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SEND Reform 2014 Education Health Care Plans

SEND Reform 2014 Education Health Care Plans. Education Health Care Plans Process. The philosophy of the Act is to focus on the child with the family as the first element of specialist expertise or team supporting the child

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SEND Reform 2014 Education Health Care Plans

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  1. SEND Reform 2014 Education Health Care Plans

  2. Education Health Care PlansProcess • The philosophy of the Act is to focus on the child with the family as the first element of specialist expertise or team supporting the child • Agencies, advisors and professionals are brought to the team as required through SEND Early Help Assessment • Schools, colleges and settings will access support by starting an Early Help assessment • EHCP assessment is part of this continuum

  3. Parents, Child/Young Person

  4. Education Health Care PlansProcessA proposed process for Cumbria following the principles and meeting the statutory terms of the Act • A 4 weekly panel meeting to consider referrals and moderate proposed plans • Where possible professionals make a joint assessment visits and use existing TAF/TAC meetings to gather advice • Proposed plan written by assessment officers and presented to child or young person and their parents at the Family meeting, attended by relevant professionals and setting • Completed within a 20 week timescale

  5. Education Health Care PlansEarly Help Day 1 Request for EHCP assessment 4 weekly panel (AO, EP, SAT, SC, H, SENCO) 10 weeks from decision, Draft Plan produced, presented at Family Meeting attended by AO, setting and professionals

  6. Education Health Care PlansThe Plan • EHC Plans must focus on education and training, health and care outcome that will enable children and young people to progress in their learning and, as they get older, to be well prepared for adulthood • Must include sections A-K • Section A can be completed by parents, child or young person and is their opportunity to express their wishes, needs and hopes. Settings and relevant professionals can contribute if asked. Existing plans (eg PEPs) can be used of parents wish • Sections B-K identify the needs, outcomes and provision

  7. Family Meeting • Dates set at the time of agreeing the EHCP assessment • Draft to be sent to the Family and relevant professionals beforehand • Plan is presented to family and young person for their consideration and input • LA listens to views of parent/child and involves them in decision making • This will address issues of misunderstanding and appropriateness of support/interventions • Also point way forward towards next stage in education and eventually adulthood

  8. Education Health Care PlansOutcomes • Outcomes are defined as the benefit of difference made to an individual as a result of intervention • Outcomes will usually set what needs to be achieved by the end of a phase of education in order to enable the child or young person to progress successfully to the next stage • Outcomes should always enable children and young people to move toward long term aspirations

  9. Moderation Supports: • Transparency in decision making • Consistency • Help LA practice become more robust and understood by schools, settings, post 16 institutions, parents and young people • Meets requirement for services to act jointly and collaboratively

  10. Transition • By 1st April 2018 all children/young people with a statement of special educational needs must have their statement transferred to an EHC Plan through a transition review • All young people who receive support through an LDA and who will continue in training or further education beyond September 2016 must have an EHCP in place where one is needed • During the transition period all current regulations pertaining to statements remain in force, but parents cannot request a transition to EHCP

  11. The Transition Review The Local Authority must: Give at least two weeks notice to schools and family Conduct the review as an EHCP assessment under the Code of Practice 2014 Not seek advice if they, the setting, the parent and young person are satisfied that the current advice is sufficient Complete the review within 14 weeks

  12. The Transition Review Schools must: Notify the parent of the date and time Notify relevant professionals Ensure assessments are up to date, IEPs reviewed and next steps identified Consult with professionals where appropriate to identify outcomes and proviusion

  13. The Transition Review Local Authority representatives must: Familiarise themselves with the statement Consult where possible with the setting and professionals Take robust account of views of parent, child, young person Write the EHCP as soon as possible after the meeting

  14. The Transition Review LA Representatives should chair the meeting according to the guiding principles of the Act: • Views of parent/child/youn g person at the centre of the decision making process • Clear outcomes are provided • Provision to meet those outcomes defined • Process is timely and not constrained by bureaucratic processes

  15. Statements to EHCPs 2014/2015 Academic Year Early Years, Year 2, Year 6, Year 9, Year 11, Year 14 2015/2016 Academic Year Year 2, Year 6, Year 9, Year 11, Year 13 and 14 2016/2017 Academic Year Year 2, Year 5, Year 8, Year 9, Year 13

  16. Very Useful Links https://www.gov.uk/childrens-services/special-educational-needs http://www.sendpathfinder.co.uk

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