‘all about me’ - northamptonshire county council · all about me section of ehc plans the...

Completing the

‘All about Me’

Section of EHC Plans

An Easyread guide for young people

Northamptonshire County Council

In 2014 Education, Health and Care

plans were introduced by the

Government.

They replace Statements of SEN

More information about EHC plans can

be found on the Local Offer

www.northamptonshire.gov.uk/localoffer

Introduction

Northamptonshire’s Information ,

Advice and Support Service can help

you through the EHC assessment and

transfer process.

The changes were part of the

Government’s SEN reforms

(special educational need and disabilities)

All About Me section of EHC plans

The ‘all about me’ section, has smaller sections to record your

views.

How you and your family took part

in the plan’s development.

A section describing your story.

A section describing your views,

interests and aspirations.

This includes;

What is important to me?

What am I good at?

What do I find difficult?

What makes me happy?

What would I like to acheive in the

future?


continued

All about me


continued

The sections also cover:

Your views.

What’s important to you?,

E.g. Friends, favourite toy

What’s important for you?

E.g. Medication, routine, stability

What do others like and admire

about you?, what makes you

happy or sad?


continued

What are your routines, who are the

important people in your life?

How to communicate with you to

make decisions.

Information about your support

network

Completing Part A of the EHC plan

From you

From your family

Meetings between you and school

staff/other professionals

Meetings between your parents

and school staff/other professionals

The information to complete Part A comes from different places:

Completing Part A of the EHC plan

continued

Completion of a one page profile,

this can be at home or at school

The EHC assessment focuses on

your needs, this is called person

centred planning.

It brings together people who

know you best to provide the best

outcomes in the future.

Including family and close friends.

Step by step guide to completing the information

in the ‘All about me’ section

Step 1 - starts with appreciating

the person.

List what people like and admire

about you

Be specific

Try and have 5 positive things

These steps help to get the information needed to complete the

‘all about me’ section.

If you were only to follow one step, please follow step 6, it’s the

most important one to complete Part A of the EHC plan.

Step 2— who is important in

their life

Create a relationship circle of

people who are important to

you

This helps to work out who is

important and why. It could be

friends, family, teachers or group

leaders.



Step 3 - how do you communicate with

others? & how do others communicate with

you?

It’s good to have a communication chart

<———— here’s an example

It helps others to work out what you need if

you cannot vocalise it.

Some behaviour is misunderstood, it can help

them identify if it’s good or bad and if you

need help.

Step 4—good day/bad day

Thinking about what you like or dislike

E.g. TV, toys, people, special food.

It should also include routines and rituals

You can draw up a chart to help other

people to know what to do if these things

happen.

When is this

happening

Matthew

does this

We think it

means

And we

should

Anytime he

wants

something

Clapping Matthew

wants

something,

could be a

drink or

food or the

TV channel

changed.

Ask him

what he

wants and

take his

hand to

show you.



Step 5 - your gifts, qualities and skills

A gift can be anything you do that engages

someone else in a positive way.

What do you think you do well, if you cant

say, get someone who knows you well to

help.

An example could be: “Matthew has an

amazing memory, he remembers where evey

biscuit tin is in all houses he visits”.

Step 6— what is important to them?

What is important for them?

‘important to’ is from the child’s point of view,

things that they enjoy and rely on

Be specific; if they like music, say One

Direction, otherwise if you play them ACDC

they might not enjoy it.

What’s important to George What’s important for George

Staying in touch with his friends (Jack, Joe

and Amy) and making new ones.

George needs to know when things are

going to happen like a trip or a visit.

His mobile phone. Offer him choices—what he eats, where he

goes.

To choose what he eats. He gets anxious so when he’s worried or

shaky let him have some time alone.

To do things in his own time and not be

rushed.

Talking helps him but he needs to do this

when he is ready—don’t ask him lots of

questions.

Here’s an example chart:

Step 6— what is important to you?

What is important for you? continued

“important for” is the help/support they need

to stay healthy, safe and well.

Try to keep things balanced; happy, healthy

and safe

It’s a good idea to get the chart completed

by different people involved in your life to

get a balanced picture.



To help work out what’s best for the young person you can use

the following template.

This chart tells us what’s working/not working for the young person



Step 7– What are your aspirations?

What would you like to achieve in the

future?

You might need help to work out what your

aspirations/dreams are and how to get

there.

Not all are acheivable but its important to be

helped to develop a realistic idea.

A useful tool is ‘my perfect week’ it helps to plan what works best and when.

Completing these steps means you should have enough information to

complete the ‘all about me’ section. If not, go back and check through

again, talk to other people and see what they think.

List everyone who has been involved in writing this section



Step 8 - One Page Profiles (optional)

This is a short introduction to a

person.

It’s a beginners guide to the child/

young person.

They are to the point and easy to

read.

Person Centred Planning

It allows you to give your views

even if you cannot communicate

vocally.

It gives a clear and simple way to

check back on how things are.

Keeping the good and removing

the bad.

Person centred planning helps us

develop EHC plans and plan for

your future.

Person Centred Planning

continued

The person is at the centre

Family members and

friends are partners in planning

The plan reflects what’s important

to them, their abilities, and their

support needs

The plan helps to reflect what is possible

for them to acheive in their community

rather than the services available

The plan enables ongoing

listening, learning and further action

There are five key principles to Person Centred Planning

Useful contacts

IASS—Northamptonshire’s Information, Advice and Support Services

This service provides impartial and independent support and advice about

the SEND processes in schools and the statutory process. They will be holding

events to support parents and young people’s understanding of the

information included in this booklet. They can be contacted on:

Telephone: 01604 636111

Email: [email protected]

Website: www.npps.info

Helen Sanderson Associates

Many of the tools used in this booklet can be found on this website with more

examples and explanation about the strengths of person centred practice.

Website: www.helensanderson.co.uk

Dimensions UK

Dimensions UK offer a person centred thinking e-learning course.

Website: http://www.dimensions-uk.org/about-us/person-centred/

Communication Matters

Further information to support person centred approaches

Website: www.communications.org.uk

Education, Health & Care Team

The team in the local authority who facilitate and manage the statutory

process.

Tel: 01604 367125

Email: [email protected]

Website: www.northamptonshire.gov.uk/sendehc

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