Information Report for
Transfer Review
James Henshaw
Date of final Statement:
18th July 2010
Date of last review:
12th July 2014
Date of this review:
1st July 2015
Transfer review for James Henshaw
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Content of Transfer Reviews
Section label
SECTION 1
SECTION 2
SECTION 3
SECTION 4
SECTION 5
SECTION 6
SECTION 7
SECTION 8
What the section must include
Review meeting details
The family’s personal details & details of contributors to the review.
Assessment & Progress Information
A summary of the child’s current needs, current attainment data and
details of other assessments used.
Review of the Statement
A review of progress in all areas since the Statement or last review.
(Reviewing Part 2 of the statement)
Review of the Statement Objectives
A review of the objectives sought for the child or the young person as
identified in the Statement, including objectives for adult life where
appropriate. (Reviewing Part 3 of the statement)
Record of Provision & Support
The provision and support that has been provided since the Statement
or the last review for the child or young person.
Review of Provision & Support
A review of what is working and not working from current provision and
support (i.e. interventions, resources, strategies) across Education,
Health and Care.
Recommended Outcome for Transfer Review
Recommended outcome for this transfer review in the light of the child
or young person’s progress during the previous year or changed
circumstances.
Outcomes
This section is to identify the desired long term and short term
outcomes that are sought for the child / young person and agree the
steps to achieve the outcomes identified
SECTION 9
SECTION 10
Advice and Information
The advice and information gathered during the transfer process must
be attached (in appendices). There should be a list of this advice and
information.
Consent
This is an opportunity for parents to confirm their consent to share
information.
Transfer review for James Henshaw
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Section 1 - Review Meeting Details
Child/Young Person’s Information
First
name(s)
Parents/Carers
Name
E-mail:
Last
name
James
John & Mary
Henshaw
Address
8 High Street,
NORTHAMPTON
NN6 6PZ
Tel No
[email protected]
Date of birth
NC Year
26.03.05
Henshaw
01604726389
Ethnic
Origin
5
Kings Primary School,
Northampton
NN6 8BV
Current Educational
Setting (inc. Address)
Looked after
child?
NO
NHS Number
943-476-5870
GP
(Name/practice)
WBRI
Start date
01.09.09
PEP
NO
Dr Jones, Northants Med Cen
Has the CAF
YES Date
8 June 2012
NO
been
closed?
No
Has the child/young person moved educational settings since the last
Annual Review? If yes, please provide details
Has a CAF been
completed?
th
Contributors to this review:
Please Y/N as appropriate to provide a record of who was invited to and participated in the review
Role
Invited
to
attend
review
meeting
Child/YP
John Henshaw
Mary Henshaw
Name of person(s)
who attended
meeting
James Henshaw
James Munro
Anna Marshall
Janet Jones
Attended
review
Invited to
contribute
written
advice
Written
advice
received/
attached
Reason for
nonattendance
(if
applicable)
Y
Y
N
NA
NA
Parent (Uncle)
Y
Y
N
NA
NA
Parent (Aunty)
Y
Y
N
NA
NA
Y
Y
N
NA
NA
Y
N
Y
Y
Unavailable
Y
Y
Y
Y
NA
Support
assistant
Physiotherapist
Occupational
Therapist
Dr Jones
Paediatrician
Y
N
Y
Y
Clinic
appointments
Jan Ingram
Education
Psychologist
Y
Y
Y
Y
NA
Social Worker
Y
N
Y
N
Duty work
Chris Backstone
Transfer review for James Henshaw
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Section 2 – Assessment and Progress Information
What are the child’s current needs?
AREA OF NEED
Cognition & learning
Communication & interaction
Sensory & physical functioning
Social, emotional & mental health needs
Independence & preparing for adulthood
Medical needs
PRIORITY ORDER (1-6)
4
1
2
3
5
6
PLEASE LIST ANY KNOWN CONDITIONS AND/OR DIAGNOSIS:
Down’s syndrome diagnosed at birth
‘P’ LEVELS, LEVELS AND
QUALIFICATIONs AND CREDIT
PERFORMANCE
Core Subjects and others
Subject
Current Test or
Teacher
Assessment
Previous Test
or Teacher
Assessment
Date of Test /
Assessment
English
Maths
Science
ICT
DT
History
Geography
Art & Design
PE
Music
Summer
2015
P7
P8
P8
1
1
P8
P8
1
P6
1
Spring 2015
P5
P7
P7
P8
P8
P8
P8
P8
P5
P8
Predicted
exam grades
(Year 10 +)
Teacher assessment of overall
progress
1 (low) to 5 (high)
1
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
2
3
4
5
X
X
X
X
X
X
X
X
X
X
OTHER TEST SCORES WHERE AVAILABLE AND AS APPROPRIATE
Area tested:
Test used:
Most recent
Previous score:
Date:
score:
Date of recent
test:
Reading Age
Summer 2015
Salford
Transfer review for James Henshaw
6:10
Below 5
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Section 3 – Review of the Statement
Please review statements made about the child’s needs from Part 2 of the Statement of
SEN.
You should consider available assessments / information and evidence of development
since the Statement of SEN, alongside the Northamptonshire Descriptors of SEND.
Where relevant please describe the progress made in the following areas, in priority order as
indicated above:
1. Cognition & Learning (delete as appropriate)
Summary of Progress
Generally James’s academic progress has been good but it is still slow. It has not been as
accelerated as we had hoped in proportion with the increased provision and programs put in
place. The gap between his attainment of that of his peers has widened further. His
academic attainment remains well below average.
Numeracy
James parents said that they had seen James doing sums that they thought he would find
difficult. He has achieved most of the targets he has been set, but this is always with
support and prompting from an adult. He seems unable to form concepts and/or follow a
process, without support and prompting from an adult at each stage of learning.
Based on the advice of the speech & language therapist we are now using the whole word
approach to teach topic vocabulary and we are finding the same difficulty. James is able to
read a wide vocabulary appropriate to his stage of learning, but he still struggles to write
most of the words. He has been taught using a whole word approach to reading and writing.
James can now consistently join his handwriting. This is the area where he has made the
most progress. Although he does not apply what he has learnt when writing independently.
Strengths & Skills Identified
- James is keen and tries hard in everything that he does
- James can learn new skills and make progress with support, prompting and
reminders from an adult.
- James has learnt lots of new things where he has been taught by rote, repetition and
over-learning
Special Educational Needs Identified
- James has poor auditory discrimination so will need to continue to be reading and
writing new words through a whole word approach
- James is not able to remember how to do things, so needs support and prompting
from an adult particularly with open ended tasks
- James is significantly behind age related expectations in all areas of the curriculum
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2. Communication & Interaction (delete as appropriate)
Summary of Progress
“James has significant difficulties with his speech, language & communication skills”
James is now able to speak clearly and at an appropriate volume as part of a group although
he still sometimes needs support & reminders from an adult.
It was agreed with the SALT that he has made as much progress with this as can be
expected of a child with Down’s Syndrome due to the physical structure of his mouth, i.e. he
has an enlarged tongue.
James has made good progress in terms of his speech & language skills.
Strengths & Skills Identified
- James is confident to talk as part of a group
- He can ask an answer questions as part of a discussion
- He can speak clearly enough so that those that know him can understand what he is
saying
- James is keen to contribute and values his communications and interactions with
both adults and children
Special Educational Needs Identified
- James will need to continue to practice and work on the specific sounds that he finds
difficult to say, in order that his speech is understandable to all people that he
encounters and wants to communicate with, not just those that know him.
3. Sensory & Physical Functioning (delete as appropriate)
Summary of Progress
James’ physical difficulties have become far more obvious this year. James has fallen a
number of times on the playground due to his clumsiness and impulsiveness and has had to
have a significant amount of time off school to allow the wounds to heal.
“He particularly enjoys the outdoor area and activities planned for him outdoors”
Despite planning increased opportunities for outdoor learning, James is finding it
increasingly difficult to access these activities due to complications caused by his physical
difficulties. James is under review with the physiotherapy team to try to find an agreeable
aid to support his feet to enable him to walk and run safely. They are giving advice to
parents to support his feet as they continue to grow and develop. This is the main focus of
their involvement, at this stage this remains unresolved and James has had to be disapplied
from certain physical activities to avoid injuries to his feet, i.e. Blisters and cuts.
James tries to keep up with the pace of play. This results in him falling and bumping into
other children. As other children run around he does not have the social understanding and
reaction speed to move out of the way and so gets bumped and knocked by other children
as he does not move out of the way as they would expect.
James fine and gross motor development continues to be monitored by the Occupational
therapy service who have helped to set up and monitor sensory circuits in school.
James physical development is monitored by the physiotherapy service and they give advice
to parents regarding the specialist equipment he needs.
Strengths & Skills Identified
- James is able to negotiate a range of indoor PE and play equipment
- James can write with the assistance of a writing slope and his fine motor skills have
developed well
- James has made some progress in terms of his gross motor control
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3. Sensory & Physical Functioning (delete as appropriate)
Special Educational Needs Identified
- James’ gross motor development is significantly below that expected at his age
- James fine motor skills are still somewhat underdeveloped
- The development of James feet will need to continue to be monitored by the
physiotherapy service and specific advice regarding his needs along with appropriate
provision for school and home
4. Social, Emotional & Mental Health (delete as appropriate)
Summary of Progress
“James enjoys school”
Recently James has been reluctant to come into school and is not himself in school. He has
found school increasingly challenging. At this stage James does not present as enjoying
school.
His parents and I feel that there are a number of possible reasons for this but he lacks the
emotional understanding to be able to articulate why he is feeling this way.
James parents have also reported that he does not like doing work at home anymore. He
has always enjoyed reading at home so this is most unlike him.
“James has significant difficulties with his speech, language & communication skills”
James finds the language element of social interaction difficult when it comes to more
complex social interactions. He lacks the social and emotional understanding to be able to
interact with his peers without constant monitoring and intervention from an adult. James
feels like people are being unkind to him. He is unable to use what he has been taught to be
able to interact appropriately, independently.
The gap between James and his peers has widened further.
Strengths & Skills Identified
- James has friends and these friendships have been sustained over a number of
years.
- James knows what a good friends is
- James is generally happy and enthusiastic, although this has been less so in the
period immediately prior to the review
- James can enjoy and share humour and other emotions as part of a small group
- James likes to play with his friends and enjoys playing a range of age appropriate
games on the playground.
Special Educational Needs Identified
- James needs to be taught scripts that he can use to remove himself from social
situations where he feels uncomfortable
- James needs to use a scale to help him to prioritise and deal with incidents when he
has been physically or emotionally hurt.
- James needs to learn who to report incidents to where he has been hurt, physically
or emotionally, and when to report them, building on what he has learnt about scaling
incidents and behaviours.
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5. Independence & Preparing for Adulthood (delete as appropriate)
Summary of Progress
James has done lots of protective behaviours work in school to help him to understand the
risks in the school and wider community. He has sown a good understanding during the
protective behaviours session s but is very impulsive so does not usually apply what he has
learnt independently.
“He responds well to routines”
James has become increasingly dependent on routine and does not cope well emotionally
when there are changes to routines. This has become more difficult to manage as the
curriculum has moved towards the ‘creative curriculum’ approach.
“James has difficulty maintaining his level of concentration and attention”
James concentration has improved significantly but he still finds it difficult to concentrate
independently. He can sustain concentration but only with support and prompting from an
adult to stay on task for more than 5 minutes. Attempts to remove this support have resulted
in a regression in James’ ability to stay on task. This is having a significant impact on his
ability to be included in some learning opportunities, for example, whole school assemblies.
Strengths & Skills Identified
- James can identify hazards in the school and wider local area
- James can concentrate for up to 5 minutes with the support of a sand timer
- James can concentrate for up to 15 minutes with support and prompting from an
adult.
- James can go to the toilet, get dressed and carry out other age appropriate self help
tasks independently.
Special Educational Needs Identified
- James acts impulsively and does not apply what he has learnt about risk and keeping
safe independently.
- James cannot stay on task for more than 5 minutes without support and prompting
from an adult.
6. Medical needs (delete as appropriate)
Summary of Progress
James is diagnosed with Down’s syndrome. This has had an impact on various areas of
need, most significantly in terms of his physical, social & emotional, speech & cognitive
development. How this impacts is detailed in the relevant sections.
Due to physical injury James has had to spend some time in hospital and has had a
significant time off school this academic year.
Strengths & Skills Identified
- James is making small steps of progress in all areas of development
Special Educational Needs Identified
- James needs have been identified in the relevant sections above.
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Section 4 – Review of Statement of SEN Objectives
This section should bring together all of the above information, including the family’s views
and aspirations, to review all of the objectives detailed in Part 3 of the Statement of SEN.
This will help determine the recommendation in Section 6 and to identify the outcomes in
Section 8.
1. Cognition & Learning (delete as appropriate)
Objective 2: To extend his attention and
Have the objectives been met?
concentration skills, so that he can participate in
Yes No
and complete learning tasks successfully.
Objective 3: To develop his early learning skills,
and his literacy and numeracy skills so that he can
access the curriculum and extend his learning.
Please provide details
James uses a work schedule and other prompt cards to help him to structure his periods of
work and rest and help him to move from one activity to another.
James has been using a whole word approach to learning how to read and write. He has
used a kinaesthetic numeracy programme to develop his numeracy skills. As a result of
small step targets, since the issue of the statement, James has made accelerated progress
in all areas of the curriculum and the gap between his attainment and age related
expectations has narrowed. This will need to continue to ensure that this rate of progress
continues.
James has a keen and positive attitude to learning!
James can read an extensive range of words on sight. As a result his progress in reading is
good. He has gone up 3 reading levels this year alone!
James uses his whole word knowledge to write sentences.
He can use a talk pod to record the sentence he wants to write and this helps to make sure
he gets the words in the correct order.
In Numeracy James understands the value of different numbers and is beginning to know
what each of the digits represents.
James understands adding as combining two amounts and subtraction as take away.
He can accurately add and subtract single digit numbers and is learning to add two 2-digit
numbers.
James shows an interest in all other subjects and learning. He was particularly engaged in
our recent topic involving horses where we visited a stable and learnt how to care for the
horses as well as riding them.
He is beginning to make connections between the things he is learning about and draw his
own conclusions.
James needs to make sure that he is understanding what he is reading.
James writing is still very basic and when he works independently the words are still often in
the wrong order, without adult support and prompting to use the talk pod to record what he
wants to write.
In numeracy, James needs to learn to add and subtract larger numbers and develop his
skills in the other areas of numeracy, i.e. shape, space & measures.
Are the objectives still relevant and
Yes No
appropriate?
Please provide details of any changes required:
James will continue to need work to be differentiated to help narrow the gap between his
attainment and age related expectations.
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2. Communication & Interaction (delete as appropriate)
Objective 1: To develop his communication skills, Have the objectives been met?
including his expressive and receptive language
Yes No
skills, so that he can communicate his ideas with
others effectively.
Please provide details
Since the issue of the statement James has made good progress in terms of his speech and
language development. He has received support from a speech & language therapist who
has given advice to school.
James is able to interact with his peers effectively during small group and whole class work.
He is able to ask and answer simple questions during 1:1, small group and whole class
sessions, when working with children and adults.
James speaks in well structured sentences and no longer needs support from an adult to
communicate effectively.
James uses a talk pod to help him to remember to instructions and to remember what he
needs to write when doing his written work.
James finds communicating in social situations and resolving conflicts with his peers difficult.
James often misunderstands social situations, in terms of other children’s behaviour and
how/why they behave the way they do.
Due to the physiological difference associated with Down’s Syndrome (hypotonia (decreased
muscle tone), small oral cavity, high arched palate), James’ speech is often difficult to
understand.
Are the objectives still relevant and
Yes No
appropriate?
Please provide details of any changes required:
James communication and interaction difficulties specifically relate to speech production.
3. Sensory & Physical Functioning (delete as appropriate)
Objective 5: To develop his spatial awareness
Have the objectives been met?
and motor skills including his coordination and
Yes No
balance and pencil control skills so that he can
actively participate in a range of tasks as part of his
learning.
Please provide details
James has made excellent progress in terms of his handwriting and now writes in a neat and
cursive way during structured handwriting sessions.
He is making steady progress in terms of his physical development, coordination, balance
and spatial awareness through daily sensory circuits.
As mentioned above James’ handwriting has improved beyond recognition and this is area
that he is particularly proud of.
James is much steadier on his feet and has far fewer incidents where he falls over on the
playground.
James handwriting is still difficult to read in his independent writing.
James finds it difficult to move around the school and the playground safely due to his
physical difficulties. He needs the support of boots provided by the physiotherapy team and
a special pad for his seat provided by the OT.
The OT has also advised that James continues to access daily sensory circuits session to
further develop his balance, coordination and spatial awareness.
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3. Sensory & Physical Functioning (delete as appropriate)
Are the objectives still relevant and
Yes No
appropriate?
Please provide details of any changes required:
See physiotherapy and occupational therapy reports attached for description of specific
physical needs and difficulties.
4. Social, Emotional & Mental Health (delete as appropriate)
Objective 4: To develop positive relationships
Have the objectives been met?
with familiar trusted adults in school to enable him
Yes No
to experience a sense of security and stability and
to develop his social skills so that he can extend
his peer friendships.
Please provide details
Since the issue of the statement James has made fantastic progress in developing new
friends and playing age appropriate games on the playground with his peers.
Recently it has become apparent that James is beginning to find it difficult to keep up with
his peers physically. There have been a number of incidents when James has been injured
on the playground, either where one of the other children has bumped into him because he
has not seen them coming or has not moved in time, or where he has tripped and hurt
himself.
James is able to play games with other children.
He understands the rules of the game being played and is able to follow them.
He is able to use positive ways to resolve conflicts with his friendship group when playing.
James interacts with adults positively and has a charming way that endears even unfamiliar
adults.
James is beginning to report incidents that happen on the playground to the adults that he
has identified.
James still forgets to report incidents when he has been hurt, to the adults in school, which
can be frustrating for the adults at home.
James often misunderstands social situations with children from outside his friendship group.
This is particularly relating to accidents involving other children. James finds it difficult to
move quickly and is quite clumsy in the way he moves, so he often gets hurt by accident
when other children do not allow for his physical difficulties. James often perceives these
incidents as other children being unkind and “bullying” him.
James finds it difficult to communicate to his peers that he does not like what they are doing
and subsequently gets upset when play gets out of his control.
Are the objectives still relevant and
Yes No
appropriate?
Please provide details of any changes required:
James needs to develop his social skills particularly relating to his interactions with his peers
and his understanding of their behaviour and emotions.
5. Independence & Preparing for Adulthood (delete as appropriate)
Objective 6: To develop his awareness of issues
Have the objectives been met?
relating to health and safety so that he does not
place himself at risk of danger and avoids being in Yes No
a position of vulnerability.
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5. Independence & Preparing for Adulthood (delete as appropriate)
Please provide details
James has been taught about the risks in the school environment and the wider community.
He has shown that in structured sessions he can identify the risks but does not apply this
outside of these structured sessions.
Are the objectives still relevant and
Yes No
appropriate?
Please provide details of any changes required:
None
6. Medical needs (delete as appropriate)
NA
Have the objectives been met?
NA
Please provide details
NA
Are the objectives still relevant and
appropriate?
Please provide details of any changes required:
NA
Transfer review for James Henshaw
NA
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Section 5 – Record of Provision and support
Provide a record of the provision and support that has been provided since the Statement of
SEN or the last review.
Provision
Description / Level of support
Education (if applicable - attach Provision Map)
 1:1 Literacy target work (15 min 3x per week)
 1:1 Reading (15 min daily)
 1:6 Play buddies (30 min 3x per week)
 1:6 Emotional literacy (30 min 1x per week)
 1:6 Social skills games (15 min daily)
 1:6 Celebration time (15 min daily)
 1:1 Memory games (30 min 2x weekly)
 1:6 group work Numicon 2 x 30 min
 Independent work station 5 x 15 min
 1:1 Numicon with a teacher 5 x 15 min
 1:1 TA Wellingborough Early Writing 5 x 15 min
 1:6 handwriting 5 x 15 min
 1:1 Additional support & prompting/reminding during independent work times 5 x 15
min
 1:1 Learning mentor 2 x 30 min
 Protective behaviours (30 min 2x weekly),
 Literacy independent work station (15 min daily),
 Numeracy independent work station (15 min daily),
 1:1 Adult support in Cross curricular, Science, ICT & PE in order to support difficulties
with following routines, completing the task set, understanding what has been asked,
helping to implement strategies to remove the barriers to learning caused by his
learning needs, i.e. literacy skills (10 x 60 min)
Health (if applicable - attach Individual Health Care Plan)
James physical development is monitored by the physiotherapy service and specific advice
has been given for parents to purchase specialist equipment for use at home.
(See reports attached)
The occupational therapy service offer advice to school regarding sensory circuits and the
specialist equipment James uses in school.
(See reports attached)
 Sensory circuits 5 x 15 min 1:6
The Speech & Language therapist offers advice and reviews relating to James’ speech and
language development and progress. The following provision is currently in place:
 1:6 Talking partners (2 x 30 min)
 1:1 S&L target work (3 x 20 min)
(See reports attached)
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Provision
Description / Level of support
Care (if applicable - attach or provide links to other plans and personalised support needs)
There has been previous involvement from social services which resulted in James being
place with his current parents (Aunty and Uncle).
James still has contact with his parents and this is managed through visits supervised by his
parents.
James has recently been assessed by a psychiatrist.
James case is not currently open to social service and so they were not able to attend the
meeting but are happy to contribute to the process.
Paperwork available on request where relevant.
Family / community support (provide details of non-school or family / community based
support)
James parents receive support from the Down’s Syndrome Association as and when they
need it.
They also have a social worker they can contact regarding James’ supervised visits and any
other issues or concerns they may have.
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Section 6 – Summary of Provision and Support
This section should identify what has been working well or what needs support to change
since the Statement of SEN or last review. It should review the current provision and support
(i.e. interventions, resources, strategies) across Education, Health and Care.
What is working?
 James is confident to talk as part of a group
 He can ask an answer questions as part of a discussion
 He can speak clearly enough so that those that know him can understand what he is
saying
 James is keen to contribute and values his communications and interactions with
both adults and children
 James has friends and these friendships have been sustained over a number of
years.
 James knows what a good friends is
 James is generally happy and enthusiastic, although this has been less so in the
period immediately prior to the review
 James can enjoy and share humour and other emotions as part of a small group
 James likes to play with his friends and enjoys playing a range of age appropriate
games on the playground.
 James is keen and tries hard in everything that he does
 James can learn new skills and make progress with support, prompting and
reminders from an adult.
 James has learnt lots of new things where he has been taught by rote, repetition and
over-learning
 James can identify hazards in the school and wider local area
 James can concentrate for up to 5 minutes with the support of a sand timer
 James can concentrate for up to 15 minutes with support and prompting from an
adult.
 James can go to the toilet, get dressed and carry out other age appropriate self help
tasks independently.
 James is able to negotiate a range of indoor PE and play equipment
 James can write with the assistance of a writing slope and his fine motor skills have
developed well
 James has made some progress in terms of his gross motor control
What is not working? (challenges / needs)
 James will need to continue to practice and work on the specific sounds that he finds
difficult to say, in order that his speech is understandable to all people that he
encounters and wants to communicate with, not just those that know him.
 James needs to be taught scripts that he can use to remove himself from social
situations where he feels uncomfortable
 James needs to use a scale to help him to prioritise and deal with incidents when he
has been physically or emotionally hurt.
 James needs to learn who to report incidents to where he has been hurt, physically
or emotionally, and when to report them, building on what he has learnt about scaling
incidents and behaviours.
 James has poor auditory discrimination so will need to continue to be reading and
writing new words through a whole word approach
Transfer review for James Henshaw
15 | P a g e







James is not able to remember how to do things, so needs support and prompting
from an adult particularly with open ended tasks
James is significantly behind age related expectations in all areas of the curriculum
James’ gross motor development is significantly below that expected at his age
James fine motor skills are still somewhat underdeveloped
The development of James feet will need to continue to be monitored by the
physiotherapy service and specific advice regarding his needs along with appropriate
provision for school and home
James acts impulsively and does not apply what he has learnt about risk and keeping
safe independently.
James cannot stay on task for more than 5 minutes without support and prompting
from an adult.
Transfer review for James Henshaw
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Section 7 – Recommended Outcome for Transfer Review
Transfer to EHC Plan: Yes
X Continue to Section 7 If no, please complete below
Cease Statement of SEN:
and Transfer to SEN support
NB: The Local Authority will only consider amendments in exceptional circumstances and if
there have been significant changes to the child / young person’s needs and/or provision
and there is evidence of a review cycle involving the relevant professionals, with their reports
and assessments attached.
Additional comments:
Whilst fundamentally James’ needs have not changed hugely, the specific nature of his
needs will need to be amended to reflect the progress he has made since the issue of the
statement. This is also true of his physical development and social and emotional
development.
We have adapted the provision and curriculum for the whole of this academic year in an
attempt to teach James how to be an independent learner. To use visual schedules, aids
like talk pods etc. to help him remember instructions & record what he wants to write. He
has had access to social skills programs, emotional literacy programs, sensory circuits, an
individualised curriculum & curriculum enrichment linked to a topic based approach to
ensure provision is in line with that of children of the same age.
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Section 8 – Outcomes
Based on the above information identify the desired outcomes. These should reflect the
family’s aspirations.
Add additional boxes for outcomes as appropriate
1. Cognition & Learning Outcomes (delete as appropriate)
Long term
James will develop his literacy and numeracy skills to enable him to
Outcome
participate in a range of learning opportunities in an educational
environment. 
Achieved by End KS1
End KS2
X End KS3
End KS4
Short term
 To be able to engage and sustain concentration for short periods of
outcomes
time for learning activities, increasing gradually over time with adult
support.
 To be able to follow classroom routines consistently.
 To use a work schedule to complete tasks as set out by the teacher.
 To be able to choose from two presented activities.
 To be able to complete literacy and numeracy activities that have
been differentiated and broken down into small clear steps for his
needs.
 To be able to read and write the 5 new topic he has learnt words in a
sentence consistently.
 To be able to demonstrate understanding of what he has read.
 To be able to complete subtraction problems consistently without
refusal.
 To be able to identify relationships between basic number concepts
and operations.
Steps to achieve outcomes (Targets)
Target
Provision
By whom
James will read and write
A daily differentiated
School staff
the next 20 words from the
programme for literacy and
first 200 word list* in his
numeracy including:
guided reading and writing
- use of a whole word
sessions, with support and
approach;
prompting from an adult.
- Opportunities for
repetition and over
James will work
School staff
learning.
independently on a written
task, for 15 minutes, with the Sessions delivered daily, as
Special
support of a sand timer, with part of curriculum delivery,
Educational no more than 1 prompt from with an adult in small groups
provision
or in short sessions
an adult to refocus.
individually, according to the
activities and objectives.
(1:1 Support during English
& Maths sessions)
James will follow a work
Daily 1:1 support to deliver
School staff
schedule to move from one
the individualised programs
activity to another, with
(1:1 support as appropriate)
support from an adult,
throughout the school day.
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Health
Provision
Social Care
Provision
NA
NA
NA
NA
NA
NA


Key
resources

Access to adult support as appropriate.
Use of visual cues e.g. timetables, objects of reference, signs and
symbols,
Use of a whole word approach to reading and writing with access to
the appropriate support materials, e.g. with access to writing frames,
mind maps, flash cards, rehearsal, words mats
2. Communication & Interaction Outcomes (delete as appropriate)
Long term
To support the development of James’ speech and communication, so that
Outcome
his receptive understanding of language and his expressive use of language
are functional and in line with the rest of his development.
Achieved by End KS1
End KS2
X End KS3
End KS4
Short term
 James will have more successful communications with people that
outcomes
are not familiar with the idiosyncrasies in the way he talks, i.e. without
the need for a familiar adult to decipher what he has said.
 James will use the words in, on and under to describe position (as
advised by the speech & language therapist)
 James will read and write 10 new topic words each week (as advised
by the speech & language therapist)
Steps to achieve outcomes (Targets)
Target
What
By whom
James will read and write 5
James will use the STAR
School staff
new topic words each week, approach to read and write 5
during structured topic
new topic words each week.
Special
activities, with the support of James will continue to revise
Educational a vocabulary mat.
and revisit the vocabulary he
provision
has learnt so far through
carefully planned learning
opportunities.
(1:1 5 x 30 min)
James will say the target
James to practice the
School staff
sounds, agreed with the
sounds and exercises given
speech & language
to him by the speech and
therapist, during guided
language therapist, on a 1:1
speech & language
basis, at least 3 times per
sessions, with support from
week.
an adult.
(1:1 3 x 20 min)
Health
Provision
James will use the words in, James to follow an
School staff
on and under accurately
individualised speech &
during structured activities,
language therapy program to
guided by an adult.
use the words in, on and
under accurately at least 3
times per week.
(1:1 3 x 20 min)
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Social Care
Provision
Key
resources
NA




NA
NA
Topic words
In, on & under speech therapy pack (from speech therapy service)
Specific speech sound packs (from speech therapy service)
Regular access to a specialist trained to assess, plan and deliver for
children with speech & language needs.
3. Sensory & Physical Functioning Outcomes (delete as appropriate)
Long term
To support the development of James’ fine and gross motor skills, so that his
Outcome
physical development is in line with the rest of his development.
Achieved by End KS1
End KS2
X End KS3
End KS4
Short term
 James will develop his gross motor skills through daily sensory circuit
outcomes
activities (see physiotherapy advice)
 James will develop his fine motor skills through an individualised
program (as per occupational therapy advice)
 The development of James feet will need to continue to be monitored
by the physiotherapy service and specific advice regarding his needs
along with appropriate provision for school and home
Steps to achieve outcomes (Targets)
Target
What
By whom
James will form all
James will need daily handwriting School staff
Special
letters correctly,
practice with 1:1 guidance
Educational independently.
(1:1 5 x 15 min)
provision
James will take part in
Opportunities for one-to-one
School staff/
daily sensory circuit
support with physical activities to
Occupational
activities safely, with
negotiate risk.
therapist
support and prompting
Access to daily sensory circuits
from an adult.
(as advised by the occupational
therapist)
(1:1 5 x 30 min)
TBC following advice
James will need an individualised School staff
from physiotherapist
physiotherapy program in school,
further advice to be sought from
the physiotherapy service
Health
following assessment.
Provision
(1:1 3 x 30 min)
James will use a writing Access to a writing slope
School staff
slope for all writing
activities,
independently.
James will follow the
James will need to continue to
Parents
programs set for him by attend physiotherapy and
the physiotherapist and occupational therapy
occupational therapist.
appointments
Social Care
NA
NA
NA
Provision
 Writing slope
Key
 Various equipment for sensory circuits, including balls, slopes,
resources
benches, balance boards, exercise balls, mats, etc.
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4. Social, Emotional & Mental Health Outcomes (delete as appropriate)
Long term
James will play successfully with his peers without conflict and upset.
Outcome
Achieved by End KS1
End KS2
X End KS3
End KS4
Short term
 James will use a range of strategies and scripts to avoid and resolve
outcomes
conflicts with his peers.
 James will report incidents where he has been hurt physically or
emotionally, by one of the other children in school or on the
playground.
 James will learn to scale incidents and behaviours in terms of their
severity using a 5 point scale.
Steps to achieve outcomes (Targets)
Target
Provision
By whom
James will use the 3 scripts
James will take part in a
School staff
he has been taught (see
daily play based social skills
below) to stop a play activity programme in order to teach
when he is no longer
him the scripts and
enjoying it, with support and strategies he needs to be
prompting from an adult.
able to resolve and avoid
“I don’t want to play that.”
conflicts.
“I don’t like it when you do
(1:6 5 x 30 min )
that.”
I want to go and play with
someone else.”
James will use the
Time with a learning mentor
School staff
“Incredible 5 Point Scale”
to discuss the “Incredible 5
resources to discuss social
Point Scale” materials and
situations and scale
work through incidents and
behaviours, with support
examples.
Special
from an adult.
(1:1 3 x 30 min )
Educational
James will use social stories James will need time with a
School staff
provision
to develop his understanding support assistant trained to
of social situations, with
use social stories to cosupport from an adult.
develop social stories
specific to James’
experiences and social
difficulties.
(1:1 2 x 30 min)
James will report all
James will need to be taught School staff
incidents where he has been who he can report incidents
hurt physically or
to and when is an
emotionally, to the adult he
appropriate time to report
has identified during
such incidents.
structured protective
(1:1 5 x 15 min)
behaviours sessions, with
reminders and prompts from
an adult.
Health
NA
NA
NA
Provision
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Social Care
Provision
NA
NA

Key
resources



NA
Time with suitable trained staff to develop the above skills and work
towards targets.
Incredible 5 point scale handbook
Social stories templates
Social skills program
5. Independence & Preparing for Adulthood Outcomes (delete as appropriate)
Long term
James will listen and attend to the world around him in order to participate
Outcome
safely and consistently.
Achieved by End KS1
End KS2
X End KS3
End KS4
Short term
 James will act safely and with caution in the school and wider
outcomes
community.
 James will work with attention and concentration for an increasing
amount of time.
Steps to achieve outcomes (Targets)
Target
Provision
By whom
James will name and
James will need to spend
School staff
describe risks in a range of
time with a learning mentor
real life situations, with
or other qualified staff to
support from an adult.
learn how to assess risk and
how to apply that knowledge
in real life situations.
Special
(1:1 2 x 30 min)
Educational
provision
James will work
James will need daily
School staff
independently on a written
support to help him to
task, for 15 minutes, with the extend the period of time he
support of a sand timer, with can concentrate for.
no more than 1 prompt from (1:1 during all structured
an adult to refocus.
work activities)
Health
NA
NA
NA
Provision
Social Care
NA
NA
NA
Provision
 Time with a learning mentor or other qualified staff
 Daily 1:1 support to help extend his concentration
Key
 Sand timers
resources
 Work schedules
 Carefully planned and structured learning opportunities
6. Medical needs (delete as appropriate)
Long term
James will attend scheduled review meetings with the relevant professionals.
Outcome
Achieved by End KS1
End KS2
X End KS3
End KS4
Short term
 To attend scheduled appointments with the relevant professionals.
outcomes
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Steps to achieve outcomes (Targets)
Target
Provision
By whom
Special
NA
NA
NA
Educational
provision
Medical professionals will
Appropriate appointment
Medical staff
schedule review
slots and professionals to be
Health
appointments in consultation made available.
Provision
with James’ parents in due
course.
Social Care NA
NA
NA
Provision
 Medical staff; physio therapy, speech & language therapy,
Key
occupational therapy, community paediatrician.
resources
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Section 9 - Advice and information
This section is to show any advice and information gathered that contributed to the Transfer
Review, i.e. all advice since the issue of the statement, including professional’s reports.
The following information must be attached:
X
A fully annotated copy of the statement*
X
Child / Young person Views
X
Parent / Carer Views
X
Copies of professionals advices
X
Educational Settings Interim Targets (Section 8)
X
IEP & Provision map
X
One-page profile
X
Attainment data from last standardised tests (Section 2)
NA
Connexions transition plan (for pupils in year 9 and above)
Please list all advice and information that contributed to the Review in the following table:
Document Title
Document Date
Parent’s views
June 2015
Child’s views
June 2015
Occupational Therapy Report
June 2015
Physiotherapist Report
March 2015
Community Paediatrician Report
January 2015
Educational Psychologist Report
May 2015
*A fully annotated copy of the statement should included details of which sections are no
longer applicable, which sections need amending and which need to continue, with reasons,
explanations and progress notes. Please attach additional sheets for notes making where
necessary. A summary of this information can be included in sections 3 & 4 f this
information report.
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Signatures
All the information given in this report has been agreed and to the best of my knowledge is
correct. This has been shared with the parent/carer and child/young person (where
appropriate) and a copy of this EHC transfer review report together with supporting
documentation has been sent to everyone invited to the meeting.
Signature of Head/SENCO
Date
/
/
Signature of Parent/Carer
Date
/
/
Signature of Young Person
Date
/
/
This plan was sent to the Local Authority on ____________
NB: This report must be sent to the Local Authority within 10 days of the date of the review
meeting
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Section 10 - Consent
AGREEMENT TO SHARE AND STORE YOUR INFORMATION
We need to collect information as part of the transfer process to an Education, Health and
Care Plan, so that we can understand the provision that might be required to meet your/your
son’s or daughter’s identified special educational need. We may need to share some of this
information with other organisations so that they can help us to provide the provision
you/your son/daughter need.
I understand that information is stored about me/my child. I have had the opportunity to
discuss what this means and consider the content of the ‘Information we hold about you
leaflet’
☐I agree that relevant personal information about me may be shared with other agencies and
professionals, for the purpose of the transfer review process.
☐I agree that relevant personal information about me/my child/children may be shared with other
professionals, for the purpose of the transfer review process.
☐I agree that you can contact other agencies and professionals who are or have been involved with
me/my/our child and seek relevant information from them to decide what additional provision may be
needed.
Parent(s) Signature(s)
Signed
Name
Date
Signed
Name
Date
Signature of any other person with parental responsibility (PR)
Signed
Name
Date
Signature of young person over school age
Signed
Name
Date
Signature of practitioner requesting the assessment
Signed
Organisation
Name
Role
Date
Contact
number
Email
A copy must be given to the person signing the form, and a copy placed on the child or
young person’s records.
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