GUIDANCE FOR COMPLETING ADVICE AND INFORMATION FORM FOR REVIEW

UNOFFICIAL FUNDS MANUAL OF GUIDANCE MARCH
5 GUIDANCE OFFICE DUE TO ORANGE ROTARY
CARDS EXERCISE FACILITATOR GUIDANCE LEARNING OUTCOME TO GAIN

FORESHORE ACTS 1933 TO 2011 GENERAL GUIDANCE
GENERAL RISK FORM ASSESSMENT GUIDANCE – LABORATORY INTRODUCTION
GUIDANCE FOR THE PLACEMENT OF VOLUNTEERS PLACEMENT OF

Guidance for completing Advice and Information Form for Review of EHC Plan

The school or institution must seek advice and information from all those invited about the child or young person’s progress towards achieving the outcomes specified in the EHC plan and any other matters relating to their progress.

1. Background Information

Any relevant background information about the child or young person that gives an overview and summarises your involvement since EHC Plan was issued or last reviewed, the support you provided and/or intervention.

2. Views and Aspirations - The views, interests and aspirations of the child, their parents or the young person

This informs any amendments to Section A of an EHC Plan

This section considers the views of the child/young person and the parent/carers relating to their progress since the EHC Plan was issued/reviewed.

 What is important to the child or young person - their aspirations and goal: what has helped and what did not help

 What the child or young person is particularly good at: what his or her greatest achievements have been: what people admire about them

 How the parent/carer views the past year or from the last review – what has helped and hopes for the future.

3. Review of child or young person’s progress, outcomes and targets

This relates to Section B to E of an EHC Plan

 This section should focus on reviewing the child/young person’s progress towards achieving the outcomes specified and consider whether the education, health and care needs, outcomes and supporting targets remain appropriate.

Additional evidence of educational progress is required within the review report (Section 3). The aim is to compare the current levels of attainment with the previous levels to determine progress and to comment if the level is below expectations.

Reference in the report should made to the following four areas as detailed in the EHC Plan as appropriate:

 communication and interaction

 cognition and learning

 social emotional and mental health

 Sensory and/or physical.

Remember if you are suggesting changes that:

 Information should be written as narrative and should describe the impact the EHC plan has had on the child or young person’s learning and development.

 Each area of need should begin with a summary statement about the child or young person’s individual needs in that area followed by details and examples of their strengths and needs attainments or developmental milestones in younger children and their rate of progress taking into account the support provided.

Any changes to the outcomes or targets should be detailed. The long term outcomes should aim toward what the child/young person will achieve by the end of the key stage, next 3 years or next transition point, Short term outcomes are those that the child or young person could realistically be expected to achieve within 12 months. Targets are the educational and developmental interim targets for the next review period based on the outcomes identified in the EHCP.

Outcomes should capture the overall benefits or difference the provision will make for the child or the young person under the relevant areas of need. Outcomes should be forward looking, personalised and SMART.

The outcomes sought for the child or young person lead towards outcomes for adult life: towards education, learning and work; towards friends, relationships and community; towards being as healthy as possible and towards independent living.

4. Review Provision and Support

This relates Section F to H of an EHC Plan

This section reviews the special educational provision and support (i.e. the arrangements that are required to meet the identified special educational needs). The key question is whether the special educational provision and support is effective in ensuring good progress toward outcomes. Consideration needs to be given to whether changes are needed to the support that is provided to help child/young person achieve the outcomes or are changes required to the outcomes.

Reference in the report should be made to:

 What is working well

 Are any changes needed to the provision and/or support.

The areas within the provision section that need to be considered are as follows:

 curriculum (including any appropriate modifications/exclusions to the National Curriculum, teaching strategies and approaches to deliver the curriculum, any focused interventions)

 environment, facilities, equipment and resources i.e. physical environment, specialist materials or equipment

 staffing arrangements (level of expertise, frequency and type of support, support across the school day, individual/ small groups/ within class support, home school liaison and pastoral care arrangements)

 support from other agencies and or informal support (family and community support)

 preparing for adulthood – year 9 onwards for transition planning in preparation for adulthood, including employment, independent living (ability to travel independently) and participation in society

Remember when suggesting changes that there should be a special educational provision for each identified special educational need and its related outcome. It should also be clear how the provision will enable each outcome to be achieved. Special educational provision should be described with sufficient specificity to enable this to be quantified (i.e., what, when, where, by whom, etc.).

The health and social care provision made for the child or young person will need to be reviewed to determine its effectiveness in ensuring good progress towards outcomes and to consider any changes to this provision.

5. Recommendations

The purpose of the EHC Plan review is as follows:

it should consider the continuing appropriateness of the EHC plan in the light of the child or young person’s progress during the previous year or changed circumstances (including change of placement, funding, personal budget, transport) and;
whether changes are required including any changes to:

outcomes,

enhanced provision
change of educational establishment or
whether the EHC plan should be discontinued

This section of the form should detail any recommendations in relation to the above. It should comment on the child/young person’s progress and detail any changes if required. There should be clear recommendations recorded. If a change of placement is being suggested then this should be reflected in changes to needs, outcomes and provision sections of the EHC. If on the basis of the evidence a change of placement (Section I) is required then any amendments should clearly indicate the type of placement needed. Remember if a change of placement is required then a transition plan will need to be considered to support the transfer. If it is considered that an EHC is no longer required because the child/young person has made good progress so that the needs can be met within the local offer then this should be reflected in the report. It is expected that this will be discussed by the key worker with the parent/carer before the meeting.

GUIDANCE ON DISABILITY AND REASONABLE ADJUSTMENTS INTRODUCTION
HEALTH AND SAFETY – GUIDANCE SHEET GS2
INCLUSIVE EDUCATION AND LEARNING POLICY GUIDANCE IMPLEMENTATION

Tags: advice and, seek advice, advice, review, guidance, information, completing