist Teacher AdvisorsSocial WorkersSpeech & Language TherapistsVoluntary OrganisationsSensory Consortium Service

It is also important that you know that we record information on a database and case records that we use to help plan the services we provide.

Declaration

To be completed by parents where the request concerns a child under aged 18 years.

As part of this application for an EHC needs assessment I/we have read and understood the information above.

I/we give consent to an assessment being undertaken and information regarding our child and family being shared by and with professionals from Berkshire NHS Trust, Bracknell Forest Borough Council and other agencies as listed above.

I/we accept that information will be kept on a database to ensure the quality of the service.

Parent/Carer Signature: Date:

To be completed by young people themselves who are aged over 18 years of age whom the application is related to where appropriate

As part of this application for an EHC needs assessment I have read and understood the information above.

I give consent to an assessment being undertaken and information regarding myself and family being shared by and with professionals from Berkshire NHS Trust, Bracknell Forest Borough Council and other agencies as listed above.

I accept that information will be kept on a database to ensure the quality of the service.

I would like my parent/carer to be copied on all correspondence addressed to myself in relation to my SEN.

Name:

Address:

Telephone No. Email:

Young Person Signature: Date:

If at any time you wish to withdraw your consent please advise the SEN Team.

14

15