1 / 22

The New Assessment Process and Education, Health and Care Plans

The New Assessment Process and Education, Health and Care Plans. Sue Lambert. Manchester Pathfinder. Manchester is a Preparing for Adulthood Pathfinder We have been testing how Education, Health and Care plans can help improve the transition process and get better outcomes for young people.

kay
Download Presentation

The New Assessment Process and Education, Health and Care Plans

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The New Assessment Process and Education, Health and Care Plans Sue Lambert

  2. Manchester Pathfinder • Manchester is a Preparing for Adulthood Pathfinder • We have been testing how Education, Health and Care plans can help improve the transition process and get better outcomes for young people. • We have aligned our Pathfinder work with changes to post 16 high needs funding. • Testing includes Education Personal Budgets.

  3. Manchester 0-25 Education, Health and Care PlanContents • My One-Page Profile • More information about how to support me • How I communicate and make decisions • My Experiences and Achievements • My family’s One-Page Profile • My history • What is working and not working (from different perspectives) and outcomes • My resources • Explore and plan – outcomes/steps and how to achieve them • Agree and allocate

  4. Questions to test is it an outcome or a solution If you got your outcome…what would it Give you? Do for you? Make possible for you? Where, when and with whom do you want it? You can repeat these questions if you need to until you get to the outcome (Helen Sanderson Associates)

  5. Parent view on plan The EHC plan allows us to show all the things that Sam loves, what makes him stressed and what's important to him. That's why I embraced the Single Education, Health and Care plan and Sam did too because he's never been asked his opinion before in such an in-depth and person centred way. The plan also gave us the opportunity to be involved in the planning stage as a family and this would never happen with a Statement. A Manchester parent

  6. Student’s long term aspirations/goals: £6,000 Greater Manchester Post 16 High Needs Funding application

  7. Single EHCP – Multiple Pathways The introduction of the EHCP has empowered young people, their families, educational specialists and local authorities. • Young people are central, they have a voice and their choices are recognised. • Families are able to raise concerns and have an input into the EHCP process. • Local authorities hold a holistic overview of the process.

  8. ‘We are a college, this is what we do…….’ Colleges no longer need to have set course structures, the EHCP empowers colleges to become: • Learner centred rather than programme centred • Responsive • Adaptive • Creative • Co-educationalists

  9. The Lancasterian/TMC Partnership • The partnership was formulated to support young people and their families, creating a smooth transition for learners into a further education environment. • Learners have been at the school from a very young age, some as young as 2 years old. • A college could be a daunting place for these learners, a noisy, very busy environment. As one of the students said at the TMC open day “it’s scary, but exciting!”.

  10. Learners needed choice and a progression pathway, to make their learning experiences valuable and this would lead to a clear direction for their future and independence. It’s all about me!

  11. Course Design Lancasterian and TMC developed a learner centric programme of study to enable students to manage their adjustment into the college and gain informed choices for their future. This included: • Two days per week at the school. Two days per week at the college. • Half a day per week at the independence development service, with alternate terms attending a travel training programme. • Work placement with Remploy job coach. • Small personal budget to meet an individual educational outcome. • A qualification that would develop learners’ skills to progress onto mainstream programmes within the college or beyond the following year.

  12. Outcomes • Learners develop greater self confidence. • Having a voice and being listened to. • A wide range of social experiences and interaction. • Employability skills – through realistic work experience in the school coffee shop and the college ReStore shop and PrintStore project. • Families are better supported, with greater input into the transition and pathway process. • Person centred planning throughout the programme.

  13. The Impact of EHCP on Young People and their Family

  14. I attend classes at two colleges, including work experience in TMC nursery and I have a Saturday job working with children.

  15. I get to meet lots of different people and I have learnt how to use a till and serve customers in the ReStore shop.

  16. Supported Internship In addition to the existing Supported Internship programmes, a new course has been developed for learners with emotional, social and behavioural difficulties. The Manchester College has become the host employer for these learners. It will provide a transitional work environment for students who require more support. The learners’ EHCP has played a key role in designing the course and wrapping the planning, support and work placement opportunities around each individual learner.

  17. What do I want to do? • I want to work with young people in a school or sports centre. • I would love to teach maths because I love maths. • I want to work somewhere that I can walk around a lot.

  18. How am I doing? 2 • March 2013 • I enjoy work experience in motor vehicle • I enjoy working in the Re-Store Shop • I work hard in class. • I listen to others. • I am part of the student council • I have met my targets • To use a calculator to check calculations using whole numbers • To write simple sentences about familiar things • Give everyone chance to answer before speaking

  19. My Achievements this year • June 2013 • I got 42 credits on my course • My units were 004,007,011, • 015,016,019,021,023,025, • 026,029,031,032 on the • City & Guilds Personal Progress 3803-01 course. • I have passed the Steps Diploma • I got Outstanding Student of the Year! • I have a place at the Town Hall • on the learning disability traineeship • My traineeship starts in September I was presented with Outstanding Student of the Year 2012/13 by Principal Jack Carney

  20. What have we learned? • Focus on outcomes • Planning holistically – for wider life outcomes – need to involve health/care/ housing/ professionals • Start early – raise aspirations • Workforce development • Importance of Person Centred approaches • Information sharing

  21. Resources: Official pathfinder site - including information packs http://www.sendpathfinder.co.uk/infopacks/ Preparing for Adulthood - resources/videos - eg on supported internships, free training. http://www.preparingforadulthood.org.uk/ Person Centred Planning tools and more http://www.personalisingeducation.org/ Council for Disabled Children http://www.councilfordisabledchildren.org.uk/

  22. Contact details: Sue Lambert Curriculum Lead Manager – Learner Support The Manchester College Email: slambert@themanchestercollege.ac.uk

More Related