Guidelines for Annual Review of EHCP/Re-application for Top-Up Funding
Applicable for use from November 2015
Part 1 – Background Information- Please complete allparts of this section.
- Please indicate whether it is EHCP or Top Up Review.
- If a pupil is working behind chronological age year group please indicate in brackets () next to NC year.
- SEN Lead could be SENCO, designated staff member for SEN, LA representative
- If progress has been made to the point that an EHCP isno longer required please indicate summarising your reasons at the bottom of the page.
Part 2 – Child / Young Personal Details
- Please complete all parts of this section where appropriate.
- Legal Status to be completed where relevant, for example, if a child or young person is subject to a care order or Accommodated by a LA (if so, by which LA) and any specific immigration status.
- Please include details of both parents/carers (if relevant).Other household members should include any other adults or children who live within the family home (earlier question).
- Note: A young person aged 16 or over with capacity to make decisions may not want their family to be involved in the review process, and choose not to reference Parent/Carer details.
Part 3 – Section A: My Profile
- See Documentation.
- Note:For further details regarding the completion of Section A please refer to ‘Guidelines for Completing/Reviewing Education, Health and Care (EHC) Plan’.
- Note:It isexpected that significant amendments to Section A should be made at key transition points such as transferring to a new school/college. At these points reference can be made to a child or young person’s aspirations.
Part 4 – Review of Short Term Outcomes from EHC Plan or Top-Up Funding
An outcome is something that a child is able to do that he/she could not do before. This will include a range of outcomes over varying timescales, covering education, health and care as appropriate. There should be a clear distinction between outcomes and provision and the provision should help the child or young person achieve an outcome (it is not an outcome in itself). Steps should be identified towards meeting the outcomes.
Outcomes should be SMART (Specific, Measurable, Achievable, Realistic and Timed):
- Specific: what do we want to achieve and which aspects of the child’s development can be influenced
- Measurable: what measure will be used to know if the outcome has been achieved
- Achievable: areas of the child’s life and which dimensions of development are amenable to change
- Realistic: what realistically can be achieved within the specified time frame
- Timed: outcomes can be short or long term depending on how complex they are
- class size / reduced class size
- small group (adult:child ratio up to 1:6) teaching using a phonics based programme
- access to specialist teacher(s) with expertise/knowledge in specific areas
- use of consistent language / routines / visual strategies / rewards, etc
- reading practice
- good peer role models
- follow a speech and language therapy programme; toileting programme; mobility programme, social skills programme etc. Include the monitoring arrangements.
- access to therapists
- individual work with a personal assistant / SSA to develop cooking or budgeting skills
- peer mentoring / role modelling
- type of short break provision
- type of outreach provision
- specific aids, adaptions and equipment
- throughout the school day
- daily
- weekly
- fortnightly
- monthly
- termly
- annually
- within specific named lessons
- evenings
- weekends
- school/setting holidays
- funding resource
- unstructured times of the day
- meal-time support
teacher
- LSA / SSA / PA
- therapist
- child or young person
- parents / carers / family members
- family support worker
- social worker
- connexions
- training provider
- health professional
Cognition and Learning:
- approach and response to learning situations and/or settings
- attention and concentration skills
- cognitive ability, include working memory, verbal and non-verbal ability
- attainment levels
- preferred method of communication
- receptive and expressive language skills
- spoken language skills
- communication aids
- the impact of any diagnosis on social, emotional or behavioural development
- peer and adult relationships
- family relationships
- behavioural issues and ability to follow usual daily expectations at home or within an educational setting
- self-esteem and confidence
- personal and/or cultural identity
- the impact of any diagnosis on development andaccess to education
- any involvement with specialist health professionals
- mobility
- aids, adaptations, equipment and technical dependency
- hearing and vision
- environmental factors
- All of the child or young persons identified health needs which are related to the child’s SEN must be included in this section. There may be some overlap with information referenced in Sensory and/or Physical.
- All of the child or young persons identified social care needs related to their SEN or which require provision for a child or young person under 18 under section 2 of the Chronically Sick and Disabled Persons Act 1970 must be included in this section.
Any other significant Amendments
Preparing for Adulthood:
- the impact of any diagnosis on functional ability in relation to skills for daily living (including dressing, self care & toileting, cooking, feeding, money/budget management, travel)
- aspiration for the future, including housing/independent living; further education, training and employment (paid/voluntary); relationships and community life
- self esteem
- safety and awareness of danger
- identity within the family environment
- identity within the local community
- family support networks
- out of school, including evening and weekend activities or clubs
- holidays and short breaks
- early intervention and ‘get connected’ programmes
- cultural identity and belief systems
- a brief description of the services recently involved e.g. Educational Psychology, Speech and Language, CYPS etc.
Part 5 - Section E: Long Term Aims and Short Term Outcomes (next 12 months)
Long term aims should be an aim for more than 1 year in the future.Short term outcomes could cover a range of timescales of no more than 1 year in the future.There may not be a long term aim for every category of SEN but there may also be more than 1 long term aim for any particular category. There should be at least 1 short term outcome for every long term aim.
Desired outcomes could include, for example:
- to achieve a functional level of literacy
- to communicate using three key words
- to reach a two key word level of understanding
- to be able to use the toilet independently
- to be able to use a wheelchair independently
- to be able to use a specific item of kitchen equipment independently
- to be able to tell an adult when upset
- to be able to participate in a turn taking game
- to be able to travel from home to place of training independently
- to understand basic household budgeting
- to achieve specific GCSE grades
Part 6 – Suggested changes to provision
Reference should be made to the following areas where applicable:
- Section F: Special Educational Provision
- Section G: Health Provision
- Section H1: Social Care Provision
- Section H2: Social Care Provision
- Section G: Health Provision
- Section H2: Social Care Provision
- detailed and specific and should normally be quantified, for example, in terms of the type of support and who will provide it
- it must be clear how the provision will support the outcomes
- in some cases, flexibility will be required to meet the changing needs of the child or young person
- the plan should specify
- any appropriate facilities and equipment, staffing arrangements and curriculum
- any appropriate modifications to the application of the National Curriculum
- any appropriate exclusions from the application of the National Curriculum, in detail, and the provision which it is proposed to substitute for any such exclusions in order to maintain a balanced and broadly based curriculum
- the arrangements for provision to be met in a residential setting
- the arrangements for setting shorter term targets and monitoring progress
- consideration of transition arrangements, such as changing schools, or moving on from further education to adulthood.
Part 7 – Section I: Placement
- See Documentation.
Part 8 – Section J: Personal Budget Allocation
- See documentation.
- A Personal Budget is an amount of money identified by the local authority to deliver provision set out in an EHC plan where the parent or young person is involved in securing that provision. Personal Budgets can be complex arrangements and we would recommend that you contact the Assessment, Provision and Review Service (APRS) and request a discussion with an SEN caseworker if you are involved in any queries from the Young Person or family.
Part 9 – Section K: Advice and Information
- The invitation and attendance list should be completed ahead of the meeting. There are some suggested attendees set out in the middle column for you, however those professionals that must be invited in all cases are specified. A representative from the school or other institution is a must. A List of contacts that may assist in this process can be obtained from the APRS Team- .
- The attendee list can be amended to suit individual circumstances. Those people that attend and/or provide a report can be indicated in the appropriate columns.
- With reference to ‘Other’, pupils may have involvement from other services e.g. Youth Offending Team (YOT), Pupil Referral Units (PRU), Youth Inclusion Support Panel (YISP), Alternative Provision Providers etc. If representative present please indicate.