SEND Support Arrangements
Name:
To be used in conjunction with the SEND SupportArrangements Guidance for Education settings
Pupil Name:
Surrey_SEND_Support_Arrangements_Templateguidance2015.docx
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[FIRSTNAME]’s Surrey SEND Support Arrangements
One Page Profile
Date Completed
Completed by
Pupil Name:
Surrey_SEND_Support_Arrangements_Templateguidance2015.docx
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SECTION 2 -[FIRSTNAME]’sSEND Support Arrangements
Provides a space to record all relevant contact information to the child and family. There is also space to record the completion of the original plan and subsequent versions together with details of any supporting information received.
Version:Draft or Final: Draft
Date
Original SEND Support Plan:
Amendment 1:
Amendment 2:
Amendment 3:
Contents / Pages
Section 1
One Page Profile
Section 2
SEN Support Arrangements
Section 3
[FIRSTNAME]’sstory
Section 4
[FIRSTNAME]’sspecial educational needs and other needs
Section 5
SEN Support Arrangements
Section 6
Progress data
Section 7
Resources
Section 8
Log of external practitioners involvement
Section 9
Supporting Information
Who else has been included in writing this plan?
Further details
Family Name: / First Name:Known as:
Date of birth: / Gender:
NHS/NI/ICS/other registration numbers:
Parent/carer names:
Who has parental responsibility?:
LAC status: / LAC refers to Looked After Children
Siblings:
Contact address for child or young person:
Contact addresses for parent/carers:
Telephone: / Mobile:
Email:
SEND Case Worker Name and Email
Year group: / -1/ -2/Year R / Placed out of year: / Yes / No
Ethnicity: / First language:
Language used at home: / Religion:
Main communication method:
Language interpretation support needed:
GP Name and contact details:
Current consultant(s) details:
Other practitioners who are/have been involved (Name, email, telephone):
Times that are difficult for me or family to attend appointments:
Barriers that might make it more difficult for me or family to attend appointments:
Other relevant plans:
Other useful information:
School Details
School Name: / School Contact Name:Address: / Postcode
Email (if any):
Pupil Name:
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SECTION 3–[FIRSTNAME]’sstory
Pupils/parents to tell their story from their perspective, how they arrived at this point and what their aspirations are.
[Name]’s story – play, health, schooling, independence, friends and relationships, further education, future plans etcFirstname’s story – play, health, schooling, independence, friends and relationships, further education, future plans.
Journey so far for child, pre school provision, significant events. Background to diagnosis, difficulties. What is current situation for child and family
Firstname’s family’s story
This could be as above if no more information to add or may include information about family/siblings etc
More information on how to support Firstname’s and his/her family
This section would include what is IMPORTANT FOR child e.g. needs. This would include information in the “How best to support me” in 1 page Profile. Could be medical needs, therapies and how best to help child with this
Firstname’s aspirations
Again child and family aspirations may be the same for an EY child [see section below]. Ask “where do you see ...... in 6 months time?” If someone walked into setting/home in 6 months time what would success look like?
Firstname’s family’s aspirations for him/her
How Firstname’s and his/herfamily have taken part in this plan
E.g meetings with family, communication records and any input from family or child [consider photos/use of Learning Journey if child non verbal for voice of child
SECTION 4 -[FIRSTNAME]’sspecial educational needsand other needsDraw together all the assessment information, progress and development using COP four categoriesUSE BULLET POINTS IF EASIER
Summary of key strengths and areas of needOutline brief summary of positives about child and areas of need or impact of diagnosis
Record the following sections in bullet points. Try to use simple, non jargon language. Refer to recent achievements using tools such as Ann Locke profile, development bands from EYFS [and state which band child is currently working in], Early Language assessment tool. Use EY banding document to also give indication of level of support currently needed
The following prompt questions might be helpful
More detailed information:Add the approximate age range which child is working at in this area.
Communication and Interaction
Strengths and achievements:
Does child enjoy sharing books, pretend play, playing games?
Can friends, other adults and family understand child when they speak?
Can child tell you what they want?
Do they respond to their name and simple instructions?
Do they tell you about their favourite things/share experiences?
Do they have difficulties saying certain sounds and/or dribble a lot?
Special Educational Needs:
- In this section include current targets as identified in assessments or in Individual Support or current Plans
Cognition and Learning:
Strengths and achievements:
Strengths and skills:
What does child enjoy doing?
Do they like working with adults or alone?
How long do they concentrate for?
Do instructions and tasks need to be short and simple?
Are there things you need to do to help, e.g. point to things or show a picture?
- Is there any particular area that you are worried about?
In this section include current targets as identified in assessments or in Individual Support or current Plans
Social, Emotional and Mental Health:
Strengths and achievements:
Can child take turns (in a game)?
Does child have a safe/comfort object or safe place?
Does child copy other children/adults actions and expressions?
Can they follow/are aware of every day routines?
Do they know when other people are upset?
Do they have a sense of right and wrong/adhere to boundaries?
Do you have any worries about child’s behaviour?
Do they seek familiar adults?
Special Educational Needs:
- In this section include current targets as identified in assessments or in Individual Support or current Plans
Sensory and Physical:
Strengths and achievements:
Does your child enjoy jigsaws/shape sorters?Can your child pick up small objects/use small brick/large beads/use a spoon?How does your child pick up small objects?Do you have any concerns about their hearing and vision?How do they go up and down steps?Do they walk confidently on their own?Did your child crawl, sit and walk within the normal milestones?
Do they like particular foods and food consistency?
Is your child sensitive to loud noises?
Special Educational Needs:
- In this section include current targets as identified in assessments or in Individual Support or current Plans
Summary of other needs
Prompt questions:
- Are there any concerns outside of school which impact on your child’s learning and well-being and/or make it more difficult for you to help your child e.g. housing, finance, family support networks.
- Is there anything else you feel it is important for us to know about your child’s learning and behaviour at home?
- Is there any support you feel would help you as a parent/carer in supporting your child/family?
Early Help Assessment Considered but not necessary / Date of Decision:
Early Help Assessment Completed / Date of Decision:
NB. If the child or young person is 18 or over these questions should be directed to the young person rather than the parent/carer unless the parent/carer advocacy for the young person or the young person has requested input from the parent/carer.
Pupil Name:
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SECTION 5–SEN Support ArrangementsPlan An outcome can be defined as the benefit or difference made to an individual as a result of an intervention. It should be personal and not expressed from a service perspective. Record the person centred outcome and actions, resources needed to achieve these. Attach Individual Support Plan here or complete this section
Start date: Pupil name: Plan number:
[Please extend boxes / add additional outcomes as necessary]
OUTCOME (1)Must link with special educational need evidences in Section 4 / Arrangements in place / Review Date / Progress Review
What has gone well? / Barriers to further progress
OUTCOME (2)
Must link with special educational need evidences in Section 4 / Arrangements in place / Review Date / Progress Review
What has gone well? / Barriers to further progress
OUTCOME (3)
Must link with special educational need evidences in Section 4 / Arrangements in place / Review Date / Progress Review
What has gone well? / Barriers to further progress
OUTCOME (4)
Must link with special educational need evidences in Section 4 / Arrangements in place / Review Date / Progress Review
What has gone well? / Barriers to further progress
Pupil Name:
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SECTION 6–[FIRSTNAME]’sProgress DataThe setting should provide information on the pupil progress. Evidence may take the form of developmental checklists, professional assessments or standardised or curriculum assessments. This should supplement the progress information the CYP has made towards the outcomes noted in Section 5
Data attached(please state below)e.g Include Anne Locke profile, Early Language tool, EYFS tracker or obs
Progress tracker (to include EYFS/National Curriculum levels) / Yes / NoStandardised assessments / Yes / No
Other, please specify: / Yes / No
SECTION 7 - Resources
Date / Attached (YES/NO)Costed provision map 1 / NA / Yes / No
Costed provision map 2 / Yes / No
OR
Date / Attached (YES/NO)Schedule 2 IPA / NA / Yes / No
ORThis is where early years provision need to record information.
Date of receipt / Costed provision map attached (YES/NO)Early Years Inclusion Grant / Outline amount received and use of funding / Include no of hours received and outline use of funding in ISP
Discretionary funding / See attached ISP and dates for funding received / Include no of hours received and outline use of funding in ISP
SECTION 8 - Log of external practitioner’s involvement
Team/service and name / Date of involvement / Report in supporting information B (Yes/ no)List outside professionals involved / Submit if possible or say report to follow with address so that EHCP/SEN team can follow up
SECTION 9 -Supporting information
Please enter any supporting information below
Pupil Name:
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