1. Education, Health and Care Plans Janet Deans, PIP Forum Julie Frost, North Lincolnshire Council

2. 2 Children and Families Act 2014 Key Highlights

3. More coordinated assessment process; new 0-25 Education, Health and Care Plan

4. How did we create North Lincolnshire’s Education, Health and Care Plan?  A working group representing parents, schools, colleges, early years providers, health and local authority education / social care teams met to consider the task.

5. What did the working group do?  thought about the needs of children & young people, parents and professionals and how the plan could represent their views  looked at what had been created by pathfinder local authorities and identified the best elements within these plans  developed and refined North Lincolnshire’s Education, Health & Care Plan through 10 versions which were refined by consulting the partners and the teams they represented.

6. We consulted more widely  by talking to parents of pupils with Statements of SEN at consultation meetings  by talking to children in mainstream and special schools and the Disabled Children’s Forum

7. North Lincolnshire’s Education, Health & Care Plan  is child, young person and family focussed  is written from the child & young person’s viewpoint  identifies need and celebrates achievement  is aspirational  identifies outcomes expected in the longer term and also within the lifetime of the annual plan  ensures we are all accountable for delivering the outcomes  puts children, young people and their families at the centre of the planning process

8. Lets look at a sample plan: Billy’s Plan

9. Views of child & young person

10. Views of parent / carer

11. What are outcomes?

12. How will we monitor outcomes?

13. Involvement of children, young people and parents at the heart of decision making

14. Putting the Child at the Centre of the Process Educational Psychology and Specialist Teaching Services Kathy Smith and Catherine Waites

15. ‘Local Authorities must consult the child, the child’s parent or the young person throughout the process of assessment and production of an EHC plan.’ Special Educational Needs and Disability Code of Practice June 2014: 9.21 Educational Psychology and Specialist Teaching Services

16. ‘The assessment and planning process for an EHC plan should:  enable the child or young person, and those that know them best to say what they have done, what they are interested in and what outcomes they are seeking for the future’ Special Educational Needs Disability Code of Practice June 2014: 9.22 Educational Psychology and Specialist Teaching Services

17. By using a person–centred approach within a family context, professionals and local authorities can ensure children are involved in all aspects of planning and decision making. SEND Code of Practice 9.23 June 2014 Educational Psychology and Specialist Teaching Services

18. Principles of Person Centred Practice What is important to the child or young person? What is important for the child or young person? Educational Psychology and Specialist Teaching Services

19. Principles of Person Centred Planning  the person is at the centre of the planning process  family and friends are partners in planning  the plan shows what is important to a person now and for the future and what support they need  the plan helps the person to be part of a community of their choosing and helps the community to welcome them  the plan puts into action what a person wants for their life and keeps on listening - the plan remains 'live'. National Autistic Society April 2014 Educational Psychology and Specialist Teaching Services

20. North Lincs. PCP Pilot based on Helen Sanderson materials; www.helensandersonassociates.co.uk www.helensandersonassociates.co.uk  what we like and admire about…..  what is important to me now  …and in the future  what’s working  what’s not working  what I need to stay healthy and safe  questions to answer/issues to resolve  action plan (outcomes) Educational Psychology and Specialist Teaching Services

21. Our Children love it! I like choosing the food and drink and having my friend with me. I can tell everyone what I like and what I don’t like and what I’m proud of. Person – Centred reviews at Westcliffe Hearing Support Base. Educational Psychology and Specialist Teaching Services

22. Our parents have been very positive about it. I really like the new Annual Review meeting. It’s better for the child. Dillon really likes being part of the planning and looks forward to his “special meeting ”. Educational Psychology and Specialist Teaching Services

23. Visiting professionals have also found the new format useful, thorough and more personal. I have found the format relaxed, refreshing and inclusive. I am able to get a much clearer picture of how the the child is getting on at home and at school. Educational Psychology and Specialist Teaching Services

24. “ My special meeting”. Educational Psychology and Specialist Teaching Services

25. the things you like and things you don’t like…. things that are important to you, things you want to stay the same and things you want to change. Your hopes and dreams for the future You can record information yourself in whatever way you want, you can write, draw, use photos or pictures. Please include…. …………………………… Your name …………………………….. (put picture here) My review Pupil booklet This is a booklet to help you think about your life and plan your review. Use the blank pages and add extra pages if you need to. You may want to take copies of the pages to stick on the charts at the meeting 2

26. Westcliffe School Friday 2 nd May Dear Harry Please come to my Annual Review meeting at school on Wednesday May 7 th at 1.45pm. We will have custard creams and blackcurrant. Love from Dillon

27. Be Prepared! Educational Psychology and Specialist Teaching Services

29. Not just a meeting – a process Educational Psychology and Specialist Teaching Services

30. the things they like and things they don’t like…. things that are important to the person, things they want to stay the same and those they want to change. their hopes and dreams for the future Young person’s name …………………………… Your name …………………………….. (put picture here) My review Family booklet Use the blank pages and add extra pages if you need to. You may want to take copies of the pages to stick on the charts at the meeting 2 Before the meeting a booklet is sent home to the child’s family with the same key questions Taken from a Workbook developed by:, Niki Marshall, Diane Staniforth and Ruth Mathiesen based on the year 9 Person Centred Review process by Helen Sanderson.

31. What is important to ……………… now How …………………. gets to and from school Things they like at school 7 8 What is important to ……………………… now Things they dislike at school Since the last review ……………………… has got better at What would you like ………………………….. to get better at and what help will they need to do this Taken from a Workbook developed by:, Niki Marshall, Diane Staniforth and Ruth Mathiesen based on the year 9 Person Centred Review process by Helen Sanderson.

32. What is not working in ……………… life now What do you think ……………………. would want to change in their life? 15 Questions to ask Issues to resolve Make a list of anything you want to find out about. 16 Another booklet is completed by all staff involved with the child in school. Taken from a Workbook developed by:, Niki Marshall, Diane Staniforth and Ruth Mathiesen based on the year 9 Person Centred Review process by Helen Sanderson.

33. Not just a meeting – a process The meeting focuses on The support the child currently receives. What progress they have made What they need for the future. An action plan is drawn up by everyone at the meeting. Educational Psychology and Specialist Teaching Services

36. The children love hearing about what other people like and admire about them and sharing all that they have achieved over the year.

37. What I enjoy doing at home....... Cleaning, playing with Lady Bella, relaxing, playing in the garden, playing with my toys, playing on my scooter, watching T.V, listening to chart music. Educational Psychology and Specialist Teaching Services

38. What I enjoy doing at school....... I don’t like coming to school. But - I do like playtimes, dinnertime, Golden Time, looking at books, watching dvd’s, listening to stories, reading my Read Write Inc book, baking, computers. I like doing jobs. I like Friends’ Group.

39. What do I do not enjoy doing at school....... I don’t like P.E, Beat That and Big Write. I don’t like writing. I don’t like assembly.

40. I make them laugh I am helpful I am polite What do people at home like and admire about me? I am caring I am funny I am helpful What do I like about me ? I make Rachel laugh I am a good friend to Jordan I am a good cleaner. I am chatty and friendly What do people at school like and admire about me?

41. What have I got better at since my last review? At Home Going to bed when I am told. Calming down when I get angry or upset. Walking away when Luca winds me up. At School Reading – I can read lots more and with good expression. Spelling. I can remember more words and sound words out. Writing. I can write good sentences. I can write letters, post cards, stories and fact files. I am getting better at Maths. I know lots of learn its. I am better at telling the time and adding money. I am making good choices more often.

42. I am proud of my Magic Backpack story! I had good ideas! I know my doubles to 20! 7+7 = ? What am I proud of?

43. What is working well in my life now.... At Home – having my special space – my bedroom, having Lady Bella to play with and look after. Hoovering when I feel upset or cross. At School – Literacy in the unit – I can think better. It is quiet. I like the stories and dvd’s. Reading every day. Big Maths in a small group. We go slower than in class. I can have more thinking time and play more games. Friends’ Group..

44. What is not working well in my life now.... Sometimes I get into trouble at playtime. Sometimes I argue with my friends and I push people over or get too rough. Sometimes I go on amber or red. Sometimes the work is too hard. I don’t do my homework. Educational Psychology and Specialist Teaching Services

45. My Hopes and Dreams for the future. Three Wishes I would like to come true……. I would like everyone to be friends with me. I would like to spend time relaxing on the settee I would like to be a cleaner.

46. Dillon’s Action Plan! Things I would like to get better at and how people can help me. Learn its. I need to practise more at home with Mum. I don’t need to use the timer. I am calmer when I have thinking time. I need to remember to be kind to other people. I need to remember to use kind words about me and other people. Circle Time and Friends’ Group will help with this. I need to try and stay calm when the work is a bit hard. I need to be proud and happy when I do well. I need to try not to get angry or upset if I get something wrong. I need to have another go. I need to try and join in more in class. A Job sheet might help with this and rewards for joining in. I need to do my Homework if I want to go on the Good Choices Trip. Read 3 times a week at home and practise my Learn its at home.

47. Questions How will putting the child at the centre look for schools and providers? What do you do already and what how could this be developed? What are likely to be the barriers? 47 Educational Psychology and Specialist Teaching Services

48. Consultation – your views  Education Health & Care Plan format –  Putting the child at the heart of the planning process -