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

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

3. 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)

4. 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....’

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

6. BETTER ASSESSMENTS BETTER PLANS BETTER OUTCOMES
THE EHC ASSESSMENT
BETTER ASSESSMENTS BETTER PLANS BETTER OUTCOMES

7. 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.

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

9. 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’. DfE (2010) Guidance on Improving the quality of statements

10. Starting points for NatSIP 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 A4!!)

11. 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.

12. So that....
Outcomes are improved

13. The Framework format Information required and possible sources
Questions to ask after information gathered for:
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

14. 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)

15. Model EHC Plans

16. 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).

17. 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.

18. NatSIP’s Model EHC Plans- Robert’s Plan (HI) : Key points
New format in CoP 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)

19. 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 for forward planning and so reference made to the Transition Plan for Robert to secondary school at E/F.4.

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

21. 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

22. 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?

23. 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

24. 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?