EHCP Annual Review
Conversion Meetings
Updated training 2015-16
Dr Sophie Woodward
Specialist Practitioner Educational
Psychologist (EHCPs)
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
Firstly…
Background
• SEND reforms (from September 2014),
following Children and Families Act (2014):
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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
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)
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)
What’s new?
• Updated training on ECHP Annual Review Conversion
Meetings for 2014-15
• Information sheets available to download from BSO:
•
•
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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
EHCP ARCM
Timeline
BEFORE the ARCM
1. 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
Before ARCM (ctd)
2. 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
1.
2.
3.
4.
5.
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
3. 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)
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
This is Me (ctd)
5. 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?
Task 1: This is Me
In small groups, read the following examples of
This Is Me statements and provide some
feedback on each one
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.
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
DURING the ARCM
1. Introductions
1. 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
2. The facilitator presents the CYP’s Progress.
Amend/adapt as necessary, in light of information from
others
During the ARCM (ctd)
4. 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
5. For each Need, write Long-term Outcome/s,
using information provided by absent
professionals where appropriate
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.
For example...
XXX cannot control his behaviour and
often “kicks off” for no apparent reason.
...is better phrased as:
XXX needs to learn how to manage his
emotional responses to situations more
appropriately.
XXX has learned to write his own name
XXX needs to improve his handwriting and
this year but often confuses b/d/p/d when letter formation.
writing independently. He takes part in a
handwriting programme twice a week. He
enjoys this but finds it difficult to translate
what he learns into the classroom. His
behaviour in these sessions can vary and
he is easily distracted.
XXX is not yet able to understand verbal
XXX needs to develop his receptive and
instructions and cannot communicate
expressive language skills.
effectively with others.
XXX can concentrate for up to 2 minutes
XXX needs to improve his independent
on an activity when supported by an adult concentration skills.
and when this is an activity that he enjoys.
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
Need
OUTCOME
XXX needs to learn how to
SO... By the end of Year 9, XXX will demonstrate
manage his emotional responses to
that he can use appropriate self-calming
situations more appropriately.
strategies when he feels himself becoming
angry.
XXX needs to improve his
SO... By the end of Year 9, XXX will show his
handwriting and letter formation.
teachers that he can write all letters
correctly, using correct orientation and
relative size
XXX needs to develop his receptive SO... By the end of Year 9, XXX will be able to
and expressive language skills.
understand verbal instructions containing
up to 3 key words
By the end of Year 9, XXX will be able to
hold appropriate conversations with a
range of peers and adults
XXX needs to improve his
independent concentration skills.
SO... By the end of Year 9, XXX will show us that
he can focus on an adult-directed task by
himself for increasing lengths of time
(initially >3mins ).
During the ARCM (ctd)
6. For each Outcome, agree what Provision needs to be
in place to support the child, using information
provided by absent professionals where appropriate
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.
Not-so-good examples:
Good examples
Small group interventions for
literacy
1:1 TA support in class
Daily 20 minute Read Write Inc sessions with 4-5 other children
Appropriately differentiated
work
Adult support with
independence
Maths interventions
Support with social interactions
Individual support from an adult to:
- help XXX find his own equipment
- understand the lesson content and begin a task
- manage his response to distractions when necessary.
Work that is differentiated to level P8. Tasks should:
- be broken down into smaller, manageable chunks
- have clear beginning and end points
- be motivating and engaging, relating to the child’s interests where possible
Support from an adult for approximately 5hrs a week, to include:
- meeting XXX’s toileting needs
- dressing/undressing for PE
- managing the school dinner system (e.g. collecting a tray,
choosing food, clearing away)
- understanding and following his timetable
- recording his homework in his planner
- Use of Numicon in numeracy lessons
- Daily access to an evidence-based numeracy intervention such as Catch Up
Numeracy
- Weekly access to a 40 minute adult-led social skills
programme such as Socially Speaking, with a group of 3-4
role model pupils
- Social Stories that relate to particular areas of need (e.g.
initiating conversations, waiting my turn)
- Continued access to morning sessions in the Nurture Group
Need,
Outcome or
Provision?
(or none of the above)
Callum needs to
develop a more
appropriate
understanding of
sexual behaviour and
the associated use of
sexualised language
Expressive and
receptive language
skills are poor –
currently working at a
1-2 word level
(expressive) and 2
word level (receptive)
Small group intervention
to develop
communication and
social interaction (e.g.
Time to Talk, 2 x 30mins
per week, delivered by
trained adult)
Billy Jo will be working
at level 4b for Maths
How could this be improved?
Amina needs to learn
how to approach
other students
appropriately
Weekend respite
breaks every month
To identify a group of
3-4 peers who he
considers “friends”
Jack is very
uncoordinated and
finds it difficult to
jump, hop, skip and
run
Hassan will be able to
recognise his “triggers”
and reliably take
appropriate action to
stop his behaviour
escalating
Regular physiotherapy
sessions, as advised by
the Paediatric
Physiotherapist
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
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)
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.
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)
Task 2 – Callum
1) In pairs or small groups, consider Callum’s Needs
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?
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
AFTER the ARCM
1. SENCo updates the This is Me summary in light of any
additional information gathered at the ARCM.
2. SENCo transfers the information collected during the
ARCM onto the EHCP Annual Review Conversion form
3. SENCo sends the completed form, along with any
additional reports from professionals, to the SEN Team
within 10 days
After the ARCM (ctd)
4. SEN Officer writes Draft EHCP
5. Draft EHCP moderated by Joint Resources
Panel (if Health or Social Care are implicated)
6. Draft EHCP sent to parents
7. SEN Officer consults with preferred/nearest
settings (if there is a proposed change of
provision)
8. Final EHCP issued and sent to parents,
setting and relevant agencies
Any
questions?
/