3. Person Centred Planning has the person at the centre and is rooted in the principles of rights, independence and choice. It is a way of enabling people to think about what they want now and in the future. It is about supporting people to plan their lives, work towards their goals and get the right support.

4. There are various tools available at: http://www.helensandersonassociates.co.ukhttp://www.helensandersonassociates.co.uk Important To/ For Working / Not Working One Page Profiles Good Day/ Bad Day The Doughnut Sort Relationship Circle Learning Log Decision Making Agreements Matching Staff Communication charts 4 +1 Questions Presence to Contribution Can be used for preparation for and in a Person Centred Review

5. Important To / Important Fo r It is important that the person does one of these in their own words (with support that isn’t leading) to hear the persons real voice. Family and professionals could do their own sheets and be able to share what they believe is important without making their views the main focus.

6. What’s Working/ Not Working This template is designed to be done with all people around the person, including the person themselves. The sections could be completed separately and privately in advance of meetings. This is likely to give the individual and their family time to really consider what they want to raise. Good Practice will be for this to be completed with the person before a meeting and sent to the family to consider so they are aware of expectations.

8. On your table you will find a picture of a member of the Royal Family. As a table please complete the ‘Important To’ and ‘Important For’ sheet about your Royal Person.  Important To: is what you feel they would think and say is important and what they would want in their life.  Important For: is more likely to be about safety, health, hygiene and rational considerations that you and others around them feel would help them better.

10. The aim of a person centred review is to: Identify and discuss what people like and admire about the person; what is important to the person (now and for the future); and what help and support the person needs. Identify and discuss what is working and not working from different perspectives (the persons, the staff/schools, the families, and others) Agree actions that will: support the person to get what is important to them now and for the future continue what is working and change what is not working build on the person centred information and build into a person centred plan

11. Support the focus person to prepare

13. Person  Decide what they may want to share at the meeting  Decide who is essential and who else could be invited  Decide how to personalise the review and make it comfortable – sharing a favourite food or drink, sitting informally not around desks.  Decide how it will be best to communicate  Consider completing a one page profile (with support) and encourage thought about the future Family  Brief about what to expect, how it will work, what is the purpose.  Prepare them that they will be expected to contributed.  Particularly brief them to consider what they like and admire, what is important to and for the child and what is working and what could be improved.  Reassure them that all types of communication are important and spellings won’t be judged Professionals and any other people  Share the process of the meeting, or at least the headings that will be used with professionals beforehand, so that they can consider their contribution.  Be clear that this is not an opportunity to write reports under new headings, but to bring their knowledge and contribute to creating a shared understanding together. The Review facilitator  Ensure that the young person, family and professionals are briefed and prepared  learn how the person wants to be at the centre of their meeting and ensure as far as possible to set things up this way  check how the person has been supported to contribute and what there may be to share  learn who has been invited  discover how the person wants to be and will be supported in the meeting.

14. Setting the scene: When people walk into the room it should be welcoming and informal. There will be:  flipchart paper with headings on the wall  a semi-circle of chairs (no tables!)  music playing (if the person wants it)  and refreshments chosen by the individual (beyond the typical tea, coffee and biscuits).

15.  Mood Setting: introductory music, seating arrangements food etc.  Who is here  What we like and admire about the person  Ground Rules and Processes  What is Important To and For  What is Working and Not Working  Discussion of important To and For and Working/ Not Working  Agreement of Actions.

16.  Who is here: Who has contributed to the plan.  What is Important To and For: Section A:Views, Interests and Aspirations. |  What is Working and Not Working: Sections B,C,D: Strengths and Special Educational Needs for 6 Categories: Cognition and Learning, Communication and Interaction, Social, Emotional and Mental Health and Wellbeing, Sensory and /or Physical, Health Needs, Social Care needs. (Section J: Personal Budget Information may also appear in this section of the review.)  Agreement of Actions: Section F, G, H:Provision required. Section E :Outcomes

17. Return to your Royal Family member. Use the post it notes on the table and each write things you like and admire about the person and stick them around the images. Committed to the Duke of Edinburgh Award Can make people laugh Speaks his mind Longevity of role unique Well Dressed and Presented Visible right hand man to the Queen

18. Videos: This is me Powerpoints of likes and hopes (Created by pupils in class time.) ‘Hot Seating’ in PSHE where all class members say what they like and admire about the person which is recorded and brought to the review. Potential for The Wiki to be used well in these reviews.

19. James had his favourite chocolate coated biscuits and apple juice. He sat on his bean- bag and listened to his favourite pop-star (Robbie Williams) before his meeting started. This gave a strong message to others about who’s meeting this was! I don’t normally like meetings. They’re boring, people go on and I get moaned at but this wasn’t like a meeting it was alright actually. Elizabeth. (Young Person) The review became a positive experience - almost enjoyable! As a parent you often feel that the contribution you make in a review is negative because there are issues that require resolving. Using this framework allows the child’s positives to be celebrated by all parties, the negatives were not the sole focus. Matthew’s Mum. It was good having the information on posters instead of reports – it was more accessible. SENCO There was an amazing dialogue, it was positive and enjoyable. Head Teacher I liked the way that we all gave our views on all of the issues. Teaching Assistant I thought it was extremely positive looking at what is working and not working and setting actions. Class Teacher What people think…