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London Borough of Hounslow

Annual Review of Education, Health and Care Plan (EHCP)

Early Years to Year 9

Child’s NameDate of birth: dd/mm/yyyy

Photograph, drawing or other contribution from the

child

(chosen by them, not for them)

Education Provider:

Provider address and postcode:

Date of person-centred meeting:

Type of Review:

√ as appropriate☐ Annual Review (or 6 monthly for an Early Years

Setting)

☐ Early Review

☐☐☐

Phase Transfer ReviewPre-school to InfantsSummer of year 1: Infant to Junior transferSummer of year 5: Junior to Secondary transfer

Rec to yr 10 03 2019 Version 3 1

Contents of the Review

Section 1 Who took part

Section 2 Child’s information

Section 3 Summary of the person-centred meeting

Section 4 Progress towards outcomes

Section 5 Other notes

Section 6 Summary of recommendations

Section 7 Attainment levels

Section 8 Exam access arrangements approved by the JCQ

Section 9 Transport

Section 1: Who took partName/s Role Invited Attended Report

AttachedTeacher / education staff / Early Years staff

☐ ☐ ☐

Parent / Child ☐ ☐ ☐School SENCO / other expert ☐ ☐ ☐Social Care / please specify ☐ ☐ ☐Health / please specify ☐ ☐ ☐Local Authority (please specify) ☐ ☐ ☐Other (please add extra rows as necessary)

☐ ☐ ☐

Section 2: Child’s Information ONLY enter information that has changed OR amend directly on the EHCP (see guidance notes)

1. Child’s details

Home Address and Postcode:

If address has changed, to which borough is Council Tax paid?

Child’s Contact Details (if appropriate) Home phoneMobileEmail

Primary Language used at home: Other Languages used


at home:

2. Parents / carer’s details

Parent / Carer Name: Relationship to Child:

Address if different from child:

Parent / Carer contact details: Home phoneMobile Email

Parent / Carer Name: Relationship to child:

Address if different from child:

Parent / Carer contact details: Home phoneMobile Email

Parental responsibility lies with:

3. Health Information

Name of GP Practice: GP Contact No.

GP Address CCG (Clinical Commissioning Group responsible for GP practice)

4. Social care information

Is the child looked after (LAC) Y/N If yes, Local Authority responsible

Is there currently an allocated worker in social care?

Y/N Name, Team & Contact details:

5. Other review information

Child’s year group (and chronological year group, if different)If different, details are needed in Section 5 (see guidance notes)

e.g. year 5 (year 6)

Attendance since last review or for current school year % Period:

Comments regarding attendance

Any exclusions and/or reduced timetable since the last annual review If yes, more details are required in Section 5 (see guidance notes)

Y/N

Translation requirements and/or any other barriers to family’s engagement or attendance at meetings


Section 3: Summary of the person-centred meeting

Person-Centred Annual Review AgendaPlease see further person-centred guidance materials on the Hounslow Local Offer.

Introductions Everyone should introduce themselves and the format of the review should be explained, and ground rules agreed. Wherever possible, the child will have been asked in advance how much of the review they would like to attend. If they are unable/do not wish to attend, a photograph of them should be available.

3.1 Like and AdmireEveryone in turn to say what they like and admire about the child. This may include strengths, personal achievements and interests as well as personal qualities.

Like, admire, strengths, achievements and interests

Summary of discussions:

Date:

Date:

3.2 What is important to and what is important for the child/young person The child/young person will communicate what is important to them. This may be through a pre-prepared one-page profile/All About Me document (template below). Some young people may wish to make a video. Parents/carers and professionals will also share what they think is important, with support to do so where necessary from interpreters, SENDIASS etc. Check with the child in advance if there is information they do not wish to be shared at the meeting.

What is important


Date:

Date:

3.3 Progress towards EHCP outcomes: what is working and what needs changing Everyone to consider the child’s progress towards meeting their EHCP outcomes. Written contributions will have been sought from supporting professionals and reports circulated prior to the meeting.

Progress towards outcomes


Date:

Date:


3.4 Action planning A list of actions is agreed between everyone in attendance. This may include revising EHCP outcomes and/or identifying additional/alternative provision and support.It might be helpful to record the above visually – on sheets of paper stuck on the wall, on a flipchart etc.

Actions


Date:

Date:

How did the child and their family participate in the review?

Date:

Date:


Section 4: Progress towards outcomesSection E: Outcomes Column 1: from EHCP (as

amended last year, if applicable) Columns 2 – 4: items from EHCP

needing amendment or deletion During phase transfers or for

significant updates: amend the EHCP document itself (use bold / strikeout) & then attach

Section F: Special Educational Needs ProvisionProvision based on identified need to meet

outcomeAmount and frequency of

input

Who will deliver this?

ProgressA. AchievedB. Remains appropriateC. No longer appropriate

(amend /replace /remove)

Further information (if different from Section 3 above)

Communication and Interaction a) By the end of year 6, X will be

able to put his hand up and ask for help in class instead of shouting out

Reasonable Adjustments & SEN SupportX will be provided with visual reminders to gain attention first and wait to be asked, an alert card, and a method of recording his own successes

Daily School Staff 1/12/17 B25/11/18 A

High Needs SupportX will receive 2 hours per term of Speech and Language Therapy of which 1 will be a 1:1 session with a TA present, and 1 will be observation, assessment and report-writing

2 hrs per term

Speech language therapist & teaching assistant

Cognition and Learning b)

Social Emotional and Mental

Sensory and / or Physical d)


Section E: Outcomes

Section G: Health Provision

Provision based on identified need to meet outcome

Amount and frequency of

input




Further information (if different from 3.3 above)

e)

Section E: Outcomes

Section H1: Social Care Provision



input





f)

Section E: Outcomes

Section H2: Social Care Provision



input





g)

Sections B, C or D: Significant changes to special educational needs, health needs or social care needsNew or different need

(evidence of this should be attached)Quantified provision required to meet the need SMART Outcomes provision will achieve


Section J: Personal BudgetIs a personal budget currently in place? If yes, please set out any changes required

Y/N

Is a new personal budget being requested? If yes, please state the outcome/s to be achieved, how, where, and, by whom provision will be delivered, and cost information (if known)

Y/N

Section 5: Other Notes

Date:

Date:

Section 6: Summary of recommendations

It is recommended that the Hounslow Local Authority ceases to maintain the EHCPLearning is not behind that expected for child’s age / outcomes that require Local Authority top-up provision have been achieved and no new ones are necessary. Consideration has been given to the child’s and parent’s aspirations during the person-centred meeting. Parents know an EHCP is possible in future, if needed.

Y/N

Amendments are needed to Part A: Parent/s and/or child’s views Y/N

Education (E & F) Health (E & G) Social Care (E & H)

Amendments are needed to Part E: outcomes Y/N Y/N Y/N

Amendments are needed to Parts F, G, H1 or H2: provision (see guidance notes) Y/N Y/N Y/N

Education (B) Health (C) Social Care (D)

Amendments are need to Part B, C or D: child’s needsIf you believe a full EHC reassessment is needed, please set out reasons in 5 above Y/N Y/N Y/N

Amendments are needed to Part J: personal budget arrangements Y/N

A change of placement is requested prior to phase transfer: Part I Y/N


Phase Transfer Recommendations / Discussions

Placements that were discussed at the meeting

Child’s preferred placement (and preferred subjects / course, if applicable)

Parent/carer’s preferred placement (and preferred subjects / course, if applicable)

Is a new type of provision recommended? Please provide details and reasonse.g. mainstream to special setting, special setting to mainstream, residential setting.

The following sections are not applicable for all children (please see guidance notes)

Section 7: Attainment levels or evidence of progress towards learning outcome/s in Part EArea of learning (Early Years Settings please see guidance notes)

End of previous academic year(level or result, achieved / secure)

Expected levels at end of academic year(Including predicted grades, if relevant)

Maths

Reading

Writing

Other subjects (please specify)

Early Years Foundation Stage Key Targets

Section 8: Exam Access Arrangements (if already approved in line with JCQ requirements)Type of assistance or adjustment Date of approval Details

25% extra time evidence used, test scores, reports available, how adjustments are shown as normal way of working

Scribe /Reader/ Prompter

BSL signer


Section 9: Travel Assistance

Is the child a potential candidate for independent travel training? Y/N If no, age/date expected to become suitable

If the child is currently receiving SEN travel assistance, please complete the following:

Does the child attend school outings in shared transport? e.g. on a school bus or accompanied on public transport

Y/N If yes, what is the staff ratio required?

Y/NAre there any limitations on the types of places the child can travel to safely?

Would parents/carers consider receiving a direct payment to make their own arrangements for home to school transport?

Yes, the Local Authority will provide further details when available ☐No, this is not something I would consider doing ☐

Name of person completing this form: Role of person completing this form:Date:Latest date for next annual review:

Please return this form securely encrypted to the SEN case officer. The current list of Case Officers by surname is available at www.hounslow.gov.uk/localoffer on the SEN Team page. Alternatively, please return to [email protected].

Privacy statements can be found on the school / Hounslow Council websites and explain how personal data is used and protected, and the subject’s data protection rights.


mailto:[email protected]

http://www.hounslow.gov.uk/localoffer

OPTIONAL TEMPLATE FOR CHILD OR YOUNG PERSON’S CONTRIBUTIONPlease use ‘he/she’ or child’s name instead of ‘I/me’ if an adult is completing this


Learning and work

Interests…

What I am good at…

What employment means to me…

Thinks that need to happen before I can become an adult…

About me

My name:

My school, college or provider:

My age:

Where I live:

This is mePick some colours…Choose a font…

Find a picture

My World

Things I like…

Things I really don’t like…

Things that are really important to me…

What stops me from doing things…

Family and friends

My family is…

My friends are…

People that are most important are…

My goals for Adult Life

What I plan to do each day…

Where I plan to live…

People I hope will be my friends…

How I will be as healthy as I can…

What I think should happen now

Skills I need…

Help I need…

Advice I need…

Anything else I need…

Guidance notes for professionals

GENERAL

The form is the only formal output from an annual review meeting apart from:

Person-centred materials such as the child’s contribution (if parents wish, you can attach information from the meeting such as copies of post-its, flipchart or whiteboard notes)

A career plan and other statutory pathway or transition plan, if available An amended EHCP in Word if you prefer to record your suggested changes this way e.g. at a

phase transfer when all outcomes need to be updated for end of next phase of education. Please use red or bold for additions and strikeout for deletions

Evidence and reports to support any change requested to provision (e.g. SALT report to confirm higher or lower speech language therapy provision)

School provision map showing current and future allocations of funding (both SEN Support and EHCP top-up) if an increase or decrease in provision is proposed for Section F (this is not mandatory, but panel members find it a useful tool).

The Local Authority does not need any additional minutes or short-term targets, but you may record short-term targets on a separate sheet and attach them, if this is helpful for parents.

PAGE 1

Contribution from the child can include

photograph (can be used during the person-centred meeting) drawing/picture of something that is important to the child or work that they are proud of photograph of a friend/object/pet that makes them happy or calm anything else e.g. Vimeo secure website address for a video the child has made ANY written contribution from the child or ‘about me’ form above

Date of person-centred meeting

- The date of the main Annual Review session which is normally the main discussion session with the child, young person, and/or their parents or carers and any professionals involved

Type of Review

Annual Review - must be arranged at least every 12 months by the school/provider

Early review - held early due to an emergency or sudden change in circumstancese.g. setting can no longer meet needs, family crisis affecting attendance, serious illness, health involvement necessary

- next review will be 1 year after this review- use same person-centred process and agenda as other reviews

Phase Transfer Review - The SEN Team must issue amended final EHCPs by 15th Feb prior to phase transfers. To achieve this, we must receive proposed updates by October therefore we ask settings to hold their person-centred review meetings in the summer term of the previous year

Please note that that a review must be held within 1 year of the previous review. The timing does not begin from the date of an amended EHCP, the date a child starts at a new school or setting, or the date of previous review minutes.


SECTION 1: WHO TOOK PART- health and social care professionals should be invited to annual reviews. This is essential if a child

is known to professionals in those sectors or if there may be a need which requires input from these professionals.

- professionals listed in Part K of the EHCP should be invited unless no longer relevant / involved.

- the Local Authority may be represented by someone from the SEN team, social care teams, Connexions, SENSS, an Educational Psychologist, or another Local Authority service involved with the child or young person, but the Local Authority does not have a duty to attend all annual review meetings. Attendance is decided based on a case by case basis.

SECTION 2: CHILD’S INFORMATIONsections 1 – 4

- copy paste content from child’s EHCP and make amendments in bold or red

OR

- enter only the changed/updated information into the table provided

Section 5

Child’s year group: if a child has been held back by 1 year or more, please consider the best plan for moving them back to their chronological year (e.g. transition a year early). If the plan is for them to remain out of year, please provide reasons in Section 5 Other Notes.

Attendance since last review or for current school year: provide the most convenient figure but the period it covers must illustrate the child’s recent pattern of attendance.

Comments regarding attendance:

- if attendance is below 95% or persistently unauthorised, provide full details in Section 5 Other Notes (e.g. recurring illnesses, anxiety)

- confirm that Hounslow’s Education Welfare Officer has been notified if attendance below 85%

- if a low figure is caused by exclusions or reduced timetables, please provide full details

Any exclusions and/or reduced timetable since the last annual review: if yes, please provide

- existing school data showing the number and length of any fixed term exclusions (parent will have received a letter from the Head Teacher detailing their right of appeal)

- a list of all ‘informal’ exclusions (parents have not received a letter from the Head Teacher) e.g. child sent home early, reduced timetables, even if agreed with parents. Please provide the name of the Local Authority officer who provided authorisation for any reduction in teaching hours

- details of how and when the child was reintegrated back to full time education

- details of additional measures provided to support the child’s successful return to the setting or back to full time education

- details about permanent exclusion (a child with an EHCP should not be permanently excluded without an early review taking place unless there are exceptional circumstances; in this case, a person-centred review should take place during the appeal period).


Translation requirements / barriers to family’s engagement or attendance at meetings

This may include hearing impaired parents who require a BSL signer, learning disabled parents who may require an advocate or help from staff to understand documents, visually impaired parents who may require large print or other accessible formats etc.

SECTION 3: SUMMARY OF PERSON-CENTRED MEETINGIt must be written in the third person (he/she or child’s name) if an adult completes a form or document on behalf of the child and the name of the supporting adult must be added.

general principles:- we do not recommend completing the Annual Review Form during the meeting. It should be a

person-centred session with all participants taking an equal part. No professional jargon should be used. In this form, please summarise just the main points.

participation in the review:- record any comments from the child or family about the review process and detail how the child’s

perspective was obtained e.g. quiz, pictures, video, role play, written communication

like and admire:- include strengths, achievements, things the child is proud of and parents or staff are proud of,

pleased with, surprised by

important to me and for me- include aspirations, hobbies, special people, pets, special interests, and any state of mind or small

goal or activity that tells us something about the child’s priorities in life

- parent’s aspirations and priorities and staff views on things that should be taken account of when planning for the child and things that motivate and engage the child

working / not working:- what is helping the child to make progress, what has led to their achievements and will enable

their strengths to be developed?

- what is a barrier to progress, what is the child still finding difficult or hard to overcome?

action plan:- are the outcomes in the plan building on what is working and changing what’s not working, are

they aiming to develop the child’s successes and strengths and things they are proud of, are they important to and for the child, and does it help them to move closer to their aspirations?

- does the provision meet needs and achieve outcomes, do we know how it does this, by when and how it will be measured?

- How does the provision use the child’s own priorities and strengths to remove any barriers and enable the child to move forward in their own way?

Other guidance:- please consider preparation for adulthood at all ages, further details about Preparation for

Adulthood can be found on the Hounslow Local Offer in the Annual Review Meetings section


- YEAR 9: in this year, the preparation for adulthood headings must be discussed by looking ahead to adult life and thinking of the various pathways towards this. These headings show how outcomes are set out in the EHCP from year 10 and can also be used from year 9, if the child and parents are happy to do this. They will replace communication and interaction, language and communication etc. unless there is a particular need to keep these headings because of the child’s needs (these can also be used as sub-headings).

- please use this agenda for the review meeting. Further detailed guidance is will be published on the Hounslow Local Offer in the Annual Review Meetings section

- this section is a summary of the key points from the meeting, other materials from the meeting may be attached and we suggest that a copy is retained by the child/child’s family

- the colour-coding continues throughout the form: we expect that any proposed amendments to the EHCP arise directly from these person-centred discussions

- children can attend part, all or none of the meeting but efforts must be made to obtain their views in whatever way is best for them. It is acceptable for them to write, draw or type views on any topic that they wish if it shows something about their state of mind or views about their special educational needs or disability. If their communication illustrates significant anxiety or disengagement (for example, many pupils find thinking about the future extremely difficult), this is valuable information about the current impact of their needs

- parents/carers sometimes are unable or unwilling to attend annual reviews. A person-centred meeting should take place even if neither parents nor the child attend

- children should not be ‘led’ to an aspiration or long-term goal if not ready or if they do not understand the implications, we want to hear whatever they are currently able or willing to communicate e.g. likes, dislikes, day to day priorities, things they look forward to, things, people or situations that provoke a strong positive or negative reaction etc.

- children should not be ‘led’ to preferences about placements. The process starts with aspirations and what is important, then strengths and challenges, and arrives at the provision needed to meet child-centred outcomes. It does not begin with the provision or funding status

- if the child attends, the meeting must be made accessible to them. Small but significant changes can help the child or young person to feel that this is their plan and meeting. For example, they could chair (or jointly chair), offer refreshments they have made, and create the agenda themselves

- The dates in each section allow settings to create a rolling annual review document that is amended each year without the need to repeat previously agreed items

How did the child and their family participate in the review?

- For the family this may simply be ‘attended person-centred meeting’ but if not, please explain how views were sought such as emails or phone conversations, and the child’s engagement process

SECTION 4: PROGRESS TOWARDS OUTCOMES, AND PROVISION- The first 4 columns can be copy and pasted from the EHCP or you can just paste in the outcomes

and add this year’s progress marks and any changes you wish to note in the other columns


- at phase transfer, list all outcomes, amend, delete or replace as necessary, and redraft provision, if necessary. You can also just amend the EHCP itself using bold/red and strikeout. The outcomes must be changed to be appropriate up to the end of the next transition point. All changes to provision will need to be based on evidence, normally set out in the reports provided before the meeting or derived from parent and child views

- record a progress mark for each outcome alongside the date of the review

o A: achieved – the outcome can be removed or replaced when the plan is next updatedo B: remains appropriate. Some outcomes may not be on target to be achieved in full

by the end of key stage, but nevertheless remain a good target for the child to work towards; in these cases, the outcome would remain appropriate

o C: no longer appropriate – at the end of keys stage, it will be removed or replaced. It should no longer be used to form short term targets – please consider if this also implies a change to provision

Year 9: Pathways to Adulthood

- please discuss the 4 Preparation for Adulthood headings in the review meeting from year 9 onwards. Parents should be made aware of significant changes that occur at ages 16 and 18 such as transition to adult services, changes to welfare benefits, changes in eligibility for transport assistance, and matters such as mental capacity, and the fact that the young person’s views will have more weight

- all schools and colleges have an obligation to provide personalised careers advice and guidance to children and young people from year 9 including those with special educational needs

- this does not mean setting out standard options for the next placement but should involve careful planning around the child’s aspirations then developing outcomes that will help the child to achieve their important goals

- The 4 categories (pathway to employment, independent living, participation in society and health) are designed to help you and the young person to set these goals. Career plans should contain possible pathways starting from adulthood (no longer in education or training) and working backwards to establish the interventions needed and the best route to take

In Year 10, Preparation for Adulthood headings must be used in the EHCP instead of the 4 broad areas of need (cognition, communication, SEMH and physical/sensory) although subheadings using these categories can be used, if appropriate. Outcomes will be amended based on discussions around possible pathways to adulthood.

Writing or updating provision

THE PROVISION SECTION CAN BE LEFT BLANK IF NO UPDATES ARE NECESSARY.

IF YOU ARE RECOMMENDING AMENDMENTS TO PROVISION, COPY THE RELEVANT PARTS FROM THE EHCP AND USE STRIKEOUT, BOLD / RED TO AMEND OR AMEND THE EHCP DOCUMENT ITSELF.The purpose of the Annual Review is to check if outcomes remain appropriate. If most are still relevant and reflect the person-centred feedback, then there is no need to copy content from the EHCP.


- For mainstream settings, sub-headings are recommended for new or amended provision as follows:

o reasonable adjustments and SEN support / in-setting support (provision met from delegated schools funding, inclusion funding or element 2)

o Local Authority top-up / high needs / EHCP funding

Reasonable adjustments include any special consideration given that is different to other students, and any adaptation of school/class rules to take account of a disability (all school rules must be adaptable, if this is necessary for the child to access learning)

SEN Support may include interventions listed in the ‘Hounslow SEN Support in Schools, Colleges and Early Years Settings’ document on the Hounslow Local Offer, interventions detailed in the school’s SEN Information Report or Learning Support offer or any other provision provided in school.

High needs / EHCP provision is that which triggered the need for an EHCP e.g. additional TA hours, a speech and language therapy package, an occupational therapy package, CAMHS tier 3 or 4 provision, NHS funded interventions etc.

- please note that requests for additional EHCP/high needs provision must be accompanied by evidence e.g. a request for additional or reduced speech and language therapy should be accompanied by a report from the speech and language therapist working with the child (and their report must contain evidence of the level of provision delivered to date, progress made, needs that have been or are not being met, suggested SMART outcomes, and quantification of provision requested or that which should be removed)

- Panel like to see a provision map showing how school is already allocating their SEN Support funding, existing EHCP / high needs funding and how additional or a reduction in provision will be allocated

- when replacing all or most outcomes ahead of phase transfer, we recommend a small number of outcomes (between 3 and 10) and these should reflect the things that are most important to or for the child or young person as agreed in Section 3

- EHCP content should mainly be in the form of bullet points, and be as short, concise and accessible as possible (no jargon)

- Section G is completed only if there are health needs set out in Part C. It can contain provision funded by the NHS in which case content would be provided by the CCG commissioner or specialist practitioner, or it can contain medical provision delivered by school or by universal health services (such as a GP), and reasonable adjustments (e.g. child has poor vision in their left eye and needs to sit on the right-hand side of the classroom)

- Section H1 is completed only if there are social care needs set out in Part D. It is exclusively for the use of children’s social care and would be provided in a care plan by a designated social worker

- Section H2 is completed only if there are social care needs set out in Part D and, if the family is known to social care, contribution should be provided by a social worker. It can also include short breaks or services that are listed on the Hounslow Local Offer in which case it would be helpful to record here the kinds of targeted or universal services that are particularly suitable for the child e.g. martial arts may be more suitable for an ASD child who cannot participate in team sports

Significant changes to special educational needs:


- a child’s needs are not expected to change annually, and so are not the focus of the annual review

- there may be a change in need when a health condition changes, new diagnoses are identified as the child moves to a new stage of development (e.g. mental health conditions that develop during adolescence), or a more debilitating impact of an existing condition occurs such as the development of selective mutism in an anxious child. In these cases, new needs should be recorded with associated outcomes and provision. A report should be attached that provides advice or evidence for any new or change to the needs section of an EHCP (Section B)

- Sometimes needs should be removed alongside associated outcomes and provision e.g. when a child’s toileting needs are met, or a child is able to walk or travel independently. Please record this in the comments column next to the outcome concerned which will be marked as A achieved.

Personal budgets:

- if a family requests a personal budget, please enter the details in the form. The Local Authority will respond in writing to this request. If the parent/carer wishes to deliver provision via a personal budget on school premises, they must first ask for the permission of the school or setting concerned.

SECTION 5: OTHER NOTES- please record anything else that could not be properly included elsewhere, for example, if an

urgent placement change is requested, reasons and suggested type of placement may be set out here

- detailed exclusions or attendance information should be in this section, if relevant

SECTION 6: SUMMARY OF RECOMMENDATIONS

Phase Transfer Recommendations

This will not be interpreted as a formal parental preference, but it gives the Local Authority a helpful idea of the options being considered. Final parental preference is sought with the draft amended EHCP.

SECTION 7: ACADEMIC ATTAINMENT- If there are clear learning and skills outcomes in Section E against which attainment progress is

recorded, this section can be left blank.

- A school or setting may attach their own progress tracking report instead of completing this table.

- Where appropriate, please record subjects studied and examination details (predicted or actual grades, for example, including SAT levels).

- Attainment information should show the Local Authority clearly and concisely at what level the child is working, particularly in Early Years Foundation Stage targets and, for schools, core subjects (maths, reading, writing), and the level they are working towards. Use age-equivalent or another assessment level, but it must be one that we are used to.


- Looked after children (LAC), please attach the Personal Education Plan (PEP) from virtual school if you have one and aim to combine the annual review meeting with one of the child’s PEP/LAC Review meetings

- If a child is expected to transition to adult social care or to adult health services please describe any conversations held and decisions made, and attach a transition plan, if one is already available

SECTION 8: EXAM ACCESS ARRANGEMENTS (WHERE RELEVANT)- It is helpful if current, approved exam access arrangements are recorded for the benefit of the

next setting. Please attach any assessments or reports that you will be able to pass on.

- Note: the EHCP may be provided to the JCQ (Joint Council for Qualifications) as evidence of the child’s disability but it does not constitute proof of exam access details. Tests necessary to establish eligibility for access arrangements are not funded by the Local Authority from high needs /EHCP funding allocations.

SECTION 9: TRANSPORT- Whilst not normally part of an EHCP nor the statutory review process, it is helpful to spend 1 or 2

minutes at the end of a meeting if possible to look forward to plan independent travel training which can be one of the most life-changing achievements for a young person with SEN.

Checklist

1 Were representatives from education, health, social care, the Local Authority, and other relevant statutory agencies invited to the meeting? (e.g. SENSS, YOS)

☐

2 Were reports received from those who could not attend? ☐3 Were reports distributed at least 2 weeks before the meeting? ☐4 Has a person-centred review meeting taken place in accordance with the agenda included in

the guidelines and based on guidance on the Hounslow Local Offer? ☐

5 Is this report informed by and consistent with the person-centred meeting? ☐6 Have you reflected everyone’s views in this report and noted any disagreements? ☐7 If in year 9, have you discussed preparation for adulthood outcomes, considered the changes in

conversation coming up next year and discussed a personalised career or pathway plan?☐

8 Have you attached school progress monitoring and/or provision mapping documentation to show progress towards EHCP outcomes and allocation of provision, as appropriate?

☐

9 Are the child and their parent/carers in agreement with the summary recommendations? ☐


Helpful documents:

B: Preparation for Adulthood Guidance

Employment Education, training, skills, steps needed to achieve employment, supported employment, or self-employment, volunteering, or positive daytime activities

Life-long learning through adult education, short qualifications leading to employment (such as a CSCS, SIA, AAT, City and Guilds)

Self-employment, for example, paid to walk neighbours’ dogs with a PA funded initially by Access to Work, a business offering IT trouble-shooting for neighbours or charities

An adult in a supported living setting may be paid to vacuum the home each day or support other residents with their washing

Developing self-awareness, public safety and communication skills may enable someone to volunteer e.g. disability advisor to local police, handing out leaflets for a charity

Independent Living Development of skills that give individuals the maximum control and choice over their everyday lives

Road safety, travel, driving, communicating pain/needs/choices, recognising abuse

Managing money, managing self-care, moving to supported or independent living

Participating in society / community engagement

Friendships, support networks, voting, attending public events, accessing leisure and recreation facilities, being an equal member of the community

Using phones, tablets, online shopping and banking, social media/txt, joining a local gym, finding an art club

Attending local events, finding friendship groups, keeping in touch, accessing a support network

Access to religious worship, representation

Healthy living Access to all levels of health care and maintaining a healthy lifestyle

Screening, annual health checks, mental health assessments, emergency services, primary care, regular reviews of medication

Supplementation, self-medication such as with pain relief, good eating choices, access to regular exercise


YEAR 1 NEED ADDRESSED SUPPORT FREQUENCY (GROUP SIZE) TOTAL COST (PER TERM) IMPACT

AUTUMN Reading (recognises some letters/ level)

1:1 in-class support 1 hr daily 645.00 Literacy not progressing (level)Increase by 1 hr

Writing (unable to draw shapes)

Fine Motor Skills Group 3 x 20 mins p.w. (4) 12.45 Minimal progress (level)

Play Skills: conflicts arise daily Social Skills Group 1 x 30 mins p.w. (3) 8.30 Conflicts less frequent, twice weeklySPRING

SUMMER

ANNUAL TOTAL £0.00


AUTUMNSPRINGSUMMER

ANNUAL TOTAL £0.00


AUTUMNSPRINGPROJECTED: SUMMER INCL. ADDITIONAL PROVISIONANNUAL TOTAL (PROJECTED)

£0.00

EXAMPLE PROVISION MAP


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