Hannah’s Plan
Statutory Education, Health and Care Plan
Final Plan
In accordance with the Children and Families Act 2014, the following statutory Education,
Health & Care Plan is made by Dorset County Council ('the education authority') and the Dorset
NHS Clinical Commissioning Group ('the health authority') in respect of Hannah Jones whose
particulars are set out below.
My name is Hannah Jones
I like to be known as Hannah
My date of birth is 1-January-2007
Date: 3 March 2016
EHC Plan Number: 1
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Personal details
* Name
Hannah Jones
* Date of birth
01-Jan-2007
* Home address
(with postcode)
County Hall, Dorchester, Dorset, DT1 1XJ
* Gender
Female
Home/mobile
phone (of young
person where
applicable)
N/A
Unique Pupil
Number
XXXX
Ethnicity
XXXX
Religion
XXXX
People with
Mr & Mrs Jones
parental
responsibility
Parent/Carer details
Name of
parent/carer
Relationship to
Hannah
Address
Phone number(s) and
email address
Mr Alan Jones
Father
As above
XXXX
Mrs Betty Jones
Mother
As above
XXXX
* Who Hannah
lives with
Mr & Mrs Jones
*Mandatory
EHC Plan contact
The following person(s) can help with any queries about the plan
Mrs Catherine Smith, SEN Planning Co-ordinator
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EHC Plan lead agency contact details
Education contact(s)
Name
Job title
Address
Telephone no
Email
Mrs Catherine
Smith
SEN Planning
Coordinator
SEN Team, County
Hall, Dorchester,
Dorset, DT1 1XJ
01305 224888
XXXX
Address
Telephone no
Email
Telephone no
Email
Health contact(s)
Name
Job title
There is no lead agency contact for Health for this EHCP
Social care contact(s)
Name
Job title
Address
There are no current social care needs
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Section A: Hannah’s views, interests and aspirations
Hannah’s views, interests, skills and hobbies
Hannah enjoys school and likes computer time, arts and crafts activities and cooking.
She is very active and enjoys all physical activities, especially running and climbing.
Out of school, Hannah goes swimming and likes playing with her dolls. She also likes to
play hockey, watch her favourite television programmes and help her Mum in the garden.
Hannah is very caring to younger children; she enjoys sharing books and doing puzzles
with them. She also loves all animals.
Hannah can be very funny and enthusiastic about things that she enjoys.
Hannah says she enjoys reading books but finds writing difficult. Sometimes, Hannah can
get upset or angry when things go differently to how she wants them to.
Hannah’s hopes, goals and aspirations
Short term
Hannah says she would like to be better at writing.
Long term
Hannah says she would like to be an Olympic athlete or look after animals.
Mr & Mrs Jones’s hopes, goals, and aspirations
Short term
Mr & Mrs Jones would like Hannah to:


Be able to express her feelings without getting upset or angry
Enjoy classroom activities
Long term
Mr & Mrs Jones would like Hannah to continue with her interests and find employment in
one of these fields. Along the way, they would like Hannah to:





Make and sustain friendships
Be able to move between different activities
Become an independent learner
Reach her potential
Be happy
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Hannah’s story (background/history)
Whilst at pre-school, it was noted that Hannah had some speech and language difficulties
and developmental delays.
Since that time, Hannah has found it difficult to join in with peer groups and games. Upon
joining school, Hannah’s difficulties escalated and she often played by herself or got into
disagreements with her peers. She also found it difficult to move on from one activity to
another.
Hannah has also had issues with her bowels from a young age and this can sometimes
mean that she soils herself or is reluctant to go to the toilet.
Hannah has difficulty sleeping and wakes often throughout the night.
How to communicate with and engage Hannah
Hannah can be chatty with people she knows and trusts; she likes to talk about her dolls
and things that interest her.
Hannah needs language to be kept simple with brief instructions to avoid
misunderstanding and confusion, as this can lead to Hannah becoming anxious.
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Section B: Hannah’s special educational needs
Hannah’s development and learning, progress and attainment
Areas of strength
Hannah enjoys reading books and talking about stories and characters she knows. She
uses a range of strategies to make sense of text and is beginning to use Numicon well to
support her work with numbers. Hannah forms some letters of the alphabet consistently.
When Hannah enjoys a particular subject or activity she can try very hard and has a
strong desire to get things right.
Areas of need
One of Hannah’s biggest barriers to learning is her lack of enthusiasm about subjects that
don’t interest her. If the task is not benefiting her, Hannah often struggles to see a reason
to do it. She can find it difficult to comply with adult requests that again, are not of her
choosing.
Hannah finds noise distracting and needs space to be able to do her work.
Hannah is starting to realise her limitations and often she refuses to start activities
because she fears getting things wrong. Hannah can require a lot of praise and
encouragement.
It is thought that a lack of sleep can also have an impact on Hannah’s learning.
Hannah cannot reliably add or subtract a single digit without apparatus. Her writing is
difficult to read with poor spelling and punctuation. Her achievements across the
curriculum are very inconsistent and can be difficult to build on.
When assessed in November 2015, it was found that Hannah had poor processing skills.
How Hannah communicates and interacts
Areas of strength
Hannah enjoys talking to adults on subjects that interest her and she will seek the
company of adults, or much younger children.
Hannah is confident at responding to questions and initiating conversations on a 1:1
basis. Her expressive language skills are stronger than her receptive language skills.
Hannah can convey her wishes and engage in conversation when in a relaxed state and
she responds well to conversation alongside a physical activity.
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Areas of need
Hannah can struggle with receptive language; she often seeks reassurance from adults
both at home and at school and can repeatedly asks questions when she is not sure of
something. Hannah also has some difficulties understanding instructions and using the
past tense.
Hannah can struggle to interact with her peers; she can get frustrated when the rules of a
game change or others choose to play a game that she does not want to play. At these
times, Hannah finds it hard to verbalise what she wants to say and needs help to calm
down.
How Hannah feels and gets on with others
Areas of strength
Once she has joined a conversation or started an activity, Hannah appears to enjoy
herself. She very much enjoys the company of her family.
Hannah is able to join in activities where there is a shared understanding of what should
happen; such as in structured playground games or role play.
Hannah is very caring towards younger children and likes to teach and show them how to
do things. She likes to help the children in the Reception class at school.
Hannah has her very own sense of humour and has built good relationships with the
support staff at school.
Hannah prefers routine; she can cope with change as long as it is something she wants to
do.
Areas of need
Hannah requires reassurance before she will attempt to do any learning tasks. She can
also get very frustrated about school activities and can become very upset or angry. At
home, she sometimes experiences ‘meltdowns’ where she throws her things about and it
can take over an hour for her to calm down.
Hannah’s ability to socialise with her peer group and develop friendships is poor. Hannah
really struggles with ‘free play’ when there is no shared understanding of what should
happen. Hannah can challenge others during games and she will not accept losing.
When Hannah has perceived an injustice, she can rapidly become upset. Hannah does
not really pick up on the emotions of others and struggles to see things from others’ points
of view.
When structured games are not available she spends time on her own, or watching
younger children playing.
Hannah likes routine and needs to know what is happening each day, as this reduces her
anxiety. When she is anxious she can become overwhelmed by the expectations of her,
especially if she is required to do something independently.
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Hannah’s self-help and independence skills
Areas of strength
Hannah can organise herself with pens, pencils and books in school and she takes pride
in these being neat and tidy. She can choose tasks to do and generally knows which
items she will need to undertake these.
With support from her Mum, Hannah is able to make herself a drink and a sandwich. She
helps out at home by drying up and hoovering.
Areas of need
Hannah requires help to put her clothes on properly; she can often wear these backwards
or inside out. She struggles to know what items go together and can wear some very
colourful combinations.
Hannah needs support with self-care needs; she doesn’t pay attention to how hot water is
when having a wash and she doesn’t like having her hair washed or brushed.
Hannah is quite anxious in social situations; she refuses to pay for items in shops and Mr
& Mrs Jones are trying to encourage this so that she becomes more independent in the
future.
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Section C: Hannah’s health needs
Hannah’s health (including mental health), physical development and sensory needs
(related to special educational needs)
Areas of strength
Hannah generally has good health.
Areas of need
Bright lights can affect Hannah as she has pale retina.
Hannah has some sensory needs; she finds labels and some clothing itchy. She does not
like wearing socks and shoes and is fussy regarding her food.
Hannah has had issues with her bowel from a young age and this can sometimes mean
that she soils herself or is reluctant to go to the toilet. She takes medication daily to help
her with constipation and regulate her bowels.
Hannah’s self help and skills for independence (related to health needs)
Areas of strength
Hannah can clean herself with toilet wipes when she has soiled her underwear and knows
where her spare clothes are kept.
Areas of need
Hannah needs support from an adult to ensure she has put her clothes on the right way
after changing and to wash her hands properly - with water at a suitable temperature.
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Section D: Hannah’s social care needs
Hannah’s social care needs (related to special educational needs)
There are no needs in this area.
Hannah’s social care needs (not related to special educational needs)
Hannah’s current social care needs are met by her family.
Hannah’s family, home and where he/she lives
Hannah lives at home with Mr & Mrs Jones and her two older brothers, David and Eddie,
who are in their late teens. Eddie is going to University in September 2016 and Hannah is
anxious about this. Hannah also lives with her dog, Faro and her two cats Fred and
Ginger.
Hannah’s self help & skills for independence (related to social care needs)
There are no needs in this area.
How Hannah and his/her family have participated in the development of this plan
Mr & Mrs Jones attended the initial Information Gathering meeting and the meeting to
discuss the draft Education, Health and Care Plan (EHCP) for Hannah. Hannah
completed an ‘All about me’ poster for her contribution.
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Sections E, F, G, H.1 & H.2: Outcomes and provision
This section sets out the desired outcomes for the child/young person, the arrangements for
monitoring the Education, Health and Care Plan and the support the child/young person needs
to achieve the desired outcomes.
Hannah’s need
Learning
Section E: Desired outcome(s)
Hannah can:



Write sentences independently
Use punctuation in her work and explain her work to adults in class
Use basic number concepts and basic literacy skills and apply these in everyday
life
Engage with and complete short achievable learning tasks independently
Follow adult instructions


By when?
The end of Year 6
Steps toward meeting outcome(s)
Hannah can:

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


Correctly form her letters and numbers so that her writing is legible
Recognise numbers up to 50, understand their place value and be able to order
these
Do simple subtractions and additions, up to 20
Take part in activities independently for an increasing length of time
Motivate herself to participate in learning
Section F: Special educational provision
25 hours Teaching Assistance (TA) support to be made available throughout the school
week to support Hannah in achieving the Desired Outcomes set out in this document. The
SEN Co-ordinator and class teacher will oversee the TA arrangements.
Access to a differentiated curriculum which is flexible and appropriate to Hannah’s
developmental level.
Access to activities which have been differentiated to motivate Hannah’s engagement,
such as short periods of concentration with regular breaks, regular access to short
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achievable tasks and use of her interests.
Adult support to develop Hannah’s independence in learning tasks; access to learning on
an individual basis, and where applicable small groups, would be conducive to achieving
this.
Adult support to keep Hannah focussed during class input and to extend her concentration
on tasks.
Distraction techniques that change Hannah’s focus when she is anxious or upset.
Visual schedules explaining ‘now’ and ‘next’ activities.
Concrete and simple language.
Short, frequent opportunities for learning tasks in small groups or individually, as required,
with the emphasis on over-learning and repetition.
Adult support to prompt her engagement with tasks.
Frequent descriptive praise and recognition of Hannah’s strengths to ensure that her
confidence builds and self-esteem develops positively.
The School Setting requires access to suitably qualified specialists i.e. specialist teams
within Inclusion Services, in line with the Special Education Needs Code of Practice
requirements.
Close liaison between home, school and professionals involved with Hannah, to share
strategies, ensure a uniformity of approach and to share both concerns and
achievements.
Section G: Health provision*
*reasonably required by the learning difficulties or disabilities which result in the child/young person having special
educational needs
There is no provision in this section.
Section H.1: Social care provision**
**which must be made for a child/young person under 18 resulting from section 2 of the Chronically Sick and
Disabled Persons Act 1970
There is no provision in this section.
Section H.2: Social care provision***
***reasonably required by the learning difficulties or disabilities which result in the child/young person having special
educational needs
There is no provision in this section.
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Hannah’s need(s)
Communication and social interaction
Section E: Desired outcome(s)
Hannah can:



Understand and contribute to a small group discussion, using appropriate social
skills
Engage with her peers in socially appropriate ways, so that she can build
reciprocal friendships
Recognise her feelings of anxiety or frustration and can independently use
strategies to return to a calm state
By when?
The end of Year 6
Steps toward meeting outcome(s)
Hannah can:









Use the appropriate language to be able to join in with her peers
Socialise with peers in structured activities and clubs in school with adult support
Join in conversations with a small group of peers she knows well, in the classroom
Join in conversations with a larger group of peers in the classroom
Identify the skills needed to make friends
Develop friendships with children of the same chronological age
Identify the skills to enable her to ‘repair’ a friendship
Develop an understanding of different emotions and feelings both in herself and
others
Gain an understanding of calming down strategies and is able to use these with
support
Section F: Special educational provision
Support in developing awareness of emotional literacy skills and strategies which will help
Hannah regulate her emotional responses.
Activities which help Hannah to explore emotions and recognise emotions are on a
continuum.
Adult support to model and encourage appropriate peer interaction and develop social
skills.
The use of Social Stories.
Access to small group support to develop Hannah’s social understanding and knowledge,
and to provide regular opportunities to practice social skills with peers.
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Daily opportunities to work on speech & language therapy targets to develop Hannah’s
receptive language skills.
Hannah would benefit from opportunities to undertake ‘jobs’ within the school which
require her to socialise with other pupils.
The use of physical activities to have conversations.
A structured and predictable environment that is kept as calm and quiet as possible.
Section G: Health provision*
*reasonably required by the learning difficulties or disabilities which result in the child/young person having special
educational needs
Programmes of support provided and monitored by the Speech & Language Therapist.
Section H.1: Social care provision**
**which must be made for a child/young person under 18 resulting from section 2 of the Chronically Sick and
Disabled Persons Act 1970
There is no provision in this section.
Section H.2: Social care provision***
***reasonably required by the learning difficulties or disabilities which result in the child/young person having special
educational needs
There is no provision in this section.
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Hannah’s need(s)
Independence and self-care
Section E: Desired outcome(s)
Hannah can:



Appropriately dress herself with clothes on the right way around
Recognise appropriate water temperature when washing herself and understand
the need to wash and brush her hair
Pay for small items in a shop, using her pocket money
By when?
The end of Year 6
Steps toward meeting outcome(s)
Hannah can:







Pick items of clothes that are suitable together, with adult support
Use techniques to identify whether clothes are on the right way around (labels,
seams etc.)
Check with an adult that she has dressed appropriately
Identify when water is cold or hot
Take part in washing and brushing her hair
Identify which items she wants to buy with her pocket money and how much
money she needs
Buy items with adult support
Section F: Special educational provision
Support in developing an awareness of appropriate clothing and how to identify which way
around items go. Opportunities to practice this both at home and at school with positive
reinforcements when Hannah gets this right.
Opportunities to safely ‘test’ water temperatures both at home and at school and
reinforcement of the dangers of getting this wrong, e.g. burns.
The use of Social Stories around self-care.
Opportunities to practice ‘shop’ interactions both at home and at school; with Hannah able
to identify items she would like to buy and how to action this.
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Section G: Health provision*
*reasonably required by the learning difficulties or disabilities which result in the child/young person having special
educational needs
There is no provision in this section.
Section H.1: Social care provision**
**which must be made for a child/young person under 18 resulting from section 2 of the Chronically Sick and
Disabled Persons Act 1970
There is no provision in this section.
Section H.2: Social care provision***
***reasonably required by the learning difficulties or disabilities which result in the child/young person having special
educational needs
There is no provision in this section.
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Arrangements for monitoring progress
The educational setting will devise a support plan in consultation with Hannah’s parents and
the agencies that contributed to this Education, Health and Care Plan. The support plan will
include short term targets and the strategies required to meet these. It will also describe
how the special educational provision will be arranged. The support plan will be reviewed at
least twice a year by the educational setting and amended when appropriate.
There will be close liaison between educational setting and home to ensure any difficulties
are addressed as soon as they occur.
A full Annual Review should be held within twelve months of the issue of the Education,
Health and Care Plan and every twelve months thereafter. The Annual Review should be
held sooner if there are serious concerns about Hannah's progress. The Annual Review
must take account of Hannah’s views, wishes and feelings. At the Annual Review in Year 9
and thereafter, consideration should be given to preparation for adulthood and independent
living.
At the Annual Review Hannah's achievements towards the outcomes will be considered. If
he/she is not making adequate progress, new strategies will be identified. If appropriate,
consideration will be given to Hannah's inclusion within other educational settings.
A copy of the completed Annual Review report will be sent to the Local Authority within 10
days of the meeting.
In the academic year prior to changing schools the Annual Review should be held no later
than the end of the Autumn Term and the report submitted to the Local Authority prior to the
start of the Spring Term.
Over time, some details in the Education, Health and Care Plan may become inaccurate.
This will be noted in the Annual Review Report. The Education, Health and Care Plan will
only require amending if there is a significant change to Hannah’s special educational needs
and the provision to meet those needs.
There should be no assumption that, once the Local Authority has made an Education,
Health and Care Plan, it will be maintained until the Local Authority is no longer responsible
for the child/young person’s education. The Local Authority may cease to maintain an
Education, Health and Care Plan if it is believed that it is no longer necessary to maintain it.
Section I: Hannah’s educational placement
Name of setting (school,
college, training provider)
XXXX Primary School, Dorchester, Dorset
Type of setting
Mainstream primary school
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Section J: Personal budget
This section provides information on any Personal Budget that will be used to secure provision in the Education, Health and Care Plan and to meet
the outcomes detailed.
Has the parent/young person made a request for a Personal Budget?
No
Personal budget details
Source
E.g.
 Education
 Health
 Social Care
 A mixture
Type
E.g.
 Direct payment
 A notional
arrangement
 3rd party arrangement
 A mixture
Amount (£)
Outcome(s) to be met and goods and services to be secured
How will the personal budget be used?
What will it be used to purchase?
Which outcomes detailed in the EHC Plan will the Personal
Budget contribute to?
£
£
£
Total
£
Note on personal budget
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Section K: Contributors to the Education, Health and Care Plan
Name
Title
How did they contribute?
Date of contribution
Hannah Jones
Child
‘All About Me’ Poster
30/11/2015
Mr & Mrs Jones
Parents
Information Gathering Meeting
24/11/2015
Mr XXXX
Headteacher,
XXXX
Primary
School
Request for EHC Form
03/11/2015
Mrs XXXX
Educational
Psychologist
Psychological Advice
12/01/2016
Miss XXXX
Speech &
Language
Therapist
Assessment Advice
08/01/2016
Mr XXXX
Social
Worker
Assessment Advice – Not known
to service
16/12/2015
Dr XXXX
Speciality
Doctor in
Paediatrics
and Child
Health
Medical advice
19/01/2016
Signature on behalf of the Local Authority
Sample signature
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