Education Health and Care Plan

Guidance for completing

Appendix 2

Guidance Notes for Settings/Schools/FE Colleges

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Appendix 2 Guidance April 2016

In order to exchange confidential documentation the setting/school/ college MUST have registered with the ICO www.ico.org.uk and signed up to the Kent and Medway Information Sharing Agreement.
See KELSI for SEND specific documentation in relation to information sharing:
http://www.kelsi.org.uk/inclusion-and-special-education-needs/special-educational-needs/sen-forms/information-sharing-and-consent-forms.
All documentation returned to the LA MUST be password protected (see guidance at end of this document).
When sending documentation electronically to parents’/carers’ private e mail address, the school MUST seek permission from the parents/carers to do so and MUST password protect the documents.
Ref. No. / Guidance Notes
1 / Please complete in full
2 / An opportunity to record information about the setting attended by the CYP.
FE, please enter Number on roll and % SEN for the course and not for the college.
3 / Indicate how the child/young person and their family have been involved – for instance, whether they have attended meetings, how they have contributed their views – or, if they have not engaged despite requests from setting.
When commenting on attendance – EYFS, please comment on whether all sessions are attended regularly, schools please include % attendance over the previous year if known.
If a pupil is on a part-time timetable please record reason for this, length of time the arrangement has been in place, the plans and timescales for reintegration from part time to full time and attach the PSP that is in place to monitor the arrangements.
If a pupil is dual rolled or has a joint placement, please state name of additional setting. If EY pupil attends more than one setting, please record all known. If pupil is attending Alternative Curriculum placement, please give details and say how long this arrangement has been in place.
Please record all health/medical conditions that impact on SEN, including those for which diagnosis is awaited.
4 / This section is where education settings demonstrate they have met their own statutory duties in relation to best endeavours duties. You can do this by providing evidence of the relevant and purposeful action you have taken over time to support the CYP.
5 / Please record all additional support provided by external agencies (including voluntary) and the impact on the CYP
6 / EY pupils – this should be a summary of the ages and stages of development.
Schools – please record current attainment data that relates to approximate age-related performance.
7 / There should be a comment on the progress of the CYP and how that relates to progress made by peers starting from a similar point, and any changes to rate of progress.
8 / The strengths and difficulties of the child/young person must be detailed and specific and can be drawn from a range of source material. The information may come from reports/diagnoses received. The description should be listed under the titles of the four areas of need but ONLY IF THE CHILD/YOUNG PERSON HAS A DIFFICULTY IN THAT AREA OF NEED.
You will need to rank each area of need from 1 – 4. (I being the area of greatest need)
9 / Outcomes – As soon as a setting/school/college identifies a child/young person as SEN, Outcomes should be agreed with them/their parents/carers. These Outcomes should guide the provision that the setting makes for a CYP and progress towards achieving them should be reviewed as part of each in-year meeting. These Outcomes will have been requested at LIFT.
All Outcomes currently in place should be listed on this Appendix (usually 3 or 4) – all other professionals involved with the Statutory Assessment will refer to these Outcomes and their recommendations for strategies and interventions will support the child/young person to achieve them.
There must be a transition outcome whenever a CYP is preparing to go to the next phase of education (e.g. from infant to primary). From year 9 onwards these must focus on preparing the CYP for adulthood and the next phase of their education or independent living.
10 / Please provide other information you believe to be relevant and attach any corresponding documentation.

How to write an outcome

·  An Aspiration is something that the child or young person (and/or their parents/carers) aspires to in adulthood. For instance, to be able to live and work independently.

·  An Outcome should be something that will be achieved over a phase or stage of education and is a step along the way to the Aspiration. For instance, to be able to travel independently on a bus.

·  Short term targets will be used regularly to track that the child/young person is on track to achieving their Outcomes and Aspirations. For instance, to be able to give change from a pound.

An Outcome should be something that the child/young person, their families and those working with them all understand and can feel ownership of. It is more personalised if written in the first person.

It is interesting to see the difference between Objectives and Outcomes.

For this Year 5 girl her Objectives were written from a service perspective, were not measureable or achievable and did not sound particularly specific or relevant. Her Outcomes are very personalised; they are more specific, measureable, achievable, relevant and are time bound. In short, she can be more involved with them.

Statement Objective / EHC Plan Outcome
Develop her ability to comprehend and use language so that she can access the curriculum effectively and engage in positive reciprocal relationships / I will learn how to play with my friends and to look after younger children as a ‘Buddy’ by the end of KS2, so that I can enjoy my playtimes and other people enjoy playing with me too.
Develop her social and emotional literacy skills so that she can engage effectively with her learning and social environment and her anxiety levels are reduced. / I understand that arriving at school on time helps me to be prepared for the day ahead and start the day calmly. By the time I leave Primary School, I will be doing this all the time so that I can start Secondary School more calmly too.
Develop her learning skills and increase her independent problem-solving skills so that she can access and make progress across the curriculum in line with her cognitive ability. / By the time I reach the end of KS2, I will be better at understanding what I need to do and how I need to do it, so that I can work independently more often.

There should be at least one Outcome for each area of need, but there should not be too many or else they will be unmanageable.

To Password Protect a Word Document to be Emailed
1. / Open a new e-mail
2. / Click on “Attach File” and select the document you need to email
3. / Once item is attached right click with your mouse and open the document you are sending
4. / Once opened click on the “file” tab (top left of screen)
5. / You will see “Protect Document” next to the Permissions box, click on this /
6. / Next click on “encrypt with password” /
7. / You will be asked to enter your chosen password twice
8. / Then click on “save” and you can send the email with attachment
9. / Send a separate email to the recipient with the password so they can open the document you are sending them.
To Password Protect a PDF Document to be Emailed
1. / Click on this link https://www.pdfprotect.net/ which will open the following screen

2. / Click on the ‘Browse’ button next to the ‘File to Protect’ box this will take you into Windows Explorer and enable you to find the document you want to protect with the following screen:

3. / Select the file and press the ‘open’ button. This will upload the document name into the ‘File to Protect’ box.
4. / Then type in your password and click on the protect button.
5. / You will be given an option whether to open or save the file; click open (the system will not let you save the document at this stage).
6. / You will see “Protect Document” next to the Permissions box, click on this
7. / The Adobe Acrobat screen will open and you will be asked to enter the password you have chosen.
8. / Open the document then save it – it will save with the original name followed by .protected[1]
9. / You can then attach the document to an email.
10. / Send a separate email to the recipient with the password so they can open the document you are sending them.

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Appendix 2 Guidance April 2016