EHC Plan Transfer training for Special Schools. 04-09-14. Why, when and who. All Statements need to transfer to EHC Plans before 2018. This will be at Annual Review unless there is a need to transfer earlier. The Transfer Review will replace the Annual Review
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Remember: This is the only time that schools will write an EHC plan – at all other times it will be drafted by the SEN team.
Schools will need to prepare pupils and their families.
Insert Appendix 1: Child/Parent Views
or difference made to an individual as a
result of intervention
from a service perspective
Outcomes generally will specify:
A) what needs to be achieved by the end of a phase or stage of education in order to enable the child or young person to progress successfully to the next phase or stage
B) what needs to be achieved by the end of each intervening year to enable him or her to achieve the longer term outcome
(From year 9 onwards, the nature of the outcomes will reflect the need to ensure young people are preparing for adulthood)
The special educational provision specified should enable the outcomes to be achieved.
Shorter term targets will be agreed and reviewed by those working with the child or young person on a regular (at least termly) basis
Shorter term plans and targets (which may be part of an assessment report) should be appended to the EHC plan so that regular progress monitoring is always considered in the light of the longer term outcomes and aspirations that the child or young person wants to achieve.
- a way of measuring progress
- possible use of scaling measures
What is the young person expected to be able to know?What are they expected to be able to do?
Review the outcomes listed in the draft EHC plans provided for your group.
Discuss and agree the following:
Are the outcomes listed truly outcomes?
Are they SMART enough?
Could you measure them?
Do they include appropriate timescales?
Could you devise interventions or a support strategy in order to achieve them?
What, if anything, needs to be done to improve them?