CONVERSION: School to Prepopulate Green Sections Prior to Review Meeting Date of Meeting
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CONVERSION: School to prepopulate green sections prior to review meeting Date of meeting: Name
Date of Birth
Gender Ethnicity
Address
Contact Number
Current School/College
NHS Number
Unique Pupil Number
Social Care Contact Social worker name/ team
Is this Young person/young person Hope School Y/N? looked after? Full Care Order, Interim Care Order, Applicable to under 18’s only Section 20 or other
Name of Parents/Carers
Do they have parental If over 18 not applicable responsibility? Address/Contact Number If different from above
PFA to complete following section in final EHCP Date of Final Plan
Scheduled Review Date
Version Number Status: Previous Status: Date original EHCP issued:
(A) Views, Interests and Aspirations This section will need to show that every effort should be made to provide necessary support for the young person and parent to express their views first hand.
An important element of the plan is that it must be person-centred and ensures that the young people and their parents are involved in all aspects of planning and decision making. This section should be completed prior to the conversion review meeting first and then circulated to any other professionals invited to be involved.
All information in this section should ideally be written in the first person where possible using the young person’s words. Please state where any information has been taken from and how it has been gathered. E.g. if other methods have been used i.e. visual display, video, PowerPoint presentation, WiKi, notes from a signed conversation; please indicate here and attach electronically where possible.
Please ask the young person the following questions in preparation for the conversion meeting: - Your likes/dislikes, interests or anything else that you wish to add - Your thoughts on courses you want to attend and provision for the future and ultimately your long term aspirations, e.g. type of Employment, independent living arrangements, health and well-being. (Could include notes from careers meetings)
Other information that the young person might like to include: - A summary of what the learner has done or achieved and some personal characteristics - Add any background information that the young person would like to include that is relevant - If possible, have a conversation with the young person about the things that they find difficult in school (relating to their SEN) and consider together what their best hopes/aspirations/desired outcomes could be in those areas in the short and longer term.
There may be other pieces of information which are relevant to a young person’s story. They should be included where they are relevant to the young person’s SEN only and special consideration should be taken here with regards to confidentiality and relevance. It may be more appropriate to include in the Family Story.
< Young Person’s Name> communicates by:
This should be a summary of the young person’s communication levels and skills. This could include:
- First/second language - Impact of confidence, social interaction skills and emotional development on expressing themselves - Impact of language difficulties or other SEN on expressing themselves - Impact of age on expressing themselves - Preferred method of communication
Family story, including their views, interests and aspirations:
Parent/ Carers’ view of the young person’s needs and their aspirations for them– where possible get this directly from the family so that it can be added in their words.
This could include: - Details of the young person’s current needs and levels of independence at home and in the community. - Details of the young person’s current social interactions and interests. - Existing support networks and extra-curricular activities. - What is going well for the young person and family. - What plans and preparations have already been made for when the young person leaves school. E.g. college visits, independent travel. - Long term aspirations around employment, independence skills, personal relationships, health and well-being.
Additional information provided by school While it is important not to duplicate the detail of information entered elsewhere in this document, this section gives schools an opportunity to give headlines to enable others to quickly gain an overview of strengths, needs, support that the school has put in place and the impact of this. Include details of any diagnoses of SEN where appropriate (Must have evidence if not included in the statement).
How has < Young Person’s Name> and his/her family participated in the development of this plan? E.g. written contributions, attendance at review, other communications, including any attempts to contact the family.
(B) Strengths and Special Educational Needs
Please describe the needs that have been identified in the EHC Assessment (in priority order for each section where possible) in the following areas Communication and Strengths: interaction Add any relevant up to date info from school and other professionals, even if there are no needs in this area.
Special Educational Needs: To be completed by PFA Team using amendments to the statement agreed at the meeting, and any advice provided by professionals to evidence any additional identified needs. NB. Schools to attach suggested amendments to the statement and any additional professional reports as necessary.
Cognition and Strengths: learning Add any relevant up to date info from school and other professionals, even if there are no needs in this area.
Post 16 Conversion Document July 2016 3 Special Educational Needs:
Social, emotional and Strengths: mental health Add any relevant up to date info from school and other professionals, even if there are no needs in this area.
Special Educational Needs:
Sensory and/or Strengths: physical needs Add any relevant up to date info from school and other professionals, even if there are no needs in this area.
Special Educational Needs:
(C) Health Needs which relate to Special Educational Needs
Please describe the needs that have been identified in the EHC Assessment (in priority order, where possible) This section must specify any health needs identified through the EHC needs assessment which relate to the young person’s SEN. Some health care needs such as routine dental health needs are unlikely to be related. It may also include other health needs which are not related to the young person’s SEN that are related to long term conditions which may need management within an educational setting. E.g. diabetes or epilepsy.
Schools please attach any current health related risk assessments/ management plans
(D) Social Care Needs which relate to Special Educational Needs
Please describe the needs that have been identified in the EHC Assessment (in priority order, where possible) PFA to email Social Worker to provide a brief sentence to summarise needs, not provision. Schools please indicate any social care needs, e.g. Child in Need concerns, must have consent to share information. Please also indicate any potential social care needs that may arise when they leave school.
(E) Outcomes – Summary
Ref Long Term Outcome
(Must be S.M.A.R.T.) E1 Education and Employment E.g. By the age of 18 I will have achieved my qualification in….. in order to progress into further training or employment in….
E2 Independent living By …..(date) I will have gained skills and experience in managing a budget and time keeping….
E3 Community By …..(date) I will have
E4 Health By …..(date) I will have
N.B. Short term outcomes will be set and agreed through target planning between school/college, parents/carers and the young person.
(F) Special Educational Provision *Note: Health or social care provision which educates or trains a Young person or young person must be treated as special educational provision and included in Section F.
Communication and Interaction: Outcomes and Provision Outcome Ref
(F) Special Educational Provision By Whom PFA to complete this section
(G) Health Provision By Whom
(H) Social Care Provision By Whom
Cognition and Learning: Outcomes and Provision Outcome Ref
(F) Special Educational Provision By Whom
Post 16 Conversion Document July 2016 5
(G) Health Provision By Whom
(H) Social Care Provision By Whom
Social, Emotional and Mental Health: Outcomes and Provision Outcome Ref
(F) Special Educational Provision By Whom
(G) Health Provision By Whom
H) Social Care Provision By Whom
Sensory and/or Physical: Outcomes and Provision Outcome Ref
(F) Special Educational Provision By Whom
(G) Health Provision By Whom
(H) Social Care Provision By Whom
(G) Health Provision - Any Health Provision reasonably required by the learning difficulties or disabilities which result in < young person’s name> having Special Educational Needs Outcome Ref
(G) Health Provision By Whom
(H1) Social Care Provision - Any Social Care Provision which must be made for a Young person/young person under 18 resulting from section 2 of the Chronically Sick & Disabled Persons Act 1970 Outcome Ref
(H1) Social Care Provision By Whom
(H2) Social Care Provision - Any other Social Care Provision reasonably required by the learning difficulties and disabilities which result in < young person’s name> having special educational needs Outcome No:
(H2) Social Care Provision By Whom
(I) Education Placement
Final EHC Plan only (PFA to complete) Name of Placement Type of Placement
Arrangements for Review
The Local authority requires the Post 16 provision to hold the annual review, inviting the young person, their parents/carers (if appropriate) and all professionals involved.
Date/Frequency of Review (PFA to complete)
Name of Person Co- ordinating Review Contact Details
Next Key Transition Points
Key Transition Date
School to prepopulate where possible and to be discussed and agreed further at the review.
Post 16 Conversion Document July 2016 7 Bullet point – including timings and who responsible e.g Transition to FE starts with visit to college, e.g. Attend taster sessions e.g. From May 2017 meet new staff Forecast long term (i.e. a few years in to the future) e.g. how they will be supported to move on from FE, what they will be aiming for (relate to outcomes). Break down of what is done in first year at FE, second year etc. (e.g. teaching staff to support YP to investigate/identify Post FE options) Travel training if necessary A pathway plan to be created to prepare for the onward progression from college. Any referrals to further professional input e.g. social care, community health, Educational Psychologist.
(J) Personal Budgets
Is a Personal Budget in place? Source How will the Which outcome will Amount £ Personal Budget this support? be used? Education
Health
Social Care
Total Amount £
(K) Advice & Information - Contributors to the EHC Assessment and Plan
Name Position Contact details Report Attached Attendance at (address/telephone/email) Y/N meeting (inc date) Y/N
Signature on behalf of local authority
Date
Post 16 Conversion Document July 2016 9 Progress and Assessments
Predicted or achieved GCSE/ BTEC results or relevant accreditation
Must fill in if relevant
Predicted or achieved Foundation or level 1/2 course
Must fill in if relevant
Other accreditation, assessments or achievements (e.g. Reading ages, P levels, entry levels)
Must fill in if relevant