Developing Good Education, Health and Care Plans London Region 1 SEND Reform Partnership Developing Good Education, Health and Care Plans A Selection of slides from the Champion Training Fazilla Amide

Demystifying the language of Outcomes Putting C/YP at the heart of Outcomes planning Developing and writing SMART Outcomes Writing a quality EH&C Plan Agenda

Putting Children and Young People at the heart of Outcomes Planning London Region 1 SEND Reform Partnership Putting Children and Young People at the heart of Outcomes Planning

What is a Person Centred Approach? Being “Person-Centred” is a way of Thinking of things from the child’s point of view Listening to what the young person wants, helping plan with them - not for them Enabling children/young people to think about what THEY want, now and in the future Supporting children to plan their lives, work towards their goals and get the right support What is a Person Centred Approach?

What are the parents’ concerns? Does Daniel have the same concerns? Watch the clip… What are the parents’ concerns? Does Daniel have the same concerns?

Brandon Trust Travel Buddy Project That’s me. I am wanted… haha! Well…I’m off to Santigate to do some writing. Mondays…I get the bus on Monday…go to the Vibers. Wednesday…I get the ah…76 bus again to the uh Misfits. Friday I do the same again. The best thing is when I play music. I always sing by myself. I get my ipod out…get my microphone out…get my earplugs on and I start singing just mouth the words..hahaha…that’s what I do all the time! So umm being independent has really helped me along. That feeling is really good. It’s fun if you are on a bus…getting around seeing my mates...look at the windows…look at the shops…I…ah… like going to the cinema and things…I um look at that and see what’s on. It made me more confident doing the Travel Buddy thing. Yeah would recommend travel thing. Fantastic! It’s really good!

Developing and Writing SMART Outcomes London Region 1 SEND Reform Partnership Developing and Writing SMART Outcomes

Start with an Aspiration…. It may seem difficult – but mostly families want the same for their child as anyone else: To be as independent as possible To be healthy To have good mental health, be happy To be able to work or volunteer for something they enjoy doing We just need to adapt these ideas to suit the child

Can be whatever the child/young person wants Aspirations By the very nature of the word, these “aspirations” need not be realistic Unlike Outcomes, aspirations have no legal “teeth” but do need to be detailed on the Plan Can be whatever the child/young person wants Helps everyone better understand what motivates them

A useful starting point to form an Outcome By the time I’m……..(age or Year group) I’m… doing/maintaining etc. Questions: What would success look like? How will you know when it has been achieved?

Ensuring an Outcome is “SMART” Specific & Stretch Has a clear target: The what Is well-defined and easy to understand: The why Guides action: The how Measurable (and motivational!) Can be assessed objectively Includes figures/numbers Can be seen Achievable but Ambitious Is challenging but not beyond reach Ensures that the C/YP has the ability to do this Relevant as well as Realistic Aligns with aspirational outcome Is meaningful to the C/YP Time bound and Timely Has a time scale/end date Can be achieved (at a stretch ) within the allotted time

Timeline Guidance Weeks/terms to a year = School Targets (ISPs, IEPs, LSPs) Medium Term To the next transition stage /phase = Outcomes ( detailed in the EH&C Plan) Long Term

Timeline Guidance What could be a short term target for a higher functioning young person = IEP Could be a long term Outcome for a child with very complex needs = EHCP

Outcomes and Provision (if say 13) Longer term Outcome (Preparing for Adulthood) I want to be able to travel independently, on public transport around Enfield by the time I’m 19 ( & not with my parents!) Sub Outcome To be able to travel to school & back every day, on my own, by Year 10 Provision/Action Termly Targets in IEPs For the next two terms, my parent/friend, carer will get the bus with me to school, there and back The third term, they’ll get the bus with me, but when I get off, I’ll walk on my own from there and meet them at the bus stop on the way back etc. Who will appoint the friend/carer ? Who will teach me the “H” help signs if there’s a problem? Is there an App that would help me navigate? Who will get the bus pass?

Writing Quality Education, Health and Care Plans London Region 1 SEND Reform Partnership Writing Quality Education, Health and Care Plans

A Quality EH&C Plan Describes positively what children and YP can do Also clearly describes their needs and provision Clear, concise, understandable and accessible SMART

Quality of advice and information Quality of EHCP reliant on quality of advice and information, inc that from parent/carer, children and young people. All need to ensure that advice given is based on Outcomes Ideally Advice/Reports used should not be more than 12 months old – under 12 months, LAs should not seek new Advices

EHCP Sections A: Views, interests and aspirations B: Special educational needs C: Health needs D: Social care needs E: Outcomes F: Special educational provision G: Any health provision reasonably required H1: Social care provision under S2 of Chronically Sick and Disabled Persons Act 1970 H2: Any other social care provision I: Placement J Personal budget K: Advice and information received