EHCPs and securing good outcomes for students Rebecca Shaw Head of - - PowerPoint PPT Presentation

Rebecca Shaw – Head of Lower School at Swiss Cottage School Rebecca Grant – Leader of PMLD Provision at Swiss Cottage School

A best practice guide to writing EHCP’s and securing good outcomes for students

Our vision for children with special educational needs and disabilities is the same as for all children and young people – that they achieve well in their early years, at school and in college, and lead happy and fulfilled lives.

Dr Poulter, Parliamentary Under-Secretary of State for Health Edward Timpson, Parliamentary Under-Secretary of State for Children and Families

Aims of this presentation:

• To explore what a good EHCP could look

like and how it can be constructed.

• To look at what needs to be in place in
• rder to meet the needs of all pupils.

National Context

Total In England

Mainstream Primary Mainstream Secondary Specialist Settings

Number of Pupils 8,438,145 Pupils Identified with SEN without Statements/EHCP 1,065,280 634,105 396,035 Pupils Identified with SEN with Statements/EHCP 236,165 62,235 58,100 115,830 (SFR 2015)

SEND Code of Practice Transition to Legislation Changes (pg35)

A good EHCP:

Positive account of what the learner can do as well as identifying what needs to happen. Clear, concise, understandable and accessible. Meets the requirements of the Code of Practice.

(Assessments and Education Health and Care Plans: DoE 2014)

Section A:

Personal Profile

Their journey Parent View Pupil Voice

Section B:

Cognition and Learning

Needs

Sam needs short bursts of learning with the support of checklists and timers followed by small breaks.

Strengths

Sam is able to participate in learning which he finds interesting and is motivated to finish the activity.

Section C and D:

Strengths Needs

A person who is new could clearly identify health and social care priorities for the learner

Needs glasses due to significant visual impairment No allergies Adaptations to home for safe manual handling Has very supportive engaged family.

Section E:

Section E – Outcomes

Aspirations and goals for the future

e.g. the sort of person I would like to be and what I would like to do in the future. Long-term goals might include: health and wellbeing; friendships and relationships; community inclusion; education and employment; independent living. (Link with Section A) Outcomes identified Outcomes to be met by the end of the key stage or phase

• f education

By date: July 2016

To be able to live independently

To develop communicative independence across a range of familiar settings e.g. to order food, to buy a bus ticket. To be able to get dressed independently every day. To be able to prepare and cook a simple meal.

Refer back to Section A – What do we want for this child at 25?

What are the intermediate steps toward the future and when do we expect these to be achieved?

“The needs of the individual child or young person should sit at the heart

• f the assessment and planning
• process. LAs must have regard to

the views, wishes and feelings of the child and their parent or the young person, their aspirations, the

• utcomes they wish to seek and the

support they need to achieve them.” (Para 9.22 Code of Practice)

What do you do?

Section F:

Needs

• What does the learner need? Refer back to

Section B.

Outcomes

• What has the team agreed the outcomes should

be for this learner? Refer back to Section E.

Provision

• What do we need to put in place in order for the
• utcomes to be achieved and the needs be met?

Section F:

• What do we need to put in place in order for the
• utcomes to be achieved and the needs be met?

Provision

• All provision that is required to meet the learners SEN must be specified.
• All provision listed must state who is responsible for delivery and how
• ften it will happen.
• It must be clear, concise and leave no room for doubt.
• Has all relevant information from the previous statement been transferred
• ver?

Example:

(Assessments and Education Health and Care Plans: DoE 2014)

Systemic Solutions

Leadership Efficient use of resources Monitoring, tracking and evaluation Assessment and identification Working with pupils and parents Improving teaching and learning Developing provision Improving outcomes

http://www.thesendreview.co m/review-guide

School-led process Common language and knowledge of the 8 areas Build Locality/Regional capacity SEND Legislation solution

Individual School

16 Focus on self-evaluation, supported by a peer Practitioner-led process, develop through collaboration Strengthen provision Grow capacity across the system

Locality Potential