special educational needs and disabilities: guidance … · spring 2015 revise the panel membership...

Special Educational Needs and Disabilities

Guidance and Criteria for Requests for Education Health & Care Needs

Assessments

September 1st 2014

Revised December 2015

SEPTEMBER 2015

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West Sussex County Council

Guidance and Criteria for Requests for Education Health & Care Needs

Assessments

Background

Graduated approach to promoting best outcomes for children and young people

with SEN and disability

Schools and settings support children and young people with a wide range of SEN. All

schools have duties under the Equality Act 2010 towards individual disabled children.

They must make reasonable adjustments, to prevent these children being placed at a

substantial disadvantage. These duties are anticipatory. Schools also have wider duties

to prevent discrimination, to promote equality of opportunity and to foster good relations

(SEND CoP, July 14 6:8 & 6:9)

Improving outcomes: high aspirations and expectations for children and young people

with SEN

6:1 All children and young people are entitled to an education that enables

them to make progress so that they:

Achieve their best;

Become confident individuals living fulfilling lives;

Make a successful transition into adulthood, whether into employment, further or

higher education.

Extracts from SEND Code of Practice – July 2014

Xiii A child or young person has SEN if they have a learning difficulty or disability

which calls for special educational provision to be made for him or her.

Xiv A child of compulsory school age or a young person has a learning difficulty

or disability if he or she:

Has a significantly greater difficulty in learning then the majority of others of the

same age; or

Has a disability which prevents or hinders him or her from making use of facilities

of a kind generally provided for others of the same age in mainstream, schools or

mainstream post 16 institutions.

SEPTEMBER 2015

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Xvi A child under compulsory school age has special educational needs if he or she

is likely to fall within the definition in paragraph xiv above when they reach compulsory

school age or would do so if special educational provision was not made for them

(Section 20, Children & Families Act 2014).

Xi The legal test of when a child or young person requires an EHC Plan remains

the same as that for a statement under the Education Act 1996.

9.14 In considering whether an EHC needs assessment is necessary, the local authority

should consider whether there is evidence that despite the early years’ provider,

school or post-16 institution having taken relevant and purposeful action to

identify, assess and meet the special educational needs of the child or young

person, the child or young person has not made expected progress. To inform

their decision the local authority will need to take into account a wide range of

evidence, and should pay particular attention to:

• evidence of the child or young person’s academic attainment (or

developmental milestones in younger children) and rate of progress;

• information about the nature, extent and context of the child or young

person’s SEN;

• evidence of the action already being taken by the early years provider, school

or post-16 institution to meet the child or young person’s SEN;

• evidence that where progress has been made, it has only been as the result of

much additional intervention and support over and above that which is usually

provided;

• evidence of the child or young person’s physical, emotional and social

development and health needs, drawing on relevant evidence from clinicians

and other health professionals and what has been done to meet these by

other agencies; and

• where a young person is aged over 18, the local authority must consider

whether the young person requires additional time, in comparison to the

majority of others of the same age who do not have special educational

needs, to complete their education or training. Remaining in formal education

or training should help young people to achieve education and training

SEPTEMBER 2015

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outcomes, building on what they have learned before and preparing them for

adult life.

9.16 Local authorities may develop criteria as guidelines to help them decide when it is

necessary to carry out an EHC needs assessment (and following assessment, to

decide whether it is necessary to issue an EHC plan).

Requests for Education Health & Care Needs Assessment in West Sussex

Who can request an education, health & care needs assessment?

The following people have a specific right to ask the local authority to conduct an

education, health and care needs assessment for a child or young person aged between

0 and 25:

The child’s parent;

A young person over the age of 16 and under the age of 25; and

A person acting on behalf of a school or post-16 institution (this should ideally be

with the knowledge and agreement of the parent or young person where

possible);

Children and young people under the age of 19 (or their parents) in youth

custodial institutions (9.8 & 9.9, SEND Code of Practice July 14).

In addition, anyone else can bring a child or young person who has or may have SEN to

the attention of the local authority. This could include:

Foster carers;

Health & social care professionals;

Early years practitioners;

Youth offending teams, probation services and those responsible for education in

custody;

A family friend.

This should be done with the knowledge and (where possible) agreement of the child’s

parent or the young person themselves. (9.8, SEND CoP, July 14).

SEPTEMBER 2015

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Making a request for an education health & care needs assessment

Schools or post-16 institutions should work with the family to co-produce the

request for the education health & care needs assessment. The request and

accompanying evidence pack should be submitted on the ‘Request for Education

Health & Care Needs Assessment Form’ and submitted to the SEN Assessment

Team. The request MUST include the parent/s signatures to confirm their

involvement and consent with the request. A request for an EHC Needs

Assessment for a young person aged over 16 years MUST include the young

person’s signature instead of their parent/carers.

Parents/carers or the young person should make their requests for assessment in

writing to the SEN Assessment Team.

Anyone wishing to bring a child/young person to the attention of the local

authority should do so in writing to the SEN Assessment Team. In these cases

SENAT will share this information with the parents and the educational provider,

and based on their responses the local authority will decide whether or not to

consider the child for an education health & care needs assessment. In such

circumstances a written response to indicate the action to be taken will be sent to

the person bringing the child/young person to the attention of the LA. If it is

decided to proceed with the assessment the request will be managed from then

on as if it were a parental request and the timeline for the assessment

commences from the date of this decision.

Movers In to the LA without an EHCP

When a child or young person has moved into the LA without an EHCP but there is clear

evidence that the child/young person has SEN and that they may require specialist

provision, then SENAT will request an initial EP assessment to inform decisions about the

best way to conduct the assessment.

Processing requests for education health & care needs assessment

When the request has been received SENAT log the request on the database and the 20-

week timescale commences (Appendix A).

When a request is made by a parent/carer or by the young person the SEN Caseworker

will contact the school or educational setting the child attends. The school/setting will be

required to complete the Request Form for Assessment & to provide the accompanying

SEPTEMBER 2015

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Evidence Pack within an agreed timescale. If a child is not attending a school/setting

then the Caseworker will contact other professionals who know the child or young

person.

If incomplete information is provided then a Not Enough Information Letter (NEIL) will

be sent to the parents/carers/young person and the educational setting. This will advise

them of the additional information required to enable the request to be re-considered.

This will also provide parents/carers with rights of appeal.

When considering requests for assessment the LA must notify:

The child’s parent or the young person;

The health service (CCG or NHS England);

Local authority officers responsible for social care for children or young people

with SEN;

The setting or school where the child/young person attends (9:13 SEND CoP,

July 14).

When the request has been logged the caseworker issues Letter 1 (notification letter)

and accompanying relevant information about the process.

Criteria for an education health & care needs assessment

Information from the DfE indicates that the criteria for whether to carry out an Education

Health & Care Needs Assessment remain the same as that for a statement. However the

evidence required supporting the request will be different, to reflect the principles of the

new Code.

West Sussex will be taking a phased approach to reviewing and revising the

arrangements for responding to requests for an education health & care needs

assessment.

As of December 2015 the criteria has been slightly amended to take into account the

alternative attainment assessments and recording mechanisms settings may be using.

There is also a new Request Form. All requests for EHC Needs Assessment made after

15th February 2016 MUST be made on the new request form. Ideally settings will begin

to use the new form as soon as possible.

SEPTEMBER 2015

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Update on timeframe for implementation

Task Update November 2015

July/August 2014 Revise request form for an education health

& care needs assessment & accompanying

evidence required.

Achieved

Autumn 2014 Use revised request form & evidence.

Monitor and review.

Move to having one Panel that meets

weekly.

Start to include parents as Panel members.

Seek school representation for Panels from

Primary/Secondary Heads Exec.

Achieved.

Achieved, however monitoring of

assessment requests indicated

fortnightly meetings were adequate.

Panel now meets fortnightly.

Three part training has been designed

and delivered to a small cohort of

parents. Observation of Panel has

begun for 2 parents. Parents as

members of the panel will be in place

by January 2016.

On-going.

Spring 2015 Revise the Panel membership – widen to

include other agencies & parent

representatives.

Review & monitor Panel arrangements.

On-going.

Summer 2015 Work with revised Panel membership to

review & update the guidance for making

requests for education health & care needs

assessment. Link this to Local Offer

developments.

On-going.

September 2015

Publish & Implement revised guidance

Not achieved.

SEPTEMBER 2015

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Implementation Update:

January 2016:

Following monitoring and review of the EHC Request Form a revised version has been

developed. This must be used for new applications received after 15th February 2016.

Interim changes to the guidance have been made to reflect changes to the way

curriculum attainments are assessed and recorded.

Spring/Summer 2016:

EHC Guidance and Criteria will be reviewed with a view to developing a ‘Reasonable

Expectations’ document by September 2016.

September 2014 (updated Nov 2015)

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Criteria for making a request for an education health & care needs assessment

Curriculum Thresholds for an education health & care needs assessment

Curriculum Attainment Thresholds for EHC Needs Assessment.

Age Pre-school 4 5 6 7 8 9 10 11 12 13 14 15 16

Achievement

(either age

related or

against

national curriculum

programmes

of study).

Achievements

18 months –

24 months

below

chronological age.

P4 P5 P6 P7 P8 Achieving

against Year

1 national

curriculum

programmes of study or

below.

Achieving against

Year 2 national

curriculum

programmes of

study or below

Achieving

against lower

key stage 2

(Years 3&4)

national curriculum

programmes

of study or

below.

Achieving

against

higher key

stage 2

(Years 5&6 national

curriculum

programmes

of study or below.

Pre-School:

Note: From September 2016 The Early Years Foundation Stage

profile will no longer be compulsory. The Early Years Foundation

Stage itself will continue to be statutory, supporting children to experience a broad and engaging programme of learning in

reception. Where an application for EHC Needs Assessment is made

with the primary need recorded as Cognition and Learning it is

expected that progress will be reported against the Early Years

Foundation Stage Profile. Where this is not appropriate/applicable the pupil’s Year R baseline as assessed by the setting must be

provided.

School:

Note: Where an application for EHC Needs Assessment is made

and the primary need is recorded as Cognition and Learning the application must demonstrate curriculum attainments well below

the national curriculum expectations for that year group. The

table above gives an indication of the expected achievements

against the national curriculum programmes of study that would

be considered appropriate for EHC Needs Assessment. To allow the EHC Consideration Panel to review progress of the learner the

school must also provide details of National Curriculum Levels

before September 2015.


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Progress Over Time

It is expected that teachers will establish systems and procedures for carefully tracking

pupil progress and use this information to identify those who are making less than expected progress given their age and individual circumstances. The SEND code of

practice states that such progress is characterised by:

• being significantly slower than that of their peers starting from same baseline • fails to match or better the child's previous rate of progress

• fails to close the attainment gap between the child and their peers

• widens the attainment gap.

The EHC Needs Assessment application will need to provide information demonstrating these concerns around the pupil’s progress.

Communication and Interaction

Characteristics Assessments

1. Language levels, receptive and/or

expressive significantly

delayed/disordered

2. Speech is very difficult to understand

even for a familiar listener

Standardised Score of 69 or below, at or

below 1st percentile where standardised

measures are available

Early Years – child is showing a minimum 2

year delay in the Communication,

Language & Literacy strand.

Social Communication

1. Severely impaired social

communication skills which requires

intensive programme of social

communication training

2. The child has difficulty participating in

larger group experiences for significant

parts of the day, despite Best

Endeavours support. Access to the

curriculum is significantly restricted.

Greater curriculum emphasis required

to support social and communication

needs.

3. Clear difficulty responding in social

situations and to adult direction.

Observations gathered from noticing what

the child does and says in a range of

contexts, including information from the

family about what the child does and says

at home.

Evidence includes a description of child’s

social communication skills, from a range

of advice.


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4. Expressive language consists entirely of

‘learnt’ phrases.

5. Requires a significantly high level of

consistency and routine in order to

reduce anxiety and enable access to

the curriculum.

Reports/observations from the social

communication team or other specialist

advice.

Cognition and Learning


1. Difficulty in accessing the Curriculum at

levels which are appropriate for children

of similar age or ability

2. Significant discrepancies between

different curriculum areas or aspects of

the curriculum (e.g. Specific Learning

Difficulties)

Below 1st percentile for standardised

measures.

Social, Emotional and Mental Health Difficulties

The SEND Code of Practice (July 2014) re-defines the category of need related to

Behaviour, Emotional and Social Development (BESD) to Social, Emotional and Mental

Health Difficulties.

6:32 Children and young people may experience a wide range of social and emotional

difficulties which manifest themselves in many ways. These may include becoming

withdrawn or isolated as well as displaying challenging, disruptive or disturbing

behaviour. These behaviours may reflect underlying mental health difficulties such as

anxiety, depression, self-harming, substance misuse, eating disorders or physical

symptoms that are medically unexplained. Other children may have disorders such

as attention deficit disorder, attention deficit hyperactive disorder or

attachment disorder.

6:33 Schools and colleges should have clear processes to support children and

young people, including how they will manage the effect of any disruptive

behaviour so it does not adversely affect other Learners. The DfE publishes

guidance on managing Learner’s mental health and behaviour difficulties in school.


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https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--

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The criteria below are taken from the 2009 West Sussex Guidance for making Requests

for Statutory Assessment. In the interim this criteria will remain in place and will be

revised in 2015.

In addition to the criteria below schools will be expected to demonstrate in their

evidence how they have made use of the above DfE guidance (2014).

Social, Emotional and Mental Health Difficulties


1. Learners with SEMHD will display a

range of behaviours at significant

levels in Learning, Conduct or

Emotional areas. These areas are

neither discrete nor mutually exclusive.

Behaviours are likely to have persisted

over time (at least two school terms)

and learners will not have shown

positive responses to interventions.

2. Learning Behaviours may include:

Very low levels of on task behaviour,

inability or unwillingness to work

without direct supervision, limited

attention or concentration, poor rates of

task completion and lack of compliance

with directions or instructions.

3. Conduct Behaviours may include:

Extreme resentment/vindictiveness;

continual defiance, verbal or physical

aggression (actual or threatened)

oppositional, damage to property, lying

Behaviours of concern will have been

observed, assessed, monitored and

analysed using an approach, which

analyses Antecedents, Behaviour and

Consequences (ABC) and looks at the

Frequency, Intensity and Duration (FID) of

these behaviours. Evidence demonstrates

that the impact of interventions offered

has been reviewed and adjusted based on

analysis of the child’s/young person’s

behaviour in context. Evidence should

include the impact of these behaviours on

learning over time.

Classroom and playground observation

using fixed interval or event sampling.

Small group or individual behaviour.

Evidence demonstrates that advice has

been sought from external agencies and

acted upon, over a period of time.

https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2

https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2


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or stealing.

4. Emotional Behaviours may include:

Pre-empting failure in tasks; constant

anxiety; depressed/withdrawn

behaviour; significant difficulties

establishing relationships with peers or

fantasising; extreme attention seeking

behaviours; acute anxiety and fear

about attending school; inappropriate

sexual behaviour

Observations indicate that the

child’s/young person’s behaviour,

emotional and social difficulties are

severe, persistent and long-term and are

experienced in a variety of different

contexts throughout the day.

5. The child’s/young person’s behaviour

has required support including

behavioural programmes (IEP, IBP,

PSP). In spite of support the child has

not made appropriate progress.

Progress has been no more than 6 months

in the last academic year in core

curriculum areas.

6. Behaviour impacts significantly upon

attainment

Attainment between core subjects shows a

discrepancy with some areas falling at or

below the threshold levels given above

7. Learner displays behaviour that is

significantly outside the level expected

for their age.

Observational reports and behaviour logs

Medical Conditions

6:11 The Children & Families’ Act 2014 places a duty on maintained schools and

academies to make arrangements to support learners with medical conditions.

Individual healthcare plans will normally specify the type and level of support required

to meet the medical needs of such Learners. Where children and young people also

have SEN, their provision should be planned and delivered in a co-ordinated way

with the healthcare plan. Schools/settings are required to have regard to the

statutory guidance ‘Supporting pupils at school with medical conditions’.

https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-

conditions

https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions

https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions


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Sensory and/or Physical

It is essential that any proposal to make an education health & care needs assessment request related to sensory impairment is first discussed with an

Advisory Teacher from the Sensory Support Team. Evidence of this discussion

MUST be included with the request.

Hearing Impairment


1. A level of hearing loss that requires

hearing aids or a cochlear implant and

results in significant speech and/or

language difficulties which significantly

restrict communication and access to all

areas of the curriculum.

Severe hearing loss (71 dBHL and above);

a severe high frequency hearing loss; or a

progressive degenerative hearing

condition. Language assessments indicate

a significant delay in the acquisition of

receptive and expressive language.

2. A high level of specialist support and/or

modification is required to enable the

child to access the curriculum and to

support the use of additional

audiological equipment such as a radio

aid system.

Measured language levels are significantly

below chronological age which prevents

access to the curriculum without a high

degree of differentiation and/or support.

3. The child/young person requires

significant modification to the language

used to deliver access to the

curriculum.

Language assessments show significant

delay in understanding of syntax and

semantics.

4. Child’s/young person’s assessment

profile shows an uneven pattern of

progress and attainment.

Attainment in language based aspects of

the curriculum is significantly below the

child’s/young person’s ability.

5. The child requires British Sign

Language or Sign Supported English to

access the curriculum.

Assessments indicate that the child/young

person is unable to access the curriculum

through audition alone.


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Visual Impairment


1. The child/young person has significant

visual impairment and/or a

deteriorating condition affecting vision.

Visual acuity of 6/36 or less plus a

reduction in near vision or a significant

field defect.

2. The child/young person has insufficient

or no vision and requires an alternative

format such as Braille to access the

curriculum.

Assessed as ‘educationally blind’ meaning

that the child/young person has no vision

or insufficient vision to access print.

3. The child’s/young person’s lack of

vision severely impairs their access to

the curriculum.

Visual acuity of 6/36 or less. Print sizes of

N36 or greater are needed to access print

materials. May use an alternative format

such as Braille for reading purposes.

4. Child’s/young person attainment in the

curriculum is below the expectations for

their age or their assessment pattern

shows an uneven pattern of progress

and attainment.

The child/young person has difficulty

accessing the curriculum without

substantial adaptation of teaching

materials resulting in attainment levels

significantly below the child’s ability.

5. The child’s/young person’s vision

significantly affects their mobility in the

educational setting.

Assessments indicate specialist support is

required for mobility and independent

living skills.

Multi-sensory Impairment


1. The child/young person has a hearing

loss together with a visual impairment

at a level which might normally be

overcome through a reliance on

listening in the educational setting.

Visual acuity of 6/18 or less together with

a level of hearing loss that requires

hearing aids.

2. The child/young person has a Visual acuity of 6/18 or less together with


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combination of visual and hearing

impairment which results in the

child/young person having difficulty

accessing sign or lip pattern and having

to rely on audition alone.

a level of hearing loss that requires

hearing aids.

3. The child/young person has a hearing

loss and a visual impairment which

significantly affects central vision, near

vision and/or peripheral vision.

Large print or a tactile curriculum required;

difficulty accessing the curriculum without

substantial adaptation of teaching

resources; reliance on support assistant

who will ‘listen’ for them.

4. The child’s/young person’s multi-

sensory impairment significantly affects

their mobility in the educational setting.

Assessments indicate specialist support is

required for mobility and independent

living skills.

Physical Impairment


1. Significant physical or medical needs

arising from a pre-existing or acquired

condition which impacts upon the

child’s/young person’s overall

development and which is likely to

persist over time. There may be the

need for the use of mechanical or

technological aids or assistive or

augmented communication aids to

allow access to the curriculum

Evidence that despite reasonable

adjustments made by the setting/school

the child’s/young person’s physical

impairment and/or medical condition

significantly impacts on their opportunity

to access the whole curriculum.


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Evidence required for an education health & care needs assessment linked to

SEND Code of Practice, July 2014

Considerations Evidence Required to demonstrate that the

consideration has been met.

A. Personalised Approach

The views, wishes and feelings of the

child/young person and their

parents/carers are known and

understood.

Evidence of co-production and person-centred approaches to

engage with child/young person and family:

Records of meetings and discussions with the child/young

person and their parents/carers to gain their views,

wishes and feelings over time.

A One Page Profile developed with the child/young

person/family. Further information about 1 Page Profiles

can be found at

http://www.helensandersonassociates.co.uk/reading-

room/how/person-centred-thinking/one-page-

profiles.aspx

Evidence that the wishes and views of the child/young

person and their parents/carers have been taken into

account when planning and supporting the child/family.

Evidence that young people, parents/carers have been

consulted about the request for an education health &

care needs assessment. Ideally the request should be co-

produced with young people/parents & carers.

B.1 Special Educational Needs

The child/young person’s needs are

significantly greater than peers of the

same age, are long term and require

specialist resources or provision to

achieve long term positive outcomes.

B.2 Learning and Progress

Progress towards realistic and

appropriate outcomes has only been

achieved as the result of much additional

intervention and support, over and

above that which is usually provided

Evidence of the exceptional nature of needs will be required:

Early Years outcomes/academic levels and progress

tracking over time;

Standardised testing and progress over time;

An analysis of the child’s social and emotional needs over

time;

Employment life and social and emotional skills;

Independence skills;

Adaptations put in place to access the curriculum.

The views of the child/young person;

The views of the parent/carer;

Resilience factors and risk factors;

Long term implications for education and employment.

C. Action already taken

using a Co-ordinated Approach

Evidence of “assess – plan – do – review” cycles over time (at

least 2 terms) that includes:

http://www.helensandersonassociates.co.uk/reading-room/how/person-centred-thinking/one-page-profiles.aspx




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The child/young person’s needs have

been explored and supported through a

co-ordinated approach, including the use

of external services. All planning has

had the child/young person at the heart

in a person-centred way.

The involvement of appropriate external services;

Measured and evidence based analysis of assessments

with clear summary that informs effective planning and

outcomes, so that the impact of interventions has been

evaluated and provision subsequently adapted when

necessary;

The involvement of the child/young person in assessment

and planning;

The involvement of parents/carers in assessment and

planning (optional for young people Post 16);

Involvement and support from the wider community;

Person-centred planning approaches;

Clear outcomes being identified and monitored;

Strengths based approach taken in the gathering and

analysis of information.

D. Provision

The child/young person has clear

outcomes, based on their own and

parents/carers aspirations, relevant to

the level of need. These have been

resourced appropriately from within the

totality of resources available to the

school/college. (This will be the

equivalent to the cost of 20 hours of

additional Teaching Assistant time).

Evidence of the setting’s Best Endeavours to support the

child/young person that includes:

Clear graduated approach to supporting child/young

person;

Targeted programmes of support and resources that are

unique to the learner individually or in a group setting,

driven by outcomes. Appendix C provides some support

materials in defining outcomes;

Submission of a costed individual Provision Map

(Guidance Note 3) that demonstrates how the child/

young person’s outcomes are being achieved;

Provision that includes support at home and/or the local

community. Work across agencies in a holistic way.

The evidence provided by the school/setting must reflect the principles that

underpin the SEND Code of Practice, July 14 (1:1).

Educational Psychology Service

Schools/settings should discuss the request for an EHC Needs Assessment

with the Educational Psychology Service prior to submitting the request.

The Educational Psychologist will use a proforma (Appendix F) which can be

included in the evidence pack submitted by the setting. Whilst this

discussion is important it is not a requirement that an Educational


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Psychologist has assessed the child or young person before EHC

Needs Assessment can be agreed.

How do we consider education health & care needs assessments?

The Education Health & Care Considerations Panel considers the

requests for an education health & care needs assessment. The Panel

decides whether to undertake an education health & care needs assessment

or not. The decision is taken by examining the information contained in the

request together with the accompanying evidence pack about the

child/young person and applying the LA criteria for agreeing the education

health & care needs assessment.

There is one Panel, which meets every fortnight.

The Panel will develop and include the following:

Team Manager for Referrals & Requests, SENAT

Planning Co-ordinators

Senior Educational Psychologist

Parent representatives

Health rep

Social Care Manager (CDT)

School/setting representatives (Heads/SENCos/EYs practitioners)

SEN Support Services (e.g SNO/LBAT/SST/Soc Comm)

Education and Skills representation

Early Help

Senior Planning Co-ordinators (Post 16) as appropriate

The Panel also decides which further information/assessments are required

for the education health & care needs assessment and which ones have

already been completed. This should help to reduce duplication and

streamline the process.

For young people over the age of 18

The Panel also need to decide whether remaining in education or training

would help them to progress and make a successful transition to adulthood.


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For children under compulsory school age

The EYPARM will work with all partners to identify young children who may

benefit from consideration of an education health & care needs assessment.

An assessment should be considered when the child will need more support

than can normally be provided by mainstream early years providers, or

when the child is due to start school.

The decision about whether to proceed with an education health &

care needs assessment must be made within a maximum of 6 weeks from

receipt of the original request.

Step Down procedures when an assessment is not appropriate

When it is decided not to proceed with an education health & care needs

assessment, the Planning Co-ordinator (PC) will contact the family and give

the Panel’s decision. The PC will offer the family a meeting to discuss the

decision and will ask for their availability. The PC will organise the Inclusion

Planning Meeting to include a member of the Panel, the parent/carers, the

school/setting and any other relevant professionals. The purpose of the

meeting will be to explain the reasons why the assessment was not agreed

and to explore other options of support and agree suitable actions to resolve

any on-going concerns. The meeting would usually conclude the

involvement from SENAT.

Sometimes new and additional information becomes available at the

meeting that was not part of the original request for assessment. On these

occasions it may be appropriate for the panel member to bring the request

back to the next available panel meeting for further consideration.


20

APPENDICES

One Page Profiles: Further information and examples of One Page Profiles

can be found using the following link:

http://www.helensandersonassociates.co.uk/reading-room/how/person-centred-

thinking/one-page-profiles.aspx

Appendix A 20 week EHC Needs Assessment Timeframe

Appendix B Guidance Note 1

Appendix C Guidance Note 2

Appendix D Guidance Note 3

Appendix E Guidance Note 4

Appendix F EP Proforma




21

APPENDIX A

The Education, Health and Care Needs Assessment and Planning Process

APPENDIX B


22

GUIDANCE NOTE 1 APPENDIX B

WEST SUSSEX EDUCATION HEALTH AND CARE NEEDS ASSESSMENT REQUEST

Person Centred Planning and Co-Production.

Prior to submitting an EHC Needs Request the referrer must consider the West Sussex Guidance and Criteria for Education, Health and Care Needs Assessments – available on

the West Sussex Local Offer www.westsussex.local-offer.org .

As part of the request the Local Authority will require evidence of person- centred

planning and co-production with pupils and their parents and carers in line with the underlying principles of the Children and Families Act 2014 and the SEN Code of Practice

2015.

Relevant extract from the SEN Code of Practice 2015:

1.1 Section 19 of the Children and Families Act 2014 makes clear that local authorities, in carrying out their functions under the Act in relation to disabled children and young people and those with special educational needs (SEN), must have regard to: • the views, wishes and feelings of the child or young person, and the child’s parents

• the importance of the child or young person, and the child’s parents, participating as fully as possible in decisions, and being provided with the information and support necessary to enable participation in those decisions

• the need to support the child or young person, and the child’s parents, in order to facilitate the development of the child or young person and to help them achieve the best possible educational and other outcomes, preparing them effectively for adulthood

There are some proposed templates attached to this guidance note to aid you in

providing this evidence. It is, however, noted that settings may have developed their

own templates for working to these principles and alternative documents can be provided. It is imperative that the documentation demonstrates:

How the setting has worked with the child/young person to obtain their views,

feelings and wishes. The EHC Panel are looking for clear understanding of the child/young person and how this information has been used to inform the

support available to them.

How the setting has worked together with the parent/carer to identify and

support the child/young person’s needs. The EHC Panel are looking for evidence of co-production with the key people in the child/young person’s life to obtain

the best outcomes for them. There is also a further form for the parent/carer to

record their views wishes and feelings.

Where the referral is for a young person over the age of 16 the parent/carer views are not essential, however the young person’s view must be included and

settings should consider how they have worked with that young person to

understand their needs and put support in place.

http://www.westsussex.local-offer.org/


23

Child’s name here

Photo

of child


24

Pupils name.

Working with Parents and Carers

E.g we have termly ‘catch up’ meetings, regular ILP review meetings, shared

targets/outcomes, TAC meetings. Please attach relevant meeting notes from meetings in

the last two terms.

How we work together to identify and support [name] needs:

Anything else you want to tell us about working together to meet [name] needs:


25

Parent/carer name

Parent/Carer Views, Wishes and Feelings

E.G – their strengths and their needs

important things that have happened

things that are important to my child and therefore me

Things I want you to know about my child:

What is important to me when I think about my child’s education and support:

The outcomes I want for my child:


26

Guidance Note 2. APPENDIX C

WEST SUSSEX EDUCATION HEALTH AND CARE NEEDS ASSESSMENT REQUEST

Strengths and Needs

This section should inform the EHC Consideration Process about the strengths and needs of the learner. It should link these strengths

and needs to the provision in place and assessment of the impact of this provision.

The strengths and needs forms have been broken into the 4 key areas of special educational needs as described in the Code of Practice.

The table below offers guidance as to completion of these forms:

Section Form Title Completion Guidance

2(a)

Communication/Interaction Must be fully completed where communication and interaction are considered to be the

primary areas of need.

In Section titled ‘Strengths and Needs Communication and Interaction Description’ Please provide details of the learner’s strengths and needs associated with communication and

interaction.

In Section titled ‘Provision’ Please list all interventions that have either been in place (go

back at least 2 terms but no further than 6 terms) or are currently in place to meet the learner’s communication and interaction difficulties. If the provision has been advised by

a particular professional or service please note this. Where you have specified a strength

please consider how you are using this strength within your provision.

In section titled ‘Baseline/Progress’ please provide details of tests or observations

undertaken prior to start of provision/intervention as well as details of on-going tests or observations. Please date all entries and provide evidence where available i.e. speech

and language report. If the assessment was undertaken by another professional or

service please note this. Where you have specified a strength please provide details of

the tests/observations that have allowed you to consider this as a strength. In Section titled ‘Impact’ Please describe the impact of this intervention with reference to

the details provided in ‘S&N Baseline/Progress’. Where you have specified a strength

please consider the impact your provision has had on the child’s particular strength.

2 (b) Outcomes Please insert the outcomes this provision is helping you to work towards for the pupil.

Please insert outcomes under both timescales. Further information regarding outcomes

can be found on the West Sussex SEND Local Offer.

2 (c) Cognition/ Learning Must be fully completed where cognition and learning are considered to be the primary

areas of need. All referrals must complete the section titled ‘Strengths and Needs Cognition and Learning Data’.


27

In Section titled ‘Strengths and Needs Cognition and Learning Data’ please provide details of all curriculum attainment against the national curriculum programmes of study, please

ensure all attainments are dated. For ease the details of these programmes of study can

be found at the end of this Guidance Note. The notes box is for your use if you wish. For

the Reception Year data please complete the relevant section – either EYFS Data or Year R baseline details.

In Section titled ‘Description’ Please provide details of the learners strengths and needs

associated with cognition and learning.

In Section titled ‘Provision’ Please list all interventions that have either been in place (go back at least 2 terms but no further than 6 terms) or are currently in place to meet the

learner’s cognition and learning difficulties. If the provision has been advised by a

particular professional or service please note this. Where you have specified a strength

please consider how you are using this strength within your provision. In section titled ‘Baseline/Progress’ please provide details of tests or observations

undertaken prior to start of provision/intervention as well as details of on-going tests or

observations. Please date all entries and provide evidence where available i.e. CAT score,

Spar spelling test etc. If the assessment was undertaken by another professional or

service please note this. Where you have specified a strength please provide details of the tests/observations that have allowed you to consider this as a strength.

In Section titled ‘Impact’ Please describe the impact of this intervention with reference to

the details provided in ‘S&N Baseline/Progress’. Where you have specified a strength


2 (d) Outcomes Please insert the outcomes this provision is helping you to work towards for the pupil.

Please insert outcomes under both timescales. Further information regarding outcomes can be found on the West Sussex SEND Local Offer.

2 (e) Social, Emotional and Mental Health Difficulties.

Must be fully completed where social, emotional or mental health difficulties are considered to be the primary areas of need.

In Section titled ‘Description’ Please provide details of the learner’s strengths and needs

associated with social, emotional and mental health difficulties.

In Section titled ‘Provision’ Please list all interventions that have either been in place (go back at least 2 terms but no further than 6 terms) or are currently in place to meet the

learner’s social, emotional and mental health difficulties. If the provision has been

advised by a particular professional or service please note this. Where you have specified

a strength please consider how you are using this strength within your provision.

In section titled ‘Baseline/Progress’ please provide details of tests or observations undertaken prior to start of provision/intervention as well as details of on-going tests or


28

observations. Please date all entries and provide evidence where available i.e. Boxall Profile. If the assessment was undertaken by another professional or service please note

this. Where you have specified a strength please provide details of the tests/observations

that have allowed you to consider this as a strength.

In Section titled ‘Impact’ Please describe the impact of this intervention with reference to the details provided in ‘S&N Baseline/Progress’. Where you have specified a strength


2 (f) Outcomes Please insert the outcomes this provision is helping you to work towards for the pupil.



2 (g) Physical/Sensory Must be fully completed where physical/sensory are considered to be the primary areas of

need.

In Section titled ‘Strengths and Needs Physical and Sensory Description’ Please provide details of the learner’s strengths and needs associated with physical and sensory.

In Section titled ‘Provision’ Please list all interventions that have either been in place (go

back at least 2 terms but no further than 6 terms) or are currently in place to meet the

learner’s physical and sensory difficulties. If the provision has been advised by a

particular professional or service please note this. Where you have specified a strength please consider how you are using this strength within your provision.

In section titled Baseline/Progress’ please provide details of tests or observations

undertaken prior to start of provision/intervention as well as details of on-going tests or

observations. Please date all entries and provide evidence where available i.e. OT motor skill assessment. If the assessment was undertaken by another professional or service

please note this. Where you have specified a strength please provide details of the

tests/observations that have allowed you to consider this as a strength.

In Section titled ‘Impact’ Please describe the impact of this intervention with reference to the details provided in ‘Strengths and Needs Physical and Sensory Baseline/Progress’.

Where you have specified a strength please consider the impact your provision has had on

the child’s particular strength.

2 (h) Outcomes Please insert the outcomes this provision is helping you to work towards for the pupil.



Note – You will also see two boxes at the top of each form one indicating ‘primary need’ and one indicating ‘secondary need’. Please

place tick only one ‘primary need’ box and as many ‘secondary need’ boxes you feel are applicable.


29

National Curriculum Programmes of Study.

For more information visit: www.gov.uk/government/collections/national-curriculum

Year 1 Programmes

of Study

Pupils should be taught to: Notes

Reading – word

reading

apply phonic knowledge and skills as the route to decode words

respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+

phonemes, including, where applicable, alternative sounds for graphemes





read accurately by blending sounds in unfamiliar words containing GPCs that have been taught

read common exception words, noting unusual correspondences between spelling and sound

and where these occur in the word

read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings

read other words of more than one syllable that contain taught GPCs

read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe

represents the omitted letter(s)

read books aloud, accurately, that are consistent with their developing phonic knowledge and

that do not require them to use other strategies to work out words

reread these books to build up their fluency and confidence in word reading

Reading -

comprehension

develop pleasure in reading, motivation to read, vocabulary and understanding by:

o listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently

o being encouraged to link what they read or hear to their own experiences

o becoming very familiar with key stories, fairy stories and traditional tales, retelling

them and considering their particular characteristics

http://www.gov.uk/government/collections/national-curriculum


30

o recognising and joining in with predictable phrases o learning to appreciate rhymes and poems, and to recite some by heart

o discussing word meanings, linking new meanings to those already known


o listening to and discussing a wide range of poems, stories and non-fiction at a level

beyond that at which they can read independently

o being encouraged to link what they read or hear to their own experiences o becoming very familiar with key stories, fairy stories and traditional tales, retelling

them and considering their particular characteristics

o recognising and joining in with predictable phrases

o learning to appreciate rhymes and poems, and to recite some by heart o discussing word meanings, linking new meanings to those already known

develop pleasure in reading, motivation to read, vocabulary and understanding by: o listening to and discussing a wide range of poems, stories and non-fiction at a level

beyond that at which they can read independently

o being encouraged to link what they read or hear to their own experiences

o becoming very familiar with key stories, fairy stories and traditional tales, retelling

them and considering their particular characteristics o recognising and joining in with predictable phrases

o learning to appreciate rhymes and poems, and to recite some by heart

o discussing word meanings, linking new meanings to those already known

understand both the books they can already read accurately and fluently and those they listen

to by:

o drawing on what they already know or on background information and vocabulary provided by the teacher

o checking that the text makes sense to them as they read, and correcting inaccurate

reading

o discussing the significance of the title and events o making inferences on the basis of what is being said and done

o predicting what might happen on the basis of what has been read so far

participate in discussion about what is read to them, taking turns and listening to what others


31

say

explain clearly their understanding of what is read to them


32

Spelling - see English appendix 1

spell: o words containing each of the 40+ phonemes already taught

o common exception words

o the days of the week

name the letters of the alphabet:

o naming the letters of the alphabet in order

o using letter names to distinguish between alternative spellings of the same sound

add prefixes and suffixes:

o using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs

o using the prefix un–

o using –ing, –ed, –er and –est where no change is needed in the spelling of root words

[for example, helping, helped, helper, eating, quicker, quickest]

apply simple spelling rules and guidance, as listed in English appendix 1

write from memory simple sentences dictated by the teacher that include words using the

GPCs and common exception words taught so far

Handwriting sit correctly at a table, holding a pencil comfortably and correctly

begin to form lower-case letters in the correct direction, starting and finishing in the right

place

form capital letters

form digits 0-9

understand which letters belong to which handwriting ‘families’ (ie letters that are formed in

similar ways) and to practise these

Writing -

composition

write sentences by:

o saying out loud what they are going to write about

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239784/English_Appendix_1_-_Spelling.pdf



33

o composing a sentence orally before writing it o sequencing sentences to form short narratives

o re-reading what they have written to check that it makes sense

discuss what they have written with the teacher or other pupils

read their writing aloud, clearly enough to be heard by their peers and the teacher

Writing -

vocabulary, grammar and

punctuation

develop their understanding of the concepts set out in English appendix 2 by:

o leaving spaces between words o joining words and joining clauses using ‘and’

o beginning to punctuate sentences using a capital letter and a full stop, question mark

or exclamation mark

o using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

o learning the grammar for year 1 in English appendix 2

use the grammatical terminology in English English appendix 2 in discussing their writing

Key Stage 1 - Year

2 Programmes of

Study

Pupils should be taught to:

Notes

Reading - word reading

continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent

read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes

read accurately words of two or more syllables that contain the same graphemes as above

read words containing common suffixes

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335190/English_Appendix_2_-_Vocabulary_grammar_and_punctuation.pdf




34

read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word

read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered

read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation

reread these books to build up their fluency and confidence in word reading

Reading -

comprehension


o listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read

independently

o discussing the sequence of events in books and how items of information are related

o becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales

o being introduced to non-fiction books that are structured in different ways

o recognising simple recurring literary language in stories and poetry

o discussing and clarifying the meanings of words, linking new meanings to known

vocabulary o discussing their favourite words and phrases

o continuing to build up a repertoire of poems learnt by heart, appreciating these and

reciting some, with appropriate intonation to make the meaning clear

understand both the books that they can already read accurately and fluently and those that

they listen to by:

o drawing on what they already know or on background information and vocabulary provided by the teacher

o checking that the text makes sense to them as they read, and correcting inaccurate

reading

o making inferences on the basis of what is being said and done o answering and asking questions


35

o predicting what might happen on the basis of what has been read so far

participate in discussion about books, poems and other works that are read to them and those

that they can read for themselves, taking turns and listening to what others say

explain and discuss their understanding of books, poems and other material, both those that

they listen to and those that they read for themselves

Writing –

transcription

Spelling - see

English appendix 1

spell by:

o segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly

o learning new ways of spelling phonemes for which 1 or more spellings are already

known, and learn some words with each spelling, including a few common homophones

o learning to spell common exception words o learning to spell more words with contracted forms

o learning the possessive apostrophe (singular) [for example, the girl’s book]

o distinguishing between homophones and near-homophones

add suffixes to spell longer words including –ment, –ness, –ful, –less, –ly

apply spelling rules and guidance, as listed in English appendix 1

write from memory simple sentences dictated by the teacher that include words using the

GPCs, common exception words and punctuation taught so far

Handwriting form lower-case letters of the correct size relative to one another

start using some of the diagonal and horizontal strokes needed to join letters and understand

which letters, when adjacent to one another, are best left unjoined

write capital letters and digits of the correct size, orientation and relationship to one another

and to lower-case letters

use spacing between words that reflects the size of the letters

Writing - develop positive attitudes towards and stamina for writing by:




36

composition

o writing narratives about personal experiences and those of others (real and fictional) o writing about real events

o writing poetry

o writing for different purposes

consider what they are going to write before beginning by:

o planning or saying out loud what they are going to write about

o writing down ideas and/or key words, including new vocabulary o encapsulating what they want to say, sentence by sentence

make simple additions, revisions and corrections to their own writing by: o evaluating their writing with the teacher and other pupils

o rereading to check that their writing makes sense and that verbs to indicate time are

used correctly and consistently, including verbs in the continuous form

o proofreading to check for errors in spelling, grammar and punctuation (for example, ends of sentences punctuated correctly)

read aloud what they have written with appropriate intonation to make the meaning clear

Writing -

vocabulary,

grammar and punctuation


o learning how to use both familiar and new punctuation correctly - see English appendix

2, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)

o learn how to use:

o sentences with different forms: statement, question, exclamation, command

o expanded noun phrases to describe and specify [for example, the blue butterfly] o the present and past tenses correctly and consistently, including the progressive form

o subordination (using when, if, that, or because) and co-ordination (using or, and, or

but)

o the grammar for year 2 in English appendix 2 o some features of written Standard English

use and understand the grammatical terminology in English appendix 2 in discussing their writing







37

Years 3 and 4

Programme of

study

Lower key stage 2 – Years 3 and

4

Pupils should be taught to:

Reading - word

reading

apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology)

as listed in - see English appendix 1 , both to read aloud and to understand the meaning of new

words they meet

read further exception words, noting the unusual correspondences between spelling and sound,

and where these occur in the word

Reading -

comprehension

develop positive attitudes to reading, and an understanding of what they read, by:

o listening to and discussing a wide range of fiction, poetry, plays, non-fiction and

reference books or textbooks o reading books that are structured in different ways and reading for a range of purposes

o using dictionaries to check the meaning of words that they have read

o increasing their familiarity with a wide range of books, including fairy stories, myths and

legends, and retelling some of these orally

o identifying themes and conventions in a wide range of books o preparing poems and play scripts to read aloud and to perform, showing understanding

through intonation, tone, volume and action

o discussing words and phrases that capture the reader’s interest and imagination

o recognising some different forms of poetry [for example, free verse, narrative poetry]

understand what they read, in books they can read independently, by:

o checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context

o asking questions to improve their understanding of a text

o drawing inferences such as inferring characters’ feelings, thoughts and motives from their

actions, and justifying inferences with evidence o predicting what might happen from details stated and implied



38

o identifying main ideas drawn from more than 1 paragraph and summarising these o identifying how language, structure, and presentation contribute to meaning

retrieve and record information from non-fiction

participate in discussion about both books that are read to them and those they can read for

themselves, taking turns and listening to what others say

Writing -

transcription

Spelling - see

English appendix

1

use further prefixes and suffixes and understand how to add them - see English appendix 1

spell further homophones

spell words that are often misspelt - see English appendix 1

place the possessive apostrophe accurately in words with regular plurals [for example, girls’,

boys’] and in words with irregular plurals [for example, children’s]

use the first 2 or 3 letters of a word to check its spelling in a dictionary

write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far






39

Handwriting use the diagonal and horizontal strokes that are needed to join letters and understand which

letters, when adjacent to one another, are best left unjoined

increase the legibility, consistency and quality of their handwriting, [for example, by ensuring

that the downstrokes of letters are parallel and equidistant, and that lines of writing are spaced

sufficiently so that the ascenders and descenders of letters do not touch]

Writing -

composition

plan their writing by:

o discussing writing similar to that which they are planning to write in order to understand

and learn from its structure, vocabulary and grammar

o discussing and recording ideas

draft and write by:

o composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures English

appendix 2

o organising paragraphs around a theme

o in narratives, creating settings, characters and plot o in non-narrative material, using simple organisational devices [for example, headings and

sub-headings]

evaluate and edit by: o assessing the effectiveness of their own and others’ writing and suggesting improvements

o proposing changes to grammar and vocabulary to improve consistency, including the

accurate use of pronouns in sentences

proofread for spelling and punctuation errors

read their own writing aloud to a group or the whole class, using appropriate intonation and

controlling the tone and volume so that the meaning is clear

Writing -

vocabulary,

grammar and

punctuation


o extending the range of sentences with more than one clause by using a wider range of

conjunctions, including: when, if, because, although

o using the present perfect form of verbs in contrast to the past tense





40

o choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition o using conjunctions, adverbs and prepositions to express time and cause

o using fronted adverbials

o learning the grammar for years 3 and 4 in [English appendix

2]/government/uploads/system/uploads/attachment_data/file/335190/English_Appendix_2_-_Vocabulary_grammar_and_punctuation.pdf)

indicate grammatical and other features by: o using commas after fronted adverbials

o indicating possession by using the possessive apostrophe with plural nouns

o using and punctuating direct speech

se and understand the grammatical terminology in English appendix 2 accurately and

appropriately when discussing their writing and reading

Upper key stage

2 – Years 5 and

6

Years 5 and 6

Programme of

study

Reading - word

reading

apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology),

as listed in English appendix 1, both to read aloud and to understand the meaning of new words

that they meet

Reading - comprehension

maintain positive attitudes to reading and an understanding of what they read by: understand what they read by:

o checking that the book makes sense to them, discussing their understanding and

exploring the meaning of words in context

o asking questions to improve their understanding o drawing inferences such as inferring characters’ feelings, thoughts and motives from their

actions, and justifying inferences with evidence

o predicting what might happen from details stated and implied




41

o summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas

o identifying how language, structure and presentation contribute to meaning

discuss and evaluate how authors use language, including figurative language, considering the

impact on the reader

distinguish between statements of fact and opinion

retrieve, record and present information from non-fiction

participate in discussions about books that are read to them and those they can read for

themselves, building on their own and others’ ideas and challenging views courteously

explain and discuss their understanding of what they have read, including through formal

presentations and debates, maintaining a focus on the topic and using notes where necessary

provide reasoned justifications for their views

Writing -

transcription

Spelling - see English appendix

1

use further prefixes and suffixes and understand the guidance for adding them

spell some words with ‘silent’ letters [for example, knight, psalm, solemn]

continue to distinguish between homophones and other words which are often confused use knowledge of morphology and etymology in spelling and understand that the spelling of

some words needs to be learnt specifically, as listed in English appendix 1

use dictionaries to check the spelling and meaning of words

use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary

use a thesaurus

Handwriting and

presentation

write legibly, fluently and with increasing speed by:

o choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters

o choosing the writing implement that is best suited for a task

Writing - plan their writing by:

o identifying the audience for and purpose of the writing, selecting the appropriate form





42

composition

and using other similar writing as models for their own o noting and developing initial ideas, drawing on reading and research where necessary

o in writing narratives, considering how authors have developed characters and settings in

what pupils have read, listened to or seen performed

draft and write by:

o selecting appropriate grammar and vocabulary, understanding how such choices can

change and enhance meaning o in narratives, describing settings, characters and atmosphere and integrating dialogue to

convey character and advance the action

o précising longer passages

o using a wide range of devices to build cohesion within and across paragraphs o using further organisational and presentational devices to structure text and to guide the

reader [for example, headings, bullet points, underlining]

evaluate and edit by:

o assessing the effectiveness of their own and others’ writing

o proposing changes to vocabulary, grammar and punctuation to enhance effects and

clarify meaning

o ensuring the consistent and correct use of tense throughout a piece of writing o ensuring correct subject and verb agreement when using singular and plural,

distinguishing between the language of speech and writing and choosing the appropriate

register

proofread for spelling and punctuation errors

perform their own compositions, using appropriate intonation, volume, and movement so that

meaning is clear

Writing -

vocabulary, grammar and

punctuation


o recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms

o using passive verbs to affect the presentation of information in a sentence

o using the perfect form of verbs to mark relationships of time and cause

o using expanded noun phrases to convey complicated information concisely o using modal verbs or adverbs to indicate degrees of possibility

o using relative clauses beginning with who, which, where, when, whose, that or with an



43

implied (ie omitted) relative pronoun o learning the grammar for years 5 and 6 in English appendix 2

indicate grammatical and other features by: o using commas to clarify meaning or avoid ambiguity in writing

o using hyphens to avoid ambiguity

o using brackets, dashes or commas to indicate parenthesis

o using semicolons, colons or dashes to mark boundaries between independent clauses o using a colon to introduce a list

o punctuating bullet points consistently

use and understand the grammatical terminology in English appendix 2 accurately and

appropriately in discussing their writing and reading

Key stage 3

Years 7,8 & 9

Years 7,8 & 9

Programmes of study

Reading

develop an appreciation and love of reading, and read increasingly challenging material

independently through:

o reading a wide range of fiction and non-fiction, including in particular whole books, short

stories, poems and plays with a wide coverage of genres, historical periods, forms and authors, including high-quality works from English literature, both pre-1914 and

contemporary, including prose, poetry and drama; Shakespeare (2 plays) and seminal

world literature

o choosing and reading books independently for challenge, interest and enjoyment

o rereading books encountered earlier to increase familiarity with them and provide a basis for making comparisons

understand increasingly challenging texts through: o learning new vocabulary, relating it explicitly to known vocabulary and understanding it

with the help of context and dictionaries

o making inferences and referring to evidence in the text

o knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension

o checking their understanding to make sure that what they have read makes sense

read critically through:

o knowing how language, including figurative language, vocabulary choice, grammar, text

structure and organisational features, presents meaning




44

o recognising a range of poetic conventions and understanding how these have been used o studying setting, plot, and characterisation, and the effects of these

o understanding how the work of dramatists is communicated effectively through

performance and how alternative staging allows for different interpretations of a play

o making critical comparisons across texts o studying a range of authors, including at least 2 authors in depth each year

Writing write accurately, fluently, effectively and at length for pleasure and information through: o writing for a wide range of purposes and audiences, including: well-structured formal

expository and narrative essays; stories, scripts, poetry and other imaginative writing;

notes and polished scripts for talks and presentations and a range of other narrative and

non-narrative texts, including arguments, and personal and formal letters o summarising and organising material, and supporting ideas and arguments with any

necessary factual detail

o applying their growing knowledge of vocabulary, grammar and text structure to their

writing and selecting the appropriate form o drawing on knowledge of literary and rhetorical devices from their reading and listening

to enhance the impact of their writing

plan, draft, edit and proofread through: o considering how their writing reflects the audiences and purposes for which it was

intended

o amending the vocabulary, grammar and structure of their writing to improve its

coherence and overall effectiveness o paying attention to accurate grammar, punctuation and spelling; applying the spelling

patterns and rules set out in English appendix 1 to the key stage 1 and 2 programmes of

study for English

Grammar and

vocabulary

consolidate and build on their knowledge of grammar and vocabulary through:

o extending and applying the grammatical knowledge set out in English appendix 2 to the

key stage 1 and 2 programmes of study to analyse more challenging texts o studying the effectiveness and impact of the grammatical features of the texts they read

o drawing on new vocabulary and grammatical constructions from their reading and

listening, and using these consciously in their writing and speech to achieve particular

effects

o knowing and understanding the differences between spoken and written language,




45

including differences associated with formal and informal registers, and between Standard English and other varieties of English

o using Standard English confidently in their own writing and speech

o discussing reading, writing and spoken language with precise and confident use of

linguistic and literary terminology*

*Teachers should refer to the glossary that accompanies the programmes of study for English for their

own information on the range of terms used within the programmes of study as a whole.

Spoken English

speak confidently and effectively, including through:

o using Standard English confidently in a range of formal and informal contexts, including

classroom discussion

o giving short speeches and presentations, expressing their own ideas and keeping to the point

o participating in formal debates and structured discussions, summarising and/or building

on what has been said

o improvising, rehearsing and performing play scripts and poetry in order to generate languages and discuss language use and meaning, using role, intonation, tone, volume,

mood, silence, stillness and action to add impact

Key stage 4 Years 10 & 11

Years 10 & 11

Programmes of

study.

Reading

read and appreciate the depth and power of the English literary heritage through: o reading a wide range of high-quality, challenging, classic literature and extended literary

non-fiction, such as essays, reviews and journalism. This writing should include whole

texts. The range will include:

at least one play by Shakespeare works from the 19th, 20th and 21st centuries

poetry since 1789, including representative Romantic poetry

o re-reading literature and other writing as a basis for making comparisons

o choosing and reading books independently for challenge, interest and enjoyment

understand and critically evaluate texts through:

o reading in different ways for different purposes, summarising and synthesising ideas and

information, and evaluating their usefulness for particular purposes

o drawing on knowledge of the purpose, audience for and context of the writing, including its social, historical and cultural context and the literary tradition to which it belongs, to

inform evaluation

o identifying and interpreting themes, ideas and information

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/238985/English_Glossary.pdf


46

o exploring aspects of plot, characterisation, events and settings, the relationships between them and their effects

o seeking evidence in the text to support a point of view, including justifying inferences

with evidence

o distinguishing between statements that are supported by evidence and those that are not, and identifying bias and misuse of evidence

o analysing a writer’s choice of vocabulary, form, grammatical and structural features, and

evaluating their effectiveness and impact

o making critical comparisons, referring to the contexts, themes, characterisation, style and literary quality of texts, and drawing on knowledge and skills from wider reading

make an informed personal response, recognising that other responses to a text are possible and evaluating these

Writing

write accurately, fluently, effectively and at length for pleasure and information through: o adapting their writing for a wide range of purposes and audiences: to describe, narrate,

explain, instruct, give and respond to information, and argue

o selecting and organising ideas, facts and key points, and citing evidence, details and

quotation effectively and pertinently for support and emphasis

o selecting, and using judiciously, vocabulary, grammar, form, and structural and organisational features, including rhetorical devices, to reflect audience, purpose and

context, and using Standard English where appropriate

make notes, draft and write, including using information provided by others [e.g. writing a letter

from key points provided; drawing on and using information from a presentation]

revise, edit and proof-read through:

o reflecting on whether their draft achieves the intended impact

o restructuring their writing, and amending its grammar and vocabulary to improve

coherence, consistency, clarity and overall effectiveness o paying attention to the accuracy and effectiveness of grammar, punctuation and spelling

Grammar and vocabulary

consolidate and build on their knowledge of grammar and vocabulary through: o studying their effectiveness and impact in the texts they read

o drawing on new vocabulary and grammatical constructions from their reading and

listening, and using these consciously in their writing and speech to achieve particular


47

effects o analysing some of the differences between spoken and written language, including

differences associated with formal and informal registers, and between Standard English

and other varieties of English

o using linguistic and literary terminology accurately and confidently in discussing reading, writing and spoken language

Spoken English

speak confidently, audibly and effectively, including through: o using Standard English when the context and audience require it

o working effectively in groups of different sizes and taking on required roles, including

leading and managing discussions, involving others productively, reviewing and

summarising, and contributing to meeting goals/deadlines o listening to and building on the contributions of others, asking questions to clarify and

inform, and challenging courteously when necessary

o planning for different purposes and audiences, including selecting and organising

information and ideas effectively and persuasively for formal spoken presentations and debates

o listening and responding in a variety of different contexts, both formal and informal, and

evaluating content, viewpoints, evidence and aspects of presentation

o improvising, rehearsing and performing play scripts and poetry in order to generate

language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact


48

APPENDIX D

Guidance Note 3.

Individual Costed Provision Map.

The individual costed provision map needs to map the learners support against their weekly timetable. It is helpful to reference particular

interventions within this. Where support is provided please indicate whether it is in class, in a small group (with size of group) or on an

individual basis. The EHC Needs Consideration Panel will be looking to link the provision you have described in the ‘Strengths and Needs’

section of this referral within the provision map. When calculating the cost please provide us with the cost of each staff member and

details which allow us to see your ‘working out’. We have provided an example for Monday below – the whole week will be required for

your application. Please provide an overall total of both hours and costs.

Day

Morning 9-10.30 AM 10.30-10.45

Mid-morning 10.45-12.00

Lunch 12.00-1.00

Afternoon 1.00-2.00

PM brea

k

2.00

-

2.15

End of day 2.15-3.15 Cost

Mo

n

Meet and greet 1:1

teacher 9.00-9.15

Literacy group TA

(1:4) using

precision teaching 9.15-10.00

Preparation for

change work 1:1 mentor (HLTA)

using social story

approach 10.00-

10.30.

Additional

adult (TA) on

playground

to support

4 identified pupils.

Adult

provides a

‘buddy’ base and

brings the

4 children

into this

activity as they wish.

Individual

numeracy following

‘Numbers

Count’ (TA)

programme 10.45-11.15.

Free-flow

activities – X

able to choose activities. In-

class support

(TA)

encourages

variety 11.15-12.00

1:1 adult (TA)

to physically help with

feeding 12-

12.30

Additional adult

(TA) on

playground to

support 4 identified pupils

as described at

breaktime

12.30-1pm.

PE 1.00-2.00

– 1:2 adult support (TA),

adult works

with two

pupils with dressing/moto

r challenges

and to

encourage their inclusion

in the whole

PE class.

As

per AM

brea

k

1:1 work with adult (teacher) to

review the day – using reward chart approach focus on

‘something good that happened

today’ 2.15-2.30

Story time – small group (1:4)

with TA to differentiate story

and activities around story to

ensure active involvement at appropriate level 2.30-3.00

1:1 (TA) home time preparation,

meet and greet with parent

sharing of ‘good news’ of the day 3.00-3.15

30 mins 1:1

teacher = £ 2 hours 15 mins

small group TA =

£

30 mins HLTA = £ 1 hour 15 mins

1:1 TA = £

1 hour 1:2 with TA

= £ Total for Monday

= 5 hours 30 mins

£…


49


50

APPENDIX E

Guidance Note 4.

Checklist (to be consulted before submitting the request).

Before you submit your request please check it is complete by working through the checklist below:

My One-Page Profile – tells us about the child/young person, ideally has been co-produced with them.

Parent/Carer Views, Wishes and Feelings – tells us about the parent/carer views. Essential only for pupils under 16.

Working with Parents and Carers – tells us how school and the family have worked together to plan for a meeting the pupils

needs. In Post 16 referrals this can be adapted to refer to ‘Working with the Young Person’. This should be co-produced.

Strengths and Needs – at least one of the four forms has been completed. The information describes the learners strengths and

needs, the provision in place, tests and observations undertaken and description of the impact of the intervention. All four

columns should link together i.e.

Strengths and Needs

Communication

and Interaction

Description

Provision Baseline/Progress Impact

John has

difficulty accepting change

and needs to

know what is

happening next.

Now and next

board – as advised by Social

Communication

Team.

John’s stress at times of transition have

been noted in his behaviour log since April 2015. In the Autumn term (prior to

the use of the now and next board) John

experienced upset every day and

demanded physical adult support each

time the class transitioned to another activity.

Since the introduction of this John has been able to successfully

transition between very regular events on his timetable i.e. morning session into break and the end of the day routine.

Behaviour logs detail significantly less difficulty at key points. He

still requires physical adult support to transition to less frequent

activities.

John is motivated by any

information or

equipment

related to wild animals.

Range of ‘wild animal’ stickers

used for all

pupils (these

have replaced smiley face

stickers)

John achieved only 3 smiley face stickers in activities where this was the specific

reward in the first half-term, he often

lost interest before the required task was

completed. In the second half-term he achieved 12 (completing all opportunities

for the reward).

John identifies with this reward and is part of class-based approach to task completion. His peers are aware of his intense interest in

wild animals and his enthusiasm motivates his peers!


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The pupil’s progress against the national curriculum programmes of study have been fully completed. National Curriculum levels

achieved before September 2015 should also be provided.

There are short and longer term outcomes listed in all areas where provision is in place.

The ‘ADDITIONAL EVIDENCE – ESSENTIAL’ form has been completed and all the evidence attached.

The ‘ADDITIONAL EVIDENCE – IF APPROPRIATE’ form has been completed as appropriate. Where you have additional information

you wish to make us aware of but it does not fit any of these forms – please prepare in your own format and ensure you have

referenced its inclusion on this form.

The ‘INVOLVEMENT OF EXTERNAL AGENCIES’ form has been completed. It is expected that every child considered suitable for

EHC Needs Assessment will have been raised with or supported by at least one external agency.

The consent documents are signed by the setting, parents/carers and the young person as appropriate.

Guiding principle – this process should be one of collaboration and co-production. The pupils parents/carers and indeed the young person

themselves should be fully involved in this process. As far as possible they should have co-produced these documents to ensure a joined

up and collaborative approach to considering the needs of this pupil.


52

APPENDIX F

Discussion with the Educational Psychologist

Request for Education, Health and Care Needs Assessment

Evidence required for a co-ordinated assessment linked to Draft Code of Practice

Considerations Evidence Required to demonstrate that the consideration has been met.

Comment from EP consultation

B. Personalised Approach

The views, wishes

and feelings of the

child/young person and their

parents/carers are

known and

understood.

Evidence of co-production and person-centred approaches to engage with child/young person and family

Records of meetings and discussions with the child/young

person and their parents/carers to gain their views, wishes

and feelings over time. Evidence that the wishes and views of the child/young

person and their parents/carers have been taken into

account when planning and supporting the child/family.

Evidence that young people, parents/carers have been consulted about the request for a co-ordinated

assessment. Ideally the request should be co-produced

with young people/parents & carers.

B.1 Special

Educational

Needs

Evidence of the exceptional nature of needs will be required;

Early Years outcomes/academic levels and progress

tracking over time

Name of School/Establishment:

Name of Pupil: Psychologist:

Discussion with:

Children’s Services

Educational Psychology Service

Centenary House

Durrington Lane

Worthing BN13 2QB


53

The child/young person’s needs are

significantly

greater than peers

of the same age, are long term and

require specialist

resources or

provision to achieve long term

positive outcomes.

B.2 Learning and

Progress Progress towards

realistic and

appropriate

outcomes has only

been achieved as the result of much

additional

intervention and

support, over and above that which is

usually provided

Standardised testing and progress over time An analysis of the child’s social and emotional needs over

time

Employment life and social and emotional skills

Independence skills Adaptations put in place to access the curriculum

The views of the child/young person

The views of the parent/carer

Resilience factors and risk factors Long term implications for education and emplyment

C. Action already

taken using a

Co-ordinated Approach

The child/young

person’s needs

have been explored

and supported through a co-

ordinated

approach, including

the use of external

Evidence of “assess – plan – do – review” cycles over time (at

least 2 terms) that includes;

The involvement of appropriate external services Measured and evidence based analysis of assessments

with clear summary that informs effective planning and

outcomes, so that the impact of interventions has been

evaluated and provision subsequently adapted when

necessary. The involvement of the child/young person in assessment

and planning

The involvement of parents/carers in assessment and

planning


54

services. All planning has had

the child/young

person at the heart

in a person-centred way.

Involvement and support from the wider community Person-centred planning approaches

Clear outcomes being identified and monitored

Strengths based approach taken in the gathering and

analysis of information

D. Provision

The child/young

person has clear outcomes, based

on their own and

parents/carers

aspirations, relevant to the

level of need.

These have been

resourced

appropriately from within the totality

of resources

available to the

school/college.

Evidence of the setting’s Best Endeavours to support the

child/young person that includes;

Clear graduated approach to supporting child/young person

Targeted programmes of support and resources that are

unique to the child individually or in a group setting,

driven by outcomes Submission of a costed individual Provision Map that

demonstrates how the child/ young person’s outcomes are

being achieved

Provision that includes support at home and/or the local

community. Work across agencies in a holistic way

Actions Agreed:

Signed: Date:

special educational needs and disabilities: guidance … · spring 2015 revise the panel membership...

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