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0-25 Coordinated Assessment and Education, Health
and Care (EHC) Plan (Version 6 – March 2015)
Appendix 2 – Portsmouth Plan Co-ordinator
Introduction Pack
Introduction
This pack is for Education Health and Care Plan Co-Ordinators
Plan Co-Ordinators are professionals from Education, Health or Care who
take a key working role with a child or young person with an EHC Plan and
their family. This will take place as part of the professional's substantive role.
Plan Co-Ordinators have a key working role where an EHC Plan has been
written.
Plan Co-Ordinators also have a role throughout the conversion process from
statement/LDAs to EHC Plans.
Please see the following slides for further information on:
The Portsmouth Model of Co-ordinated EHC Assessment
Key Working
Key Working
ASSESSMENT PLAN
CO-ORDINATOR CO-ORDINATOR
Writes Plans
Single point
of contact
Coordinates
assessment
Monitors
support
Single point of contact
Convenes reviews
www.portsmouth.gov.uk
Annual Review Report Form
for a child subject to
a Statement of Special Educational Needs / Education, Health and Care Plan
(EHC Plan) / Moving On Plan
Date of Statement / EHC Plan / Moving on Plan or last annual review
Date of current review meeting
Primary area of need (as per Statement / EHC Plan / Moving On Plan)
Section 1: Background Information
1a. My details
Surname Forename(s)
Date of Birth Year Group
Home address
Names of parent(s)/carer(s)/person responsible
Address of parent(s)/carer(s) if different to above
Is the child/young person subject to a Care Order (where the Local Authority shares parental responsibility?)
Yes / No
Is the child/young person accommodated under Section 20 of the Children Act 1989?
Yes / No
Are these details different from those on the Statement / EHC Plan / Moving On Plan?
Yes / No
1b. My school
Name of current placement
Date of admission
Attendance to date Actual Possible Percentage
Is the child dual registered?
Yes / No If yes, where?
Has a CAF been completed? Yes / No Please attach a copy if within the last 12 months
Lead Professional
1c. Who is important to me?
List all those invited to, and indicate if present at, the annual review meeting
Name Details (including job
title, telephone number and e-mail)
Indicate if present at meeting
Written contribution provided?
Prior to the meeting
At the meeting
1d. Plan Co-ordinator
The Plan Co-ordinator / Lead Professional responsible for reviewing this plan
Contact details (including address, telephone number and e-mail)
How will pupil name be involved in this review?
1e. My health
Any diagnosed medical condition Diagnosed by Date of diagnosis
1f. Documentation provided in support of the annual review
List all reports gathered since Statutory Assessment / the last annual review, used in support of this review process. All reports referenced should be provided within the final annual review submission. Any reports submitted may be used for the purpose of converting a Statement / Moving On Plan into an EHC Plan.
Report name Date of report Provided by
Name Role
1g. Has an updated "This is Me Now" form been completed?
An updated "This is Me Now" form should be completed for each review, and attached to this form
Completed by
Relationship to child / young person
Date completed
Section 2: Update on Pupil Name's Strengths and Skills
2a. What do people like and admire about me?
2b. What do I need to stay safe and healthy?
2c. What is important to me now?
2d. What do I find difficult?
2e. What is currently working well in my placement? What am I proud of?
2f. What is currently working well outside of my placement?
2g. What is currently not working well in my placement?
2h. What is currently not working well outside of my placement?
2i. What is important to me in the future?
2j. What will be important for me in the future?
Section 3: Progress Made and Support Provided 3a. What is working well?
Provide views of those present on progress achieved towards the stated outcomes in the Education, Health and Care Plan as well as the Action Plan from the previous year. This should include evidence to show how support provided is helping to achieve those outcomes.
Outcome
Progress made
Pupil views
Parental views
School views
Other professional views
Support provided
Support By whom Where £
Outcome
Progress made
Pupil views
Parental views
School views
Other professional views
Support provided
Support By whom Where £
Outcome
Progress made
Pupil views
Parental views
School views
Other professional views
Support provided
Support By whom Where £
Outcome
Progress made
Pupil views
Parental views
School views
Other professional views
Support provided
Support By whom Where £
3b. Additional factors influencing my progress
Additional information on factors influencing progress. This should be included in the future Action Plan, for the following year, where appropriate. This should take account of the Education, Health and Care factors affecting the child / young person.
School
Out of School
Support provided outside of school
Support By whom Where £
3c. My Action Plan
Outcome Action By whom? By when? How will I know it has worked?
Section 4: Attainment and Progress 4a. Profile of Need
Physic
al
Health
/
Me
dic
al
Hearin
g
Vis
ion
Speech a
nd
La
ng
ua
ge
Em
otio
nal
Develo
pm
ent
Cognitiv
e
Ability
Socia
l D
evelo
pm
ent
Dis
positio
ns
and A
ttitude
s
Specific
Learn
ing
Diffic
ultie
s
4b. Attainment and progress
Please provide details of National Curriculum levels, demonstrating both current attainment and rates of progress. Please use P scales where appropriate.
EYFS Areas of Learning
Personal, Social and Emotional Development
Communication and Language
Literacy Mathematics Understanding the World
Physical Development
Expressive Arts and Design
Self-c
onfid
ence
an
d s
elf-a
ware
ness
Mana
gin
g fe
elin
gs a
nd b
eh
avio
ur
Makin
g re
latio
nsh
ips
Lis
ten
ing a
nd a
ttentio
n
Unders
tandin
g
Spe
akin
g
Read
ing
Writin
g
Num
bers
Sha
pe, s
pace a
nd m
easure
Peo
ple
an
d c
om
mun
ities
The w
orld
Technolo
gy
Movin
g a
nd h
and
ling
Health
and s
elf-c
are
Explo
ring
an
d u
sin
g m
ed
ia a
nd m
ate
rials
Bein
g im
agin
ativ
e
Score
NC Year 1 2 3 4 5 6 7 8 9 10 11
TA SATS TA SATS
Reading
Writing
Science
Maths
Section 5: Outcome and Support for the Coming Year
5a. Agreed outcomes for the coming year
Are there any changes to existing outcomes required?
Yes / No If yes, please indicate required changes below
Existing outcome What is to be
changed?
Support required
Support By whom £
Existing outcome What is to be
changed?
Support required
Support By whom £
Additional outcome
Support required
Support By whom £
Additional outcome
Support required
Support By whom £
5b. Travel Assistance
Does pupil name receive travel assistance?
Yes / No
Is this an exception to the home to school transport policy?
Yes / No
Have there been any changes to pupil name's circumstances since travel assistance was last reviewed?
Yes / No / Not Applicable
If yes, please provide details and any supporting evidence
Is travel assistance provided as part of a personal budget?
Yes / No
If travel assistance is not provided, have circumstances changed so significantly that this now needs to be reconsidered?
Yes / No / Not Applicable
If yes, please provide details and any supporting evidence
5c. Personal Budget
Does pupil name receive a personal budget? Yes / No
Are any changes to the personal budget recommended? Yes / No / Not Applicable
If yes, please provide details and any supporting evidence
5d. Placement
Does the current placement remain appropriate?
Yes / No
Is the pupil ready to be included in a mainstream environment?
Yes / No
If special school placement, does the banding remain appropriate?
Yes / No If no, recommended new banding
If the pupil is in Year 1, please indicate parental preference for junior school
If the pupil is in Year 5, please indicate parental preference for secondary school
If the pupil is in Year 10 or above, please indicate their preference for future placement
5e. Summary
Comments
Does the Statement / EHC Plan remain appropriate?
Yes / No
Is it recommended that the Statement / EHC Plan is amended?
Yes / No
Is a re-assessment recommended?
Yes / No
Is any further action required?
Yes / No
5f. Any differing recommendations or additional comments
5g. Signatures
Young person Date
Parent / Carer Date
Plan Co-ordinator Date
Head Teacher Date
Please return this form, together with any supporting records / information, to the SEND Team, Civic Offices, Guildhall Square, Portsmouth, PO1 2EA
Annual Review Guidance Notes
In accordance with the SEN Code of Practice, all Statements of SEN / Education, Health and Care
Plans (EHC Plans) must be reviewed at least annually.
The Annual Review is a vital part of the academic year, as an opportunity to ensure the support
detailed in the Statement / EHC Plan has been provided, and remains appropriate. It is also a forum
in which parents/carers, educational/training settings and pupils can raise any concerns regarding the
support or placement, and have these addressed wherever possible.
Of equal importance, the annual review is an opportunity to celebrate a pupil's successes throughout
the year.
The Annual Review should be person-centred, taking into consideration the needs of both the pupil
and their parent(s)/carer(s). Educational/training settings have the flexibility to adapt their annual
review process in order to meet these needs, but must ensure that the Annual Review Report Form is
completed thoroughly.
Before the Annual Review
The SEN Team issues Annual Review planning reports at the beginning of each academic year,
detailing the date by which each Statement / EHC Plan must be reviewed. Educational/training
settings should plan their Annual Reviews for the academic year in accordance with these dates.
All professionals involved with a pupil should be invited to the Annual Review (and encouraged to
provide a written report if appropriate). If it is felt that an updated professional report is necessary
(e.g. an updated SALT report, further assessment of a pupil's skills by an Educational Psychologist),
this must be requested by the educational/training setting early enough to ensure that a completed
report is available for the Annual Review.
A draft Annual Review Report Form should be issued to all those invited to the meeting at least two
weeks prior to the Annual Review meeting, accompanied by any relevant reports (e.g. Educational
Psychologist Record of Contact, SALT report, Physiotherapy / Occupational Therapy report). This
allows individuals the opportunity to read through each report prior to the meeting, and prepare any
responses.
Completing the Annual Review Report Form
The Annual Review Report Form is the formal record of a pupil's progress over the previous year. It
may be used to inform an Amendment to the Statement / Moving On Plan / EHC Plan; support a
request for change of placement or additional level of support; or, in some circumstances, be
submitted as evidence towards a Tribunal. As such, the form must be completed thoroughly and
accurately.
Summary Box
Please provide details of the date of the current Statement / Moving On Plan / EHC Plan, and the date
that this review is being held.
The pupil's primary area of need must also be provided. This must be the area of need officially
recorded by the Local Authority (for which the pupil was issued a Statement / EHC Plan), and should
not be a reflection of the area of need as viewed by the school. Any recommendations to alter the
primary area of need must be submitted to the Local Authority as part of the Annual Review process.
Section 1
1a and 1b The basic details for the pupil including personal details and school placement.
1c A list of all those involved with the pupil at the time of the Annual Review (all listed
should be invited to the Annual Review meeting). It is essential that this section is
completed in full, including indication of who was present at the meeting, as the
formal record of this meeting.
1d Details of the Plan Co-ordinator, who has responsibility for undertaking the Annual
Review process.
1e Details of any medical diagnoses or conditions.
1f All reports gathered during the previous year, which have been used in support of
the current Annual Review, should be listed. Copies of these reports should be
provided with the completed Annual Review paperwork (these may be used for the
purpose of converting a Statement into an EHC Plan).
1g Details of a completed "This is Me Now" form (an updated form should be
completed by the pupil prior to each annual review).
Section 2
This section provides opportunity for the young person to consider their overall progress since the last
Annual Review and should be completed thoroughly, with examples and supporting evidence where
appropriate. The "This is Me Now" form can be used to support this section.
Entries within this section could be supported by views or observations from those involved with the
young person, and it should be made clear who has provided comments towards this section.
Section 3
3a Opportunity to review progress made against each outcome of the Statement / EHC
Plan. Space is provided for the views of the pupil, the parent(s)/carer(s), the
educational/training setting and other professionals for each outcome. Both positive
progress and remaining areas of improvement should be addressed.
The support provided in order to meet each outcome should also be detailed - this
will be particularly important for any requests for additional support.
3b Details of any additional factors influencing progress should be provided here. This
may include examples such as:
School: "Jack is a valued member of the school football team. However, he has a
difficult relationship with a fellow teammate, which is sometimes transferred to the
classroom".
Home: "An extension is currently being built on the family home, causing disruption
for the whole family. Building work has affected daily routines, which Elena
struggles to cope with".
Details of support provided outside of school should also be provided here.
3c An action plan for the coming year should be agreed by those present at the
meeting, influenced by discussions around progress and the outcomes in the
Statement / EHC Plan.
Section 4
4a The Profile of Need should be completed in order to provide a summary of the
current level of need. The Local Authority's 'Special Education Needs Assessment
Matrix' should be referred to when completing this section.
4b An indication of the pupil's attainment must be provided. Attainment for all previous
academic years should be included to provide a picture of progress over time.
Section 5
5a If it is recommended that changes to existing outcomes (or the addition of new
outcomes) should be made, these should be detailed here alongside
recommendations of the support that will be required in order to achieve these
outcomes.
5b The provision of transport should be reviewed on an annual basis, and the annual
review provides opportunity to do this. The information provided in this section will
influence the decision regarding continuation of transport for those pupils in receipt
of this.
5c Details of any Personal Budget received should be reviewed during the annual
review, with outcomes indicated on the paperwork.
5d Consideration should be given each year to appropriateness of the existing
placement. For pupils approaching transfer (junior or secondary transfer, or
progression into college or training), an indication as to the preferred future
placement should be provided.
5e A summary of the review recommendations, as agreed by those present.
5f Any differing views, or additional comments raised during the annual review
meeting, should be recorded.
5g Before submitting the annual review paperwork to the Local Authority, this must be
signed by the young person, the parent / carer, the Plan Co-ordinator and the Head
Teacher.
After the Annual Review Meeting
All annual review paperwork (including supporting documentation) must be submitted to the Local
Authority no later than two weeks after the meeting. The Local Authority will then respond to the
review accordingly, and is required to do so within two weeks.