Producing Quality EHC Plans Yorkshire and Humber Wednesday 11 March 2015 André Imich, SEND Professional Adviser, DfE.

Producing Quality EHC Plans

Yorkshire and Humber

Wednesday 11 March 2015

André Imich, SEND Professional Adviser, DfE

Programme for the day

Session A – General Implementation Update

Session 1 – The new EHC needs assessment process – early indicators and issues based on data

Session 2 – Writing quality statements

Session 3 – Issues arising

Session 4 – Transfers of statements and EHCPs

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Session A –

General Implementation Update

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LA Implementation Survey Spring 2015:

SEN Reforms - Understanding and engagement

High ratings: Parent Carer Forums Maintained schools

Low ratings Youth Justice partners Adult health services

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0%10%20%30%40%50%60%70%80%90%

100%

Most or allschools have

clear SENsystem in place

Local offerspublished

Jointcommissioningarrangements

are welldeveloped

LAs extremely/very confident EHC Plans will

meet 20 wkdeadline

LA implementation survey (Spring Term 2015)

SEND Implementation Survey February 2015: EHCPs

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Compliance:•93% of LAs - extremely or very confident that their EHC pathways are compliant with the Code of Practice.

20 weeks:•59% of LAs - extremely or very confident about meeting the 20 week deadline.

New assessment requests:•22% of LAs have had the same number of new requests for assessment in first 6 months of new system compared to a year ago; •33% of LAs had more and •45% had fewer.

Year 1 priority transfers:•40% of LAs who responded stated they were extremely or very confident those expected to transfer to EHC plans will do so within the required timescale.

How well are practitioners ensuring that as part of EHC needs assessment pathways families are experiencing person-centred reviews?•Extremely well – 36%•Quite well – 57%•Limited progress – 7%

.

SEND Implementation Survey Autumn 2014: Local Offer services

Services most likely to be covered:

- Provision in mainstream and special schools

covered by almost all LAs.

Services least likely to be covered:

- 44% included support available to young people in

HE (Disability Students Allowance)

- 39% covered the LA’s accessibility strategy.

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2015-16 support for LA reform implementation

SEND regional lead LAs to support implementation and encourage peer support.

Strategic Reform Partner to provide expert views and evidence on key elements of the SEN and disability reforms; develop QA tools, case studies & other resources;

Delivery Support contractor to: support the regional leads; coordinate the SEND adviser service; provide specialist advice & support to LAs and partners; deliver pilot training & development programme for senior LA SEND managers.

An organisation to administer, support and QA PCFs; VCS grants in SEND

Review of arrangements for disagreement resolution - pilot to enable Tribunal to make non-binding recommendations on aspects of health and social care in EHCPs. Good response from Las, due to start in spring.

Review of non-GCSE English and maths qualifications: Education and Training Foundation (ETF) leading a review of non-GCSE English and maths provision.  http://www.et-foundation.co.uk/our-priorities/english-maths/review-english-maths-qualifications/.

Support for health projects - online resources for CCG and health practitioners http://www.councilfordisabledchildren.org.uk/makingithappen

General updates (1/2)

Changes to the Dedicated Schools Grant for 19-25 year olds in special schools and special academies - DSG cannot be used to fund places or top-up for 19 to 25 year olds in special schools and special academies. 

Mental health - The Children and Young People’s Mental Health and Wellbeing Taskforce www.gov.uk/government/groups/children-and-young-peoples-mental-health-and-well-being-taskforce - looking at how to improve the way children’s mental health services are organised, commissioned and provided – will report during March

General updates (2/2)

Areas for focus in 2015

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• Local offer – improving information & accessibility; continuing engagement

• Co-production – at individual and strategic level

• Engagement of young people

• SEND young offenders regulations

• EHCPs – QA

Session 1 –

The new EHC needs assessment system –

the Y&H position 6 months on

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Session 1 – To be added

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Session 2 –

Writing Quality EHCPs

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A Quality EHCP

Meets the requirements of the Act, regs and the Code.

Describes positively what children and YP can do

Clear, concise, understandable and accessible

Is co-produced

Quality of advice and information

Quality of EHCP reliant on quality of advice and information, inc that from parents, children and young people.

All need to ensure that advice is given on outcomes. LAs should:

- provide guidance to advice givers

- monitor the quality of advice

- provide regular feedback to those giving advice

DISCUSSION POINT – What work is going on in your LA to provide guidance for advice-givers?

EHCP - Ground rules

EHC plans must include sections A-K. Sections must be separately labelled from each other

using the letters. Sections do not have to be in letter order. May use an action plan in tabular format to include

different sections and show how provision will be integrated, as long as sections are separately labelled.

(CoP – para 9:60)

EHCP SectionsA: Views, interests and aspirations

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: Placement

J Personal budget

K: Advice and information received

Section A - Views, interests and aspirations

Aspirations and goals for the future Details about play, health, schooling, independence,

friendships, FE, employment (where practical). A summary of how to communicate with children and YP Child/ YP’s history. If written in first person, clear whether children and YP is

being quoted directly, or if the views of the parents or professionals are being represented.

Section B – Special educational needs

Describe in detail all the child’s SEN identified during the assessment.

Should also include a description of the child’s current functioning – what the child can and cannot do.

SEN may include those requiring health and social care provision where such provision is for the child or young person’s education or training

ACID TEST - Could a person new to the child easily find out what are the priority areas of focus for the child’s educational development?

Examples of SEN:1. Significant difficulties with concentration, motivation and application, which affect his ability to learn in all subjects. Dominic needs to improve his concentration.

2. Difficulties in coping with the structure of the school day. Emma needs to manage the school day structure.

3. Delay in the development of his spoken skills. Peter needs to learn to hold clear conversations with others.

4. Delays in the development of social skills. Gemma needs to be able to make and maintain relationships with others.

5. Unpredictable behaviour and difficulty in managing her anger and frustration. Fatima needs to learn to respond calmly when faced with unexpected events.

6. Poor self-help skills. Gill need to be able to feed and dress herself.

Section C – Health needs

EHCP must specify any health needs identified through the EHC needs assessment which relate to the child or young person’s SEN.

Some health care needs, such as routine dental health needs, are unlikely to be related.

CCG may also choose to specify other health care needs which are not related to the child or young person’s SEN (e.g. a long term condition which might need management in a special educational setting)

ACID TEST - Could a person new to the child easily find out what are the priority areas of focus for the child’s health intervention?

Section D – Social Care Needs

EHCP must specify any social care needs identified through the EHC needs assessment which relate to the child or young person’s SEN or which require provision for a child or young person under 18 under S2 of the Chronically Sick and Disabled Persons Act 1970.

LA may also choose to specify other social care needs which are not linked to the child or young person’s SEN.

Could include reference to any child in need or child protection plan – such inclusion must only be with the consent of the child and their parents.

ACID TEST - Could a person new to the child easily find out what are the priority areas of focus for the child’s social care intervention?

Section E - Outcomes

Range of outcomes over varying timescales, Cover education, health and care Distinction between outcomes and provision - provision

should help the children and YP achieve an outcome. Steps towards meeting the outcomes. Arrangements for monitoring progress Forward plans for key changes Y9 onwards, outcomes should reflect the need to ensure

young people are preparing for adulthood.

Outcomes in EHCP:

Benefit or difference made to an individual as a result of an intervention

Personalised - not expressed from a service perspective. Not a description of the service being provided. Something over which those involved have control and influence. Specific, measurable, achievable, realistic and time bound (SMART). Usually set out what needs to be achieved by end of a phase or

stage of education.

Outcomes in EHCP:

Benefit or difference made to an individual as a result of an intervention

Personalised - not expressed from a service perspective. Not a description of the service being provided. Something over which those involved have control and influence. Specific, measurable, achievable, realistic and time bound (SMART). Usually set out what needs to be achieved by end of a phase or

stage of education.

Three key elements

“Mohammed (aged 14) will independently display appropriate social language skills with peers and adults in various social situations.”

“By the time I am 19/20 years old I will have developed a circle of friends with people who have common interests and I will have access to my community”

“For Joanna (aged 5) to have increased her fluency and accuracy with reading and spelling and numeracy”

To what extent does each have the three key elements? How to improve?

Writing an outcome

Outcomes must: Contain an active verb that describes an observable or identifiable action Focus on the child or young person as the performer What is the young person expected to be able to know? What are they expected to be able to do?

Include a timeframe in which the outcomes can be measured

Section F – Special educational provision

Must specify the special educational provision necessary to meet the SEN of the child.

Detail appropriate provision to meet each identified SEN and quantify provision as necessary.

Provision should be described in such a way as to leave no room for doubt about:

- what is to be provided, and by whom

- how it will be delivered. Where health or social care provision educates or trains a

children and YP, it must appear in this section. Should specify: facilities and equipment, staffing arrangements

and curriculum; modifications or exclusions to National Curriculum; residential accommodation

Discussion Point

Consider these grids –

what issues do they raise?

B. SEN E. Outcome F. Special Educational Provision

John is significantly delayed in his literacy skills – at age 6, he was at P8 in reading. He needs to improve his reading so that he can manage everyday literacy demands.

By the end of Year 6, John will achieve at Level 2 in English.

• John will receive a personalised reading and spelling programme at least three times a week, for at least 20 minutes per session.

• The programme will be delivered by a teacher or a specialist TA with good knowledge of how literacy is acquired.

• John’s progress will be monitored closely by his class teacher.

• At least once a month John’s teacher will meet his parents and share strategies that they can use at home to help him.

B. SEN E. Outcome F. Special Educational ProvisionMalie has significant difficulties in language, both in understanding what others say and in using speech herself. She needs to develop the use and understanding of spoken language.

By end of Y6, Malie will be holding conversations with other children and adults, describing in simple detail things about her everyday life.

1. A language programme delivered for a minimum of 15 minutes each day individually or with one other child.

2. The programme will be devised by a speech and language therapist (SaLT).

3. At least one weekly session will be taught by Malie’s teacher. The remaining sessions will be delivered by a TA who has received training from the SaLT.

4. The SaLT will monitor Malie’s progress and review the programme once each term, which may include:

• joint target setting with school staff

• evaluation of programme with school staff and Malie’s parents

• demonstration of activities/strategies

• observation in class.

B. SEN E. Outcome F. Special Educational Provision

Anna does not yet have basic numeracy skills, and needs to develop these

By the end of secondary education, Anna will master functional numeracy skills that will help her to be more independent in her daily life. 

• An individualised programme of numeracy for a minimum of 15 minutes each day, planned and monitored by a qualified teacher

• At least half-termly sessions where she uses her numeracy skills in real life situations e.g. role playing shopping.

• Teaching staff supporting Anna’s numeracy development will be trained in planning and differentiating learning tasks and opportunities.

• Annual assessment to identify the provision of appropriate ICT technologies to support the development of her numeracy skills.

Section G - Health provision reasonably required Must be detailed and specific and should normally be

quantified, e.g. in terms of the type of support and who will provide it.

Must be clear how the provision will support outcomes. Health care provision reasonably required may include:

specialist support and therapies, such as: o medical treatments and delivery of medications;o occupational therapy, and physiotherapy, o a range of nursing support, specialist equipment,

wheelchairs and continence supplies. o highly specialist services needed by only a small number of

children which are commissioned centrally.

Section H1 – Social Care provision under S2 of 1970 CSDPA Must be detailed and specific and should normally be quantified, in terms of

the type of support and who will provide it Must specify all services assessed as being needed under section 2 of the

CSDPA. These services include:o practical assistance in the home o provision or assistance in obtaining recreational and educational facilities at

home and outside the home o assistance in traveling to facilities o adaptations to the home o facilitating the taking of holidays o provision of meals at home or elsewhere o provision or assistance in obtaining a telephone and any special equipment

necessary o non-residential short breaks

Section H2 - Any other social care provision reasonably required May include provision identified through early help and

CiN assessments and safeguarding assessments. Must only include services which are not provided under

Section 2 of the CSDPA. Includes residential short breaks and services provided

arising from their SEN but unrelated to a disability. Should include any provision secured through a social

care direct payment. Include any adult social care provision to meet eligible

needs for YP over 18 under the Care Act 2014.

Section I – Placement

Name and type of the school, maintained nursery school, post-16 institution or other institution to be attended by the child or young person and the type of that institution

Where the name of a school or other institution is not specified in the EHC plan, the type of school or other institution to be attended by the child or young person.

These details must be included only in the final EHC plan, not the draft EHC plan sent to parents.

Section J – Personal Budgets

Detailed information on any Personal Budget that will be used to secure provision in the EHC plan.

Should set out the arrangements in relation to direct payments as required by education, health and social care regulations.

The SEN and outcomes that are to be met by any direct payment must be specified.

Section K - Advice and information

The advice and information gathered during the EHC needs assessment

There should be a list of this advice and information.

Two EHCP Exemplars

Discussion point – 30 mins

In small groups, look at the EHCPs you have brought.

Consider them against the Compliance Checklist

PLENARY – Issues raised re producing EHCPs that are both compliant AND quality

General Development Areas

Greater specificity in provision sections Outcomes clearer, SMARTer and not provision Needs to include more detail, esp health and social care. Thread/ read-across - needs, outcomes and provision Long term aspirations to be articulated Section A can be too long and repetitive Personal budgets used to set out funding rather than

details of a personal budget or direct payment, Include outcomes to be met by any direct payment

Feedback from Young Inspectors in IoW

Liked the views and interests part Section F: liked the lay out and it was all spaced out nicely.

Section G: felt this was good All about me - excited by this; enjoyed talking about

themselves - felt that people would be able to see who they were rather than just a care plan or a condition.

Felt the boxes need to be bigger and the font as they wanted to write lots of things in there.

Aspiration - excited when discussing things they wanted to in the future - had ambitious things they wanted to do.

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Feedback from Young Inspectors in IoW:

Some were offended by word “mental health” Struggle to come up with strengths for themselves Happy that it combined all of their needs and there

weren’t lots of different papers. Worried about the outcomes section - mainly because

they were worried they would not meet these outcomes. Also felt there was a lot to think about and that these were “scary questions”.

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Session 3 –

Issues arising from Moderation

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Session 4 –

Transfers of statements and EHCPs

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Transferring to the new system

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/348591/Transition_to_the_new_0_to_25_special_educational_needs_and_disability_system_statutory_guidance_for_local_authorities.pdf

Transition Process - Overview Experience of the transfer process for children, young people and families

must in line with the key cultural features of the reform particularly their engagement and person centred planning

Must be clear that the person centred transfer review meeting is part of an EHC needs assessment

Requirements for an EHC needs assessment - existing advice can be used where parents/young person, LA and professional agree. Otherwise new advice must be sought - this could be through the person centred transfer review meeting

LAs must invite parents/YP to a meeting within the 14 weeks 14 weeks starts when the LA writes to the parent/young person advising

them of the transition review meeting• LAs cannot delegate responsibility for producing a EHCP – but can ask key

bodies to make an important contribution to its preparation• No child or young person should lose their statement and not have it

replaced with an EHCP simply because the SEN system is changing

The Transition/Transfer process

It’s an EHC needs

assessment

For statements,

max 14 weeks

Where agreed, can use existing

advice

The LA is responsible

Schools play a key

role

ISs can help

families and YP

Young person can ask for an

assessment

Statements by April 18,

LDAs by Sept 16

For LDAs, max 20 weeks

No child to lose out

Published transition plan should include:

which groups were consulted number of statements and LDAs

planned for transfer in each year of the transition period

the order in which they will be transferred

how and when parents and young people, and their educational institution, will be made aware of the arrangements

details of the transfer review process sources of independent SEN

information and advice; who parents and young people can

contact with queries

“I was very impressed with the meeting last week, it’s probably the first time I've walked out of a meeting with someone from the LEA and actually felt my child's views were listened to.”

“We felt very included in the whole process and as if everyone was really interested in the best outcome for (name of child). I particularly appreciated having phone calls and contact with a named person.”

“We were able to discuss and value the positive side of my son” “Having opportunity to meet with key people together rather than

many separate meetings.  Support from parent partnership was immense and school and others worked well together”

Family experiences of the new system