Education, Health and Care Plans Sensory Service Implications Tony Bowyer Sensory Service Lead Leeds City Council

The Leeds context Currently 180K CYP but 253K aged 0 - 25 2,000 statements 400 new statements last year Funding is not linked to statements – banded system Services can be accessed without statements Most sensory impaired children do not have a statement

Co-producing the new assessment process and EHC plan in Leeds Development led by statutory SEN team Development assisted by working group from Education, Health, Social Care including - Sensory Service, paediatricians, therapy managers, parent/carer forum, the voluntary sector, transitions team and schools etc. CYP consulted at each stage of the planning

Features of producing an EHC Plan A home visit by SEN case officer to each family upon request for assessment; to listen to their story and discuss outcomes and support the ‘tell us once’ approach Info gathered Multi-Agency Panel (MAP) meeting to make decisions whether to assess – can include sensory service professionals Families invited to MAP and take part in the discussions

Features of producing an EHC plan (2) Common form for all advice givers that supports the outcomes model and collects the views, aspirations, strengths of the child Plan drafted A Next Steps meeting – family and professionals agree outcomes and the draft plan; and include the personal budget discussion Person centred plan produced Family can choose a key worker / facilitator - to support them at meetings etc. throughout

EHC pilot 6 families trialled the new process - including a pupil with visual impairment Moving target with the updates to the Code of Practice Initial feedback very positive Full feedback meetings with schools, families and professionals mid-July 2014 Speak to Rachel about Xanthe. We had to ensure mum could be included in the MAP by allowing her all the information on her IPAD.

Issues for Sensory Service - Time Time required in new process to Produce more detailed and holistic reports with detailed outcomes, pupil views etc. Attend MAP decision making panels as required Attend Next Steps meeting – approx. 2 hours each Provide facilitator / key worker role if requested But - May save time by getting it right first time

Issues – greater numbers Extended age range – 0 to 25 Extended range of settings - not just schools Post 19 students funding through EHC plan Greater awareness among professionals and parents Potential lure of personal budgets Conversion programme for statements

Issues - Professional development Understanding the purpose, principles, process and paperwork Multi agency coordination – skills and language Gathering and reflecting true pupil voice, aspirations etc. Developing, articulating, delivering and measuring SMART outcomes Writing more person centred holistic advice Working as a key worker/facilitator

Issues – personal budgets Social Care – creative thinking re short breaks, respite, support workers, local resources etc. Health - ? Education – what can be disaggregated? What will work in schools? Specificity versus personal budgets? Funding Element 3 – top up funding?

Thank you for listening