EHC Assessments and EHC Plans Better Assessment Better

EHC Assessments and EHC Plans Better Assessment, Better Plans, Better Outcomes: a quick recap Discussion on the content of draft model EHC Plans Nat. SIP Working Day - June 2014

Starting assumption An Education, Health and Care Plan should be as good as, if not better than, a statement.

What does ‘better’ mean? • An increased focus on outcomes • Children having their needs rigorously assessed and identified • Parents having confidence in the process and assessment • Parents having communication with professionals early in the process Lamb Report (2009)

A parent’s comment (Lamb Report 2009) ‘Parents need to have much more input into the process. . . I’m often asked to accept things by professionals who do not seem to take my opinions and observations into account. There needs to be more listening to the parent and less leaping to conclusions about parenting skills. . ’

Working towards the EHCP Gather and evaluate existing information Request the additional information and assessments required Collate and analyse professionals’ summaries Draft EHCP

THE EHC ASSESSMENT BETTER ASSESSMENTS BETTER PLANS BETTER OUTCOMES

The second assumption No matter how technically brilliant the template for an EHCP may be, the individual child’s EHCP will only be as good as the information with which it is populated.

The importance of assessment ‘A focus on the quality of assessment will improve the quality of outcomes’. Ofsted 2010: A statement is not enough

The importance of assessment ‘The quality of a statement will be significantly determined by the quality of advice submitted during the assessment process itself, including contributions made by parents and by children and young people themselves’. Df. E (2010) Guidance on Improving the quality of statements

Starting points for Nat. SIP work on assessment (cf. Medway) To identify as part of a single assessment process : • what information should be gathered and reviewed • the potential sources of this information. . (. . jargon free and preferably on 2 sides of A 4!!)

Better assessment, better plans, better outcomes framework Purpose: To provide a multi-disciplinary framework for the assessment of the need of a child or young person with sensory impairment.

So that. . Outcomes are improved

The Framework format Information Questions to ask after information required and gathered for: possible sources Education Planning Health Planning Social Care / Family Support Planning The views of (a) the CYP and (b) the parents should be included when considering the questions Speech, language and communication

Assessment and information gathering summary sheet To aid professionals present the information they have been responsible for gathering, in a jargon free way, using a common format. (See page 6 of document)

Model EHC Plans

Content of the EHC Plan Reflects • the content of assessment (ie the content on the assessment information gathered sheet • the minimum content of an EHC Plan set out in SEN Code of Practice (April 2014).

Children’s and Families Act • the child’s or young person’s SEN • the outcomes sought for him or her • the special educational provision required by him or her • Any health and social care provision of a prescribed description required by him or her.

Nat. SIP’s Model EHC Plans. Robert’s Plan (HI) : Key points • New format in Co. P with numbered sections • Section A includes strengths and challenges • Sections E&F together to link provision to outcomes • Outcomes need to be broken down into steps (as shown in table)

Robert’s plan • In table there is a reference to a school targets plan, which could have termly teaching targets. (Code suggest these targets could be appended to the plan). • Note the requirement forward planning and so reference made to the Transition Plan for Robert to secondary school at E/F. 4.

Stephen’s Plan (VI) • At an earlier stage of development than Robert’s Plan • Follows same format

Discussion • Overall comments please and suggestions for improvement • SMART outcomes – how do you set timescale for long term outcomes. How do you incorporate short term targets to avoid having to revise the plan annually or if they are achieved could it be said EHCP no longer required

Discussion questions: Robert • Robert’s progress in speech and language is limited and this is causing difficulties in literacy and numeracy. He is going to attend a Resource Base in his new secondary school. However, some deaf YP would not have this opportunity and so how could his needs be met within a mainstream secondary school without a resource base?

Discussion – Stephen’s Plan • What additional education information is required (eg near vision with print size, reading medium and speed) • What should be added on writing/recording and adapting the curriculum • Level of input from the QTVI

Discussion – Stephen’s Plan • Identify the information that should go under social care • What might the health needs look like • Are these the right outcomes and how could they be made SMART? • Note the steps are written as targets currently – what steps would you suggest?