SEN toolkit 2015 - rbkc.gov.uk toolkit 2015.pdf · SEN Toolkit Education, Health and Care Planning Guidelines for Educational Settings and Practitioners March 2015 The purpose of

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SEN Toolkit Education, Health and Care Planning Guidelines for

Educational Settings and Practitioners

March 2015

The purpose of this toolkit is to guide schools and practitioners through

Education Health and Care Assessments and Plans.

For queries, please contact the SEN Service on:

Tel 020 7361 3311 Fax 020 7368 0213

Email: [email protected]

mailto:[email protected]

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CONTENTS

1. Introduction..............................................................................................................pg.4 1.1. What is an Education, Health and Care Plan? 1.2. What will happen to Statements of SEN and Learning Difficulty Assessments? 1.3. Working with parents, children and young people

2. Context.....................................................................................................................pg.6 2.1. Background to the Special Educational Needs Reform 2.2. Are you ready for implementation of the Reforms? 2.3. What schools need to do to be ready in September 2014

3. Funding....................................................................................................................pg.8 3.1. How will this affect schools funding? 3.2. How to request contingency funding?

4. Eligibility for Education, Health and Care Plans..................................................pg.10 4.1. Is the child/young person eligible for a plan? 4.2. Is an Education, Health and Care plan necessary?

5. Support without and Education, Health and Care Plan.......................................pg.11 5.1. What is SEN Support? 5.2. The four stages of SEN Support

6. Assessment Process for Education, Health and Care Plans..............................pg.14 6.1. How to make a request 6.2. Weeks 1 – 3: Is an assessment necessary? 6.3. Weeks 4 – 10: Co-ordinated Assessment 6.4. Weeks 11 – 16: Planning 6.5. Weeks 17 – 20: Sign off where EHC Plan is agreed

7. Transferring Statements of SEN to EHC Plans....................................................pg.20 7.1. Principles and Process 7.2. The Transfer Review: Who does what, when?

8. Learning Difficulty Assessments..........................................................................pg.22 8.1. What is the process for converting Learning Difficulty Assessments?

9. Personal Budgets...................................................................................................pg.23 9.1. What is a Personal Budget? 9.2. What can you use a Personal Budget on? 9.3. Personal Budgets Policy and Guidelines

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GUIDANCE DOCUMENTS

1. Useful Links...................................................................................................pg.24

2. Top Tips for Contribution to EHC Needs Assessments............................pg.25

3. EHC 20 Week Assessment Process Flowchart..........................................pg.27

4. EHC 14 Week Conversion Process Flowchart............................................pg.28

5. EHC Eligibility Guidelines............................................................................pg.29

6. Personal Budgets Policy and Guidelines...................................................pg.90

7. EHC Plan Template.....................................................................................pg.140

8. EHC Plan Section A with Prompts.............................................................pg.152

FORMS

1. EHC Request Form – Early Years..............................................................pg.102

2. EHC Request Form – Primary Education..................................................pg.108

3. EHC Request Form – Secondary Education.............................................pg.113

4. EHC Request Form – Post 16 Education..................................................pg.119

5. EHC Request Form – Parents....................................................................pg.125

6. EHC Request Form - Professional Information/Advice...........................pg.132

7. EHC Request Form - Social Care Information/Advice.............................pg.138

8. Short Term Contingency Funding Request Form....................................pg.154

All guidance and forms are available on the Local Offer:

http://www.lbhf.gov.uk/localoffer

http://www.rbkc.gov.uk/localoffer

https://www.westminster.gov.uk/local-offer

http://www.lbhf.gov.uk/localoffer

http://www.rbkc.gov.uk/localoffer

https://www.westminster.gov.uk/local-offer

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1. Introduction

This document has been developed for schools, education settings and practitioners working with children and young people across the three boroughs of Hammersmith and Fulham, Kensington and Chelsea and City of Westminster. This document describes how Education, Health and Care (EHC) needs assessments are carried out across the three boroughs and how EHC Plans are started, maintained and finished. This document needs to be considered together with the following:

The Local Offer (add link?)

The Code of Practice (add link?) The intention is to help practitioners to organise multi-agency activity and service provision in a coordinated manner to ensure that children and young people achieve better outcomes.

1.1. What is an Education, Health and Care Plan?

An Education Health & Care Plan (EHC plan) is the way support is planned and provided for children and young people (from birth to twenty five) who have special educational needs (SEN) and need a much higher level of support than good education providers can deliver on their own. The purpose of an EHC plan is to make special educational provision and related health and social care support meet the learning needs of the child or young person, to secure improved outcomes for them in learning, to co-ordinate provision better across education, health and social care and, as they get older, to prepare them better for adulthood. An EHC plan is led by the needs and aspirations of the young person or child and his or her parents or carers working in partnership with practitioners.

1.2. What will happen to Statements of SEN and LDAs?

EHC plans will replace Statements of SEN and Learning Difficulty Assessments. From September 2014, no more statutory assessments for a statement of SEN or LDA will be started. Instead, there will be an Education Health and Care needs assessment. All current statements of SEN must be converted (unless they have ended) to comply with the new legislation by Easter 2018, at a time appropriate for the individual child or young person. Between now and September 2016 young people in further education or training who receive support to meet their special educational needs, as a result of a LDA

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can choose to either continue to receive their support as a result of their LDA (where it is still required) or request an EHC needs assessment. EHC plans are an improvement on Statements of SEN and LDAs because they are more focused on the child and young person and enable greater coordination between those working with them. Parents wondering whether an EHC plan might be appropriate for their child would be best advised to talk to someone appropriate at their education provider (such as the Special Educational Needs Coordinator (SENCo) in schools and preschool settings).

1.3. Working with parents, children and young people towards outcomes

The child and the child‘s parent or the young person must be involved and consulted throughout the process of assessment and production of an EHC plan. The SEND Code of Practice notes that ‗parents‘ views are important during the process of carrying out an EHC needs assessment and writing or reviewing an EHC plan in relation to a child. Local authorities, early years providers and schools should enable parents to share their knowledge about their child (Section 1.7) The SEND Code of Practice requires that children, young people and parents have more control over decisions about their support (Section 9.21). To achieve this SEND Code of Practice requires an approach which:

focuses on the child or young person as an individual

enables children and young people and their parents to express their views, wishes and feelings

enables children and young people and their parents to be part of the decision-making process

is easy for children, young people and their parents or carers to understand, and uses clear ordinary language and images rather than professional jargon

highlights the child or young person‘s strengths and capabilities

enables the child or young person, and those that know them best to say what they have done, what they are interested in and what outcomes they are seeking in the future

tailors support to the needs of the individual

organises assessments to minimise demands on families

brings together relevant practitioners to discuss and agree together the overall approach, and

delivers an outcomes-focused and co-ordinated plan for the child or young person and their parents

This approach is often referred to as a person-centred approach, and this is the approach being developed across the three boroughs.

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2. Context

2.1. Background to the Special Educational Needs Reforms

The SEND Reforms aim to join up help across education, health and care, from birth to 25. Help is to be offered at the earliest possible point, with children and young people with SEND and their parents fully involved in decisions about their support and what they want to achieve. This will help lead to better outcomes and more efficient ways of working. Schools will be expected to have clear systems for identification, assessment, monitoring and securing appropriate support for children with special educational needs. The code also requires schools to involve parents in a structured and systematic way to shape the support their child receives and to be transparent about what the school can provide. In particular, the code places an emphasis on working with parents to agree and review the outcomes the support is intended to achieve rather than counting the hours or resources given to a child at school.

2.2. Are you ready for implementation of the reforms?

• Do you understand what is meant by whole school SEN provision? • Does the Senior Leadership Team understand the implications of the reforms

and know what needs to change in the school? • Are classroom teachers aware of the changes and recognise their

responsibilities for identifying and supporting pupils with SEN? • Do parents have confidence that their child will get the support they need for

their child? The SEND reforms require a whole school approach to SEND. It is essential that the whole school community, governors, teaching and non-teaching staff, young people and parents, understand what the reforms mean for them.

2.3. What schools need to do to be ready in September 2014

Initiate a review of your school‘s SEN Policy engaging governors and staff, parents and young people.

Publish information on your SEN provision as set out in the SEND Information Regulations 2014.

Tell parents about the reforms and explain to them how the transition will happen, make staff aware of the reforms and start essential training needs.

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Engage with LAs in relation to the requirements, in particular the development of the local offer and their process for transferring from statements to EHC plans.

Ensure the SENCO has the right qualifications and explore how the SENCO fits into strategic management of the school.

Have arrangements in place to support pupils with medical conditions.

Review and refresh the school‘s process for the early identification and assessment of SEND to follow the graduated approach.

Review pupils currently on SA/SA+, engaging the child and parent in decision making and planning and being clear about the extra support that they need, what impact you expect support to have and by when.

Review and refresh the schools procedures for effective engagement to ensure children, young people and parents are involved in decision making and planning.

Review how the schools support pupils with SEN with their transition to post-16 education and preparing for adult life.

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3. Funding

All mainstream schools are provided with resources to support those with additional needs, including pupils with SEN and disabilities. Most of these resources are determined by a local funding formula, discussed with the local schools forum, which is also applied to local academies. Funding for schools is provided by central government to Local Authorities through the Dedicated Schools Grant. School and academy sixth forms receive an allocation based on a national funding formula.

3.1. How will this affect schools funding?

Schools have an amount referred to as the ‗notional SEN budget within their overall budget, it covers around £6000 per pupil with SEN, over and above the core funding. This is not a ring-fenced amount, and it is for the school to provide high quality appropriate support from the whole of its budget. Key principles underpinning the new legislation are greater involvement of parents/carers in decision-making about a child‘s/ young person‘s plan and transparency and accountability for the deployment of resources (notional budget) to support a child or young person achieve specified outcomes using resources detailed in the schools Local Offer. It is for schools, as part of their normal budget planning, to determine their approach to using their resources to support the progress of pupils with SEN. The SENCO, headteacher and governing body or proprietor should establish a clear picture of the resources that are available to the school. They should consider their strategic approach to meeting SEN in the context of the total resources available, including any resources targeted at particular groups, such as the pupil premium. The Local Authorities are keen to support schools in having a well resourced Local Offer to meet children‘s additional learning needs. The approach to High Needs Funding is based on the premise that the majority of children can have their needs met in mainstream schools from available resources and that provision for the children with complex needs such that they have an Education, Health and Care Plans (EHCPs) will be funded through a relatively small additional Top Up. The Local Authorities are keen to ensure that mainstream schools are able to provide a robust local offer for children with additional learning needs from resources that are available to support flexible and responsive planning between teachers and parents to address children‘s predictable learning needs and unless a young person has complex and significant education, health and/or care needs, without the need for a lengthy assessment.

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3.2. How to request contingency funding?

From September 2014 the High Needs Block funding in Element 3 (above £6K and below current level of Statement of SEN (approx £9K) will be distributed through a contingency fund managed by nominated HNB reference group members and the LA in response to requests made regarding individual children. The members of the HNB reference group are made up of heateachers from Tri-borough primary and secondary schools. For the ‗Short Term Contingency Funding Request Form‘ please click here or go to page 154 Please complete and return the form to:

Tri-borough SEN Service Royal Borough of Kensington & Chelsea Kensington Town Hall Hornton Street London, W8 7NX Tel 020 7361 3311 Fax 020 7368 0213 Email: [email protected]


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4. Eligibility for Education, Health and Care Plans

The Special Educational Needs (SEN) Code of Practice sets out a definition of eligibility for statutory assessment and the EHC plan. It places emphasis on taking children and young people whose needs cannot be reasonably met through their normally resourced local mainstream provision through the EHC planning process. Eligibility for the new process therefore remained largely similar to the existing SEN Statementing process, with one significant difference. This related to an expansion in the age-range covered (now 0-25 years).

4.1. Is the child/young person eligible for a plan?

In deciding whether to make a request for an Education, Health and Care needs assessment, for a child or young person, Schools will be asked to use the eligibility guidelines to help them decide if a child or young person is eligible for an EHC needs assessment. The Local Authorities EHC Eligibility Guidelines can be found by clicking here or page 29

4.2. Is an Education, Health and Care Plan necessary?

The request for an Education, Health and Care needs assessment should not be the first step in the process; rather it should follow on from planning already undertaken with parents and young people in conjunction with an early year‘s provider, school, post 16 institution or other provider. The SEND Code of Practice says: In considering whether an EHC needs assessment is necessary, the local authority should consider whether there is evidence that despite the early years provider,

school or post‐16 institution having taken relevant and purposeful action to identify, assess and meet the special educational needs of the child or young person, the child or young person has not made expected progress. (SEN COP 9.14) There are different stages for helping children with special educational needs depending on each child's needs. If a child is doing well they may not need to go to the next stage. If their needs are severe or complex they may go straight to the assessment stage.

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5. Support without an Education, Health and Care Plan

What is already in place for child and young person without an EHC Plan? Before a request for an EHC assessment is made the child/young person will:

Normally already be supported by practitioners from other agencies

Have a person centred, outcome focussed SEN Support Resourced Plan in place to show how agencies have worked together to assess, plan and intervene to support the child‘s/young person‘s needs.

For young people post 14 this should include preparation for adulthood (list the 3 point s in code of practice – independent living, employability, well being).

5.1. What is SEN Support?

Children with SEN will be provided with SEN support. SEN support replaces School Action/School Action Plus (in schools) and Early Years Action/Early Years Action Plus (in early year‘s settings). SEN Support will be the support available in school for children and young people who have special educational needs but do not have EHC Plans. This SEN support should take the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil‘s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach. It draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people. SEN support can take many forms. This could include:

a special learning programme for children/ young people

extra help from a teacher or a learning support assistant

working with children/ young people in a small group

supporting children/young people with physical or personal care difficulties, such as eating, getting around school safely, toileting or dressing

5.2. The Four Stages of SEN Support

There are four stages of SEN support (Section 6.45): Assess In identifying a child as needing SEN support the class or subject teacher, working with the SENCO, should carry out a clear analysis of the pupil‘s needs. This should draw on the teacher‘s assessment and experience of the pupil, their previous progress and attainment, as well as information from the school‘s core approach to

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pupil progress, attainment, and behaviour. It should also draw on other subject teachers‘ assessments where relevant, the individual‘s development in comparison to their peers and national data, the views and experience of parents, the pupil‘s own views and, if relevant, advice from external support services. Schools should take seriously any concerns raised by a parent. These should be recorded and compared to the setting‘s own assessment and information on how the pupil is developing. This assessment should be reviewed regularly. This will help ensure that support and intervention are matched to need, barriers to learning are identified and overcome, and that a clear picture of the interventions put in place and their effect is developed. For some types of SEN, the way in which a pupil responds to an intervention can be the most reliable method of developing a more accurate picture of need. In some cases, outside practitioners from health or social services may already be involved with the child. These practitioners should liaise with the school to help inform the assessments. Where practitioners are not already working with school staff the SENCO should contact them if the parents agree. Plan Where it is decided to provide a pupil with SEN support, the parents must be formally notified, although parents should have already been involved in forming the assessment of needs as outlined above. The teacher and the SENCO should agree in consultation with the parent and the pupil the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review. All teachers and support staff who work with the pupil should be made aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required. This should also be recorded on the school‘s information system. The support and intervention provided should be selected to meet the outcomes identified for the pupil, based on reliable evidence of effectiveness, and should be provided by staff with sufficient skills and knowledge. Parents should be fully aware of the planned support and interventions and, where appropriate, plans should seek parental involvement to reinforce or contribute to progress at home. The information set out in paragraph 6.39 of the Code of Practice, should be readily available to and discussed with the pupil‘s parents. Do The class or subject teacher should remain responsible for working with the child on a daily basis. Where the interventions involve group or one-to-one teaching away from the main class or subject teacher, they should still retain responsibility for the pupil. They should work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching. The SENCO should support the class or subject teacher in the further assessment of the child‘s particular strengths and weaknesses, in problem solving and advising on the effective implementation of support.

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Review The effectiveness of the support and interventions and their impact on the pupil‘s progress should be reviewed in line with the agreed date. The impact and quality of the support and interventions should be evaluated, and considered along with the views of the pupil and their parents. This should feed back into the analysis of the pupil‘s needs. The class or subject teacher, working with the SENCO, should revise the support in light of the pupil‘s progress and development, deciding on any changes to the support and outcomes in consultation with the parent and pupil. Parents should have clear information about the impact of the support and interventions provided, enabling them to be involved in planning next steps.

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6. Assessment Process for Education, Health and Care Plans

The 20 week assessment process begins when a referral has been received by the SEN Casework and Commissioning Team. The 20 Week Assessment Process can be found here or on page 27

6.1. How to make a request

Requests can be made by:

The school/educational setting

Parent

Young person 16-25

Practitioners working with the child/young person The current law, section 36(8) C&FA 2014 requires evidence only of probability both of the existence of special educational needs and of the necessity of an EHC plan: ―The local authority must secure an EHC needs assessment for the child or young person if, after having regard to any views expressed and evidence submitted under subsection (7), the authority is of the opinion that—

(a) the child or young person has or may have special educational needs, and (b) it may be necessary for special educational provision to be made for the child or young person in accordance with an EHC plan.‖

Forms can be accessed by clicking on the links or going to the relevant page number

EHC Request Form – Early Years.........................................................pg.102

EHC Request Form – Primary Education............................................pg.108

EHC Request Form – Secondary Education.......................................pg.113

EHC Request Form – Post 16 Education.............................................pg.119

EHC Request Form – Parents...............................................................pg.125

EHC Request Form – Professional Information/Advice.....................pg.132

EHC Request Form – Social Care Information/Advice.......................pg.138 Although we have a parental request form, parents/carers are not required to complete this form and they can submit their request via email or any written format. It is advisable that parents/carers liaise with the educational establishment when completing this request form as the Local Authorityy will request educational information from that provision in the format of the relevant EHC Request Form. Requests from schools or other professionals will need signed consent from parents/carers.

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The only exception to the above pertains to Looked After Children, when the request comes from social care, they can give consent as corporate parents. Anyone else can bring a child or young person who has (or may have) SEND to the attention of the Local Authority, particularly where they think an EHC needs assessment may be necessary. This can be done by emailing the information that you have, outlining your concerns, and attaching evidence for the concern to [email protected], or by posting or faxing this information to the SEN service. Contact details are given below. The SEN Team will take into account the nature of the concern and the evidence for the concern and will contact the early years provider, school or college for further information before considering what action to take. The referrer will be kept informed. In order to ensure timely and well-informed decisions are made please fill in as much of the request forms as you can. Schools will be asked to show evidence that the child young person is not making adequate progress, despite high quality teaching targeted at areas of weakness. The evidence should reflect a clear analysis of the child‘s /young person‘s needs such as:-

Teachers assessment and experience of the pupil

Information on pupil progress, attainment and behavior

Individual‘s development in comparison to their peers

The views and experience of parents/carers

The child‘s/young person‘s own views

Advice from external support services e.g.: educational psychologist, a specialist teacher or a health practitioner.

School requests must include breakdown of costs e.g. a costed provision map. Practitioners have a duty to ensure that all relevant information is included in a request for assessment. Requests should be sent to:

Tri-borough SEN Service Royal Borough of Kensington & Chelsea Kensington Town Hall Hornton Street London, W8 7NX Tel 020 7361 3311 Fax 020 7368 0213 Email: [email protected]

The SEN Casework and Commissioning Team will acknowledge the request. An SEN Keyworker is allocated and will be responsible for coordinating the assessment and development process for an EHC plan.



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6.2. Weeks 1-3: Is an EHC assessment necessary?

Once a request has been received, a decision about whether to proceed with the EHC needs assessment will be made within 3 weeks. The keyworker with the support of an SEN Case Officer will:

Make contact with the family to explain what will happen and gain more information if needed.

Send EHC plan, Personal budget and Local Offer information to parents

Talk to parents/young person about their views and aspirations based on the information provided in the request form.

Notify designated practitioners (education, health and social care) that a request has been made. Practitioners have a duty to ensure that the key worker is provided with information that may help to make the decision.

Collate existing reports and evidence from across education, health and social care.

Prepare information for the decision making panel, made up of practitioners from education, health and social care.

Organise and administer the panel Section A of the EHC Plan with prompts can be found here or on page 153 The Local Authorities EHC Assessment Panel will review the information and decide whether to conduct an EHC assessment. The SEN Casework and Commissioning Team will:

Write to the parent/young person to inform them of the decision (and their right to appeal if an assessment is not agreed).

Notify designated practitioners (education, health and social care) whether an EHC assessment has been agreed.

The SEN Keyworker will: contact the family to discuss the decision and how it was reached and what will happen next. NO DECISION: If an assessment is not agreed, the SEN Keyworker will direct a practitioner, who is already involved with the family, to get them to organise a follow up meeting with the family to explain the decision and discuss with them the support that has been suggested or arranged. If the family is unhappy with the decision not to assess they have the right to appeal to a tribunal. The SEN Keyworker will explain how to do this. If assessment is not appropriate the practitioner representation at the decision making panel will inform appropriate staff and educational establishments of any follow up or further support required.

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The SEN Keyworker begins the step down process to ensure needs met without statutory provision. YES DECISION: If the decision is yes, the EHC Assessment Panel will decide what further information or assessments are required to inform the plan.

6.3. Weeks 4-10: Coordinated Assessment

The SEN Casework and Commissioning Team will request further advice and assessments if needed. This information must be provided within 6 weeks. The SEN keyworker will work with the parent/young person to complete the ‗all about me‘ section A of the EHC plan including a history to ensure a ‗tell us once‘ approach. The parent/carers can also get support from an Independent Support, the Information, Advice and Support Service (IASS) or the SENCO/teacher in the educational establishment that their child attends in completing Section A of the EHC Plan. Practitioners will be sent the ―All About Me‖ section A of the Plan – so that they understand the families‘ journey so far – and the tell me once approach. If requested practitioners will review the history and journey so far and develop SMART outcomes:

Gather further information or carry out assessment to clarify what the needs/outcomes are in their area of expertise and what the best strategies would be to meet needs.

Be mindful of the outcomes sought by parents, children and young people in writing their contribution.

For young people post 14 practitioners should also reflect what may be required to prepare the young person for adulthood.

The SEN Keyworker will:

Speak with the family to confirm or add to their views and ask the family to indicate a preference/visit school or college or other education setting

Give the family information about personal budgets and how they could be used.

6.4. Weeks 11 – 16: Planning

The SEN Keyworker will:

Pre-populate the potential EHC plan based upon the information that the family and professionals have provided.

EHC plans will then be referred to the EHC Resource Allocation Panel for decision. Where plans include health or social care elements the plan will be agreed by a team of multi agency practitioners.

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Complex cases that require funding in excess of £50k per annum will be referred to the multi-agency Complex Needs Resource Allocation Panel. If a personal budget has been requested the panel will decide how much of the total resource will be allocated for this. EHC Resource Allocation Panel will be held in Week 11 NO DECISION Where an EHC plan is not needed the SEN Keyworker will contact the family to discuss the panel decision and how it was reached and what will happen next. They will contact a practitioner, who is already involved with the family, to get them to arrange a ‗step down‘ meeting to discuss the support that will be available to meet the needs of the child or young person. The SEN Keyworker will:

Provide all of the information that has been gathered and used at the EHC planning meeting in the form of a SEN Support Resource Plan as feedback to the family.

Provide copies of the plan to the practitioners who have contributed to the assessment.

Explain to the family their right to appeal against the decision and where to go for more advice and support

The schools and other practitioners will:

Be responsible for ensuring that the actions/support outlined in the plan are taken forward.

The SEN Casework and Commissioning Team will:

Write to the parent/young person to inform them of the decision (and their right to appeal if an assessment is not agreed).

Notify designated practitioners (education, health and social care) that an EHC plan has not been agreed.

YES DECISION The SEN Keyworker will:

Send parent/ carer a copy of the draft plan giving then 15 days to make any comments.

Confirm with parent/carer/young person their choice of educational setting

Share the draft EHC plan with other practitioners for their input before the meeting.

Send EHC plan to the preferred school – with 15 days for comment.

Organise a meeting with the family to agree the content of the draft EHC plan around week 15.

Liaise with the educational establishment to provide a meeting space and resources for the meeting. E.g. do any photocopying

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Invite practitioners (including school/education setting) who have contributed to the assessment to the meeting.

Chair the meeting Practitioners and school/education setting must: respond to the requests to attend the EHC meeting. If unable to attend they must provide prompt clarification of any issues to help them inform the draft plan. They must also contact the parent to discuss the draft plan and answer any questions they may have. The family and practitioners involved must agree how the child/young person will be involved in the meeting. The school/educational setting will be asked to collect the child‘s or young person‘s views and aspirations.

6.5. Weeks 17 – 20: Sign off where EHC Plan is agreed

The SEN Keyworker coordinator will:

Work with the family to agree the final EHC plan.

Issue a final EHC plan The EHC plan must be reviewed annually but parts of the plan can be reviewed more frequently if required. The SEN Casework and Commissioning Team will send copies of the plan to:

The governing body, proprietor or principal of any school, college or education provision named in the plan

All of the practitioners who have contributed to the plan so that they are clear about what their service has agreed to deliver

Social care providers (if involved)

The contact identified by the Clinical Commissioning Group. The Local Authority must arrange the special education provision specified in the plan. The social care provision must be provided in line with responsibilities set out in the Children Act 1989 or for young people over 18, as set out in the Care Bill. The Clinical Commissioning Group must ensure that the specified health provision is made. Review of the Plan The EHC plan needs to be reviewed, evaluated and updated at least annually. Individual parts of the plan (for example interventions which are time limited) may be reviewed on a more frequent basis. The SEN Keyworker will coordinate this process.

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7. Transferring Statements of SEN to EHC Plans

All current statements of SEN must be converted (unless they have ended) to comply with the new legislation by Easter 2018, at a time appropriate for the individual child or young person.

7.1 Principles and Process

It is proposed that conversions will happen as part of an annual review process and therefore will become a transfer review. The Transfer Review process will take up to 14 weeks. The 14 Week Process can be found here or on page 28 During the academic year September 2014-July 2015 it is planned that parents, children and young people in Years 10; 12; 14 and Looked After Children are supported through a transfer review. These Year Groups have been chosen to enable parents and schools to plan together for the next key stage of a child‘s education. The timetable for transfer reviews over the next 3 years are as follows: Academic year group child is in as of September 2014

Academic year that the child/young person‘s transfer review will be held.

Academic year group child will be in when their transfer takes place

Reception Year 2015/2016 Year 1

Year 1 Year 2016/2017 Year 3














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7.2. The Transfer Review: Who does what, when?

Step 1 (Preparation)

Prior to the transfer review the Local Authority (LA) collates existing reports, assessments and advice from across education, health and social care. The LA ensures that the most recent information is available and that this can be shared with parent*, young person and practitioners to support them in deciding if the information is sufficient and satisfactory for the transfer to an Education, Health and Care (EHC) plan.

LA will contact the school/setting to set a date for transfer review meeting. Step 2

LA notifies parent/young person in writing of the intention to transfer their child‘s Statement of SEN to an EHC plan and the date of the transfer review.

Parent or young person will be asked to consent to the transfer review taking place and to indicate if they are satisfied that the existing and most recent assessments and/or advice across education, health and social care (included as an appendices with the letter) are sufficient and satisfactory for the purposes of an EHC assessment. LA will support parents in this decision making process.

Step 3

Once the consent has been received from parent or young person. All practitioners/advice givers are contacted and requested to provide outcomes that the child/young person will work towards.

Parent and or young person completes section A with support, giving their views and aspirations.

Where a parent or young person indicates that advice isn‘t sufficient or satisfactory new advice will be requested from practitioners.

Step 4

The LA will invite the parent and or young person and practitioners to attend a transfer review.

At the transfer review meeting the advice and how this will be used to draft the EHC plan will be discussed.

Step 5

The LA drafts the plan, collates papers and presents to the EHC resource allocation panel.

LA officer agrees/disagrees the resources and wording.

LA sends the draft plan to parents and or young person, giving 15 days for feedback.

Following feedback from parent and or young person the LA prepares to finalise the plan (in some cases this may include consultation with an educational setting other than the one currently attended by the child/young person)

Local Authority issues the final plan.

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The SEN team will provide direct support through attendance at the transition review meetings in each school/setting. It is essential that the process enables a person centred approach, ensuring that the plan is holistic and that parents and young people are involved as equal partners and that their voice is central to the process.

8. Learning Difficulty Assessments

8.1. What is the process for converting LDAs?

Between now and September 2016 young people in further education or training who receive support to meet their special educational needs, as a result of a LDA can choose to either ;

Continue to receive their support as a result of their LDA (where it is still required) or

Request an EHC needs assessment. An EHC Plan is different from an LDA because it has legal status and it focuses on the outcomes a young person aims to achieve. For young people over 16 the focus of planning is education progress, independence and employment. Young people and/or their parents play an important part in creating the EHC plan working with practitioners. Where necessary an EHC Plan also includes information about the provision that health and social care may be making for a young person. If the young person is happy with the current arrangements for their education at college then there is no need to do anything. However, all young people who are subject to an LDA can request an EHC Needs Assessment at any point within the two year transition period between 1st September 2014 and 1st September 2016. An EHC Needs assessment does not have to be requested if the young person does not want to. LDA‘s will remain a valid plan for their learning until September 2016. However on 1st September 2016 legislation and guidance relating to LDAs will cease to have effect.

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9. Personal Budgets

Parents/cares/ young people, over 16 years, are entitled to request a Personal Budget if their child or the young person has an EHC plan or has been assessed as needing a plan.

9.1. What is a Personal Budget?

A Personal Budget is an amount of money the local authority has identified to meet some of the needs in the child‘s/young person‘s EHC plan. The parent/carer/ young person will be asked if they are interested and having a person budget at the start of the planning process the keyworker will talk through this process with them and the amount will be greed with your local authority at the EHC Resource Allocation panel at week 11. A Personal Budget can only be used for agreed provision in the EHC plan. There are four ways you can use a Personal Budget:

• Direct payments – where you receive money to buy and manage services yourself • An arrangement where your local authority or education provider holds the money and commissions the services included in the EHC plan as directed by you (these are sometimes called notional arrangements) • Third-party arrangements – where you can choose someone else to manage the money on the behalf of the child‘s parent/carer or the young person. • A combination of the three ways above

The Local Authority must secure a school‘s agreement where any provision, bought by a parent using a direct payment, will be provided on the school‘s premises. Personal budgets will be delivered and maintained in accordance with the Local Authorities‘ Children Services and Inner London Clinical Commissioning Group‘s guidance on personal Budgets Policy and Guidance.

9.2. What can you use a Personal Budget on?

From September 2014 the following will be available within a personal budget.

Transport

Personal Care

Short Breaks

Equipment.

Personal Budgets Policy and Guidelines

The Personal Budgets Policy and Guidelines can be found here or on page 90

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1. Useful Links

Name of Document Link

The SEN Code of Practice https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

A series of brief guides to the Code of Practice

https://www.gov.uk/schools-colleges-childrens-services/special-educational-needs-disabilities

Young Person’s guide to the Children and Families Act

https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00020-2013

Easy read guides to SEND reforms for parents and young people

https://www.mencap.org.uk/blog/our-new-easy-read-guides-special-educational-needs

DfE Presentation Pack for School Leaders

http://www.sendgateway.org.uk/resources.a-dfe-presentation-pack-for-school-leaders-the-0-25-special-educational-needs-and-disability-reforms.html

Summary of SEND Reforms for Children and Young People

https://www.gov.uk/government/publications/sen-and-disability-support-changes-information-for-young-people

DfE and Association of Colleges (AOC): Implementation resources for FE Colleges

http://www.aoc.co.uk/teaching-and-learning/sen/send-reforms-project

Health – NHS England and CDC: Training resource for health professionals

http://training.councilfordisabledchildren.org.uk/course/view.php?name=nhsmodules

A Powerpoint Presentation about writing quality plans

http://www.sendpathfinder.co.uk/files/page/449249/Assessment_and_EHC_plan_slide_pack_Sept_2014.ppt

Preparing for Adulthood – a good practice toolkit

http://preparingforadulthood.org.uk/resources/pfa-resources/the-preparing-for-adulthood-review

Preparing for Adulthood Factsheet: The Mental Capacity Act 2005 and Supported decision making

http://preparingforadulthood.org.uk/resources/pfa-resources/pfa-factsheet-the-mental-capacity-act-2005-and-supported-decision-making

MCA and the Mental Health Act Guidance

https://www.gov.uk/government/news/new-mental-health-act-code-of-practice

Research report looking at development of the Local Offer

https://www.gov.uk/government/publications/send-pathfinder-programme-local-offer

Research report looking at the provision of services for 19-25 year olds with SEND

https://www.gov.uk/government/publications/send-pathfinder-programme-19-to-25-provision

Research report looking at workforce development issues

https://www.gov.uk/government/publications/send-pathfinder-programme-workforce-development

Personal Budgets Factsheet http://www.preparingforadulthood.org.uk/resources/pfa-resources/factsheet-personal-budgets-for-post-16-provision-and-fe-colleges

Supported internships for young people with learning difficulties

https://www.gov.uk/government/publications/supported-internships-for-young-people-with-learning-difficulties

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25











http://www.aoc.co.uk/teaching-and-learning/sen/send-reforms-project









https://www.gov.uk/government/news/new-mental-health-act-code-of-practice







http://www.preparingforadulthood.org.uk/resources/pfa-resources/factsheet-personal-budgets-for-post-16-provision-and-fe-colleges

http://www.preparingforadulthood.org.uk/resources/pfa-resources/factsheet-personal-budgets-for-post-16-provision-and-fe-colleges



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Top Tips for contributions to EHC needs assessments

• The quality of the final EHCP is dependent on the quality of the advice / reports received –

particularly if practitioners are unable to attend the planning meeting

• The advice should be written in a clear and accessible style.

• Jargon should be avoided and technical terms and concepts should be explained – Contact A

Family definitions recommended

• Abbreviations should be avoided except where they are used repeatedly and only after they

have been explained.

• Always include the name and full role titles of any professionals referred to.

• Always refer to the young person, parents and/or professionals in the text of your advice

when you are reporting their comments.

• Always include the date of professional reports/advice/letters when these are referred in

the text of your advice.

• Refer to rather than repeat information available in other advice / reports as part of any

commentary or analysis.

• When stating your opinions in the report, always makes it clear that these are your views.

• All contributors need to ensure that advice given is based on Outcomes

• It is not appropriate to recommend support from another agency unless you have consulted

with them and they are in agreement. An alternative would be to recommend that another

agency to carry out their own assessment in order for them to determine an appropriate

input.

• Don’t name specific provision

• State whether information, that would normally be expected, was unavailable or incomplete

(eg, not being able to see the parents, not being able to assesses a child in a school context,

etc) and how this might affect the degrees of certainty about the conclusions and

recommendations for the child / young person.

• Where applicable include the full name and edition of any test or assessment used as well as

an explanation of its nature and your purposes for using it. Always report (briefly) any issues

of reliability, validity and possible bias of any assessment measure as well as issues to do

with the limitations of assessment findings

• Always carefully consider issues of cultural context in understanding the needs of the child

and issues of cultural fairness and the extent to which any assessment findings can be

generalised for that particular child or young person.

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• Always describe the salient features of the setting for any assessment and/or observation so

that the conclusions/interpretations that are drawn from this can be understood in context.

• Where applicable, establish external validity, cross reference conclusions from your

assessment/observations/information gathering with assessment /observations/

information gathering from other sources (including academic attainments). Where

discrepancies arise discuss possible reasons for this.

• When reporting standardised test scores, always state clearly the implications of the

assessment findings for the child.

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20 Week Assessment Process

START OF 20 WEEK PROCESS

Weeks

1-3

Good quality referral received (sent by parent, professional or school)

Referral acknowledged and prepared for panel

Following panel SEN keyworker contacts parent with panel decision by

week 3

Weeks

4-10

Additional advice requested from professional where needed (ensure

advice is outcome focused)

SEN Keyworker meets family to start draft EHC plan (Section A), shares

information on personal budgets, local offer and gets indication of school

preference.

Keyworker drafts plan, collates papers and circulates to panel

Weeks

11-16

Week 11 – draft plan discussed and agreed at EHC Resource Allocation

Panel

Week 12 – Following panel decision, keyworker to send draft plan to

parents giving 15 days for feedback. School also consulted, with 15 days to

respond

Week 15 – multi agency parent meeting to discuss agreed plan

Week

17-20

Keyworker makes any amendments to the plan and sends to parents

School confirmed and finalised plan will be sent to the school, college or

educational provision named in the plan.

Finalised plan signed off by designated officer.

Pre-referral

SEN resourced plan in place. This will be used as evidence in the referral.

For young people post 14 this should include preparation for adulthood

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14 Week Transfer Process

START OF 14 WEEK PROCESS

Weeks

1-2

LA notifies parent/young person in writing of the intention to transfer

their child’s Statement of SEN to an EHC plan and the date of the transfer

review. Parent or young person will be asked to consent to the transfer review

taking place and to indicate if they are satisfied that the existing and most

recent assessments and/or advice across education, health and social care

(included as appendices with the letter) are sufficient and satisfactory for

the purposes of an EHC assessment. LA will support parents in this

decision making process.

Weeks

3-7

Consent received from parent or young person. All practitioners/advice

givers are contacted and requested to provide outcomes that the

child/young person will work towards. Parent and or young person completes section A with support, giving their

views and aspirations. Where a parent or young person indicates that advice isn’t sufficient or

satisfactory new advice will be requested from practitioners.

Week

8

The parent and or young person and practitioners are invited to attend a

transfer review

At the transfer review meeting the advice and how this will be used to

draft the EHC plan will be discussed.

Week

9-14

The LA drafts the plan, collates papers and presents to the EHC resource

allocation panel.

LA officer agrees/disagrees the resources and wording

LA sends the draft plan to parents and or young person, giving 15 days for

feedback

Following feedback from parent and or young person the LA prepares to

finalise the plan (in some cases this may include consultation with an

educational setting other than the one currently attended by the

child/young person

Local Authority issues the final plan

Preparation

Local Authority (LA) collates existing reports, assessment and advice from

across education, health and social care. LA ensures that the most recent

information is available and that this can be shared with parent, young

person and practitioners to support them in deciding if the information is

sufficient and satisfactory for the transfer to an Education, Health and Care

(EHC) plan.

LA contacts school/setting to set date for transfer review meeting

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Tri-borough Education, Health and Care Assessment

Special Educational Needs Guidelines for Education Health and Care Plan Assessment

WORKING DOCUMENTv14

Who do these guidelines apply to? These guidelines have been written in accordance with paragraph 9:16 of the Special Educational Needs Code of Practice 2014 which provides: “Local authorities may develop criteria as guidelines to help them decide when it is necessary to carry out an EHC needs assessment (and following assessment, to decide whether it is necessary to issue an EHC plan). However, local authorities must be prepared to depart from those criteria where there is a compelling reason to do so in any particular case and demonstrate their willingness to do so where individual circumstances warrant such a departure. Local authorities must not apply a ‘blanket’ policy to particular groups of children or certain types of need, as this would prevent the consideration of a child’s or young person’s needs individually and on their merits”. Who these guidelines apply to: These guidelines apply when considering requests for EHC Assessments. They do not apply to those children and young people with existing Statements of Special Educational Needs or Learning Disability Assessments at 1 September 2014. Why are we implementing these guidelines? These guidelines have been produced to assist the Local Authority in deciding whether it is necessary for the Local Authority to initiate an EHC Assessment. In addition to the guidelines, all requests for an EHC Assessment will be considered on an individual basis considering some or all of the following:

(1) The views and evidence submitted by parents/carers (2) Where applicable, the views and evidence submitted by the young person (3) The evidence presented by the educational setting (4) The evidence presented by professionals (5) Any other relevant body with information about the child/young person

How will we review the effectiveness of these Guidelines? During the next 12 months we will work closely with parents and Parent Representative Groups to review the effectiveness of the guidelines and will consider amendments as required.

30

The following guidance is for children aged 0-25 and specifically relates to the identification of whether a child/young person has Special Educational Needs. We recognise that there are also separate eligibility guidelines for access to Children’s Social Care, Adult’s Social Care and Health Services and that each of these guidelines will be referred to independently during the single assessment process. We have started a process of reviewing the guidelines for each of these services and understanding how they can be aligned in order to simplify the overall assessment process. The government recognise that this is a significant task that all local authorities will need to undertake during the period of transition, which runs until April 2018. Who can make a request for an EHC Assessment? A request for an Education, Health and Care assessment for a child or young person aged 0-25 years and with special educational needs and/or disabilities can be made by:

The child’s parent

A young person aged 16-25 years

A person acting on behalf of a school or post 16 institution

Children and young people under 19 in youth custodial establishments have the right to request assessment for an EHC Plan.

Following a request for an EHC needs assessment or the child having otherwise been brought to its’ attention, the Local Authority must determine whether an EHC needs assessment is necessary. The Local Authority must make this decision and communicate the decision to the child’s parent within six weeks of receiving the request. Considering a Request for an EHC Assessment – The Legal Context The Children and Families Act defines whether a child/young person has special educational needs and requires an Education, Health and Social Care Assessment. A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age has a learning difficulty 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 provision

A child of under compulsory school age has special educational needs if he or she is likely to fall within the definition above when he/she reaches compulsory school age or would do if special educational provision was not made for him/her.

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In some exceptional circumstances, it may be possible for a combination of less severe special educational needs to have a cumulative effect on a child’s educational progress. An EHC Assessment will be considered if the cumulative effect may call for special provision which cannot reasonably be provided within the resources normally available to mainstream settings The four broad categories of needs as set out in the SEND Code of Practice 2014 form the basis for decision-making:

Speech, language and communication

Cognition and learning

Social, emotional mental health

Physical, sensory medical

In each of these areas the borough has produced guidelines to identify the significance of a child’s difficulty and to identify whether there needs can be met through the resources that are available to mainstream school. The questions have been designed by professionals and they act as a guide only in deciding whether or not an EHC Assessment is necessary. The guidelines for each area will be completed by parents, the educational setting and professionals to identify the significance of the child’s difficulties. For each area of difficulty the child’s parents/school/professional score the severity of the child’s presenting difficulties. If the child reaches a certain score, the Council can use this information to determine whether the child’s needs are significant to meet the guidelines for an EHC Assessment. It is important to state that the guidelines are not a diagnostic tool and are simply used to weigh how the child’s difficulties are reported to impact on their education. In addition to the guidelines the Tri-Borough will also consider the information which is gathered as part of the EHC Request for an Assessment process.

32

Speech, Language and Communication Speech, Language and Communication Scales Specific Guidelines: Autistic Spectrum Disorders/Speech and Language Difficulties

Statutory Action

Social Communication

Social Interaction Social Imagination Receptive Language Expressive Language

Motor/ Organisational

End of Foundation Stage

0 – 5 points 0 – 5 points 0 – 2 points 3 points or less 3 points or less 0 – 10 points Working towards EYFS* levels 2 or more years below chronological age

End of KS1 5 points or less (where all ticks fall in the

‘not at all’, ‘rarely’ or ‘sometimes’ columns)

5 points or less (where all ticks fall in the


2 points or less (where all ticks fall in the

‘not at all’ or ‘rarely’ columns)

7 points or less 11 points or less 10 points or less At or below 2nd

centile speaking and listening P6 or below

End of KS2 15 points or less 15 points or less 10 points or less (where all ticks fall in the



centile speaking and listening level 1C or below

End of KS3/4 and FE 14-25 years old

22 points or less 22 points or less 12 points or less (where all ticks fall in the



centile speaking and listening level 2A or below

Pre-school

Working towards EYFS levels 2 or more years below chronological age and/or similarly recorded levels using alternative developmental checklists (e.g. Teaching Talking, Portage, PIP Checklist) in the area of language and communication skills.

It is important to note the above relates to specific guidelines for statutory action and that a request for statutory assessment additionally requires considerable evidence of process guidelines being met. * EYFS = Early Years Foundation Stage

33

Specific Guidelines: Communication and Interaction Please refer to guidance notes before completing this form.

Name: Age: Date:

Observed behaviour Not at

all Rarely

Some-times

Fairly often

SOCIAL COMMUNICATION

0 1 2 3

1. Responds when called by name.

2. Follows verbal instructions in 1:1 setting.

3. Follows verbal instructions in small group setting.

4. Follows verbal instructions in whole class setting.

5. Takes turn in conversations.

6. Initiates conversation.

7. Changes topic of conversation.

8. Maintains an appropriate conversation.

9. Shows awareness of the listener’s needs.

10. Gives appropriate non-verbal signals as a listener.

11. Changes the topic or style of a conversation to suit the listener.

12. Changes appropriately the volume and tone of voice.

13. Recognises and responds to non-verbal cues eg: a frown.

14. Understands implied meanings.

15. Tells or writes an imaginative story.

16. Relates a sequence of events.

17. Gives a simple sequence of instructions.

SOCIAL INTERACTION

0 1 2 3

18. Uses gesture, body posture, facial expression and eye-to-eye gaze in 1:1 situation.

19. Uses gesture, body posture, facial expression and eye-to-eye gaze in group interaction.

20. Follows social cues in 1:1 situation with adults.

21. Follows social cues in 1:1 situation with other children.

22. Follows social cues in group interaction.

23. Shares an activity with other children.

24. Shares an activity with an adult.

25. Develops peer friendships.

26. Seeks comfort/affection when upset.

27. Offers comfort/affection to others.

28. Shares in others’ enjoyment/pleasure.

29. Imitates other children.

30. Imitates adults.

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31. Shows different responses to different people in different situations.

32. Responds appropriately to social praise.

33. Responds appropriately to criticism.

Observed behaviour Not at

all Rarely

Some-times

Fairly often

SOCIAL IMAGINATION & FLEXIBLE THINKING 0 1 2 3

34. Has varied interests.

35. Shares interests.

36. Changes behaviour according to the situation.

37. Accepts changes in rules, routines or procedures.

38. Plays imaginatively when alone.

39. Plays imaginatively with others.

40. Accepts others’ points of view.

41. Generalises learning.

42. Transfers skills across the curriculum.

43. Plans an event or task.

44. Suggests possible explanations for events.

45. Uses inference and deduction.

RECEPTIVE LANGUAGE (listening and understanding)

0 1 2 3

46. Listens 1-1.

47. Listens in a small group.

48. Listens in classroom context without visual cues.

49. Follows instructions to carry out an activity step by step without visual cues.

50. Is able to retain information from one lesson to another.

51. Shows understanding of an age-appropriate story/text told to a large group of pupils.

52. Shows understanding of where/when/how questions.

53. Shows ability to predict outcomes.

54. Shows ability to make inferences.

55. Understands abstract concepts of time and sequence.

56. Shows an appropriate understanding of words.

57. Can understand how words are linked in categories.

EXPRESSIVE LANGUAGE (spoken language) 0 1 2 3

58. Uses intelligible connected speech.

59. Uses familiar vocabulary appropriately.

60. Uses phrases and statements to comment on ongoing

35

activities.

61. Finds words and joins them together with appropriate word order.

62. Uses appropriate grammatical structures, taking into account local dialect.

63. Recalls and describes in sequence activities that have been recently completed.

64. Asks appropriate questions to obtain information.

65. Gives meaningful instructions.

66. Tells/retells a story or imagined events in chronological order.

67. Contributes to discussion about behaviour or feelings in different situations.

68. Gives an explanation of why events occur and predicts alternative endings/outcomes.

69. Uses language appropriately in a variety of situations.

MOTOR & ORGANISATIONAL SKILLS 0 1 2 3

70. Finds way around classroom.

71. Finds way around school.

72. Sits still.

73. Sits amongst a small group.

74. Sits amongst a large group eg: assembly.

75. Finds and organises the equipment needed for a given task.

76. Writes legibly and draws accurately.

77. Gets changed without help eg: for PE.

78. Organises movements for PE and games.

PLEASE ENSURE THAT THIS FORM IS COMPLETED AND RETURNED AS PART OF THE SUPPORTING EVIDENCE.

SCORE

SOCIAL COMMUNICATION

SOCIAL INTERACTION

SOCIAL IMAGINATION & FLEXIBLE THINKING

RECEPTIVE LANGUAGE (listening and understanding language)

EXPRESSIVE LANGUAGE (Spoken language)

MOTOR & ORGANISATIONAL SKILLS

36

Special educational needs and disability code of practice: 0 to 25 years - 2014:

6.28 Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.

6.29 Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.

37

Cognition and Learning Threshold Guidelines for Statutory Assessment of Children with Learning Difficulties

Age of pupil

Year group Guidelines for Learning Difficulties

5 years

R Working towards early year foundation Stage Learning Goals 2 or more years below chronological age and/ or standardised assessment evidences progress towards developmental milestones within 2nd Centile.

6 years

Y1 Working towards level 1 in all NC core subjects – P level 5 or below

7 years


8 years


9 years


10 years

Y5 Mixture of working towards level 1 and working at level 1c in all NC core subjects

11 years

Y6 Mixture of working towards level 1 and working at level 1b in all NC core subjects

12 years

Y7 Level 1a in all NC core subjects

13 years

Y8 Mixture of level 1 and level 2c in all NC core subjects

14 years

Y9 Mixture of level 1 and up to level 2b in all NC core subjects

15 years

Y10 Working at 2a in all NC core subjects

16-25 years Y11 - FE Working at level 2a/3 in NC core subjects or Foundation Level 3

38

References: P scales: attainment targets for pupils with SEN 2014

National curriculum in England: English programmes of study 2014

National curriculum in England: Mathematics programmes of study 2014

2014 Early Years Foundation Stage Profile – literacy, mathematics, communication and language

Revised RBKC SEN Audit Criteria 2010

Standardisations from the British Ability Scales, Third Edition 2011, Word Reading and Spelling

Portage Early Education Checklist (incorporating the Wessex revised language checklist) Bluma, Shearer, Troman & Hillard 1998

Feuerstein R and Feuerstein S (1991) Mediated learning experience –a theoretical review, in Dynamic Assessment and its potential for Educational Psychologists. Elliot, Lauchlan and Stringer EPIP Vol 12 No 3 1996

Bloom B. (1950) Bloom’s Taxonomy of thinking skills & Anderson, L. (2001) Bloom’s Revised Taxonomy

Biggs J and Collis K 1982 Evaluating the quality of learning. The SOLO Taxonomy (Structure of the observed learning outcome) Academic press.

PIP Developmental Chart Jeffree and McConkey (1998)

5 years

YR

Working towards Early Year Foundation Stage Learning Goals, 2 or more years below chronological age and/ or standardised assessment evidences progress towards developmental milestones within 2nd Centile.

A YR pupil will still be experiencing difficulty with many of the areas of learning below:

Cannot yet do independently or with support

Sometimes can do with support and prompting

Mainly can do independently

Can do securely

Listening to familiar stories with increasing attention and recall in a group setting

Joining in repeated words or phrases in rhymes or stories

Showing more than a fleeting interest in books

Giving meaning to marks as they draw and paint

Using some language of quantity such as ‘more’ and ‘a lot’

39

Using any counting words

Completing jigsaws (up to 6 pieces) or inset boards (matching picture to picture)

Noticing simple shapes and patterns (in pictures)

Anticipating specific time-based events such as mealtimes or home time

Copying a circle or +

Matching 3 colours

Pointing to big and little on request

Stacking rings in order on a peg

Playing ‘dressing up’ in adult clothes and imitating simple play sequence e.g. looking after dolly

: 6 years

Y1

P level 5 or below - Working towards level 1 in all NC core subjects

A Y1 child will still be experiencing difficulty with many of the areas of learning below:




Can do securely

Answering a 2 key word question about a simple story e.g. Where’s rabbit?

Matching objects to pictures and symbols e.g. choosing between 2 symbols to select a

40

drink

Producing meaningful marks or symbols associated with their own name or familiar spoken words, actions, images, events

Tracing, over-writing shapes e.g. circle, square, rectangle, triangle; copying straight line patterns, circle and cross

Drawing their representation of a person with some recognisable features

Joining in with familiar number rhymes and games, showing awareness of at least one number

Demonstrating awareness of contrasting quantities e.g. ‘1’,‘lots’

Exploring the position of objects e.g. Understanding terms like. ‘Inside the box’, ‘Outside the box’.

Pointing to 10 parts of the body on request

Being able to match 1:1 from 3 or more objects and naming 3 shapes and 3 colours on request

Matching a sequence or pattern of blocks or beads

Acting out an experience in pretend play e.g. going to the doctor

Following rules without imitating actions of other children

41

7 years

Y2


A Y2 pupil will still be experiencing difficulty with many of the areas of learning below:




Can do securely

Responding to a simple question or direction and make him/herself understood in relation to matters of immediate interest

Recognising one or two written words other than his/her name e.g. ‘mum’, ‘I’

Using 1:1 correspondence pointing as they ‘read’ a repetitive, simple text

Matching the same letters of the alphabet

Copying letter forms/symbols

Producing or writing their name in letters or symbols

Drawing a recognisable picture of a person

Demonstrating understanding of the concept of ‘more’

Using 1:1 correspondence counting objects up to 3

Recognising and reciting numbers up to 5

Showing understanding of words/signs/symbols that describe positions e.g. in, on, under, behind

Recalling 4 objects seen in a picture

42

Telling the time of day associated with familiar activities e.g. breakfast, bedtime

Repeating familiar rhymes

Naming 8 colours

Dressing up and pretending to be a fire fighter or teacher (with appropriate actions)

8 years

Y3






Can do securely

Asking questions and making relevant and meaningful contributions in small group situations

Recalling one verbal instruction and translating it into appropriate action in a familiar class situation

Recognising very familiar words including their own name

Recognising letters of the alphabet in their name and a few others

Understanding the conventions of reading (for example following text left to right, top to bottom, page following page)

Drawing a picture of a person with evidence of detail

43

Writing their name

Understanding/awareness that we write for different purposes e.g. birthday card, shopping list, story book

With one to one correspondence counting up to 10

Continuing to rote count on from a given small number

Comparing sets of objects and saying which is the bigger or smaller group e.g. 3 blocks and 6 blocks

Making simple estimates e.g. strides across the room

Using everyday language to talk about size, weight, time and money

Recalling 5 facts from a familiar story (heard at least 3 times)

Telling colour of named object

Understanding and naming first/middle/last or beginning/middle/end

Sings 5 lines of a familiar song

9 years

Y4

P level 8 or below - Working towards level 1 in all National Curriculum core subjects

44





Can do securely

Recalling and following verbal instructions involving more than one idea or action within the context of the Year 4 classroom

Asking questions and making relevant and meaningful contributions in small and larger group situations

Responding appropriately to why or how questions about their experiences and in response to stories or events

Recognising all the letters of the alphabet

Using phonic knowledge to decode and read aloud some regular CVC words

Reading and understanding simple repetitive sentences, such as ‘I like cats, I like apples’ with pictures/photographs to support

Writing a simple sentence and being able to read it back

More than 33 months behind on a standardised reading test

More than 36 months behind on a standardised spelling test

Counting objects to 20

Placing in order numerals to 20

Saying which number is one more or one less than a given number

Estimating a small number up to 8 and checking by counting

45

Using ordinal numbers (first second, third fourth) when describing the position of objects, people etc

Using everyday language to compare quantities and objects in relation to measurement e.g. size and weight

Naming the days of the week in order

Telling the day and month of birthday/name and address

Predicting what will happen next

Completing a simple maze and copying a diamond shape

Answering ‘why’ questions with an explanation

10 years

Y5

Mixture of working towards level 1 and working at level 1c in all NC core subjects





Can do securely

Following instructions involving several ideas or actions in the context of a Year 5 classroom

Asking questions to clarify meaning

Making relevant and meaningful contributions in large group situations

Answering ‘how’ and ‘why’ questions about their experiences and in response to

46

stories and events

Naming the letters of the alphabet in order

Using phonic knowledge to decode and read aloud accurately most of the 45 YR words

Reading and understanding more complex sentences (e.g. compound sentences) with visual support

Writing simple sentences which can be read by themselves and others – for example, making place-keeping errors, repeating and or skipping letters and words during sentence writing

Spelling up to half of the 45 reception class words and some others that are phonetically plausible



Using objects - adding and subtracting two single digit numbers and counting on or back to find the answer

Solving problems, including doubling, halving and sharing with numbers up to 10

Using simple mathematical language to describe the characteristics of everyday objects and solid and flat shapes

Using everyday language to make comparisons involving measurement - e.g. size, weight, distance - to solve simple problems

Being able to apply a learned and familiar concept to a new/ unfamiliar learning activity

47

Understanding the rules of simple board or cooperative group games

Being able to say the opposite e.g. push/pull, open/shut

Predicting what might happen next and answering ‘what would happen if?’

11 years

Y6

Mixture of working towards level 1 and working at level 1b in all NC core subjects

A Y6 pupil will still be experiencing difficulty with many of the areas of learning below Cannot yet do independently or with support



Can do securely

Recalling verbal instructions and asking questions to clarify meaning in the context of a Year 6 classroom

Communicating for a range of purposes and for different audiences in the context of a Year 6 classroom

Responding with the correct sound to letter (or group of letters) for all 40+ phonemes

Reading most of the common irregular/exception words from YR

Linking what they read or hear read to their own experiences

Checking that the text makes sense to them as they read and re-reading to try and self-correct

Saying out loud what they are going to write about

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Re-reading what they have written to check it makes sense

Spelling common exception words



Counting, reading and writing numbers from 1 – 20 in numerals

Adding and subtracting one-digit and two-digit numbers to 20 including zero

Comparing, describing and solving practical problems for lengths and heights, mass/weight and capacity and volume

Recalling previously learned information with frequent repetition, over learning and use of multi-sensory approaches

Telling a simple joke

Understanding the meaning of a learning activity/project, for example, being able to interpret and explain in their own words or using pictures/diagrams what steps they need to take to start, following clear simple instructions

Being able to rely on recall of familiar taught sequences such as days of the week and months of the year for example to help with problem solving

12

Y7

Level 1a in all NC core subjects

49

years





Can do securely



Organising what they say to convey meaning

Participating in discussion about what is read to them, taking turns and listening to what others say

Reading accurately and fluently the YR and many Y1 words containing Grapheme Phoneme Correspondence (GPCs)

Reading common exception words from YR and Y1, noting unusual correspondence between spelling and sound and where these occur in the word

Reading words containing endings –s, -es, -ing,-ed, -er, -est

Checking that the text makes sense to them as they read, and correcting inaccurate reading

Discussing word meanings, linking new meanings to those already known

Spelling words containing each of the 40+ phonemes

Composing a sentence orally before composing it

50

Joining words and joining clauses using and

Punctuating sentences using a capital letter and a full stop.



Reading and writing numbers from 1 – 20 in numerals and in words

Adding and subtracting two digit numbers, using quantities and objects, and counting on or back to find the answer

Counting to and across 100 forwards beginning at any number

Counting in multiples of 2s, 5s and 10s

Measuring and beginning to record: lengths and heights, mass/weight, capacity and volume

Recognising and knowing the value of different denominations of coins and notes

Understanding and following a simple procedure for completing a new activity, learning new skills, without frequent practice and repetition

Understanding the meaning of a learning activity/project, for example, explaining in their own words or using pictures/diagrams to represent what steps they need to take to start following clear simple instructions

Gathering information needed for activities in an accurate, thorough and precise manner

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Applying and implementing the information needed to solve the problem at a level expected of a pupil working within NC level 1a

Being able to express the reasoning behind a solution to a problem clearly and coherently following adult support at a level expected of a pupil working within NC level 1a

13 years

Y8

Mixture of level 1 and level 2c in all NC core subjects





Can do securely



Asking relevant questions to extend their understanding and knowledge

Reading accurately and fluently words comprising the Y1 GPCs

Blending sounds in unfamiliar words

Reading common exception words from Y1, noting unusual correspondence between spelling and sound and where these occur in the word

Checking that text at a Y1 level makes sense to them as they read, and correcting inaccurate reading

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Discussing word meanings, linking new meanings to those already known

Sequencing sentences to form short narratives

Discussing what they have written with the teacher or other pupils

Punctuating sentences using a capital letter and a full stop, question mark or exclamation mark



Counting to and across 100 forwards and backwards beginning at any number

Comparing and ordering numbers from 0 up to 100

Calculating mathematical statements for multiplication and division within the multiplication tables and writing them using the multiplication (x) and divide (÷) and equals (=) signs

Recognising the place value of each digit in a two digit number (tens, ones)

Comparing and ordering lengths, mass, volume/capacity and record the results using >,< and =

Recognising and using symbols for pounds (£) and pence (p) and combining amounts to make a particular value

Developing fluency in applying new skills with frequent repetition, over learning and use of multi-sensory approaches

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Analysing tasks and working out key components

Distinguishing between fact and inference


Applying and implementing the information needed to solve the problem at a level expected of a pupil working within NC level 2c

Being able to express the reasoning behind a solution to a problem clearly and coherently following adult support at a level expected of a pupil working within NC level 2c

14 years

Y9

Mixture of level 1 and up to level 2b in all NC core subjects





Can do securely



Asking relevant questions to extend their understanding and knowledge

Reading books written for a Year 2 readability level accurately and fast enough to understand what they are reading

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Reading most frequently encountered Year 2 words quickly and accurately, without overt sounding and blending.

Checking that texts at a Y2 level make sense to them as they read, including re-reading to correct inaccuracies

Making inferences - in the books they can already read accurately and those they listen to - both on the basis of what is being done and said

Understanding how writing can be different from how we speak

Re-reading their writing to check their meaning is clear

Writing down their ideas with some degree of accuracy and basic sentence punctuation.

More than 75 months behind on a standardised reading accuracy test


Comparing and ordering numbers up to 100 and using <, > and = sign

Reading, writing and interpreting mathematical statements involving addition (+), subtraction (-) , the multiplication (x) and divide (÷) and equals (=) signs

Solving problems involving multiplication and division, (using either materials, visual arrays or repeated addition or mental methods or multiplication and division facts)

Writing simple fractions for example ½ of 6 = 3 and recognising the equivalence of 2/4

and ½

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Solving money problems in a practical context involving addition and subtraction of money of the same unit, including giving change

Telling and writing the time to five minutes, including quarter past/to the hour

Applying skills that are learnt in one context to a new and unfamiliar context

Identifying several relevant aspects of a task and connecting these to make sense of the subject


Applying and implementing the information needed to solve the problem at a level expected of a pupil working within NC level 2b

Being able to express the reasoning behind a solution to a problem clearly and coherently following adult support at a level expected of a pupil working within NC level 2b

15 years

Y10

Working at 2a in all NC core subjects

A Y3 pupil will still be experiencing difficulty with many of the areas of learning below Cannot yet do independently or with support



Can do securely


Communicating for a range of purposes and for different audiences in the context of a

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Year 10 classroom

Asking relevant questions to extend their understanding and knowledge and to build their vocabulary

Reading books written for a Year 2/3 readability level accurately and fluently enough to understand what they are reading

Decoding and making a good approximation to the pronunciation of most new words outside their spoken vocabulary.

Checking that the texts at a Y2/3 level makes sense to them as they read, including re-reading to correct inaccuracies

Learning to read silently

Talking about the sequence of events in books and how items of information are related

Making inferences - in the books they can already read accurately and those they listen to - both on the basis of what is being said and done

Writing down their ideas with a reasonable degree of accuracy and with punctuation, including use of commas for lists and apostrophes

Checking their writing makes sense and making simple additions and corrections

Spelling the common Y3 words, including the common exception words

Joining their handwriting to write quickly enough to keep pace with what they want to say;

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More than 84 months behind on a standardised reading accuracy test


Adding and subtracting numbers with up to 3 digits using formal written methods of columnar addition and subtraction

Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables

Counting up and down in tenths and recognising that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10

Adding and subtracting amounts of money to give change, using both £ and p in practical contexts

Estimating and reading time to the nearest minute with reasonable accuracy

Transferring and generalising skills learned skills

Connecting several different aspects of a particular subject to show an understanding of the subject as whole, for example, describing, listing, sorting and combining


Applying and implementing the information needed to solve the problem at a level expected of a pupil working within NC level 2a

Being able to express the reasoning behind a solution to a problem clearly and coherently following adult support at a level expected of a pupil working within NC level 2a

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6.30 Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. 6.31 Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

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Social, Emotional and Mental Health

Threshold Guidelines for Assessment for children with social, emotional and/or mental health needs A small proportion of children will demonstrate severe and complex social, emotional difficulties over time despite appropriate interventions. These children will display a range of related behaviours to a severe degree, which would include at least three of the following:

very poor social skills, including difficulties interacting with peers

lack of self-esteem

continual, high-level disruptive behaviour in the classroom

poor concentration and organisation. In addition, there would be evidence of at least two of the following:

frequent, inappropriate challenging of authority, experienced as non-compliance

regular confrontational interaction with adults

violent or severely disruptive behaviour which is not confined to a particular teacher, class, task or set of circumstances

regular aggressive or violent acts against people and/or property

self-harming

withdrawal, depressive or suicidal tendency. The degree and complexity of these behaviours for any children will need to be assessed against:

the inappropriateness of the presenting social emotional behaviour (particularly with regard to the age of the child and to the context in which the behaviour occurs)

the frequency of the behaviour

its intensity

its duration

its persistence over time The evidence submitted with a request for an EHC assessment will need to demonstrate the degree to which a child’s social emotional development has an effect on:

access to the curriculum and learning

the safety or welfare of the child or other children

teacher attention and time Since context can play a significant part in determining the extent of a child’s social emotional difficulties, a child who has recently moved from another school should be given the opportunity to settle before a statutory assessment request is initiated.

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Evidence from the previous school, if this can be obtained, would be relevant. The child’s social, emotional difficulties may be experienced by those who have contact with him or her as non-compliant, confrontational and potentially threatening and/or as mental health needs. The young person’s targeted intervention programme will have been in place for a reasonable period of time and reviewed in consultation with all staff working with the child, as well as with his or her parents. Provision maps and/or pastoral support plans with specific measureable targets which show evidence of reviewing strategies and/or interventions relevant to the child’s social, emotional difficulties over time with parents must be provided. The evidence will also include completion of the Social Emotional Development Questionnaire with parents and evidence of tracking Well-being in response to intervention over time. Children/young people would be likely to score 8 or less on any two parts of this scale and 14 or less on all three parts to meet the guidelines.

Tri-borough Social Emotional Development Questionnaire

Specific Guidelines for EHC Assessment

15 points or less where all ticks fall in the ‘not at all’ or ‘rarely’ columns.

USING THE SCALE - INSTRUCTIONS FOR COMPLETION

Each item is rated on a four-point scale from ‘Not at all’ to ‘Fairly often’ (0 – 3). When completing the assessment, an individual pupil’s behaviour should be considered over the period of a term. A practitioner who has worked closely with the child/young person should complete the form in liaison with the school’s link EP, a specialist teacher and/or another specialist service. It would be expected that the school’s SENCo would contribute to this process. ‘Not at all’ should be marked if the pupil has not shown the behaviour at all during the last three months. ‘Rarely’ should be marked if the pupil has demonstrated the behaviour on only a few occasions during the last three months. It is helpful if in discussion with parents there is agreement about the definition of ‘sometimes’ and ‘fairly often’.

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Account should be taken of the age of the pupil and consideration given to expectations of social, emotional behavioural regulation for that age group. Please note: When a member of school staff and/or parent makes a request to the Local Authority to carry out an EHC single assessment of special educational needs for a child/young person with Social Emotional Mental Health Needs it would be expected that, but not a requirement that:

The nature and severity of the child/young person’s needs would meet guidelines and that this would be evident from completion and submission of the Tri-borough Social Emotional Development Questionnaire

The evidence of school-based, health and care intervention was matched to the child’s identified need and had been reviewed regularly

When requesting single assessment of a child in the Early Years Foundation Stage it would be expected that, but not a requirement that evidence would be provided of EYFS assessment of personal, social, and emotional development showing a developmental gap of two or more years below chronological age. Alternatively age appropriate checklists showing a similar social, emotional behavioural developmental pattern, such as Portage and/or PIP could be submitted as evidence, providing these have been shared with parents.

The current law, section 36(8) C&FA 2014 requires evidence only of probability both of the existence of special educational needs and of the necessity of an EHC plan:

“The local authority must secure an EHC needs assessment for the child or young person if, after having regard to any views expressed and evidence submitted under subsection (7), the authority is of the opinion that—

(a) the child or young person has or may have special educational needs, and

(b) it may be necessary for special educational provision to be made for the child or young person in accordance with an EHC plan.”

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Tri-borough Social, Emotional Development Questionnaire Please refer to guidance notes before completing this form.

Name: Age: Date:

OBSERVED Social Responses Not at

all Rarely

Some- times

Fairly often

CONDUCT BEHAVIOUR

0 1 2 3 1. Behaves respectfully towards teacher/practitioner Eg respects teacher/practitioners and answers teacher/practitioners demonstrating age appropriate understanding of behavioural expectations, does not interrupt or deliberately annoy, does not show verbal aggression.

2. Shows respect to other children/young people Eg interacts with other children/young people demonstrating age appropriate understanding of expected behaviour and does not tease, call names, swear, use psychological intimidation.

3. Only interrupts and seeks attention appropriately Eg behaves in ways warranted by the classroom/setting activity. Does not disrupt unnecessarily, or distract or interfere with others, does not pass notes, talk when others are talking. Is not attention-seeking.

4. Self-regulates social response Eg is not physically aggressive, avoids fights, is pleasant to other children/young people, is not cruel or spiteful, does not strike out in temper.

5. Respects property Eg values and looks after property, does not damage or destroy property, does not steal.

EMOTIONAL Response 0 1 2 3

6. Has empathy Eg is tolerant of others, shows understanding and sympathy, is considerate.

7. Is socially aware Eg interacts appropriately with others, is not a loner or isolated, reads social situation well.

8. Is happy Eg has fun when appropriate, smiles, laughs, is cheerful, is not tearful or depressed.

9. Is confident Eg is not anxious, high self-esteem, relaxed, does not fear failure, is not shy or afraid of new things, is robust.

10. Is emotionally well-regulated and shows self control Eg moods remain relatively stable, does not have frequent mood swings. Patient, not easily flustered, able to maintain emotional regulation. Can delay gratification (e.g. wait until finished activity)

BEHAVIOUR for Learning 0 1 2 3

11. Is attentive and has an interest in schoolwork/activities Eg not easily distracted, completes work, keeps on task and concentrates, has good motivation, shows interest, enjoys schoolwork/activities.

12. Good learning organisation Eg works systematically, at a reasonable pace, knows when to move onto next activity or stage, can make choices, is organised.

13. Is an effective communicator Eg speech is coherent, thinks before answering.

14. Works efficiently in a group Eg takes part in discussions, contributes readily to group tasks, listens well in groups, works collaboratively.

15. Seeks help where necessary Eg can work independently until there is a problem that cannot be solved without the teacher/practitioner’s intervention.

SCORE

Social Response

Emotional Response

Behaviour for Learning

TOTAL

Please return this form as part of the supporting evidence.

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Guidance: using the Tri-borough Social, Emotional and Development Scale (TSEDS)

Parents/Teacher/practitioners/keyworkers are asked to focus on positive aspects of children/young peoples’ social emotional development to effect change. It is only for speed and accuracy of assessment that the examples of negative behaviours are included below.

Social Response

1. Prosocial behaviour /practitioner

Positive

Negative

The child/young person: respects the teacher/practitioner and is cooperative and

compliant, responding positively to instruction does not talk back to the teacher/practitioner or aim verbal

aggression at the teacher/practitioner interacts politely with the teacher/practitioner will not be quarrelsome or deliberately try to annoy the

teacher/practitioner will not interrupt or answer the teacher/practitioner rudely.

The child/young person: responds negatively to instruction is uncooperative with the teacher/practitioner aims verbal violence at the teacher/practitioner answers the teacher/practitioner rudely is quarrelsome with the teacher/practitioner appears to deliberately annoy the teacher/practitioner.

2. Prosocial children/young people

Positive

Negative

The child/young person: respects other children/young people and uses appropriate

language, for example, not swearing or calling them names treats other children/young people as equals and does not

dominate them with the use of intimidation or abuse respects the views or rights of other children/young people

and avoids bullying or intimidation.

The child/young person: aims verbal violence at other children/young people uses psychological intimidation shows social aggression tries to dominate uses unethical behaviour uses inappropriate sexual behaviour

3. Has effective strategies for seeking attention – does not disrupt inappropriately

Positive

Negative

The child/young person: does not seek to attract inappropriate attention in the

classroom/setting; acts in a manner appropriate to the classroom/setting situation

and does not play the fool, try to make the class laugh, shout out smart remarks or show off in the classroom/setting;

does not display attention-seeking behaviour; does not unnecessarily disrupt or interrupt other

children/young people who are working; does not verbally disrupt the class and keeps unauthorised

talking to other children/young people to a minimum; does not disrupt other children/young people using physical

disruption such as nudging or poking.

The child/young person: is verbally disruptive throws things about during lessons climbs on things runs around classroom/setting shouts in class eats, sucks or drinks inedible substances is hyperactive and/or excitable shows concern for immediate rewards needs excessive adult contact does dangerous things without thinking

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Emotional Response

6. Has empathy

Positive

Negative

The child/young person: is tolerant and considerate towards others understands how others are feeling and tries to act in a way

appropriate to the situation may try to comfort someone who is upset or hurt displays emotions appropriate to the situation and is not

emotionally detached

does not laugh at someone who is upset or injured.

The child/young person:

is intolerant of others

is emotionally detached

has no awareness of others’ feelings.

7. Is socially aware

Positive

Negative


is conscious of, and understands, the social interactions happening around them

interacts appropriately with other people both verbally and non-verbally

is not socially isolated and does not spend long periods of time sitting or standing alone

has friends among their peers, and is not a loner


is inactive

is passive

is aloof

is out of touch with reality

is withdrawn and unresponsive to stimulation

does not participate in class activities

4. Is physically self regulated

Positive

Negative


does not show physical aggression towards adults or other children/young people

does not physically pick on others is not deliberately unkind or hurtful to others avoids getting into fights with others does not strike out in anger, have temper tantrums or aggressive outbursts.


fights aims physical violence at other students often loses their temper yells and throws things bullies aims physical violence at teacher/practitioners forces other students to do things against their will is deliberately cruel is spiteful.

5. Respects property

Positive

Negative

The child/young person: respects the property of others – this may be seen by the

child/young person taking good care of property does not take part in acts of wilful damage or destruction does not steal from others.

The child/young person: has poor respect for property destroys their own things destroys others’ things damages school property steals things.

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is not frequently daydreaming and staring into space

is actively involved in activities within the classroom/setting

does not seem aloof, inactive, passive or withdrawn.

lacks accurate perceptions of others

says or feels they do not have any friends

stares blankly

is listless

shows bizarre behaviours

lacks self-awareness.

8. Is happy

Positive

Negative


appears happy by smiling and laughing when appropriate

is able to have fun

is generally cheerful and not tearful and upset

is not discontented, sulky, morose or miserable.


is depressed

is discontented

is unhappy

is distressed

talks about not wanting to live

is prone to emotional upset

is unable to have fun

is self-harming

9. Is confident

Positive

Negative


is not anxious and is confident in most situations, while not showing bravado, recklessness or unrealistic expectations of their competence

is not afraid of new things and does not fear failure when taking on new tasks

is not self-conscious or shy in most situations and does not feel inferior to other children/young people

is willing to read out loud in class and put their hand up to answer or ask appropriate questions

is typically forthcoming in group/class discussions.


acts as if extremely frightened to the point of crying

is anxious, tense or fearful

is upset by new people or situations

lacks confidence

fears failure

has feelings of inferiority

is negativistic

is afraid of new things

lacks self-esteem

is overly submissive.

10. Demonstrates effective emotional regulation

Positive

Negative


remains relatively emotionally stable and does not frequently swing from positive to negative moods

soon returns to a stable frame of mind after being upset, shows good emotional resilience and is not moody

shows good self-control and is able to manage their feelings and actions to suit the situation

is not easily frustrated or flustered and does not show signs of being touchy or uneasy

is able to delay gratification when required, and can wait for rewards or pleasurable items for prolonged periods of time.


displays inappropriate emotional reactions

has difficulty expressing needs and feelings

has frequent or strong mood changes

is unable to delay gratification

has little self-respect

over-reacts to normal situations

does not accept punishment or praise

instigates poor situations

is unable to accept responsibility for his/her actions.

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Behaviour for Learning

11. Is attentive and has an interest in schoolwork/activities

Positive

Negative


listens to the teacher/practitioner and is not easily distracted from the task in hand

does not find it difficult to work when others around are talking at a reasonable level

shows an interest in most schoolwork/activities

gets started on tasks without delay and has the motivation to carry them through

generally gets enjoyment from tasks and consequently completes them without complaint.

The child/young person

has trouble paying attention

finds it hard to sit still

does not concentrate on tasks

has a short attention span

is easily distracted

has a negative approach to schoolwork/activities in general

responds negatively to school

is frequently absent or arrives late at lessons

arrives late at school

is not keen to achieve.

12. Good learning organisation

Positive

Negative


competently copes with individual learning situations

produces tidy work, at a reasonable pace

seems to have a good grasp of how to organise learning tasks so that they can be successfully completed.

(This item deals with organisation deficits, which significantly hamper the learning of the individual, rather than motivational deficits.)


is forgetful

has trouble organizing schoolwork/activities

rushes into things without thinking

appears confused about learning tasks

worries about things that cannot be changed

is occupied overly with one activity

is easily frustrated

has difficulty in making choices

complains of not being able to cope with schoolwork/activities.

13. Is an effective communicator

Positive

Negative


shows good communication skills

is able to communicate effectively with adults and peers

is coherent

knows when it is appropriate to speak

is able to alter voice pitch and tone appropriately and uses non-verbal signals effectively, for example, eye contact, stance, distance

is able to organise communication in both individual and group situations.

This item refers to using or ignoring social communication and not medical

problems, for example, stuttering.


does not use language to communicate

has repetitive speech

has incoherent speech

avoids looking others in the eye

has difficulty communicating

has a speech difficulty

has limited non-verbal support of speech

has difficulty planning behaviour and feedback and responding

to feedback

has limited non-verbal communication of attitudes and

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14. Works efficiently in a group

Positive Negative


works well in a group situation

works collaboratively with others and is an effective communicator in group discussions

listens to what others have to say and consequently adds positively to group discussions

is willing to take on responsibilities in a group context.


refuses to share with another student

has trouble waiting their turn

refuses interactive games or tasks

is not willing to work collaboratively.

15. Seeks help where necessary

Positive Negative


seeks attention from the teacher/practitioner when appropriate

works independently unless a problem arises that cannot be solved without the teacher/practitioner‘s help.

The child/young person

is unable to work independently

constantly seeks help

makes excessive demands

does not seek information appropriately

does not ask relevant questions.

Using the scale - Instructions for completion Each item is rated on a four-point scale from ‘Not at all’ to ‘Fairly often’ (0 – 3). When completing the assessment, children’s social emotional development should be considered over a period of at least a term. An appropriate practitioner such as a teacher or TA should complete the form in discussion with the child’s parents.. ‘Not at all’ should be marked if the pupil has not shown the social emotional response at all during the last three months. ‘Rarely’ should be marked if the pupil has demonstrated the response on only a few occasions during the last three months.

emotions

talks constantly.

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Account should be taken of the age of the pupil and consideration given to expectations of social, emotional behavioural regulation at that age.


6.32 Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder. 6.33 Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils. The Department for Education publishes guidance on managing pupils’ mental health and behaviour difficulties in schools – see the References section under Chapter 6 for a link.

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Physical Sensory Medical SENSORY AND/OR PHYSICAL NEEDS Most children with significant sensory and/or physical needs will be identified through developmental assessment pre-school. Children with severe sensory and/or physical disabilities are likely to require on-going adaptations to ensure curriculum and/or physical access. These may take the form of:

- specialist equipment - curriculum material modification - teaching of specialist skills - specialist support (eg. communicator/ braillist /intervenor) - mobility training - adaptation of environment

National Curriculum levels can be significantly affected in some or all areas. However, the key indicator will be that the child’s sensory or physical need has long term and significant implications for access and learning. Where a child has a sensory or physical disability, the school should consider whether it has made appropriate adaptations under the Disability Discrimination Act (2005) before making a request for a single EHC assessment. Special educational needs and disability code of practice: 0 to 25 years - 2014: 6.34 Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. Information on how to provide services for deafblind children and young people is available through the Social Care for Deafblind Children and Adults guidance published by the Department of Health (see the References section under Chapter 6 for a link). 6.35 Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.

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Hearing Impairment For Parents and SENCOs - Please ask your Specialist Teacher of the Deaf to assist you in completing this form

1. Level of hearing Impairment Hearing loss reference table The British Society of Audiology descriptors have been adopted for hearing loss. These descriptors are based on the average hearing threshold levels at 250, 500, 1000, 2000 and 4000Hz in the better ear where no response is taken to have a value of 130dBHL.

Mild Hearing Loss Unaided threshold 21-40 dBHL

Unilateral/Mild HI/Fluctuating conductive HI/CI functioning as mild HI

0

Moderate Hearing Loss Unaided threshold 41-70 dBHL Moderate longstanding conductive-HI /Moderate HI/CI functioning as moderate HI Neo –natal conductive HI and throughout early years/Functional moderate loss due to auditory neuropathy

1

Severe hearing Loss Unaided threshold 71-95 dBHL Late diagnosis of presumed congenital, permanent HI which continues to impact on language development Period from presumed onset: 6month to 2 years Period from presumed onset: Over 2 years

2

Profound Hearing Loss Unaided threshold in excess of 95 dBHL Profound HI/Profound functional loss to due to auditory neuropathy

3

2. Qualified specialist level of intervention: Teacher of the Deaf (QTOD) (NatSip Criteria 2012) Impact of HI on language and communication development and on access to

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learning and the curriculum Score

Language and communication match potential given appropriate management strategies and service monitoring and advice: at least termly/yearly

1

Language and communication require targeted support from the service in order for the learner to access the curriculum at least termly/yearly

2

Language and communication require a high level of targeted support from the service at individual learner level to establish and develop skills for learning at least termly/yearly

3

Multi-agency Liaison/role (including Child Protection) Score

ToD contributes to multi-agency working for learner 0

ToD is lead professional for pre-school child or lead support worker for nursery/school-aged/post-16 learner requiring at least termly/yearly

1

ToD contributes to multi-agency working for learner with complex needs at least termly/yearly

2

ToD is lead professional and pupil requires weekly/fortnightly visits 3

3. Early Years Monitoring Protocol Early Support Monitoring protocol for deaf babies

and children tracks development and progress over the first three years after identification of a hearing difficulty or deafness

Early Years Monitoring Protocol: There are 11 ‘B’ stages looking at development in approximate developmental stages rather than specific ages.

B1 0-2 months after identification









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Early Years Monitoring Protocol Level in delay:

0-6 months delay behind chronological age 0




4. British Picture Vocabulary Scale: Third Edition 3-15 yrs of age - Level in delay 0-6 months delay behind chronological age 0




5. Speech Intelligibility Rating Scale attached (ref: The National Paediatric Bilateral Audit)

Connected speech is intelligible with little or no concentration on the part of the listener. The child is easily understood in interaction with an adult.

0

Connected speech is intelligible but there may be some difficulty to a listener with no experience of a deaf person’s speech. Some concentration may be required on the part of the listener.

1

Connected speech is intelligible only if the listener concentrates hard. The listener may need to use lip-reading/contextual cues.

2

Phrases/sentences (connected speech) unintelligible. Intelligible speech has developed for single words only.

3

No intelligible speech or recognisable words but the child may be capable of verbalisation. The child’s primary mode of everyday communication may be manual.

3

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6. AB Word List/Manchester Word List

Average 10-15% errors: 0

15-25% errors: 1

25-50% errors: 2

In excess of 50% errors: 3

Conversational Voice 60dB

Quiet Voice 40dB

Level Score % Level Score %

Aided + Lipreading

Aided – Lipreading

Unaided + Lipreading

Unaided - Lipreading

7. Comprehension ACE comprehension/Expression 6-11 yrs of age The main test includes five subtests: Sentence Comprehension Inferential Comprehension Naming Syntactic Formulation and Semantic Decisions The extended test includes these five subtests plus an additional two subtests: Non-Literal comprehension Narrative

Average Low Score Moderately Low Extremely Low

Sentence Comprehension

0 1 2 3

Inferential Comprehension

0 1 2 3

Naming 0 1 2 3

Syntactic-formulation

0 1 2 3

Semantic Decisions

0 1 2 3

Non Literal Comprehension

0 1 2 3

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Narrative 0 1 2 3

8. BSL Receptive/Expressive Scale

SCORE

Attends to adult when prompted 3

Signals to attract attention 3

Conveys emotions by expression 3

Signals reactions of dislike 3

Watches other people 3

Brief eye contact 3

Engages readily in eye contact 3

Points to object or event 3

Copies facial expressions 3

Reads signs referring to Familiar people 2

Produces 1 / 2 signs that are meaningful 2

Uses 2 to 5 referential signs 2

Produces about 10 signs 2

Has a range of 20 signs 2

Uses known signs to refer to an object 2

Uses signs for a concept or phrase 1

Uses a variety of phrases 1

Uses forms of modulating signs 1

Begins to position signs 1

Indicates sequences of events of signs 1

Sustains a limited exchange with a signing adult 1

Converses fluently with known signing adult 0

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Converses fluently with unknown signing adult 0

Shows understanding of signed commentaries 0

Uses interpreters to converse with non-signing people 0

9. Specialist Equipment

Use of personal hearing aids or cochlear implant (ref NatSip 2012)

Learner uses personal aids/CI/other technology at home and/or in educational placement in a way that enables the child or young person to make good progress and achieve good outcomes

1

Learner uses personal aids/CI/other technology effectively and consistently but does not independently manage personal aids/CI/other technology.

2

Learner has received CI within the last two years 2

Learner uses personal aids/CI/other technology reluctantly/ineffectively/inconsistently or does not use prescribed amplification and this affects access to the curriculum

3

Learner recently issued with personal aids; use of equipment still being assessed/established

3

Support for effective user of the specialist equipment by learner (E.G FM systems) and key staff support for effective use of specialist equipment by learner

Low level of support – e.g equipment checks needed 3 x per year 1

Moderate level of support – e.g equipment checks needed 6 x per year

2

New user of equipment

High level of support – e.g at least monthly equipment checks and support for use of equipment needed

3

3

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10. Scoring: This will give an indication of where quality first teaching and the LA local offer of specialist support services are able to well meet the needs of Children and Young People 0-25 yrs with a hearing impairment without recourse to additional resources.


6.30 Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. 6.31 Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia. 6.34 Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support.

0s School reasonable adjustment 0s & 1s School reasonable adjustment 1s HI Team monitoring 1s & 2s HI Team monitoring 2s HI Team monitoring 2s & 3s EHC 3s EHC

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Visual Impairment

For Parents and SENCOs - Please ask your Specialist Teacher for pupils with a visual impairment to assist you in completing this form 1. Level of Visual Impairment (Ref:NatSip 2012)

Mild vision loss Within the range 6/12 - 6/18 Snellen/Kay (LogMAR 0.3 –

0.48) Monocular/Mild/Fluctuating VI (with reasonable vision for a considerable amount of time)

0

Moderate vision loss Less than 6/18 - 6/36 Snellen/Kay (LogMAR 0.5 – 0.78) Moderate VI/Functional moderate loss due to cerebral VI

1

Severe vision loss Less than 6/36 - 6/60 Snellen/Kay (LogMAR 0.8 – 1.00) Severe VI/Functional severe loss due to cerebral VI Late diagnosis of permanent VI - period from presumed onset: 6mths – 2 yrs - period from presumed onset: over 2 yrs

2

Profound vision loss Less than 6/60 Snellen/Kay (LogMAR 1.02) Profound VI/ Profound loss due to cerebral VI Continuing assessment of VI required eg fluctuating condition, deteriorating/degenerative/progressive loss Recently acquired permanent VI (within last 6 months)

3

2. Qualified specialist level of intervention (QTVI) (NatSip 2012) QTVI contributes to multi-agency working for the CYP 0

QTVI contributes to multi-agency working for the CYP with low level of liaison and joint working with other professionals (at least termly or twice yearly)

1

QTVI is lead professional identified for CYP with moderate level of liaison and joint working with other professionals (at least monthly/twice termly)

2

QTVI is lead professional for CYP with high level of liaison and joint working with other professionals (at least weekly/fortnightly)

3

3. Key Developmental areas (Reference: The Developmental Journal for babies and children with a visual impairment) The Developmental journal is presented as stages. Stages represent a grouping together of the skills and behaviours that can normally be expected to emerge at a roughly similar developmental age. The order used in the Developmental Journal is roughly that which can be expected for a ‘typically developing’, or steadily advancing child with limited vision – within the limits of current knowledge.

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Developmental Stages •The 'stages' are in sequence of generally expected order of achieving goals •The current developmental stage builds on the previous stages and is the 'stage of readiness' for new learning •Overlap of approximate developmental ages to allow for variation in visual level and different rates of development

Stages Approx Age ('average' child with VI) 1a 0 – 6 months

1b 4 – 12 months

2 8 – 18 months

3 15 – 24 months

4 21 – 30 months

5 27 – 36 months+

Developmental Skills Delayed 0-6 months

Delayed 6-12 months

Delayed 12-18 months


Social and emotional development

0 1 2 3

Communication, Language and Meaning

0 1 2 3

Play and Learning (including using hands)

0 1 2 3

Movement and Mobility 0 1 2 3

Self-Care 0 1 2 3

Social and emotional development

0 1 2 3

4. Curriculum Access:

Progress within the curriculum at lower levels than might be expected from measures of cognitive skills

Inhibited progress within the curriculum 5-19, or for very young child (0-5) within expected/predicted milestones without the use of specialist materials and equipment

can access materials presented at a distance e.g. copy from the board 0 can see detail in pictures or display 0 can assess what is happening in the distance e.g. across the playground 0 can read normal print, small scale print and complex diagrams 0 can write legibly 0 Requires short-term programme delivered by a QTVI to develop skills eg: touch typing, developing independence and self advocacy

1

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Difficulty reading ordinary print so that magnification, enlargement or technological aids might be necessary 1

Difficulty writing legibly or reading handwriting 1 Unable to access materials presented at a distance 2 Unable to see detail in pictures 2 Unable to differentiate colour and low contrast 2 Difficulty participating in some PE or practical lessons 2 Difficulty with accessing large amounts of text so that audio formats are required 2

Safety issues with regard to PE and practical science, DT, cooking 3

Requires support for effective use of specialist equipment eg CCTV, LVA, Braille, tactile and speech access

3

Difficulties in making and sustaining peer relationships leading to social isolation 3 Demonstrates isolation during lunch and social times 3 Emotional and/or behavioural difficulties including periods of withdrawal, disaffection and reluctance to attend

3

5. Use of technology and specialist equipment

Screen magnification 0 Screen review software 0 Scanned material access 0 Low Vision Aids 0 Speech access 1

CCTV & magnification scanning system 2

Symbol cane 2 Braille access 3 Long Cane 3

6. Support for effective use by CYP of specialist equipment

Low level of support – eg equipment checks needed 3 x per year 1 Moderate level of support – eg equipment checks needed 6 x per year 2 High level of support – eg equipment checks at least monthly and additional support for use of equipment New user of equipment

3

7. Mobility & Orientation skills

CYP learns regularly used environments without assistance 0 CYP demonstrates age-appropriate travel in unfamiliar environments 0 CYP occasionally requires visual supervision to maintain safety for travel in the school environment but has an age-appropriate level of independence in familiar areas.

1

CYP requires visual supervision to ensure safety for age-appropriate travel in hazardous environments eg. pavements, public transport

1

CYP requires visual supervision to ensure safety throughout the school environment and may not see changes of depth or poorly contrasted objects.

2

CYP requires visual and verbal supervision to travel in hazardous areas, eg. pavement, public 2

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transport and may not see changes of depth or visually detect unexpected objects. CYP cannot travel in the school environment without close supervision or sighted guide and does not have an age-appropriate level of independence as a result of their visual impairment or its interaction with other disabilities.

3

CYP cannot travel in hazardous environments eg. pavements, public transport without close supervision or sighted guide and does not have age-appropriate independence as a result of their visual impairment or its interaction with other disabilities.

3

8. Independent Living Skills

Independent Living Skills Delayed 0-6

months Delayed 6-12

months Delayed 12-18 months


Dressing skills 0 1 2 3 Personal care skills 0 1 2 3 Managing food and eating skills 0 1 2 3 Managing and using money 0 1 2 3 Engaging in appropriate leisure activities

0 1 2 3

Personal safety skills 0 1 2 3 Self-advocacy skills 0 1 2 3 Reference – Texas School for the Blind Independent Living Curriculum

9. Scoring

This will give an indication of where quality first teaching and the LA local offer of specialist support services are able to well meet the needs of Children and Young People 0-25 yrs with a visual impairment without recourse to additional resources.


6.30 Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties

0s School reasonable adjustment 0s & 1s School reasonable adjustment 1s VI Team monitoring 1s & 2s VI Team monitoring 2s VI Team monitoring 2s & 3s EHC 3s EHC


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(SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. 6.31 Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia. 6.34 Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support.

82

Multi-Sensory Impairment

For Parents and SENCOs - Please ask your Specialist Teacher for pupils with a multi-sensory impairment to assist you in completing this form 1. Level of Multi-Sensory Impairment (Ref: NatSiP 2012)

Mild multi-sensory impairment

Dual impairment with a mild loss in both modalities (i.e. hearing and vision and making good use of at least one modality)

0

Moderate multi-sensory impairment

Dual impairment with a moderate loss in both or the most affected modalities

1

Severe multi-sensory impairment

Dual impairment with a severe loss in both or the most affected modalities. Late diagnosis of permanent MSI

2

Profound multi-sensory impairment

Dual impairment with a profound loss in both or the most affected modalities Continuing assessment of MSI required e.g. fluctuating condition, deteriorating/degenerative/progressive loss (e.g. metabolic disorder; Usher’s Syndrome) Recently acquired sensory loss (within last 6 months)

3

2. Qualified specialist level of intervention (Teacher for MSI) Ref: (NatSiP 2012)

Specialist teacher for MSI contributes to multi-agency working for learner with complex needs

0

Specialist teacher for MSI is lead professional identified for school aged/post 16 learner (at least termly/twice a year)

1

Specialist teacher for MSI is lead professional identified for pre-school or lead support worker for nursery/ school aged/post 16 learner with high level of liaison and joint working with other professionals (at least monthly or twice termly)

2

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Specialist teacher for MSI is lead professional for learner with complex needs requiring a high level of liaison and joint working with other professionals (at least weekly/fortnightly)

3

3. Key Developmental areas (Reference: A Curriculum for Multi-Sensory Impaired Children. From MSI unit, Victoria School, Birmingham) The MSI curriculum is separated into eight areas and the pupil profiles are divided into four phases. Generalised: the learner consistently uses this ability in all appropriate situations, although prompting may be required in unfamiliar settings or activities Achieved in specific contexts: the learner consistently uses this ability in some but not all of the situations in which it could be used Aware 1: the learner has relevant pre-knowledge and has fleetingly used the ability on occasions Aware 2: the learner shows signs of being ready to learn this ability eg. attentive although not yet active

Developmental Skills Generalised Specific contexts

Aware 1 Aware 2

Social relationships and emotional development

0 1 2 3

Communication 0 1 2 3 Conceptual development 0 1 2 3

Sensory responses 0 1 2 3 Understanding of time and place

0 1 2 3

Orientation, movement and mobility

0 1 2 3

Ownership of learning 0 1 2 3

Responses to routines and change

0 1 2 3

4. Curriculum Access:

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Progress within the curriculum at lower levels than might be expected from measures of cognitive skills

Inhibited progress within the curriculum 5-19, or for very young child (0-5) within expected/predicted milestones without the use of specialist materials and equipment

CURRICULUM ACCESS

Compensatory strategies well developed and learner requires minimal intervention to support access to learning

0

Compensatory strategies require targeted intervention to improve visual and auditory functioning to access learning

1

Compensatory strategies require high level of intervention to enable optimum sensory function and access to information

2

Functional hearing/vision needs high level of targeted support by MSI specialist teacher at individual teacher level to establish and develop skills for learning

3

5. SUPPORT FOR EFFECTIVE USE OF SPECIALIST EQUIPMENT

Low level of support – eg equipment checks needed 3 x per year 1

Moderate level of support – eg equipment checks needed 6 x per year

2

High level of support – eg equipment checks at least monthly and additional support for use of equipment New user of equipment

3

6. TECHNOLOGY/SPECIALIST EQUIPMENT

Screen magnification 0

Screen review software 0

Scanned material access 0

Low Vision Aids 0

Speech access 1

Hearing aids/ Cochlear Implant/ Other technology 1

CCTV & magnification scanning system 2

Symbol cane 2

Soundfield system/ Radio Aid

85

Braille access 3

Long Cane 3

86

7. MOBILITY & ORIENTATION SKILLS/INDEPENDENT TRAVEL SKILLS

CYP learns regularly used environments without assistance 0

CYP demonstrates age-appropriate travel in unfamiliar environments 0 CYP occasionally requires visual supervision to maintain safety for travel in the school environment but has an age-appropriate level of independence in familiar areas.

1

CYP requires visual supervision to ensure safety for age-appropriate travel in hazardous environments eg. pavements, public transport

1

CYP requires visual supervision to ensure safety throughout the school environment and may not see changes of depth or poorly contrasted objects.

2

CYP requires visual and verbal supervision to travel in hazardous areas, eg. pavement, public transport and may not see changes of depth or visually detect unexpected objects.

2

CYP cannot travel in the school environment without close supervision or sighted guide and does not have an age-appropriate level of independence as a result of their visual impairment or its interaction with other disabilities.

3

CYP cannot travel in hazardous environments eg. pavements, public transport without close supervision or sighted guide and does not have age-appropriate independence as a result of their visual impairment or its interaction with other disabilities.

3

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8. INDEPENDENT LIVING SKILLS

9. Scoring:

This will give an indication of where quality first teaching and the LA local offer of specialist support services are able to well meet the needs of Children and Young People 0-25 yrs with a multi-sensory impairment without recourse to additional resources.



6.30 Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with

Delayed 0-6 months

Delayed 6-12 months



Dressing skills 0 1 2 3

Personal care skills 0 1 2 3 Managing food and eating skills

0 1 2 3

Managing and using money 0 1 2 3

Engaging in appropriate leisure activities

0 1 2 3

Personal safety skills 0 1 2 3

Self-advocacy 0 1 2 3

0s School reasonable adjustment 0s & 1s School reasonable adjustment

1s Monitoring by Specialist Teacher 1s & 2s Monitoring by Specialist Teacher

2s Monitoring by Specialist Teacher

2s & 3s EHC plan 3s EHC plan

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appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. 6.31 Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia. 6.34 Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support.

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Notes 1. Speech, Language and Communication Communication and Interaction scales were developed by working groups of education and health professionals. The association between scores gained and age related guidelines for statutory assessment are included in the document.

2. Cognition and learning 3. Social, Emotional Development The Social, Emotional Development Scale is adapted for use with individual children/young people from Supporting School Improvement – emotional and behavioural development (QCA 2001).

Instructions for completion of the scale are included in the document itself.

4. Physical sensory medical

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Children and Young Person’s Provisional Personal Budgets Policy & Guidance

London Borough of Hammersmith & Fulham

Royal Borough of Kensington & Chelsea

Westminster City Council and

Hammersmith and Fulham, West London and

Central London Clinical Commissioning

Groups

Sept 2014

91

Contents Page

Introduction 3

Policy Statement 4

Personal Budgets 4

Eligibility Guidance 5

Setting and Agreeing a Personal Budget 5

Services that can be considered as part of a personal budget 5

Person Centred Planning 6

Advice for Families 6

Education 6

Social Care 7

Personal Health Budgets 7

Direct Payments 7

Quality & Risks 8

Safeguarding 9

Agreement for Direct Payments 9

Accountability of Public Funds 9

Legal 10

Extending Personal Budgets 2014 – 17 10

Transport Direct Payments 11

Carers 12

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London Borough of Hammersmith & Fulham, Royal Borough of Kensington &

Chelsea, Westminster City Council and the Inner North West London Clinical

Commissioning Group’s1

Children and Young Person’s Provisional Personal Budgets Policy & Guidance

1. Introduction

The Children and Families Act 2014 introduces new duties, policies and procedures for

Local Authorities and Clinical Commissioning Groups (CCGs) and the support they provide

to children and ‗young people‘ with Special Educational Needs (SEN) and/or disabilities. A

‗young person‘ in this context is a person over compulsory school age and under 25.

The Children and Families Act 2014 replaces Statements of Special Educational Needs and

introduces Education Health and Care (EHC) Plans which include the right to request a

Personal Budget.

In accordance with the Special Educational Needs and Disability Code of Practice 20142,

local authority and health partners (CCGs) must set out their joint commissioning

arrangements for agreeing Personal Budgets and this is the purpose of this policy and

guidance. The eligibility criteria for personal budgets and how they may be accessed must

also be published in the Local Offer.

The Special Educational Needs (Personal Budgets) Regulations 2014 were approved by

Parliament on the 18 June 2014. Personal budgets will be offered alongside the introduction

of Education, Health & Care (EHC) Plans and children and young people assessed as

needing an EHC plan will have the option of a personal budget from September 2014.The

Code defines a personal budget in the following terms:

‗A personal budget is an amount of money identified by the local authority to deliver

provision set out in an EHC plan where the parent or young person is involved in

securing that provision.‘ SEN and Disability Code of Practice June 2014 P167 para. 9.95

‘Personal Budgets should reflect the holistic nature of an EHC plan and can include

funding for special education, health and social acre provision. They should be

focused to secure the provision agreed in the EHC plan and should be designed to

secure the outcomes specified in the EHC plan.‘ SEN and Disability Code of Practice June

2014 P167 para. 9.98

The Tri-Borough and Inner North West London Clinical Commissioning Group‘s (INWL

CCGs) Children and Young Person‘s Personal Budgets Policy and Guidance provides:

A clear statement of eligibility criteria and the decision-making process.

A description of the services across Education, Health and Social Care that lend

themselves to personal budgets.

The mechanisms of control available to parents and young people including:

1 Hammersmith and Fulham, West London and Central London Clinical Commissioning Groups (CCGs)

2 Page 37 Para 3.38

93

Direct payments - where individuals receive the cash to contract, purchase

and manage services themselves

An arrangement - whereby the local authority, school or college holds the

funds and commissions the support specifies in the EHC plan (sometimes

called notional budgets)

Third party arrangements - where funds (direct payments) are paid to and

managed by an individual or organisation on behalf of the child‘s parent or

the young person

A combination of the above

2. Policy Statement

The London Borough of Hammersmith & Fulham, the Royal Borough of

Kensington & Chelsea and Westminster City Council

And

Hammersmith & Fulham CCG, West London CCG and Central London CCG

are jointly committed to implementing the Children & Families Act 2014 and

specifically:

Publishing a local offer of services for children and young people with special

educational needs and/or disabilities

Working together to assess, agree and review Education, Health and Care Plans

Developing joint commissioning arrangements to deliver services for children

and young people with special educational needs and/or disabilities

Offering a personal budget option where an EHC Plan has been agreed

Extending the services where a personal budget can be applicable over the next

two years (2015-17)

This policy and guidance will be reviewed with parents, young people and CCG partners in

March 2015 and revised as is appropriate.

3. Personal Budgets

Information will be provided on Personal Budgets as part of the Tri-Borough and INWL CCG

Local Offer and a Personal Budget will be prepared when requested by Parents/Young

Person.

Parents/Young Person have the right to request a Personal Budget when a local authority

has completed an EHC needs assessment and confirmed that an EHC plan will be prepared.

They may also request a Personal Budget during a statutory review of an existing EHC plan.

As required by the published SEN and Disability Code of Practice, Personal Budgets will be

focused to secure the provision agreed in the EHC plan and will be designed to secure the

outcomes specified in the EHC plan.

4. Eligibility Guidance - what types of person budget can we make?

A child or young person is eligible for a personal budget under the Children and Family Act

2014 if they have been assessed for an EHC Plan and additional needs have been identified

and a EHC Plan is to be put in place.

94

Local authorities must consider each request for a personal budget on its own individual

merits. If a local authority is unable to identify a sum of money they should inform the child's

parent or young person of the reasons. The Personal Budget can be used in the following

ways:

The Local Authority producing a notional budget summarising resources and how

they will be deployed

A direct payment directly to the young person or family

A direct payment arrangement to a third party which can include a broker, provider or

nominee

A combination of the above

Additionally, a young person under 18 will be eligible for a direct payment if they meet

national children‘s continuing care criteria.

Furthermore, young people older than 18 will be eligible for a direct payment

5. Setting and Agreeing a Personal Budget

It is for the Local Authority to determine how it calculates the level of personal budget and

this should be done as an indicative figure in the first instance.

Some local authorities have decided to use resource allocation or banding systems to

calculate this board funding figure. As these systems have a number of flaws, the broad

funding figures will be calculated by estimating the amount of activity or service required and

the relevant unit costs involved. All figures discussed at this stage are indicative only.

Where a direct payment is provided it must meet the costs of delivering the provision set out

in the EHC Plan.

The Local Authority should set out clearly the appeal arrangements where the parent/young

person disagrees with the personal budget allocation or alternative that a personal budget

has been refused.

6. Services that can be considered as part of a Personal Budget or Direct

Payment

From Sept 2014 the following will be available within a personal budget:

Home to School Travel Assistance (see appendix 1)

Personal Care

Short Breaks

Equipment and disposables

During 2014-15 the three local authorities and staff from the three CCGs will work with local

parents to increase the scope of personal budgets based on the needs of children and

young person and the provision that is available locally.

An immediate area for consideration will be how and when personal budgets could be

utilised for therapy needs identified in EHC Plans, where the therapy provision could be

delivered by an alternative provider and/or at a cheaper cost to the Local Authority than

through NHS block therapy contracts.

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Personal budgets may not be offered for services where the funding has been already

delegated to the providers e.g. a school or college or where it is not possible to separate the

funding allocated to the setting.

Additionally, where the support or service is to be delivered in a school, early years setting or

college, the Head Teacher must agree to the arrangement and where they do not, the

personal budget cannot be implemented in school. The local authority should also seek

assurances from the parent, young person or nominee that any person employed by the

young person or parents will conform to the policies and procedures of that institution and

this may be written into the direct payment funding agreement.

7. Person Centred Planning

Young people and parents must be consulted and actively involved throughout the

assessment and production of an EHC Plan. This includes a focus on a young person as an

individual, allowing parents and young people‘s views to be expressed and involving the

family in the decision making process. This approach is often referred to as person centred

planning3. This approach should also be applied to personal budgets.

8. Advice and Support for Families

Local authorities must provide information to parents and young people about which

organisations can offer advice about personal budgets so that families can make informed

decisions.

This can include local parent‘s organisations and local and national voluntary organisations

who will provide an independent view.

A programme of training will also be delivered to relevant local authority and health staff

including keyworkers and social workers to ensure that there is a consistent approach and

that they are able explain the personal budget options, benefits and responsibilities that

individuals and families should consider.

9. Education

The special educational provision specified in an EHC plan can include provision funded

from the school‘s budget share (or in colleges from their formula funding) and more

specialist provision funded wholly or partly from the local authority‘s high needs funding.

The amount of funding will generally come from the ―High Needs Block‖ and it will be the ―top

up‖ funding that is allocated by the Local Authority to an EHC Plan that will be used to form

the personal budget.

The funding from the local authority‘s high needs budget for the SEN element of a Personal

Budget will vary depending on how services are commissioned locally and what schools and

colleges are expected to provide as part of the Local Offer.

With the agreement of the Head Teacher schools can agree to contribute their own funding

to a personal budget.

10. Social Care

3 See section 9.20 – 9.29 for full description: SEN and Disability Coded of Practice: 0 to 25 Years June 2014

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The Care Act 2014 mandates a personal budget as part of the care and support plan for

people over 18 with eligible care and support needs. The Act also clarifies people‘s right to

request a direct payment to meet care and support needs and covers people without

capacity to request direct payments.

For children under 18 local authorities are under a duty to offer direct payments for services

which local authorities provide to children with disabilities under section 17 of the Children

Act 1989.

11. Personal Health Budgets

Personal Health Budgets for health care are not appropriate for all aspects of NHS care.

Full details of excluded services are set out in guidance provided by NHS England and

include primary medical (i.e. GP services) and emergency services.

Since April 2014 everyone receiving NHS Continuing Health Care (including children‘s

continuing health care) has the right to ask for a personal health budget. From October 2014

this group will have the ‗right to have‘ a personal health budget.

Young people reaching the age of 18 may require a health assessment to determine

eligibility for ‗adult‘ Continuing Health Care support.

12. Direct Payments

Direct payments are payments made directly to a child‘s parent, the young person or their

nominee. This allows them to arrange provision themselves. They must be set at a level

that will secure the provision specified in the EHC Plan. If a direct payment is not set at a

suitable level it must be reviewed and adjusted.

A local authority must not make a payment for the purposes of funding a school place or

post-16 institution.

Direct payments for special educational provision, health care and social care provision are

subject to separate regulations:

The community Care, services for Carers and Children‘s Services (Direct Payments)

Regulations 2009 (to be replace by the Care Act 2014)

The National Health Service (Direct Payments) Regulations 2013

The Special Educational Needs (Personal Budgets) regulations 2014

These regulations make common requirements including covering consent, use of

nominees, conditions of receipt, monitoring and review of direct payments and persons to

whom direct payments must not be made (such as those subject to certain rehabilitation

orders).

Education and Social Care must be satisfied that the person receiving the direct payment will

use them appropriately in the best interest of the child.

Additional requirements include considering the impact on other service users, value for

money and seeking the agreement of educational establishments where a service funded by

direct payments is delivered in their premises.

Direct Payments for Health require the agreement of a Care Plan between the CCG and the

recipient. This will include:

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The health care needs to be met and the outcomes to be achieved

The things the payment will be used to purchase

The name of the care co-ordinator managing the care plan

Who is responsible for monitoring the health condition

The date of the first review

The notice required if the CCG decides to reduce the direct payment

A procedure for discussing risk

Where people lack capacity and are vulnerable, the plan should consider

safeguarding, promoting liberty and where appropriate set out any restraint

procedures4.

If the local authority refuses a Direct Payment they must explain their decision in writing and

also explain the process for review of the decision. If the refusal concerns the personal

health part of the EHC plan, then the explanation for the refusal and the opportunity for a

review must be provided by the CCG responsible for the decision.

13. Quality and Risks

Individual young people who use education health and social care support services and their parents are able to make their own decisions and calculate and take risks which they deem to be acceptable to lead their lives their way. Where parents or a young person takes a Direct Payment to secure a service they also accept the responsibility to ensure the service is safe and of acceptable quality. However, in order to ensure that provision secured by parents or young people is ‗fit for purpose‘ local authorities and CCGs have a responsibility to ensure that those choosing to take direct payments have access to independent organisations as well as informed and expert advice from local authority of health staff. This can include guidance on questions to ask when engaging a service provider and suggestions on how to monitor quality of delivery.

14. Safeguarding

Young people and families must be given appropriate advice and information on the relevant safeguarding issues to be considered and the steps that can be taken if concerns arise in relation to securing provision from third party providers.

15. Agreement for Direct Payments

A parent or young person who chooses to proceed with a direct payment as part of their

personal budget will be required to have a separate bank account to receive the funding and

making payments for services or equipment purchased. The bank account must solely be

used for this purpose. The local authority is currently developing the use of payment cards

for the purpose of direct payments funding and payment.

The local authority will also require a Direct Payment agreement to be signed which will also

cover personal health budgets where relevant.

It is important that the agreement is read carefully and understood.

4 SEN and Disability Code of Practice June 2014 P172 para 9.123/4

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The purpose of the agreement is to ensure that the parent or young person understands how

the direct payment is to be spent. It will explain what the responsibilities are for the person

receiving the money and also the responsibilities the council and the CCG holds in providing

the direct payment.

The agreement will identify the amount of the personal budget that is to be allocated as

direct payments. Funding will be paid in equal instalments. Unless specifically agreed with

the key worker.

As part of the agreement the parents or young person must ensure that the services

purchased do meet the needs of the child or young person, as identified in the EHC plan and

the funding available in the personal budget. It is important that the funding supports the

outcomes of the young person and does not impact adversely on the agreed outcomes.

It is a requirement that the Direct Payment will be spent on purposes agreed as part of the

EHC plan agreed with the key worker and not for any other purposes.

Where it is confirmed that funding has not been used for the purpose intended, then the

ability to use this facility will be stopped with immediate effect. Any money spent on services

not agreed with the local authority must also be paid back.

The parent or young person receiving the Direct Payment must ensure that the quality and

viability of the providers is sufficiently robust to deliver the required service and outcomes.

Any money not used at the end of the financial year or the end of the EHC plan must be

returned to the local authority.

16. Accountability of Public Funds

In order for the system of personal budgets and in particular the direct payments to work

effectively, there is a need for mutual trust and acceptance that the allocation of funds will

only be used for the purpose intended and as set out in the funding agreement. The use of

the funds for any items not agreed with the local authority or CCG will be a breach of the

agreement. The implications of this will be laid out in detail in the agreement and can

include

Cessation of Direct Payments

Return of funds to the local authority

In the event that fraud is suspected i.e. intentional miss-use of public funds, the

matter will be reported to the Police Authority. This may lead to prosecution and a

criminal record.

The local authority and the CCG as the custodians of public funds are required to ensure

that any public funds are used for the purpose intended. This includes the requirement for

accountability for funds transferred to third parties which include direct payments.

The local authority will therefore undertake regular monitoring and review of the use of

funding. Recipients of Direct Payments will be required to work effectively with the local

authority to support this process. It should be noted that reviews will be in part random

recognising that all recipients at some stage will be reviewed. This will include access to any

records of payments /contracts including invoices, bank statements etc.

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It should also be noted that this process supports the periodic reconciliations of returns e.g.

bank statements, invoices etc.

17. Legal

Relevant Legislation:

Section 49 of the Children and Families Act 2014, the Special Educational Needs

(personal Budgets) Regulations 2014, the Community Care, services for Carers and

Children‘s Services (Direct Payments) Regulations 2009 (the 2009 regulations are

replaced by those made under the Care Act 2014), and the National Health Service

(Direct Payments) Regulations 2013.

18. Extending Personal Budgets 2014-17

Working with local parents and young people, the Tri-B local authorities and the Inner

London CCGs will be working to expand the needs and services covered by personal

budgets.

This will include looking at identified therapy needs as an immediate priority for early

inclusion.

Appendix 1

Home to School Travel Assistance Direct Payments

Where parents have chosen to make their own travel arrangements they are able to request

a Direct Payment for home to school/college transport on behalf of their son or daughter, if

they are eligible for transport support. Direct Payments cannot be used where a family has

opted to use the local authority transport.

Eligibility Guidance for Home to School Travel Assistance

The statutory walking distance for travel, which applies to all children and young people is up

to 2 miles for children aged under 8 and up to 3 miles for children and young people aged

over 8. However, in addition to a child‘s age, Education will also take in to account a child or

young person‘s level of need.

The fact that a child or young person has an EHC Plan does not in itself entitle them to

Home to School Travel Assistance to and from school. Most children and young people are

able to travel to and from school, accompanied by a parent/carer if necessary. Additionally,

depending on the age and need of the child/young person, Education are able to provide

travel training to help young people travel independently.

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Education are also able to assist in cases where a child or young person can travel by foot

or public transport, but needs accompanying in order to remain safe.

In some cases however, the only practical way for a child or young person to travel to and

from school is in a vehicle. Where this is necessary, parents can ask for the costs of the

transport to be given in the form of a Direct Payment. The guiding principle is that the

amount provided cannot exceed the amount it would cost the local authority to make

provision.

In taking a Direct Payment for transport provision, parents assume full responsibility for

ensuring their son or daughter gets to school/college on time and ready to learn.

Direct Payments cannot be used to purchase alternative passenger assistants on local

authority transport.

Budgets

Transport budgets may be made up of one or two elements: mileage and, in some cases, a

passenger assistant.

Mileage

The amount payable per mile is governed by Her Majesty‘s Revenue & Customs

(HMRC) rates. The amount allowed is increased from time to time and the actual

payment made will reflect this.

Passenger Assistant and Walking Escort

Where it is agreed that a young person needs either a walking escort or a passenger

assistant an assessment will be made of the journey time. The journey time will be

measured from the home address to the school college. Assistants/Escorts will be

paid for both the out journey with the child/young person, and for their own journey

back to the home address.

Carer

Where a child or young person has a medical need that requires a more highly trained carer

to accompany them, the hourly rate will be agreed on a case by case basis.

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102

Education, Health and Care Assessment Request Form (Early Years Education)

CONTEXT This information must be provided in accordance with the Children and Families Act 2014. In the first instance all educational settings are required to use their best endeavours to meet the needs of children and young people identified with Special Educational Needs. In providing information, the educational setting must evidence the following:

A copy of the child‘s additional support plan provided for them under the Additional Support Stage of the Code of Practice 2014 (also known as an SEN Support Plan);

The educational establishments assessment of the child‘s difficulties;

The educational establishments outcomes sought for the child;

The external professional advice that has been sought;

Details of the support and interventions that have been provided for the child over time;

An assessment by the educational setting of the progress made or lack of progress over time;

Additional support the educational setting feels is required which cannot be provided through its ordinary resources.

Young Person‘s Full Name:

Educational Setting:

Unique Pupil No:

Statefunded Independent:

Date of Birth:

Year Group: Key Stage:

Young Person‘s Address:

Home Authority:

Looked After by Local Authority: Subject to Child Protection Plan: Child in Need:

Religion: Ethnicity:

Language(s) Spoken at Home: Interpreter needed?

NHS Number: Name of GP:

Parent/Carer Name: 2nd Parent/Carer Name:

Relationship: Relationship:

Parent Address if different: Parent Address if different:

Phone Numbers: Phone Numbers:

Email Address: Email Address:

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Attendance Record – please provide as much information as possible

Name of Educational Setting

Period (Dates)

Actual Attendance (No. of Sessions)

Possible Attendance (No. of Sessions)

Percentage Attended

SECTION A The identified Special Educational Needs – What do you consider the child/young person‘s difficulties to be which are acting as barriers to curriculum access and progress. You may wish to complete more than one section.

Communication and Interaction

Cognition and Learning


Sensory and/or Physical Needs

Are there any additional significant factors – if the answer is yes please attached copies of relevant information/advice

Health Yes No Home Circumstances Yes No

Attendance Yes No Social Relationships Yes No

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SECTION B Attainment/Ability Assessments/Milestones Met – Please give results from any developmental standardised assessment and complete the form at Appendix 1. SECTION C Support Provided and Funding - All Early Years settings are provided with resources to support those students with additional needs, including students with SEN and disabilities. Please therefore identify the provision made from the schools delegated budget to address the child/young person‘s needs and indicate whether you have applied for additional funding from the Local Authority contingency fund. SEN delegated budget £______________ Additional contingency funding £ ______________ Current support arrangements: Please give details of the targeted support the child/young person received that was additional to and different from normal differentiated classroom/group arrangements

Type of Provision: (in class, group, 1:1)

Objective of Provision

Frequency and Duration

Delivered by

Start Date

Review Date

Outcomes: (Achieved, Partially Met, Not Met)

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Additional support: What additional support do you feel is required over and above that already provided?




Delivered by

Start Date

Review Date

Outcomes Sought

With reference to the SEN budget what are the financial implications for providing the additional support identified £___________

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Practitioners Involvement - List details of attached reports/evidence from appropriate practitioners/services

Service Provided By: (Name & Role)

Date of Report

Date Assessed

Brief Description of Evidence Attached

Please return this form, together with the following (if applicable): school reports; additional support plan; to: The Tri-borough SEN Service Royal Borough of Kensington & Chelsea Kensington Town Hall Hornton Street London, W8 7NX Tel 020 7361 3311 Fax 020 7368 0213 Email: [email protected] Office Use

Date Received: Response due by:

Officer:

Panel Date:


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Appendix 1 Attainment/Ability Assessments/Milestones Met – Please give results from any developmental standardised assessment Prime Areas Date Age Communication & Language * Physical

Development* Personal, Social and Emotional*

Listening Understanding

Speaking Moving & handling

Health & self care

Self confidence awareness

Managing feelings behaviours

Making relationships

Specific Areas Literacy* Maths* Understanding the World* Expressive Art and

Design* Reading Writing Number Shapes People and

communities The World Technology Exploring

using media and materials

Being imaginative

* Key for completion - 1-Emerging 2-Developing 3-Exceeding A-Not assessed due to absence

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Education, Health and Care Assessment Request Form (Primary Education)


A copy of the child/young person‘s special educational need s resourced support plan provided for them under the Additional Support Stage of the Code of Practice 2014;

The educational establishments assessment of the child/young person‘s difficulties;

The educational establishments outcomes sought for the child/young person;


Details of the support and interventions that have been provided for the child/young person over time;

An assessment by the educational establishment of the progress made or lack of progress over time;

What additional support the educational establishment feels is required which cannot be provided through the resources normally available.



Unique Pupil No:

Independent: Statefunded:

Date of Birth:



Home Authority:



Language(s) Spoken at Home: Interpretation needed?







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Period (Dates)



Percentage Attended

SECTION A The identified Special educational Needs – What do you consider the child/young person‘s difficulties to be which are acting as barriers to curriculum access and progress. You may wish to complete more than one section.





110




SECTION B Attainment/Ability Assessments/Milestones Met – include end of Foundation Stage levels

Date Assessed

Year Group

Key Stage

TA or SATS

Spelling Age

Speaking & Listening

Writing Reading Maths Science

Reception

Baseline or Entry

1

1 1

2 1

3 2

4 2

5 2

6 2

SECTION C Support Provided and Funding - All educational settings are provided with resources to support those with students with additional needs, including students with SEN and disabilities. Please therefore identify the provision made from the schools delegated budget to address the child/young person‘s needs and indicate whether you have applied for additional funding from the Local Authority contingency fund. SEN delegated budget £______________ Additional contingency funding £ ______________

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Current support arrangements: give details of the targeted support the child/young person received that was additional to and different from normal differentiated classroom/group arrangements




Delivered by

Start Date

Review Date






Delivered by

Start Date

Review Date

Outcomes Sought

112

With reference to the SEN budget what are the financial implications for providing the additional support identified £___________ Practitioner Involvement - List details of attached reports/evidence from appropriate practitioners/services


Date of Report

Date Assessed




Officer:

Panel Date:


113

Education, Health and Care Assessment Request Form

(Secondary Education)











Unique Pupil No:

Independent Statefunded:

Date of Birth:



Home Authority:










114



Period (Dates)



Percentage Attended






115




SECTION B Attainment/Ability Assessments/Milestones Met – include end of Key Stage levels

Date Assessed

Year Group

Key Stage

TA or SATS

Spelling Age

Speak & Listening

Writing Reading Maths Science

6 2

Baseline 3

7 3

8 3

9 3

10 4

11 4

Cognitive Abilities Test (CAT) Scores

Date Assessed

Age Year Group

Verbal Reasoning

Quantitative Reasoning

Non-Verbal Reasonong

Mean C.A.T Score

116

Predicted GCSE Grades (where applicable)

Date Year Group

Key Stage

English Maths Science

SECTION C Support Provided and Funding - All educational settings are provided with resources to support those with students with additional needs, including students with SEN and disabilities. Please therefore identify the provision made from the schools delegated budget to address the child/young person‘s needs and indicate whether you have applied for additional funding from the Local Authority contingency fund. SEN delegated budget £______________ Additional contingency funding £ ______________ Current support arrangements: give details of the targeted support the child/young person received that was additional to and different from normal differentiated classroom/group arrangements




Delivered by

Start Date

Review Date


117





Delivered by

Start Date

Review Date

Outcomes Sought

With reference to the SEN budget what are the financial implications for providing the additional support identified £___________ Professional Involvement - List details of attached reports/evidence from appropriate services


Date of Report

Date Assessed


118



Officer:

Panel Date:


119

Education, Health and Care Assessment Request Form

(Post 16 Education)









Young Person‘s Full Name: Educational Setting:

Unique Pupil No: Independent Statefunded:

Date of Birth: Year Group: Key Stage:


Home Authority:










120



Period (Dates)



Percentage Attended






121




SECTION B Attainment/Ability Assessments/Milestones Met

Predicted GCSE Grades (where applicable)

Date Year Group

Key Stage

English Maths Science

Post 16 Baseline Assessments (where applicable)

Date Age Name of Assessment Carried Out By Results

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Current Attainment Details

Date Name of Course Course Level Current Grade Predicted Grade

SECTION C Support Provided and Funding - All educational settings are provided with resources to support those with students with additional needs, including students with SEN and disabilities. Please therefore identify the provision made from the schools delegated budget to address the child/young person‘s needs and indicate whether you have applied for additional funding from the Local Authority contingency fund. SEN delegated budget £______________ Additional contingency funding £ ______________ Current support arrangements: give details of the target support the child/young person received that was additional to and different from normal differentiated classroom/group arrangements




Delivered by

Start Date

Review Date


123





Delivered by

Start Date

Review Date

Outcomes Sought

With reference to the SEN budget what are the financial implications for providing the additional support identified £___________ Practitioners Involvement - List details of attached reports/evidence from appropriate practitioners/services


Date of Report

Date Assessed


124

Please return this form, together with the following (if applicable): reports; additional support plan; to: The Tri-borough SEN Service Royal Borough of Kensington & Chelsea Kensington Town Hall Hornton Street London, W8 7NX Tel 020 7361 3311 Fax 020 7368 0213 Email: [email protected] Office Use


Officer:

Panel Date:


125

Parent Request for an Education, Health and Care Assessment

Please fill in as much of the following sections as you can. There is a section for your child to complete, if he or she wants to, at the end of this form. About your Child / Young Person:

Child/Young Person’s name

Child/Young Person’s Address

Date of birth Age : Year group:

Religion

Name of education setting

Address of education setting

Ethnicity

Languages spoken at home

Is an interpreter needed?

Name of GP

Address of GP About you as primary carer

About you as another carer

YOUR VIEWS Please tell us about your child’s difficulties and the support that might help. The more information you give us, the easier it is for us to make a decision. If your child is at nursery, school, college (or another educational setting) it is very useful to ask them to work with you to complete this request form. If you can’t write this with the setting, we will ask them for information.

Your name

Your Address

Relationship to the child/ young person

Religion

Ethnicity



Contact number

Email address

Your name

Your Address

Relationship to the child/ young person

Religion

Ethnicity



Contact number

Email address

126

Background What services, if any, have been involved with your child in the last 12 months? If you have a recent report from them, it is useful to send that in too. Please tell us if you have a social worker, and what his/her name is.

Name Service Contact Details Description of Support/Services Provided

Is a report attached?

If your child is receiving support from the health service either at home or in school, you can tell us more about it here (This may include support from your GP, Specialist Therapist, Paediatrician and Psychiatrist. Please provide details of the support provided) Please tell us where you child/young person has been educated in the last five years:

Educational Setting Name Year Group

Start Date

End Date

Reason for Leaving

127

What is happening now? What are the difficulties that your child is having? The questions below are to help you describe your child’s special educational needs.

Does your child have difficulty with speech, language and/or communication? If so, what are they?

Does your child have learning difficulties? If so, what are they?

Does your child have difficulty managing his/her emotions or relationships? If so, can you describe this?

Does he or she have sensory (seeing, hearing etc) or physical needs? If so, what are they?

Does he or she any other health needs? If so, what are they?

Are there any other areas of need? If so, what are they?

128

What’s going well for your child at the moment?

At home?

At school / in their education setting?

What’s not going well for your child at the moment?

At home?


How have things changed (got better or worse) over the last year? At home?


129

Signature: Date:

What’s making a difference? At home? (If your family is receiving support from Family or Social Services, tell us what it is and how well it’s working.)

At school / in their education setting? (If your child is receiving support in school/setting, tell us what it is and how well it’s working.)

How would you like things to be different for your child over the next year? At home?


What support do you think might make more or a better difference? At home?


130

Parent/Carer Request for an Education, Health and Care Assessment

CHILD/YOUNG PERSON’S VIEWS Please tell us about yourself if you would like to.

About Me

What I like doing and what I want to do

What is important to me and why

Why I think and Education, Health and Care Plan could be helpful to me. Signature: Date:

131

DO YOU NEED HELP TO COMPLETE THIS FORM?

Tri-borough Special Educational Needs Casework and Commissioning Team The SEN team will be happy to answer any questions that you may have about the completion of this form. Contact them on: Tel: 020 7361 3311

Email: [email protected] If you would like the Local Authority to put you in touch with an Independent Facilitator, please tick here: Please return this form, together with any reports to: Tri-borough SEN Casework and Commissioning Team Royal Borough of Kensington and Chelsea Kensington Town Hall, Hornton Street London, W8 7NX Office Use:

Date Received:

Response due by:

Officer:

Panel Date:


132

Request for professional information/advice to support the development of an Education, Health Care Plan for a child/young.

CONTEXT This information is sought in accordance with the Children and Families Act 2014. The Local Authority is seeking advice as part of an Education, Health and Care assessment. Child/Young Persons Details: - Pre populated by SEN team

Young Person’s Full Name: Educational Setting:

Unique Pupil No: Private Maintained:

Date of Birth: Year Group: Key Stage:

Young Person’s Address:

Home Authority:










Reason advice is being provided:

Assessment Request EHC Assessment Transfer Review Review of EHCP Re-Assessment

Advice Givers Details:

Name:

Service:

Job Title

HCPC No:

Qualifications: Experience:

133

Is this child/young person previously known to your service?

Yes

No

What has your involvement been with the child/young person?

SECTION A: Sources of Information

It is important to state the information that has been gathered to form the basis of the report and in particular to justify your findings. Please list all of the sources of information used in preparing the report:

Date Author Brief Description of the Evidence

Details of Contact with the Service (if applicable)Date Name of Professional F

Date Name of Practitioner Setting i.e. Home, school

Type of contact i.e observation, assessments

Report Available (tick here)

134

SECTION B: Relevant Background

Relevant early history of the child/young person additional to that provided in section A of the EHC plan.

Are there any additional significant factors – if the answers is yes please attached copies of relevant information/advice Health Yes No Home Circumstances Yes No Attendance Yes No Social Relationships Yes No Exclusions Yes No Other Yes No

SECTION C: Formal Assessment Having considered the interventions currently in place the practitioner should now describe the assessment process that has been used. The assessment should take two forms – Standardised Assessments:

Please provide details on the following: What test has been used and why? Explain the test and what it will tell us Describe the test circumstances/length of test/where undertaken Explain the findings of assessments Explain the implications for learning – where will the child have difficulties If standardised assessments have not been used justify why not?

Name of Assessment Date Age Year Group

Standardised Score

Percentage Age Equivalent

135

Observation assessment: Please provide details on the following:

Date of Observation Context Details Observation

Attainment/Progress details – complete the table below to reflect the developmental progress and/or attainments in the areas the child/young person is partaking Date

Date Assessed Year Group Age Type of assessment

Current support arrangements: outline the specific support that the child/young person is receiving and how it is being monitored with regard to areas identified above.

Outcomes: (Achieved, partially met, not met)

Type of provision: (in class, group, 1.1)


Frequency & Duration

Delivered by

Start date

Ye

Please detail the general strategies and resources currently being used:

136

SECTION D: Identified Special Education Needs

Identify and list all of the child/young person’s special Educational needs following observation/assessment.

For each need describe the child/young person’s level of functioning (that is what the child/young person can and cannot do), rate of progress (current and practical ideal) and the barriers to greater progress within the current situation:

Communication and interaction

Cognition and learning

Social Emotional and Mental Health


SECTION E: Outcomes and recommendations What do you identify as the outcomes for this child/young person and what additional support do you feel is required over and above that already provided? Please ensure that these outcomes are linked to the need/s that you have identified and that you have had regard for the views of the parent/carer/child/young person as represented in section A of the Education, Health and Care plan.

Outcome Type of provision (1:1, group, in/out of class)

Frequency & Duration

Delivered by Resources Materials Differentiation Training

Please detail any additional general strategies/recourses that will be required:

137

Name of advice giver: Signed: Date: Authorised by: Date: Please return this form, together with any reports to: Address needed here For office use only


Case Officer: Panel Date:

138

2014 /15

Children’s Social Care EHC Plan Advice

Reason advice is being provided:

Assessment Request EHC Assessment Transfer Review Review of EHCP Re-Assessment Service

Team

1. Background information

Name of child: DOB:

School:

Parents’ / Carers’ Name:

Siblings Name & Age :

Legal Status:

Address of child:

Telephone numbers:

Nature of special educational needs or disability and any diagnosis:

Nature and extent of social care involvement including any key dates

Relevant Social Care Reports that could be made available

For disabled (DCT) children only

Disability High

(severe) tick

Medium (moderate)

tick

Low (mild)

tick Social Environmental and Parenting Issues

Please tick

Mobility Looked After child

Fine motor skills Child subject of a Supervision Order

Vision Child subject of a Child Protection Plan

Hearing Substance Misusing Parents/carer

Communication Family Violence

Diet/feeding

Parent/carer has significant health / mental health or disability problems

Sleep Complex family issues

Learning / cognitive behaviour

More than one disabled child in the family

Personal care Parent has significant difficulty managing physical care

139

Incontinence Parent has significant difficulty managing behaviour

Behaviour Major housing and environment factors

Seizures/ epilepsy (consciousness)

Ongoing health problems

Medical needs High levels of family stress

ASD Relationship difficulties

Other (specify):

Socially isolated family

For children with care packages only (usually DCT )

2. Summary of Care Package & Intervention

Play Tick

Agency Carers Tick

Social work Tick

Direct Payments

Overnight short breaks OT

Sessional Carers

Other BFST

3. Childs Social care needs which are related to their SEN

4. Social Care Outcomes related to the Childs SEN and Provision Required from social care

Outcome Provision

Practitioner ‘s name: Date:

Qualifications Registration details

Email address: Telephone number:

140

EHC Plan Template

EDUCATION,

HEALTH AND CARE PLAN

This is (name of child)‘s plan

This plan has been completed by (name of key worker)

Date plan agreed – xx/xx/xx

Review date – xx/xx

DRAFT/FINAL

141

CONTENTS

Sections of the Education, Health and Care Plan A: Views, interests and Aspirations – parent and child/young person B: Special educational needs C: Health needs D: Social care needs E: Outcomes F: Special educational provision G: Any health provision reasonably required H1: Social care provision under S2 of Chronically Sick and Disabled Persons Act 1970 H2: Any other social care provision I: Name and type of setting J: Personal budget K: Advice and information gathered Confidentiality Information shared and recorded in this plan will be circulated to those who have contributed advice and may also be shared with those listed in the contacts and other practitioners, where appropriate. A copy will be retained in the child‘s file in the respective teams involved with the child. We ask that upon receipt this plan not be copied or distributed. As practitioners, we respect confidentiality and must observe safeguarding and child protection procedures. Reviewing the plan The school/setting will review X‘s progress regularly. Specific targets relating to the outcomes for X should be developed as part of his individual educational programmes/plans (SEN Support Resource Plan) by those working with him/her. X‘s Education, Health and Care plan should be reviewed at least annually and reference should be made at the review to the outcomes that he/she has been working towards. The review should consider how far the outcomes have been met using eligibility guidelines, to establish whether future outcome can be met through the Local Offer. Where outcomes have not been met, clear reasons should be given.

142

SECTION A: PERSONAL DETAILS

Name:

Unique Pupil No:

Date of Birth:

Gender:

Child/Young Person’s Home Address:

Home Authority:

Ethnicity:

Religion:

Language(s) Spoken at home:

Interpretation needed? Yes No

Educational Setting / Place of Work:



Clinical Commissioning Group:

Looked After by the Local Authority: Subject to Child Protection Plan: Child in Need:



Parent/Carer Address (if different):

Parent/Carer Address (if different):

Phone Number: Phone Number:

Email: Email:

Siblings:

Who child/young person lives with if different from above:

143

Practitioners working with the child/young person and their family

Name of Service and/or

Practitioner

Job title Contact details

Other people who help and support the child/young person and their family

Name What they do

144

SECTION A Views, interests and aspirations

One page profile – Name DOB

Likes and motivation

Independence and physical skills

Communication

You may also need to know

Don’t like / Please don’t

Behaviour

General health

How this one page profile was written -

145

SECTION A continued

SECTION B, C and D

Important to (Name)

Important for (Name)

(Name’s) history

Aspirations

146

Assessed needs. This section should be completed using the advice provided by practitioners, considering any cognition and learning, communication, personal, social and emotional and physical and sensory needs.

SECTION B – Strengths and Education Needs

This child/young person’s educational needs have been identified as:

Strengths – Needs -

SECTION C – Strengths and Health Needs

This child/young person’s health needs which are related to their SEN have been identified as:

Strengths – Needs –

SECTION D – Strengths and Social Care Needs

This child/young person’s social care needs which are related to their SEN have been identified as:

Strengths – Needs –

147

Section E: Outcomes

Section E : Outcomes – These must be specific, measurable, achievable, realistic and time bound

Where the child or young person is in or beyond school Year 9 sections F, G, H1 & H2 also need to identify

the provision required by the child or young person to assist in preparation for adulthood and independent

living.

Section F: Special educational provision

The provision required to make steps towards achieving the outcome.

Who is going to provide the support? (e.g. name/service/role)

How and when will the provision be provided, monitored and reviewed?

148

Section G: Any health provision reasonably required

Provision that is linked to special educational need




Provision that is not linked to special educational need




149

H1: Social care provision under S2 of Chronically Sick and Disabled Persons Act 1970

H1 Social Care Provision required (if the young person is under 18) resulting from section 2 of the chronically Sick and Disabled Person’s Act)




H2: Any other social care provision

H2 – Any other Social Care Provision reasonably required by the learning difficulties or disabilities which result in the child or young person having special educational needs.




150

SECTION I Section I of this Education, Health and Care plan has been completed following a draft plan meeting and subsequent consultation with schools/settings. The resources indicated reflect the recommendations made at the most recent panel at which this child‘s plan was discussed. In order to achieve the outcomes identified in section E of this Education, Health and Care Plans the following resources have been identified to support the child or young person.

[NAME]’s EDUCATION PLACEMENT

Name and type of setting

EDUCATION (Refer to sections E & F)

Education provision – linked to outcomes and reflecting additional and different resources over and above the provision in the local offer

Proposed allocation Date agreed

HEALTH (Refer to sections E & G)

Health provision – linked to outcomes and reflecting additional and different resources over and above the provision in the local offer


SOCIAL CARE (Refer to sections E, H1 and H2)

Social Care provision – linked to outcomes and reflecting additional and different resources over and above the provision in the local offer


151

SECTION J: Personal budget

Have the family/young person made a request for a personal budget Yes/No

Outcome/s where

personal budget will be used.

Services that might be considered for provision

via a personal budget

Cost Monitored and audited by

Signed on behalf of the Local Authority by:

Signed

Date:

SECTION K: Advice and information gathered

Appendix A – Child and parent additional advice

Date:

Appendix B – Educational Advice Date:

Appendix C – Medical Advice Date

Appendix D – Psychological Advice Date:

Appendix E – Social services Advice Date:

Appendix F – Advice from others Date:

Appendix G – Advice obtained by the authority since the last assessment of the child

Date:

152

SECTION A – With prompts

SECTION A Views, interests and aspirations

One page profile

Likes and motivation

This is where we record the things that your

child/young person enjoys e.g. games, clubs,

activities, foods.

We will also be talking to you about the

things that motivates your child/young

person both at home or at their educational

setting e.g. praise, activities, rewards

Independence and physical skills

This is where we will record what

independence and physical skills your

child/young person has e.g. feeding,

dressing, socialising, mobility

Communication

This is where we will record how your child/young

person communicates and how others should

communicate with them e.g.

You may also need to know

This is where you can tell us anything else about your

child/young person which you think is important to note

Don’t like / Please don’t

This is where we will record what your child/young person

does not like and you would advise people not to do e.g.

activities, environment, types of support

Behaviour

This is where we will record anything that

you want to tell us about your child/young

person’s behaviour at home or at school

General health

This is where we will record any health needs e.g.

medication, prone to coughs and colds, immune

system, seizures

How this one page profile was written –

Your SEN keyworker will complete this with you

153

SECTION A continued

Important to (Name)

In this section we will record what is important to

your child/young person for example who is in

important in their life, places, music, food,

activities, favourite lessons, socialising etc

Important for (Name)

This is where will record what is important for

your child/young person eg any medication, ways

in which they need to be supported, equipment

etc

(Name’s) history

This is where you we will record your child/young person’s history and any significant events that you and your

child/young person wish to share with practitioners working with them.

Aspirations

This is where we will record your child/young person’s aspirations and your aspirations for them. We will also

capture how they and you would like to work towards this aspiration.

154

Short Term Contingency Funding Request Form

0-25 year olds without a statement of SEND or Education, Health & Care Plan

____________________________________________________________________________ Purpose For schools only: Short term contingency funding is available for SEND support interventions which cost over and above the £6,000 which is provided for young people in primary or secondary school under the school‘s block notional SEND Budget. Short term contingency funding is to enable the achievement of specified outcomes for the individual child through the provision of an enhanced school Local Offer for a time-limited period. For early years and other non-school educational settings: Short term contingency funding is available for SEND support interventions that enable settings to meet a child‘s needs while waiting for an EHC Plan or help the setting prevent the need for an EHC Plan. Short term contingency funding is time-limited and there must be specific planned outcomes for the individual child or young person. For all provider types: Funding will be agreed by the weekly EHC Panel for a time-limited period of up to a year. If a new EHC Plan comes into effect contingency funding will stop. Funding will be subject to moderation by representatives of the EHC Panel, usually a head teacher. Extensions for up to one additional year may be agreed by the High Needs Block Reference Group who oversee SEND spending for the borough‘s Schools Forum. Process For schools only: When a school submits a request for contingency funding the decision about whether to agree the request is based on provision of information that clearly indicates the school has used the £6,000 notional SEND budget to provide SEND support and that through exceptional circumstances and/or a lack of progress the school is seeking to provide an enhanced Local Offer of provision for a time-limited period. For all provider types: The application and/or supporting information will demonstrate an ‗Assess, Plan, Do, Review‘ approach to SEND support, with a clear focus on the achievement of outcomes for the child or young person. There will be evidence of parent/carer involvement in decision-making. For all provider types: Completed forms contain sensitive personal information so must be returned via secure email (internal email or password encrypted). Please send applications to Tri-Borough Head of SEND Casework & Commissioning: [email protected] For all provider types: Requests submitted to the SEND Team ([email protected]) by secure email will be considered at the weekly EHC Panel. Membership of the Panel includes school representative(s). On the basis of the evidence and panel advice, the responsible Local Authority officer will either agree or reject the request. Contingency funding is time-limited and will be allocated for one, two or three terms. Moderation for all provider types All decisions regarding the distribution of High Needs Block short term contingency funding will be moderated by each borough‘s High Needs Block Reference Group to ensure oversight of the distribution

of this High Needs Block.


155

Section1 Provider details

Name of school/setting

Address and Postcode

Outcome of most recent Education inspection

Date of most recent Education inspection

Which phase of education are you requesting funding for?

Early Years Primary Secondary Post 16

Name of person making this application Position

Telephone number

Email address

Signed

Date of application

Section 2 Child/young person details

Child/Young Person:

Date of birth:

Address and postcode

Date of admission: dd/mm/yy

Gender Male Female

Ethnicity code (use appropriate code from the list at the end of this form)

For children of young people age 5 to 25 only: National Curriculum attainment to date (prior attainment level)

Reading

Writing/literacy

Numeracy

EYFS

For children under 5 only: Early Years Foundation Stage Prime Area Ages & Stages Assessment

Personal, Social & Emotional Development

__ to __ months Emerging / Expected /

Exceeding

Communication & Language __ to __ months Emerging / Expected /

Exceeding

Physical Development __ to __ months Emerging / Expected /

Exceeding

Comments/ Additional information relating to educational achievement

156

Nature of learning needs: e.g.:

speech, language and communication

cognition and learning

social, emotional, mental health

physical, sensory medical

Other (please specify

Section 3. Details of provision currently in place

SEND Provision Map (please see example) SEND support for ..............................................................................................................(child‘s name) at ………………………………………………………………………………………….(school/setting name)

Intervention or provision

Area of need

Frequency & duration

Anticipated progress

Staff Staff/pupil ration

Cost of pupil’s SEND support

READWRITE Inc One to One Phonics

literacy Daily. 1 hr. 12 week prog

L 2a + minimum TA LST

1:2 £780

£

£

Total annual cost of SEND support:

£

157

Section 4 Provision Request

In light of section 3, what contingency provision is requested by the school/setting?

What is the expected impact of the provision? What outcomes will be reached?

Section 5 Equipment Request Equipment (if appropriate) accompanying evidence needed

Please outline the child or young person‘s equipment needs, detailing for which items you are applying for funding. Explain what alternative options have been explored.

Total education costs £

Section 6 Reports/ assessments that have informed this request for funding (Please attach copies of any education/health/social care assessments that are relevant to this application)

Report/assessment Date

Section 7 Please indicate child’s ethnicity (optional)

11 Asian or Asian British - Bangladeshi 20 Mixed - White and Black African

12 Asian or Asian British - Indian 21 Mixed - White and Black Caribbean

13 Asian or Asian British - Pakistani 22 Mixed - any other mixed Background

14 Asian or Asian British - any other Asian Background

23 White - British

15 Black or Black British - African 24 White - Irish

16 Black or Black British - Caribbean 25 White - any other White Background

17 Black or Black British - any other Black background

98 Any Other

18 Chinese 99 Not known/ not provided

19 Mixed - White and Asian

Signed: ................................................................ Date: .............................................. Setting/School: ....................................................

158

Progress Report; To be completed in 6 months and returned to SEND Team: [email protected] Name of Child/Young Person: ....................................... (Please explain how the outcomes have been achieved) Outcomes Provision in place Progress made

Signed: ................................................................ Date: .............................................. Setting/School: ....................................................


Documents

SEN toolkit 2015 - rbkc.gov.uk toolkit 2015.pdf · SEN Toolkit Education, Health and Care Planning Guidelines for Educational Settings and Practitioners March 2015 The purpose of