Implementing the SEND Reforms Rachel Tyler Parent Becca Riley Nottinghamshire SEND Implementation

Implementing the SEND Reforms

Rachel TylerParent

Becca RileyNottinghamshire SEND

Implementation

This presentation aims to:-

Share information about the

‘All about Me’ story

and

Education, Health and Care (EHC) plan

New referrals process: Education, Health and Care Plan Pathway

My Story- All about Me

Once a decision has been made to proceed with an EHC plan•Services involved complete relevant EHC plan forms/ documents.•Family completes an “All About Me” document•Key professionals involved provide support/ advice to family regarding resources and services help them with “All about me”. •Family can be offered a “WIKI” to help share information between families & professionals.

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My Story- All about me

The ‘All about me’ person-centred information.

①What is important to maintain a child/ young person’s health, safety and wellbeing.

②Relationship circle

③Working/ not working

④Like and admire

⑤One page profile.

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My Story- All about meImportant to/ important for

The principle underpinning all person centred practice.

Important to: Wellbeing (makes life fun/ worth living)

Important for: What good support looks like (to meet health needs and maintain safety)

An EHC care plan should aim to find a balance between what is Important to & for a child/ young person/ family.

This is essential to ensure good quality of life

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My Story- All About Me Relationship circle

• Developing a relationship circle is like completing a ‘contact sheet’.

• It facilitates a useful listening exercise to find out from children, young person and family who is important to them and who supports them from a personal and service/ support point of view.

• Contact details can be added to the circle.• Visual and easy to understand- all the contact

information is on one page.

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Holly

Rachel (Mum)

David (Dad)

Lucy (Twin Sister)

Carin4Families- respite at home & overnight (Continuing Care)Rachel Gregory- QMC 0115 9249924 ext 62738

Mrs Brown (class Teacher) and class 2 staff

SOCIAL CAREDillys Whitehead-Occupational Therapist Meadow House 01623 433077

Children's Disability Services Meadow House 01623 433675

Direct payments

Granny

Grandad

HEALTH/ ACUTE Mrs Tambe- Opthalmology CDC 0115 8831156

Dr Marder Paediatrician- CDC 0115 8831156

Mr Marshall- ENT

Dr Thomas- Respiratory services QMC0115 9249924 ext. 62395

Long Term Ventilation Team

Neurology – Dr Whitehouse

Miss Eastwood- OrthopaedicsGt Ormond St. 0207 4059200

HEALTH/ THERAPYPhysiotherapist-Richard Chester

Audiology- Ropewalk 0115 9485591

Sensory services

Orthotics

Speech & Language Therapist- Jo Brown

VOLUNTARYDowns Syndrome Association

Notts Downs Syndrome Speech Group

Rainbows Hospice, Leics 01509 638000

John & Roxy(Uncle/ Aunt)

Alison, Rob George & Maisie Family friends:

Fennel- Dog

EDUCATIONAsh lea schoolHead – Dawn WigleyClass Teacher – Lisa Brown0115 9892744

SEN services- EHC PlanDanny Griffiths - 0115 9772527

School Nurse- Andrea Wortley-0115 989 3984

Occupational Therapist-Rachel Busby

Visual Impairment Team

HEALTH/ COMMUNITYGP 0115 9664120Salaried Dental Service – Park House, Nottingham

Claire Godmother

Kirsten, ScottAnna & PatrickVillage friends

Nana & Grandpa (Dad's parentsLive in Kent)

OTHERSMotability- Car

Mobility Services- outdoor chair/ buggy

Hoist Company – Astor Bannerman 01242 820820

Home adaptations

Home Oxygen – Air Liquide 0808 143 9993

HOLLY'S RELATIONSHIP

CIRCLES

My Story- All About Me Working/ Not working

• Families, young people or services can use this easy approach with to assess or review how things are going at any given point in time.

• This information can be usefully shared ahead of or at a multi-agency meeting allowing opportunity to consider key issues.

• Allows a family to identify clearly what support is useful/ needs to remain in place and what support may need to be reviewed or changed.

• It should be a holistic review and consider wellbeing, health & safety (important to/ for)

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My Story- All about meLike and Admire

This person centred conversation may be used at the beginning of multi agency meetings to offer an opportunity for those who know or are supporting a child and family to describe in their own words what they like and admire about them. This conversation

•Gathers ‘positive’ information about a child/ young form lots of different people/ view points.

•Provides important information for the one page profile.

This approach can also be used in a work setting e.g. at team meetings.

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My Story- All About MeOne page profile

• A brief individual summary of what really matters to the child/ young person and how best to support them.

• It is helpful to include a photograph of the child/ young person and use pictures/ symbols creatively to provide visual prompts.

• Can be used as a front sheet in records and adapted to hold key information about caring for a child well/ safely.

• The profile is built up using information gained in person centred conversations such as working/ not working, relationship circles.

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My Plan- EHC plan

The family will be invited to attend a Multi Agency meeting with key services where•‘All About Me’ information will be shared if completed.•Information to write a draft outcome based EHC Plan will be gathered.

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Education, Health and Care plan- key headlines

Introduction•Child and parent information/ contact details•Contributors to the plan including name/ title/ how they have contributed and reports they have attached

A. Summary of the child/ young person’s views, interests and aspirations

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B. Summary of child/ young person’s special educational strengths and needsCognition and Learning

Strengths:•responds to verbal, visual, auditory and movement stimulation•anticipates familiar daily events based on verbal and sensory cues.•enjoys looking at books, mark making on touch screen computer and messy play

Special Educational Needs:•Needs to continue to develop more understanding of the use of objects, learning how to explore objects and resist throwing them•Needs to consistently use visual, picture/ symbol exchange and verbal prompts to support communication in all settings

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B. Summary of child/ young person’s special educational strengths and needs

Communication and Interaction

Strengths:•responds pleasurably to certain familiar people•understands and responds to certain verbal phrases with specific non-verbal response, i.e. gets excited about going out for a dog walk/ reading a book with someone.•shows awareness of others in the class by responding to other pupils playing or having a turn in a group. •responds to music and lights

Special Educational Needs:•Continues to develop communication skills, using play, verbal and non verbal means

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B. Summary of child/ young person’s special educational strengths and needs

Social, Emotional, Mental Health and Wellbeing

Strengths:

has a close and loving bond with family.

usually happy and sociable

enjoys a range of activities e.g. reading books, bowling, hydrotherapy, music, playing in sensory tent and going on dog walks in buggy.

Special Educational Needs:

to continue learning through a wide a range of activities

to develop friendships with other children through social activities.

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B. Summary of child/ young person’s special educational strengths and needsSensory and/ or Physical

Strengths

very determined- can independently move to reach favoured toy/ activity/ person

can hold an open cup and drink from it with help

can maintain a sitting position

enjoys using her walker to go where she wants to go.

walks unaided in the hydro pool

moves body to music and enjoys throwing and rolling balls

Special Educational Needs:

to be encouraged to eat independently at mealtimes.

to improve strength, standing balance and confidence in standing/ walking to maximise independence, reduce reliance on aids/ other people & reduce risk of accidents.

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C. Summary of health needs which relate to SENStrengths

has made excellent progress with mobility since hip surgery

Health needs

‘Floppy episodes’ occurring more often, day and night and are more severe

all services involved to understand actions that must be taken to reduce floppy episodes happening e.g. Do not ever wake Holly from sleep

all services involved to be competent to manage oxygen and continuous positive airway pressure ventilator (CPAP) when floppy episodes occur

out of home short breaks with a service that can competently manage health and mobility needs

to be encouraged to maintain self-feeding skills

to be encouraged tolerate having teeth cleaned

her sleep patterns impact on her education/ learning and she is often late for school

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D. Summary of social care needs which relate to SENStrengths

lives with parents who have a very good understanding of her needs

benefits from company/ support offered by siblings and extended family/ friends.

Needs

social care needs arise as result of physical and learning disabilities- needs to use all the equipment provided in order to be as independent as possible.

needs opportunities to socialise with peers within the community, as well as participating in fun and enjoyable social experiences.

In home and out of home residential short breaks e.g. Rainbows Hospice

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E. Outcomes sought including steps towards meeting outcomes and arrangements for monitoring and reviewing progress:

“An outcome can be defined as the benefit

or difference made to an individual as a

result of an intervention”SEN and Disability Code of Practice: July 2014 p. 163

Outcomes are achievable, measurable goals for the individual. They are NOT actions or description of a service being provided

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“ Outcomes should always enable children to move towards the long term aspirations of employment or higher education, independent living and community participation.” SEN and Disability Code of Practice: July 2014 p. 162

A personal/ individual outcome should •Be SMART: Specific/ Measurable/ Achievable/ Realistic/ Time-bound •Keep something working or change something that isn’t working•Move some one closer to the future they want/ choose

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E. Outcomes sought including steps towards meeting the outcomes and arrangements for monitoring and reviewing progress:

Develop cognitive skills and make progress in learning and development to gain greater understanding of the world around and participate safely and confidently in school and home life.

will demonstrate the use of familiar objects, e.g. how to use cutlery to self feed

will demonstrate anticipation of daily events

will recognise and respond to verbal cues/ photographs, picture/ symbol exchange, photographs associated with routine events

Will demonstrate a wish to carry out an activity chosen by her and engage in it (with a friend where possible )

Education, Health and Care plan- key headlines4

E. Outcomes sought including steps towards meeting the outcomes and arrangements for monitoring and reviewing progress:

Ensuring Holly’s health and safety.

will be awake, well and at school on time 3 days a week

Holly is safe during and recovers well from a floppy episode

Education, Health and Care plan- key headlines4


F. The special educational provision required to support identified outcomes.

G. Health provision required by the learning difficulties or disabilities which result in SEN.

H. Social Care provision.1. Required for the child/young person under 18 resulting from section 2 of the Chronically Sick and

Disabled Persons Act 1970 which must be legally provided

2. Required by the learning difficulties or disabilities which result in SEN

I. Placement:

J Budget• J1. Provision in plan eligible to be provided by personal budget.• J2. Direct Payments

K. Appendices - advice and information gathered during the process

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My Story & The EHC plan can be uploaded onto the Wiki

My Life

The EHC plan is signed off with:

• Clear specified actions working towards achieving the agreed outcomes • Progress being monitored • Young person/ parents support with development of a “WIKI” if they choose to have one.

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My Review

The child/ family receive an annual person centred review to• feedback on progress with achieving

agreed outcomes • Update EHC Plan- new outcomes and

actions may be agreed.

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Supporting young people in their transition to adulthood

• EHC plan can continue to age 25 if young person remains in further education, training or apprenticeship.

• Young people reaching transition are currently being transferred from SEN to EHC plans as a priority. Some may not continue on a EHC plan.

• Joint commissioning review process aims to identify service resources required to meet transition needs.

Marie18 years

Karen (Mum)

Andy (Dad)

Lily 11yrs(Sister)

Denise- home care workerTel:

SOCIAL CARETransition Social Worker Emma Shand :01623 433220

Befrienders: Jade & Jenny

Short breaks: (CDC) 0115 8831147

Mamma Cat

HEALTH- ACUTE Dr Paediatrician- Dr Jane WilliamsCDC: 0115 8831181/ 0115 8831156

Adult Neurology services –

HEALTH- THERAPYLindsay- Named Nurse CDC Short breaksTel: 0115 8831156

Occupational Therapist Dawn ParkerIndoor chair/ comfy chairTel: 0782 7239388

Dietician- Naomi Odgen - Nottingham City Hospital. Tel: 0115 9691169 ext 57405

VOLUNTARYRett UK- Support Helpline 01582 798 [email protected]

Nottingham and Lincs Rett support group

Bob & Marley The dogs

EDUCATIONCarlton Digby schoolHead – Janet Spratt-Birch0115 956 8289

SEND services- EHC Plan Coordinator Tel:

School Nurse- Kathy Rose Tel: 0115 8839122/ Mob: 07867 677609

Transition NurseLouise Payne Tel: 07980 584314

Physiotherapist – Richard Chester Tel:0115 8839120Heather- Midday helper- lunch

School Transport- Lisa (driver & Linda – escort ): 07581 012164

HEALTH/ COMMUNITYGP: Dr Luca Park House Medical CentreTel: appointments 0115 9404333 Enquiries: 0115 9404555

Specialist Dental Service – Park House, Nottingham

Pauline and David (holiday Friends met at Calvert Trust - Keswick

OTHERSMotability- Car: 0300 4564566motability.co.uk

Mobility Services- Wheelchair City Hospital

Hoist services: Red Cross: 0115 9829000

Lift services: Prism:0845 4092000

Home adaptations- Notts County Council: 0115 9013669Builders: APW Ltd.:0115 9403141

Continence supplies- TennaDistrict nurses

Nutrition Homeward

MARIE'S RELATIONSHIP

CIRCLES

Momma Duck (RIP)Sean 14yrs

(Brother)

Aunty Julia (& Uncle Ian) Cousin Miriam

EXTENDED FAMILY• Uncle Mark and cousins Rebecca & Christina• Uncle Dan & Aunty Lisa (Australia)-Cousins Ben & Matilda• Uncle Tony (RIP) & Aunty Jane- Cousins Sam & Joe• Poppa (Grandfather) RIP• Uncle Jeff and Aunty Lisa - Cousins Robert, Rosie & Sophie• Aunty Penny - cousins Bramwell & Charlie- Cousin Alfie

mailto:[email protected]

Participation and co-production

My Story using the Wiki Multi-media web site

• Reduces the number of times families explain their story• Reflects a whole day and not just the part of it that most

professionals are likely to see• Demonstrates simple techniques used to fit equipment or

ways to encourage independence e.g. positioning• Shows all those supporting a child- an insight into their life• Young people enjoy creating their own• Families own and share the information.

Useful source of family held information for all services providing care or support

Using a Wiki

Wiki support centres

A registration form must be completed by the Young person/ parents to set the Wiki up

Contact details/ resources:

Mark Evans; SEND Policy & ProvisionChildren, Families and Cultural Services, County Hall, Nottingham. NG2 7QPTel: 0115 9774301 Mobile: 07795 223974 email: [email protected]

Compilation video from Wiki pilot at St Giles School in Retford, giving perspectives from young people, parents and professionals. https://www.klikin.eu/page/view/id/60873.

Nottinghamshire’s anonymised plan verified and published by the Department for Education (select appendix 3) http://www.sendpathfinder.co.uk/infopacks/ap/

Short videos form Nottinghamshire describing use of wiki form a school/ parent and young person perspectivehttps://www.youtube.com/watch?v=SPa3qrDZWp8

Documents

Implementing the SEND Reforms Rachel Tyler Parent Becca Riley Nottinghamshire SEND Implementation