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Surrey Support Plan

Surrey Support Plan

Name:

Date of Birth:

Plan start date:

Introduction

The Surrey Support Plan (SSP) is divided into four sections:

· Universal- The Universal offer includes everything provided in an early year setting for all children. The Universal section of the SSP includes the One Page Profile, Development Tracker and a Summary of the Child and Family Information. Completion of this section reflects how individual children can be healthy, stay safe, enjoy life and achieve their full potential.

· Setting Support- Most children will have their needs met through the Universal offer, which adapts to meet individual need. However, some children may need an increased level of support and some more targeted interventions, identified by the setting. This may include differentiating your curriculum or approach, making reasonable adjustments or applying for Early Intervention Funding (EIF). Completion of this section will document the additional support provided and the impact of these initial interventions.

· Specialist Support- Where a child continues to make less than expected progress, despite evidence-based support and interventions highlighted in Setting Support, you should consider making referrals and seeking specialist support from multi-agency professionals. This may also include an application for Early Intervention Funding (EIF). Completion of this section will document the additional support provided, incorporate the advice given by multi-agency professionals and evaluate the impact of this support. If a child already has health, education and/or social care professionals supporting them when they join the early years setting, the support given by the setting should documented in the Specialist Support section, along with the Universal section.

· Statutory Assessment- Where a child has not made expected progress, despite relevant and purposeful action and the involvement of multi-agency professionals, the setting, parents and professionals may agree that a statutory assessment request is appropriate. Completion of this section provides a detailed person-centred summary of the child’s story and their strengths and areas of need. The completed SSP will be required, along with any other supporting evidence/reports when making a request for a Statutory Assessment.

An SSP should always be completed in partnership with the parents

Contents

Child’s Information - This page records general information about the child and their family.

One Page Profile - This is a universal, person-centred profile. It summarises what is important to the child and how best to support them.

Developmental Tracker - The purpose of the tracker is to identify the child’s starting point and monitor and track development. It provides a picture of the child’s progress and identifies any areas that may require additional support.

The Child’s Information- This page records general information about the child and their family.

Summary of Needs pages - These pages bring together information to help plan support and next steps for a child’s learning and development.

Outcomes and Targets - These pages detail the outcomes, targets and strategies that will support a child’s learning and development. The outcomes are longer term aspirations and are linked to the targets, which are short term specific, measurable, achievable and realistic time bound interventions. These should be reviewed regularly and incorporate any advice given by other agencies.

Referrals- This details any referrals that have been made to Health, Education or Social Care services.

Early Intervention Funding - These pages are included in the Setting and Specialist Support sections and should provide details of how the funding will be used. Funding may be used to enhance the current adult ratio, purchase specific resources or to complete additional training. Please also complete the Early Intervention Funding application form.

Review of Early Intervention Funding - These pages are included in the Setting and Specialist Support sections. They describe how the Early Intervention Funding has been used to support the child and the impact of this. Settings only need to complete the review section when a date is stated on the EIF Offer letter or when requested by a member of the Graduated Response Early Years Team.

List of Professionals – List the details of professionals from Health, Education and Social Care who are involved and providing specialist advice and support.

Statutory Assessment - This is a person-centred summary of the child and is only completed when a request for an Education, Health and Care Needs Assessment is required.

Universal

Surrey Support Plan (SSP)

Child’s Information

Child’s name

Setting Name

Contact Person

Address

Telephone

Email

Date of birth

Date child started at setting

Home Address

Telephone/Email

First/Home Language

Ethnic Origin

Religion

Year group

Parent/carer name/s with parental responsibility

Child who is looked after

Child in Need

Child Protection Plan

Parent/ Carer signature

GP Name/ Address

Home language

Interpreter required

Universal

One Page Profile for (insert child’s name)

Date of birth:Date completed:

What people like about me and what I like about myself. What are my strengths?

Photo (Optional)

How best to support me

Describe the support the child might need from others to stay safe and healthy. The following prompts may help.

What are the routines that support me? (Mealtimes, sleeping etc.)

What are the Intimate care routines or help I need to use the toilet independently?

What will I need to help me be happy at nursery? (Access to specific toys, comforters, shorter sessions, quiet space, sensory resources).

Where do I learn best? (outdoors/indoors)

What do I need to feel safe and secure? (support for new routines, visual prompts and support for personal care routines).

What makes me feel better when I am anxious or unhappy?

What do I find difficult? What will help me?

How do I communicate with others? (pointing, single words, leading, gestures)

What support do I need to communicate? (e.g. choices, gesture, visuals, objects of reference)

Mobility, medication, diagnosis and how best to support me?

Universal

What is important to me?

Record what really matters to the child. The following prompts may help.

Who are the people I live with?

Who is important to me (friends, extended family other carers, pets) and why?

What are my home beliefs, celebrations, home language?

How do I spend my day?

What do I usually do?

What do I always do?

3 things that make a good day and 3 things that make a bad day. (Summarise what is important about the early years provision, home and wider community/environment?)

Possessions: What would I never leave home without?

……………………………’s Progress Tracker

Date of Birth:

Admission date:

Em- Emerging

Dev- Developing

Sec- Secure

Key: (Colour code)

Starting point

Date

Age (months)

Please indicate the child’s starting point within two weeks of starting at the early year’s provision.

Personal, social and emotional development

Birth to 11 months

8-20 months

16-26 months

22-36 months

30-50 months

40-60+ months

Em

Dev

Sec

Em

Dev

Sec

Em

Dev

Sec

Em

Dev

Sec

Em

Dev

Sec

Em

Dev

Sec

Making relationships

Self -confidence and self-awareness

Managing feelings and behaviour

Communication and language

Birth to 11 months

8-20 months

16-26 months

22-36 months

30-50 months

40-60+ months

Em

Dev

Sec

Em

Dev

Sec

Em

Dev

Sec

Em

Dev

Sec

Em

Dev

Sec

Em

Dev

Sec

Listening and attention

Understanding

Speaking

Physical Development

Birth to 11 months

8-20 months

16-26 months

22-36 months

30-50 months

40-60+ months

Em

Dev

Sec

Em

Dev

Sec

Em

Dev

Sec

Em

Dev

Sec

Em

Dev

Sec

Em

Dev

Sec

Moving and handling

Health and self care

Practitioners should consider whether a child is ‘Emerging’ within the age/stage band, ‘Developing’, or ‘Secure’. Emerging - Children are able to independently demonstrate the knowledge, skills and understanding to reflect some of the examples in the developmental age/stage band. Developing - Children are able to independently demonstrate the knowledge, skills and understanding to reflect the large majority of the examples in the previous age/stage band, and most of the examples in the considered developmental age/stage band. Secure - Children are able to independently demonstrate the knowledge, skills and understanding to reflect all the examples in the previous band, the majority of the considered band and are moving to the next developmental age/stage band.

Surrey Support Plan

24

Setting Support

Summary of Needs at Setting Support

Bringing together information to help plan support that makes a difference to a child’s learning development.

A

S

S

E

S

S

Summary of child’s needs: (Please refer to the Profiles of Need within the Early Years Graduated Response document)

·

Which area/s of the Profile of Need is/are being used for identification? (Please tick columns)

Universal

Setting Support

Specialist support

Statutory Assessment

Communication and Interaction

Cognition and Learning

Social, Emotional and Mental Health Needs

Physical and Sensory Needs including:

· Hearing Impairment, Visual Impairment and Multi-Sensory Impairment

What are child’s strengths? Consider the prime areas of Early Years Foundation Stage (EYFS)

·

What strategies have you put in place? What changes have you made to your provision to support the child? (environment, staffing) Please refer to Intervention and Support section at Universal Level of the Early Years Graduated Response document

·

What do you plan to try next? (Please also refer to assessment and planning and intervention and support sections at Setting Support Level of the Early Years Graduated Response document and list the strategies and actions you are going to implement)

·

Setting Support

Outcomes and Targets

Start date: Cycle____1____

P

L

A

N

&

D

O

Outcome

Steps in place to support the outcome

Review date

R

E

V

I

E

W

Progress Review. Have the targets been achieved/partially achieved/not achieved? What has gone well? Barriers to further progress?

SMART Targets

1.

2.

3.

Other actions and strategies:

Outcome


Review date

Progress Review. Have the targets been achieved/partially achieved/not achieved? What has gone well? Barriers to further progress

SMART Targets

1.

2.

3.


Outcome


Review date

Progress Review. Have the targets been achieved/partially achieved/not achieved? What has gone well? Barriers to further progress

SMART Targets

1.

2.

3.


Setting Support


Start date: Cycle________

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Outcome


Review date

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SMART Targets

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Outcome


Review date


SMART Targets

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Outcome


Review date


SMART Targets

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Setting Support



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SMART Targets

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Outcome


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Outcome


Review date


SMART Targets

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If little or no progress is being made at Setting Support you may need to refer to health, education or other professionals. Log the referrals made below:

Name of agency: Date of referral:

Referred by: Setting, GP, HV (include reference numbers if applicable):







Consideration of other needs

Questions to parents:

1. Are there any concerns outside of the setting which impact on your child’s learning and well-being and/or make it more difficult for you to help your child e.g. housing, finance, family support networks.

2. Is there anything else you feel it is important for us to know about your child’s learning and behaviour at home?

3. Is there any support you feel would help you as a parent/carer in supporting your child/family?

Please refer to Surrey Family Resilience document: Effective-family-resilience-SSCP-Dec-2020-v7.pdf (surreyscp.org.uk)

Setting Support: Early Intervention Funding

If requesting Early Intervention Funding, please include details of how you plan to use this. Funding may be used to enhance the current adult ratio, purchase specific resources or for training/interventions. Please detail what you are applying for and how it will be used to further support the child detailed on this Surrey Support Plan. Below is the link to the Surrey Local Offer website and the Early Intervention Funding application form: https://www.surreylocaloffer.org.uk/kb5/surrey/localoffer/site.page?id=NpVDtph7brU

Please complete the table to detail the child’s attendance at setting:

Times: (e.g. 9.00 – 12.00)

Total hours attended per day:

Total hours of FEE/FEET funding per day:

Monday

Tuesday

Wednesday

Thursday

Friday

Total hours per week:

Application Details:Date of Application:

Has an application for small group funding been made for this child through Early Identification Funding? Yes / No

Please describe the support that will be given by an adult (enhanced ratio)

Please provide details of the resources or equipment that you need, including the cost, supplier and who recommended that they are purchased? Please describe how the resources will support the child

Please provide details of any training or interventions identified to support the child, including cost and the provider. Please describe how it will support the child.

Setting Support: Review of Early Intervention Funding

Review Details:What has funding been used for?

First Review Date:

Describe how the funded enhanced adult/child ratio has supported the child

Describe how the funded resources have supported the child

Describe how the training or intervention has supported the child

Review Details:What has the funding been used for?Second Review Date:




Setting Support: Review of Early Intervention Funding

Review Details:What has the funding been used for?Third Review Date:




Review Details:What has the funding been used for?Fourth Review Date:




Early Intervention Funding to Support Transitions

Please complete the table detailing the child’s attendance at setting:

Times: (e.g. 9.00 – 12.00)



Monday

Tuesday

Wednesday

Thursday

Friday


Application Details:Date of application:

Please describe the support that will be given by an adult (enhanced ratio) to support transition. Please provide costings (eg, hourly rate, number of hours needed etc.)

Please provide details of the resources or equipment that you need to support transition, including the cost, supplier and who recommended that they are purchased? Please describe how the resources will support the child

Please provide details of any training or interventions identified to support the child’s transition, including cost and the provider. Please describe how it will support the child.

Review of Early Intervention Funding to Support Transitions

Review Date:

Review Details:What was the funding used for and how did it support the transition outcomes?

Describe how the funded adult support has impacted on the child’s transition

Describe how the funded resources have supported the child’s transition

Describe how the training or intervention has supported the child’s transition

Start Date

Review Date

Review Date

Review Date

Key: Colour Code

Specialist Support

Summary of Needs at Specialist Support

A

S

S

E

S

S

Summary of child’s needs and/or diagnosis: (Please also refer to the Profiles of Need within the Early Years Graduated Response document)

·


Universal

Setting Support

Specialist support




Social, Emotional and Mental Health Need




·


·

What do you plan to try next? (Please also refer to assessment and planning and Intervention and Support section at Specialist Support level of the Early Years Graduated Response document and list the strategies and actions that you are going to implement)

Specialist Support



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Outcome


Review date

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SMART Targets

1.

2.

3.


Outcome


Review date


SMART Targets

1.

2.

3.


Outcome


Reviews date


SMART Targets

1.

2.

3.


Specialist Support



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SMART Targets

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Outcome


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SMART Targets

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Outcome


Reviews date


SMART Targets

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3.


Specialist Support



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SMART Targets

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Outcome


Review date


SMART Targets

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2.

3.


Outcome


Reviews date


SMART Targets

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2.

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Specialist Support

List the professionals that are now involved with the child

Education Professionals involved in assessment and providing advice

Name

Profession

Location

Telephone/Email

Health Professionals involved in assessment and providing advice

Name

Profession

Location

Telephone/Email

Any other Professionals involved in assessment and providing advice (i.e. Family Centre Outreach)

Name

Profession

Location

Telephone/Email

Social Care and/or Early Help Professionals involved in assessment and providing advice

Name

Profession

Location

Telephone/Email

Specialist Support: Early Intervention Funding

If requesting Early Intervention Funding, please include details of how you plan to use this. Funding may be used to enhance the current adult ratio, purchase specific resources or to complete additional training. Please detail what you are applying for and how it will be used to further support the child detailed on this Surrey Support Plan. Below is the link to the Surrey Local Offer website and the Early Intervention Funding application form:

https://www.surreylocaloffer.org.uk/kb5/surrey/localoffer/site.page?id=NpVDtph7brU

Please complete the table to detailing the child’s attendance at setting:

Times: (e.g. 9.00 – 12.00)



Monday

Tuesday

Wednesday

Thursday

Friday



Has an application for small group funding been made for this child through Early Identification Funding? Yes / No

Please describe the support that will be given by an adult (enhanced ratio)

Please provide details of the resources or equipment that you need, including the cost, supplier and who recommended that they are purchased? Please describe how the resources will support the child

Please provide details of any training or interventions identified to support the child, including cost and the provider. Please describe how it will support the child.

Specialist Support: Review of Early Intervention Funding

Review Details:What has funding been used for?First Review Date:

Describe how the funded enhanced adult/child ratio has supported the child.

Describe how the funded resources have impacted on the child

Describe how the training undertaken by the adult has benefitted the child

Review Details:What has the funding been used for?Second Review Date:




Specialist Support: Review of Early Intervention Funding

Review Details:What has the funding been used for?Third Review Date:




Review Details:What has the funding been used for?Fourth Review Date:




Early Intervention Funding to Support Transitions

Please complete the table detailing the child’s attendance at setting:

Times: (e.g. 9.00 – 12.00)



Monday

Tuesday

Wednesday

Thursday

Friday



Please describe the support that will be given by an adult (enhanced ratio) to support transition. Please provide costings (eg, hourly rate, number of hours needed etc.)

Please provide details of the resources or equipment that you need to support transition, including the cost, supplier and who recommended that they are purchased? Please describe how the resources will support the child

Please provide details of any training or interventions identified to support the child’s transition, including cost and the provider. Please describe how it will support the child.

Review of Early Intervention Funding to Support Transitions

Review Date:

Review Details:What was the funding used for and how did it support the transition outcomes?

Describe how the funded adult support has impacted on the child’s transition

Describe how the funded resources have supported the child’s transition

Describe how the training or intervention has supported the child’s transition




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Outcome


Review date

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SMART Targets

1.

2.

3.


Outcome


Review date


SMART Targets

1.

2.

3.


Outcome


Reviews date


SMART Targets

1.

2.

3.



Summary of Needs for a Request for Statutory Assessment

Date:

A

S

S

E

S

S

Summary of child’s needs and/or diagnosis: (Please also refer to the Profiles of Need within the Early Years Graduated Response document)

·


Universal

Setting Support

Specialist Support




Social, Emotional and Mental Health Need




·


·

What are the barriers to the child accessing the EYFS curriculum? (Please also refer to assessment and planning and intervention and support section at Statutory Assessment Level of the Early Years Graduated Response document)

·


Person centred summary of the child to be written and included with a Request for Statutory Assessment

[FIRSTNAME]’s story (Ensure parent’s thoughts are discussed, considered and added to the below)

[Firstname’s] story – play, health, schooling, independence, friends and relationships, further education, future plans.

Journey so far for child, pre-school provision, significant events. Background to diagnosis, difficulties. What is current situation for child and family

[Firstname’s] family’s story

This could be as above if no more information to add or may include information about family/siblings etc

More information on how to support [Firstname’s] and his/her family

This section would include what is IMPORTANT FOR child e.g. needs. This would include information in the “How best to support me” in 1 page Profile. Could be medical needs, therapies and how best to help child with this

[Firstname’s] aspirations and Family aspirations for him/her

Child and family aspirations may be the same for an EY child [see section below]. Ask “where do you see .......in 6 months time?” If someone walked into setting/home in 6 months time what would success look like?

How [Firstname’s] and his/her family have taken part in this plan

E.g meetings with family, communication records and any input from family or child [consider photos/use of Learning Journey if child non-verbal for voice of child


Person centred summary of the child to be written and included with a Request for Statutory Assessment

More detailed information for the early year’s provision to complete in consultation with parents, (Use information from previous pages). Note the barriers to supporting the child at Specialist Support level.


What are my strengths and achievements?

·

Describe the special educational need relating to communication and interaction:

· Refer to the prompt questions below and the summary of needs in the assess page of the SSP.

· In this section include current targets as identified in the outcomes and targets section within specialist support level. If you have a Speech and Language Report, please indicate levels of difficulty in attention and listening, interaction, play skills, understanding of language, use of language and speech and oro-motor skills.

Detail the current SEND Provision relating to communication and interaction ( current intervention and support in place):

·

Add the approximate age range which child is working at in this area. Please add bullet points to describe the child’s strengths and achievements and special educational needs.

Prompt questions to consider when completing this section:

· Do I give eye contact often, sometimes, or never?

· Do I use words and/or gestures to approach adults to get my needs met?

· If I use gestures only, what do I do to get attention or to get my needs met?

· How many words do I use often?

· Do I use single words, two words together or simple sentences? (give examples)

· Is my talk relevant to the situation or do I repeat learnt words or phrases? (give examples)

· Do I use jargon or make unusual or repetitive sounds or vocalisations?

· Do I have an unusual tone or intonation to my voice or way of speaking? For example, do I use unusually formal language in the way that I communicate?

· Can my speech be understood by unfamiliar adults?

· Am I able to share attention with an adult?

· Do I seek out peers and initiate social interaction (either through copying, gesture, eye contact, smiling or laughing and/or words)?

· Can I turn take with adults and/or peers? Is this in a structured game? How many peers are involved in the activity? Can I use these skills independently?

· Do I look anxiously at faces and gestures when people are talking?

· Do I tend to follow everyone else rather than respond to the words when instructions are given, for example, at transition times?

· Do I copy the words you say to me rather than answering? eg: Adult “What’s your name?” Child “name?”

· What do parents say about my communication and language skills?

Cognition and Learning:


·

Describe the special educational need relating to cognition and learning:


· In this section include current targets as identified in the outcomes and targets section within specialist support level.

Detail the current SEND Provision relating to cognition and learning (current intervention and support in place):

·



· Which toys and activities am I particularly interested in? What do I enjoy doing?

· How long do I concentrate for on an activity? (Self-chosen and/or adult directed?)

· Am I a ‘flitter’? Do I find it hard to attend to anything for any length of time?

· Can I focus on a self-chosen activity for an age appropriate length of time?

· How do I participate in group times and adult led activities?

· Do I access all areas of learning and am I willing to have a go?

· Are there some areas of the nursery or activities that I never participate in?

· Do I use creative ways to solve problems and adapt my approach to get the job done?

· Am I confident to ask adults for help if I need it?

· Do I need lots of repetition or adult support to learn a new skill?

· Is my play age appropriate? (Do I mouth objects? Is my play mostly movement based or cause and effect? Is there a pattern to my play?)

· If I am in the home corner or playing with small world toys, how do I play imaginatively? Am I able to recreate previous experiences?

· Do I play repetitively, or can I use experiences to extend my play?

· Am I preoccupied or fixated on a certain toy, activity, or special interest?

· What do parents say about my play and interests at home?

Social, Emotional and Mental Health:


·

Describe the special educational need relating to social, emotional, and mental health:


· In this section include current targets as identified in the outcomes and targets section within specialist support level.

Detail the current SEND Provision relating to social, emotional, and mental health (current intervention and support in place):

·



· Describe how I leave my parents in the morning. What support do I need to transition into nursery each session?

· Do I have a comfort object or safe place that I like to use in nursery? How do I use this?

· Do I move independently around the nursery and choose my own play and activities?

· Do I try new ideas to complete a task or do I usually copy what others are doing?

· Do I use persistence to complete tricky tasks/activities or give up easily and move on?

· Do I work better on tasks alone, or prefer to work as part of a group?

· Do I take pride in showing other people when I have completed an activity or task?

· Do I seek out familiar adults for comfort or as a play mate, or do I only seek out adults to get my needs met or request something?

· Do I show interest in others? Do I give appropriate eye contact and use gesture and/or words with peers?

· Do I prefer to play alone? Is this age appropriate? Who do I choose to play with (younger/older children or a particular child)?

· Am I happy to share my play space with other children? Can I share resources? Is this age appropriate?

· Do I initiate play and/or do I usually just join a group of children and copy their ideas?

· How do I join in others play? Do I always follow other’s instructions, or can I lead and influence others in play? Am I happy to accept other children’s ideas in play?

· Am I aware of and able to follow everyday routines? How do I deal with changes to my routine?

· Do I adhere to rules and boundaries? Do you have any concerns about the child’s behaviour?

· Do I respond or notice when other people are upset?

· What do parents say about my social skills at home? Do I enjoy going out and about with parents (meeting extended family, soft play, swimming etc.)?

· Is there anything going on in my home life that could affect my emotional wellbeing or my ability to learn (new baby, new home, divorce, bereavement)? Do I struggle with some aspects of my home life, (transitions, going shopping, being left with relatives)?

Sensory and Physical (including visual impairment, hearing impairment and multi-sensory impairment):


·

Describe the special educational need relating to sensory and physical needs:


· In this section include current targets as identified in the outcomes and targets section within specialist support level. If you have an Occupational Therapy report, or Physical and Sensory Support (PSS) report, please use this to indicate the areas of difficulty

Detail the current SEND Provision relating to sensory and physical needs (current intervention and support in place):

·



· Are my physical skills at expected levels of development?

· Are my fine motor skills age appropriate? (Comment on the child’s ability or interest in threading, mark making, using puzzles, peg boards, playdough, posting toys, picking up small objects using a pincer grip, pouring, zips, bricks etc.)

· Are my gross motor skills age appropriate? (Comment on the child’s ability to crawl, sit, walk, run, jump, climb, ride a wheeled toy, walk up and down steps, throw, kick and catch a ball.) Am I unduly clumsy?

· Can I dress myself independently or am I starting to help the adults dress me?

· Am I still in nappies? Am I starting to indicate if I am doing a wee or poo? Do I empty my bowels regularly?

· Can I feed myself or do I need adult help? Am I using a fork and/or spoon? Can I drink from an open cup?

· Can I wash my hands independently? Do I need consistent support (such as individual verbal and visual instructions or hand over hand support)?

· Do I let you know if I am thirsty or hungry? Do I eat and drink enough during the day?

· Am I a fussy eater? Do I eat a varied diet or do I need to eat the same foods all the time? What are these foods?

· Do I have unusual responses to sensory aspects of the environment, such as apparent indifference to pain/heat/cold, adverse responses to specific sounds or textures, excessive smelling, licking or touching of objects, fascination with lights or spinning objects?

· Do I need to be on the move most of the time? Does this make it difficult for me to remain at activities?

· Am I a healthy child? Or do I suffer with recurrent illnesses? Constant runny noses?

· Am I on any medication that could affect my ability to learn?

· Do I have enough sleep every night? What is my bedtime routine?

· Are there any indications that I may need a hearing or sight test? Or have I had one and what was the outcome?

· What do parents say about my physical skills? Did I meet my physical development milestones at age appropriate times?

Idox · Web viewWhat has gone well?/ Barriers to further progress SMART Targets 1. 2. 3. Other actions and strategies: Outcome Steps in place to support the outcome Review date Progress

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