1. Regional EHC plan Peer Moderation Group

2. Purpose of the day Provide background to this model of peer moderation
To explain how these sessions will work
To practice a peer moderation activity
To review and plan the practicalities going forward

3. Why moderate? The advantages of a formalised model of moderation
Cath to add notes

4. Learning outcomes
To create a sustainable model of improvement within the region which will:
Improve quality of EHC plans within the regions through peer challenge and support
Have continued focus on the legal requirements of the law in relation to each section of the EHC Plan
provide opportunity to and receive peer challenge to the EHC plans which will feed into each LAs quality assurance system
Provide opportunity to share experience and learning on complex issues
Extend opportunities for other practitioners to benefit from the learning as appropriate

5. Supporting the model Mott and SEND Advisers Local authorities Our role
LA role

6. Expectations This model assumes each LA will:
Have a clear consistent internal moderation process
Have criteria for quality assurance
Provide training for SEN plan writers on a regular basis
Be an active participant
Take back learning from these sessions to their team

7. How the sessions will work
The main focus of each moderation meeting will be small group practical activity using one section of the plan.
Each LA will bring an anonymised plan (3/4 copies). The same plan may be used over a number of sessions.
Can use a constructed role model approach to provide feedback
Share improvements and suggestions
LA rep to identify actions
Full group feedback

8. Practicalities to be decided at the end of this session
Agreeing Terms of Reference
Structure within this region
Frequency and venue
Chairing and notes
Agreeing attendees

9. Questions?

10. The peer moderation activity
A reminder of the legal framework
In small groups consider the section provided by each LA using the feedback template and a constructed role model approach
At the end of each feedback group to provide suggestions for improvement
At the end of the session, each LA representative will be able to identify a point of action learning to take back to their LA
Note: Group should divide the time and at least 1 member takes responsibility for time keeping

11. A good Education Health and Care (EHC) plan
Meets the requirements of the Act, regs and the Code.
Describes positively what children and YP can do.
Clear, concise, understandable and accessible.
Is co-produced.
Sets good, relevant outcomes.
Tells the child or young person’s story well/ coherently.
Presented by DfE SEND Adviser
Just spell out that we should be able to look at any EHC plan and see all of these components quickly and easily.

12. Think about the ‘Golden Thread’ throughout
There should be a golden thread directly from the aspirations to the provision - this is achieved by thinking about outcomes as steps on the journey towards the aspirations.
Needs
Outcomes
Provision
Aspirations
Presented by DfE SEND Adviser
Briefly talk this through

13. Section A: views, interests and aspirations
May use a single page summary introducing child or YP.
Includes a brief history of the child or YP.
Has clearly marked sub-sections.
Must be clear about the child / YP’s views and aspirations.
Must show every effort has been made to enable the child or YP to express aspirations whatever their age.
Should enable parental aspirations and goals to include those which are longer term and go beyond provision.
Should also include details about: play; health; schools; independence and friendships; how to communicate; child/ YP’s history; FE and future plans inc. employment.
Presented by DfE SEND Adviser
(SEND COP July 2014 advises if history is written in the first person, the Plan should make clear whether the child or young person is being quoted directly, or if the views of the parents and / or professionals are being represented)
Helpful to remind ourselves what the Code expects to be in Section A in the majority of plans. Checklist and guidance notes are available on the Mott website. May be used to ensure that you meet the requirements of the Code when writing plans or to check compliance and quality when reviewing or moderating.
Keep plans straightforward, and succinct. Do not over complicate. Remember the audience: Parents, schools and colleges and young people themselves.
Brevity and being concise is also important if a EHC plan is to have maximum impact. Section A needs to achieve this whilst respecting all contributions.
Remember that you may need to guide parents and young people to help them to identify longer term goals and aspirations. This is important, even for a young child. A school, or college is not a goal in itself. In other words, what is the purpose for the plan, what will it aim to achieve in the longer term?
EMPHASISE: Note that early evidence is suggesting that LAs can be more successful when meetings are held early in the process and they are able to gather this information at a very early stage of the needs assessment.

15. How was it for you?
Reflection
Feedback
Individual actions

16. Next steps – agreeing the way forward
Agreeing Terms of Reference
Structure within this region
Frequency and venue
Chairing and notes
Agreeing attendees
Next meeting date?
Health and social care reps