EHCP Annual Review Conversion Meetings Updated training 2015-16

1. EHCP Annual Review Conversion MeetingsUpdated training 2015-16 Dr Sophie Woodward Specialist Practitioner Educational Psychologist (EHCPs)

2. Aims of this session, or… …NEED: • Attendees need to update and refresh their knowledge and understanding of EHCP ARCMs OUTCOME: • Attendees will demonstrate understanding of what EHCP ARCMs are • Attendees will report feeling confident in organising and running an EHCP ARCM (if this applies) • Attendees will report feeling confident in writing Needs, Outcomes and Provisions PROVISION: • 1 x 2hr training session provided by the Educational Psychology Team • Optional workshops run on monthly basis in various locations

3. Firstly…

4. Background • SEND reforms (from September 2014), following Children and Families Act (2014): • New Code of Practice issued • Families and CYP more central to decisions made about support • Statutory protection for CYP in education or training, 0-25yrs • School Action/School Action Plus replaced by “School Support” • More emphasis on helping SEN pupils to make progress • Optional personal budgets • Authorities to publish details of the Local Offer • More emphasis on mediation to resolve disputes, plus… • …“Statements” and “Learning Difficulty Assessments” (post 16) replaced with Education, Health and Care Plans – identifying SEN, and any health or care needs that relate to their SEN

5. The story so far: • Approx. 400 EHCP conversions completed so far • Feedback collected from SENCOs (December 2014) • Feedback collected from pupils (May 2015) • District Achievement Partnership has worked with SEN to create paperwork for Special School EHCP conversions • Airedale CDC pilot project (multi-professional “fast-track” assessment for Range 4 Early Years cases)

6. What’s changed? • Changes to paperwork over time to make it easier to understand and complete • Codes are no longer needed • Changes to formatting • Annual Targets are not required by SEN Team any more (although still need to be set by school) • New EHCP requests – This Is Me completed before request is submitted • Parent Partnership (Barnardos) is now Parent and Young People’s Partnership Service (PYPPS)

7. What’s new? • Updated training on ECHP Annual Review Conversion Meetings for 2014-15 • Information sheets available to download from BSO: • Timeline and preparation needed for EHCP ARCM • Script/prompts for EHCP ARCM • A3 grid to help plan Needs, Outcomes and Provisions • This Is Me – with pictures (resource for EY/Primary settings) • Guidance on writing Needs, Outcomes and Provisions • Leaflet for parents available on BSO • Independent Supporters from PYPPS available to support identified families

8. EHCP ARCMTimeline

9. BEFORE the ARCM • SENCo checks date and invites relevant people to ARCM, asking professionals to submit a report instead if they cannot attend – see Request for Professional Information form on BSO

10. Before ARCM (ctd) • SENCo gathers information about child’s current needs and progress using information from the class teacher, Statement, previous Annual Review paperwork (if relevant), and any additional information submitted by professionals • Cognition and Learning • Communication and Interaction • Social, Emotional, Mental Health Needs • Sensory and/or Physical Needs • Any additional Health and/or Social Care needs that relate to their SEN • SENCo presents this information in such a way that it can be shared at the ARCM (e.g. using the A3 Process Templates, or an alternative method)

11. Before ARCM (ctd) - This Is Me 4. SENCO meets with CYP and parents/guardians to explain the EHCP ARCM process and gather information about the following: • Home & family • Important people in their life • Likes & hobbies • History & health needs • How to communicate with XXX and engage him/her in decision-making • What’s important for XXX? • What do people do for XXX? • What’s working well? • What could be better? • XXX’s aspirations • Aspirations of XXX’s parents/guardians

12. This is Me (ctd) • SENCo then writes a draft of the “This Is Me” statement • Prose, in a series of paragraphs • Useful to include age, year group and setting • Writing from the CYP’s point of view where possible, or making it clear who may have provided different pieces of information (e.g. “My parents say…”, “My teachers have noticed that…”) • Where it is not possible or appropriate to write from the CYP’s point of view, include a note to this effect at the beginning of the statement (e.g. “Written by YYY on behalf of XXX”) • Positive and non-judgemental in tone • How would I feel if this was written about me or my child?

13. Task 1: This is Me In small groups, read the following examples of This Is Me statements and provide some feedback on each one

14. Example 1 I am 6 years 5 months old and in Year 1 at Eternal Optimists Primary School. I am a very challenging boy who regularly disrupts the learning of other children. My mummy and teachers feel that I do this for attention. I live at home with my mummy, daddy, and my older brother. My grandma used to look after me a lot when I was little but she died when I was three. Important people for me are my family and Mr Singh, the Headteacher, who lets me calm down in his office when I have kicked off. I really enjoy climbing trees, finding minibeasts in the flower bed, and making junk models. I am working below age-related expectations in literacy and numeracy and find it difficult to concentrate during lessons. My teachers have tried to help me learn to read and write but I normally screw up my work and throw my pencil under the table. Sometimes I swear and run out of the room. When I can’t do my work I get angry and communicate this by shouting, biting, and try to climb furniture. There have been two occasions this year where I have been sent home from school for biting Mrs Smith, the teaching assistant who helps me in school. I find it difficult to make friends as the other children are a bit scared of me. My Speech and Language Therapist sees me every six months and says that I have delayed expressive and receptive language development. Other than that and some mild eczema, my health is fine and I achieved my developmental milestones at the appropriate ages. I can dress and undress myself and I can use the toilet without being reminded to, but used to wet myself when I started Reception. I used to get really upset and kick off at lunchtime but this doesn’t happen any more because mummy and Mrs Singh agreed that I would go home for lunch until I have learned to control my behaviour. My aspirations for the future are to learn to control my behaviour and to achieve a level P8 in Reading, Writing and Maths.

15. Example 2 Home & family– 14 years old. Lives in specially-adapted home with mum and dad. 2 younger brothers with same diagnosis/prognosis, older sibling died aged 16 (same condition) Important people in their life– family, teachers, respite carer Likes & hobbies– likes sensory activities and hydrotherapy sessions, enjoys being taken outside for walks in his wheelchair History & health needs – brain abnormality diagnosed at birth, severe epilepsy, cortical visual impairment, global developmental delay, limited life expectancy. Fed via gastrostomy tube How to communicate with XXX and engage him/her in decision-making – on-body signing, talking, singing – not cognitively able to form or communicate own views What’s important for XXX? – important to have all medical and care needs met in the setting What do people do for XXX?– all aspects of self care and interpreting what he wants What’s working well?– makes happy noises when comes to school, good communication between home and parents What could be better? – feeding, seizures, communication XXX’s aspirations – not cognitively able to form or communicate own views Aspirations of XXX’s parents/guardians – parents would like him to enjoy coming to school and to make good progress. Difficulties in understanding his prognosis, needs to be handled sensitively. Written by Mrs Jackson, SENCo

16. DURING the ARCM • Introductions • The CYP and/or their advocate presents the This Is Me statement. Amend/add as necessary, in light of information from others. The CYP can leave the meeting at this point if it is felt they will not be able to contribute to the rest of the meeting • The facilitator presents the CYP’s Progress. Amend/adapt as necessary, in light of information from others

17. During the ARCM (ctd) • As a group, consider whether the description of the CYP’s Needs(taken from the existing Statement Objectives Section) is still current and relevant. Amend/adapt as necessary, in light of information from others • For each Need, write Long-term Outcome/s, using information provided by absent professionals where appropriate

18. What is a Need? • NEEDS should be presented as clear, succinct summaries of what the child needs to develop/improve/enhance/learn and so on – bearing in mind what the child’s difficulties are and what their rate of progress is likely to be. • Pay careful consideration to where the special educational need originates.

20. What is an Outcome? • CoP defines Outcomes as “…the benefit or difference made to an individual as a result of an intervention.” • LONG TERM OUTCOMES should state – for each Need – what observable change there will be in the child’s functioning by (usually) the end of the next Key Stage, i.e. what the child will be demonstrating/showing/be able to do. • Should be positively phrased and as SMART as possible

22. During the ARCM (ctd) • For each Outcome, agree what Provision needs to be in place to support the child, using information provided by absent professionals where appropriate

23. What is Provision? • PROVISION should outline exactly what is in place (or needs to be put in place) to help the child begin to achieve each of the Long Term Outcomes. • It should refer to what intervention/support should be provided, who should provide this support and how it will be provided, as well as what facilities/ resources/ equipment/ staffing arrangements etc are needed. • This should include as much detail as possible, e.g. how much / how often / by whom.

25. Need, Outcome or Provision?(or none of the above)

26. Callum needs to develop a more appropriate understanding of sexual behaviour and the associated use of sexualised language

27. Expressive and receptive language skills are poor – currently working at a 1-2 word level (expressive) and 2 word level (receptive)

28. Small group intervention to develop communication and social interaction (e.g. Time to Talk, 2 x 30mins per week, delivered by trained adult)

29. Billy Jo will be working at level 4b for Maths How could this be improved?

30. Amina needs to learn how to approach other students appropriately

31. Weekend respite breaks every month

32. To identify a group of 3-4 peers who he considers “friends”

33. Jack is very uncoordinated and finds it difficult to jump, hop, skip and run

34. Hassan will be able to recognise his “triggers” and reliably take appropriate action to stop his behaviour escalating

35. Regular physiotherapy sessions, as advised by the Paediatric Physiotherapist

36. Section G: Health provision • “Any health provision reasonably required by the learning difficulties or disabilities which result in the child or young person having SEN” • May include: • Specialist support or therapies, such as medical treatments and delivery of medication • Occupational therapy and physiotherapy • A range of nursing support • Specialist equipment • Wheelchairs • Continence supplies • LA may also choose to specify other health care provision which is not linked to their learning difficulties or disabilities, but which should sensibly coordinated with other services in the plan

37. Section H1: Social Care provision • “Social Care provision which must be made for a child or young person under 18 resulting from section 2 of the Chronically Sick and Disabled Persons Act 1970 (CSDPA)”, e.g.: • practical assistance in the home • provision or assistance in obtaining recreational and educational facilities at home and outside the home • assistance in travelling to facilities • adaptations to the home • facilitating the taking of holidays • provision of meals at home or elsewhere • provision or assistance in obtaining a telephone and any special equipment necessary • non-residential short breaks (included in Section H1 on the basis that the child as well as his or her parent will benefit from the short break)

38. Section H2: Any other Social Care provision • “Any other social care provision reasonably required by the learning difficulties or disabilities which result in the child or young person having SEN” • May include provision identified through early help and children in need assessments and safeguarding assessments for children. • Section H2 must only include services which are not provided under Section 2 of the CSDPA. For children and young people under 18 this includes residential short breaks and services provided to children arising from their SEN but unrelated to a disability.

39. So…how do I decide whether it is Education, Health or Social Care provision? Code of Practice (Section 9.73) states that “Health or social care provision which educates or trains a child or young person must be treated as special educational provision and included in Section F of the EHC plan” So, as a rule of thumb: “Anything involving teaching or training is an educational provision whoever provides it. So SALT is educational, teaching a CYP to use a syringe to inject insulin is educational. Provision of medical equipment is medical (because no training involved). Respite care is social (because no training involved). There will be provisions where the ownership is equivocal (e.g. Occupational Therapy) but the important point is that it is captured somewhere” (Bill Turner, June 2015)

40. Task 2 – Callum 1) In pairs or small groups, consider Callum’sNeeds 2) For each need, what hypothetical Outcome/s could you generate? 3) For each outcome, what kind of Provision would you want to have in place (imagine he has some input from the relevant Health agencies and an allocated Social Worker) 4) Who would be responsible for delivering each element of Provision - Education, Health or Social Care? 5) Who would take responsibility for monitoring the effectiveness of each Provision?

41. Cognition and learning: • Callum needs to develop his attention and concentration • Callum needs to further develop functional numeracy and literacy skills Communication and Interaction: • Callum needs to develop his expressive language skills • Callum needs to develop his receptive language skills Social and Emotional and Mental Health: • Callum needs to develop his independence and self-help skills • Callum needs to develop his understanding of personal safety Sensory and Physical: • Callum needs to improve his physical coordination • Callum needs to lead an active and healthy lifestyle

42. AFTER the ARCM • SENCo updates the This is Me summary in light of any additional information gathered at the ARCM. • SENCo transfers the information collected during the ARCM onto the EHCP Annual Review Conversion form • SENCo sends the completed form, along with any additional reports from professionals, to the SEN Teamwithin 10 days

43. After the ARCM (ctd) • SEN Officer writes Draft EHCP • Draft EHCP moderated by Joint Resources Panel (if Health or Social Care are implicated) • Draft EHCP sent to parents • SEN Officer consults with preferred/nearest settings (if there is a proposed change of provision) • Final EHCP issued and sent to parents, setting and relevant agencies

44. / Any questions?