Annual Reviews and Transfer Reviews TOOLKIT

Essential information for schools, SENCO’s and SEN Leads.

VERSION 4

TMBC Inclusive Services

Version control

Version number editor date reason

1 BC 28.3.15

2 KH 27.4.15 Specifying Tameside process

3 KH 11.5.15 Update in line with DFE guidance March 15

4 GB 17.8.16 Update in line with DFE guidance Sept 2015

Table of Contents 1. Introduction/background

2. The role of the Local Authority

3. The Transfer Review or annual Review Process

4. Preparation for the Review

• Setting the date

o Transfer Review

o Annual Review

• Who to invite

o The Child or Young Person

o The Family

o Professionals

o The Local Authority SEN Team

• Gathering information

o Child or Young Person and Family

o School Advice

o Educational Psychology Input

o Professionals

5. A Person Centred Approach

6. Information Advice and Support and Independent Support

7. New rights for young people over the age of 16 8. The EHC Plan annual Review/Transfer review meeting

9. Setting Outcomes

10. After the EHC Plan Annual Review or Transfer review meeting

11. Review Process flowchart

12. A Graduated Response – Reviews at SEN Support

13. Supporting Documents and Templates

1. INTRODUCTION AND BACKGROUND

This guidance helps schools to manage the Transfer Review process in particular, and is

also relevant for Annual Reviews of Statements and EHC Plans.

This guidance is part of a suite of documents, all of them working drafts, Guidance as to

where you can find further information, FAQs, documents, templates and the relevant

legislation is provided throughout.

Feedback will be welcomed by the SEN Team either through the SEN caseworker team or

via email to senteam@tameside.gov.uk

The new SEN and Disability Code of Practice: 0-25 (2014) came into force from 1st

September 2014. The legislation which underpins it is the Children and Families Act 2014

and the Special Educational Needs and Disability Regulations 2014. When referring to the

code please ensure you use the January 2015 update.

Until a statement is transferred to an Education Health and Care Plan it remains subject to

the timescales and processes in the 2001 SEN Code of Practice – we know it’s confusing!

The DfE issued statutory guidance in August 2014 and an update in March 2015 to explain

how the new legislation will operate to transfer statements to EHC plans between 1st

September 2014 and 31 March 2018. Local Authorities and schools must comply with this

guidance. This guidance was reviewed again in September 2015 and further amendments

have been made to this toolkit as a result. 2. THE ROLE OF THE LOCAL AUTHORITY

By 1st April 2018, Local Authorities must have transferred all children and young people who have statements to the new system following a ‘Transfer Review’. Almost all these children and young people will then have an Education, Health and Care Plan. All existing Learning Difficulty Assessments for young people will be transferred to an Education, Health and Care Plan by 1st September 2016 or December 31st 2016 for post 19s, where this is necessary.

Tameside’s Local Transition Plan indicates which year groups we will be focusing on over

the next 3 years and can be found in the Transfer/Transition Plan on the local offer. We

need to prioritise children and young people who are moving from one school phase to

another, children and young people who move into Tameside from other Local Authority

areas, and children and young people who are leaving custody.

The Authority is required to facilitate, encourage and support approaches for person centred

planning (see section 5). Information about the support that is available for parents to

encourage this can be found later in this document (see section 6).

The Authority is also required to provide guidance to schools, setting, colleges and parents.

This document forms part of this guidance.

3. THE TRANSFER REVIEW OR ANNUAL REVIEW OF AN EHC PLAN/STATEMENT

The Transfer or Annual Review is an important aspect of the statutory process and will need

careful planning at school level to ensure that the right advice is available when it is needed.

It needs to take place within a new statutory time frame and be person centred. There is

more information about this later in this guidance.

The purpose of the Transfer/ Annual Review is to:

To identify the long term aspirations of the child/young person and their family

Gather and assess information

Review outcomes.

Review interim targets (For example, those in IEPs)

Review the special educational provision so that it is effective

Review health and social care provision where it relates to the SEN and/or the

special educational provision

Consider whether or not the Plan/Statement needs to be continued

Set new long term and short term outcomes

Review any personal budget arrangements in place.

From year 9 every review must include a focus on preparing for adulthood and

transition planning.

Have regard to education and training outcomes for young people over the age of

18.

In most cases, reviews should normally be held at the educational institution attended by the child or young person. Reviews are generally most effective when led by the educational institution. They know the child or young person best, will have the closest contact with them and their family and will have the clearest information about progress and next steps. There may be exceptional circumstances where it will be appropriate for the review meeting to be held by the local authority in a different location, for example where a young person attends programmes of study at more than one institution.

FOR ANY TYPE OF REVIEW ANY REPORTS OR DOCUMENTATION PREPARED TO

CONTRIBUTE TO THE REVIEW MUST BE CIRCULATED TO ALL ATTENDEES A

MINIMUM OF 2 WEEKS BEFORE THE MEETING.

4. PREPARATION FOR A TRANSFER REVIEW OR ANNUAL REVIEW OF AN EHC

PLAN/STATEMENT

To help us all to meet the timescales there is a lot of work that can, and should, be done

prior to you sending the formal letter that invites parents to the meeting. The better your

preparation the more effective the review meeting will be.

Setting the date

• Transfer Review

The transfer review will take the place of the annual review of a statement that you would

usually do within the following timescales.

Year 2 –spring term Year 5 – summer term Year 9 – spring term if change of placement required. Summer term otherwise. Year 11 – autumn term

These dates are provisional subject to changes in government legislation

A date for the meeting should be agreed well in advance of the invitation b e i n g sent

out – it is vital that both the parents/carers and a SEN caseworker can attend the

transfer review meeting. You may need to deviate from your normal pattern of review

meetings to give parents the best possible opportunity to attend.

There is a template invite letter with explanatory notes for parents which can be found in

the supporting documents.

You must send a copy of your transfer review invitation letter to senteam@tameside.gov.uk

The 2 0 week timescale is triggered by the date of the letter notifying parents of the

transfer process. It is a statutory requirement that parents must be informed 2 weeks

before the process.

The process follows the EHC Assessment process, and needs to be completed within 20

weeks of the process being started. There is a chart to help you with this at the end of this

document.

There is a lot of work to be completed within a 20 week timescale, and the emphasis in the

legislation is on the word ‘within’. So these timescales are the latest by which certain stages

must be completed, and they should be completed in advance of this wherever possible –

especially for LAC.

• Annual Review

If the child already has an EHCP in place then an annual review needs to take place – but

still in the set term as this is when any significant amendments including the naming of the

next school may be made.

For annual reviews please inform the SEN team by email senteam@tameside.gov.uk

For Annual Reviews of EHC Plans, the Code says at Section 9:176 that schools must prepare and send a report of the meeting to everyone invited within 2 weeks of the meeting taking place.

In turn the local authority must inform the parents of any changes it intends to make to the

plan following the meeting within the next 2 weeks (ie within a month of the meeting) Most schools already do this with Annual Reviews of Statements and to avoid any confusion we are proposing we adopt the same timescales for all annual reviews.

Who to invite

Information about this can be found in the 2014 Code of Practice at Section 9:176. Schools

must invite the following people and give them at least 2 weeks’ notice to attend the

meeting:

The child/young person’s parents or carers

A school representative

A Local Authority SEN Officer

A Health Service representative (if involved)

A Local Authority Social Care representative (if involved)

Other individuals involved, for example, Youth Offending Teams, Early Intervention

Key worker

• The Child/Young Person

Remember this is their meeting and they should be involved in the planning of it as far as

possible – jointly preparing and sending out invitations can be a good way to do this, there is

further guidance on ways to meaningfully involve them in the meeting later in this document.

• Family

You should agree the meeting date with the family at an early stage, take into account,

anything which might impact on the family being able to attend, for example work patterns or

caring responsibilities for other children. We would suggest that you try to do this for all

relevant pupils as early as possible. The statutory guidance says that schools must invite

parents to the meeting at least 2 weeks beforehand and we think that schools should aim to

send the formal invitation letter no more than 2 weeks before the meeting as a reminder

about the date already set.

PLEASE REMEMBER schools should have already agreed this date well in advance of the

meeting so that it is convenient for the family and they are able to attend. We would hope

that it is highly unlikely that a review would take place without parental attendance and

participation. If such a situation occurs schools should look to the possibility of rescheduling

the meeting. The SEN Team strongly advise against proceeding with a transfer or annual

review without the family present as it does not reflect the essence of the new code of

practice.

• Professionals

It is important that all those currently involved with the child/YP are given the opportunity to

contribute. If you have particular concerns it is important to ensure the relevant

professional is given the best opportunity to contribute to the meeting with plenty of notice.

• The local Authority SEN Team

Until 2018 SEN caseworkers will be focusing attendance at transfer reviews; you must

make sure that they are available before confirming the date with parents. Please avoid

Wednesdays wherever possible – this is the day most of our SEN panels take place.

If you feel that significant changes to needs, provision or indeed placement need to be

discussed you should contact the relevant casework team well before the meeting and we

will endeavour to have a member of the SEN team attend.

Gathering Information

For all the children in your school with statements or EHCPs, It is strongly advised that you

complete an audit of the reports you already have for each child for whom you will be

completing a review as early as possible. This will help you to see which reports you need

to have updated. The law is quite clear that we must not ask for further advice if what we

already have is recent and relevant.

Any preparation for a year 9 review upwards MUST include looking at the Preparing for

Adulthood outcomes – there is an additional review report document which has been

prepared with this in mind to support you.

They are:

• Employment

• Independent Living

• Community Inclusion

• Health

More information can be found at www.preparingforadulthood.org.uk. The code asks that

these outcomes are considered from the earliest years. Schools and settings might choose to

use the areas to help focus and engage family aspirations.

If you do require additional or updated reports, you should obtain this prior to the review

meeting. See notes below with regard to Educational Psychology input to reviews. Under

Section 9:176: you must also send all reports, whether previously held or which you

have recently requested, to the parents and other professionals with the meeting

invitation letter. Some schools already do this as part of the annual reviews of statements

and this is good practice.

Use the summary of information form to give an overview of the reports which have been

collated for the review. • Child/young person and Family views

These are central to a Person Centred Review and every effort must be made to ensure that

there is appropriate support available to help with this - see sections below on a person

centred approach and additional support.

• School advice for the Transfer or Annual Review

Some schools like to take a ‘round robin’ approach to collating information on progress from

teachers and teaching assistants to contribute to the review. This can be a good idea,

provided that the person convening the meeting has asked for specific and relevant

information to inform the review meeting. If schools do take this approach, they must still

provide a summary of this information – please review the information which is requested in

the annual review report to ensure everything required is collected and available at the

meeting. The original information collected should also be included with the review

documents, even though it has been summarised in the school advice.

The Provision Map should form part of the School Advice. A template and guidance notes

are provided in a separate document.

• Educational Psychology input

At the review meeting school staff and parents may think that some reassessment of need is required. The setting highlights on their paperwork the nature of a changing profile of need.

SEN caseworkers then discuss the review outcomes at a supervision meeting with the SEN Managers.

Following that process the SEN Managers might then want to consult with the Lead EP.

If further EP involvement is agreed at that point the EP team will allocate a member of the associate pool to provide updated evidence.

EP advice is not normally provided prior to a review meeting. It is not anticipated that psychologists will attend the review meeting.

• Professionals

For annual reviews of EHC plans or statements (rather than transfer reviews) schools must

seek written information about the child/young person from all those invited. However,

professionals may refer you to existing reports or may feel that it is not necessary to provide

an updated report. Therefore, if there is already recent, relevant information from a

particular professional, then the requirement to have sought advice is satisfied. However,

schools may wish to indicate in their invitation to external professionals that, if they wish to

provide any information in addition to that already provided, they may do so. Forms are

available for external professionals to record this information.

5. A PERSON CENTRED APPROACH

The new legislation places a greater emphasis than previously on a ‘person-centred’

approach. You should send parents and carers the form for their views, which they can be

completed prior to the meeting itself. Ideally this should be done prior to the meeting invites

being sent out it can be circulated alongside any other reports as it is equally as valuable.

Some parents may need to provide their views in a different format, or orally, or may need

other support to help them make their contributions. While most parents will be comfortable

submitting their views using the form, schools must consider their requirements for support

or alternative ways of making their views known at an early stage, and talk to parents about

how they can do this. Many will be happy to have a conversation with a trusted member of

staff, while others may prefer to receive help from other sources.

The forms on which parents can express their views, wishes and feelings about their child’s

needs can be found in the supporting documents.

The views of children and young people are also very important and you will need to think

about how best to support them in expressing these. In the supporting documents there is a

form on which their views can be recorded (My Views – the young person may also

contribute to the ‘our hopes and aspirations’ with the family – however it is important that the

child/young person’s views are expressed in their own right). We know that some children

will want to express their views in different ways, and schools are encouraged to create their

own versions of the document, taking into account the child’s age and abilities when doing

so. If you do this, you should use the form given here as guidance as to what information

needs to be collected, enhancing this as you consider appropriate. We also welcome

multimedia approaches to recoding pupil views e.g., photographs, video, online journals etc.

A person centred approach is about listening and acting on what has been heard. It is about co-production and equalizing power. It’s not about ‘telling’ which is disempowering but about ‘asking’. When you first start to adopt this approach many professionals find it difficult to move from an ‘expert’ approach to a ‘partnership and enabling’ approach, the more you do it the easier it gets!

Person centred tools can be helpful in supporting a person centred conversation. The table below summarises some of the common person-centred thinking tools and how they can be used with CYP and their families

Person-centred thinking tool

What this tool can do How it can be used

What is important to… and what is important for …?

Identify what matters to the young person and what is important for them to stay healthy and safe, and find a balance between them.

To create a one-page profile that captures what matters to them and how best to support them, along with what people like and admire about the young person. This can then form the basis of a person-centred plan.

What is important in the future Capture young person’s aspirations and ideas about the future

Opportunity to capture information about what is possible and an important part of a person centred review

What’s working / not working Help to reflect on the child’s life and school experience.

Like and admire Provides a way to appreciate and recognise the positive qualities of a child or YP

Relationship circle Provides a way to identify who is in the child or young person’s life and their relationship

Can be looked at from different perspectives: - child or YP, family, school others. To enable people to build on what is working and to identify what is not working, who it is not working for., and what can be done about it.

To create ‘feel good’ folders for young people that describe what other people appreciate and admire about them. It helps staff working with them to understand what others like and admire and provides a counter focus to ‘what’s wrong’

To identify relationships that can be developed and or strengthened

Further resources can be found on the following websites

http://www.personalisingeducation.org/

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

6. INFORMATION ADVICE AND SUPPORT AND INDEPENDENT SUPPORT

From 1st September 2014 Parent Partnership Services evolved into information advice and

support services (IAS). Each IAS service is similar to that of PPS however the type of

support and who is entitled to receive it has been significantly expanded.

Tameside SENDIASS aims to encourage and develop partnership between children, young people, parents, schools, the local authority and all other partners who are involved in working to identify, assess and meet the special educational needs of children and young people.

• Information about Tameside’s Local Offer www.tameside.gov.uk/localoffer • Information, advice and support on subjects including local policy and practice,

personalisation, personal budgets, preparation for adulthood, the law on SEN and Disability, Health and Social Care.

• Information, advice and support through the Education, Health and Care Plan (EHC) assessment and planning process. Also information about existing Special Educational Needs (SEN) statements and review process.

• Information, advice and support about SEN Support. • Confidential and impartial information, advice and support to young people (16+) on

their own, if requested. • Confidential and impartial information, advice and support to parents. • Individual casework and representation. • Support in preparing for and attending meetings. • Help in filling in forms and writing letters/reports. • Support in resolving disagreements, including disagreement resolution, mediation

and tribunals. • Signposting to other local or national sources of advice, information and support. • Links to local parent support groups and forums. • Information on the role of Independent Supporters (IS) and how to access this

support (read below).

Telephone: 0161 342 3383 email: sendiass@tameside.gov.uk

Independent support

This is a time limited government funded initiative to support families through the transfer

process. A family can access a limited amount of support to help them prepare to share

their views and represent themselves at the meeting. For transfer reviews and for young

people with an LDA transferring to an EHC Plan, independent support is currently provided

by Together Trust and they can be contacted at:-

Together Trust Schools Hill, Cheadle, Cheshire SK8 1JE Tel: 07557 801954 E-mail: drs@togethertrust.org.uk

If you are at all unsure where to signpost parents SENDIASS with be happy to advise.

7. NEW RIGHTS FOR YOUNG PEOPLE OVER THE AGE OF 16

Schools and other settings will need to have regard to the Children and Families Act 2014 and Section 1:8 of the 2014 SEN Code of Practice which highlights the significant new rights afforded to young people once they reach the end of the academic year in which they are 16. In particular, Local Authorities, schools and other agencies should normally engage directly with the young person rather than their parent. However, it is recognised that most young people will continue to want their parents involved in discussions and planning, and some young people may not have the capacity to make their view known or to make certain decisions. There is further information about this in Chapter 8 and Annex 1 of the Code, and Section 80 of the Children and Families Act.

8. THE EHC PLAN ANNUAL REVIEW/TRANSFER REVIEW MEETING

By now, all reports (with the exception of Psychology), whether previously held or recently

requested and produced, including parent/carer and child/young person views, will have

been collected. You will already have agreed the meeting date, and sent a letter inviting

parents to attend the meeting at least 2 weeks beforehand. You will also have sent the

parents and child/young person and all the professionals involved, including the Local

Authority, a copy of all the advice you have received. You may already have pre-populated

some of the Review document, for example with levels of progress etc. to save time at the

meeting and afterwards.

Section 3 of this guidance (above) explains the purpose of the review.

The meeting must focus on the following areas:

The views of the child and parent/carer.

The long term aspirations of the family and child/young person

The child or young person’s progress towards achieving outcomes specified in the

EHC Plan, the objectives in the statement, or, where this is a transfer review to

transfer a statement to an EHC Plan or a statement.

For transfer reviews, identifying short and long term outcomes (which should link to

the objectives in the statement) to put into the new plan. Please note that for children

and young people in the last year of a phase of education (Year 2, Year 6 and Year

11 and school leavers) the outcomes set must be applicable to the next phase of

education.

Whether there are any changes needed to the outcomes/objectives themselves

Consideration of the provision that the child/young person receives and whether any

changes are required to help them achieve these outcomes/objectives – including

consideration of funding

An agenda is available in the supporting documents if this is required or you can use your

own agenda however, you must ensure that all the information required for the Report of the

Annual Review is gathered and recorded accurately on the form, ideally in the presence of

other people at the meeting.

When you record recommendations or decisions from the review you must also record

whether there is anyone who does not agree with these recommendations/decisions and

their reasons for this.

The notes of the discussion and other information need to be provided on the review

paperwork.Some schools like to take minutes of the meeting which can be helpful, but is not a

requirement. If schools decide to take minutes, they must still summarise the views of all

attendees on the Report of the Annual Review form and ensure that the views of everyone

involved are accurately recorded

- It is not acceptable to write see attached minutes. Any additional notes do not need to be

lengthy because everyone will have had an opportunity to provide written information which

will also be considered. It is best to do this at the meeting itself so that everyone is confident

that their views are accurately recorded.

9. SETTING OUTCOMES

There is a strong emphasis on setting and reviewing outcomes in Education, Health and Care

Plans and there will need to be a clear link between the shorter term targets in IEPs ( if still

used) or learning plans, medium term outcomes and then long term outcomes. IEP targets

tend to be termly targets rather than annual ones, and as such would not normally be

considered short term outcomes to be achieved over a year as indicated in an EHC Plan.

Outcomes are not provision but are a clear description of what a child or young person will be doing at a specific point of time in the future. They may be steps to aspirations but should be clear and SMART.

See the CDC resources at http://www.councilfordisabledchildren.org.uk/resources/ehc-

outcomes-pyramid for more support.

10.AFTER THE ANNUAL REVIEW OR TRANSFER REVIEW

Within two weeks of the Review meeting taking place, you must send the completed review

form to the SEN team and to everyone that you invited to the meeting. You do not need to

send any documents which have previously been circulated, but you must include any new

documents or reports that were not circulated before the meeting.

You must amend the summary of information form sent prior to the review to include any

further reports considered by the meeting and circulate this with the meeting report so that

attendees and the Local Authority can check their documentation against the list to ensure

that they have received everything.

Remember this must be done within 2 weeks of the meeting date (that is calendar

weeks not term weeks so be careful when you plan your reviews)

We then have different things to do depending on whether it is an Annual review or a

Transfer review. Next steps are explained in the relevant timelines and in the flowchart

below.

11.Review Process Flowchart

TIMEFRAME TRANSFER REVIEW ANNUAL REVIEW

The term prior to Review

Review the reports that you already have for the child/young person.

Request updated reports if necessary Agree a date for the Transfer Review meeting with parents and other professionals - ensure an SEN caseworker is able to attend Through using a person centred approach ensure parents, children and young people can be supported to make their views known, and discuss with them as appropriate.

Review the reports that you already have for the child/young person.

Request updated reports if necessary

Agree a date for the

Annual Review meeting with parents and other professionals

Through using a person centred approach ensure parents, children and young people can be supported to make their views known, and discuss with them as appropriate.

WEEK -2 support the child to send the formal meeting invitation

letter and summary of information to parents and other professionals INCLUDING THE LOCAL AUTHORITY. Include copies of the reports that will be included in the review

support the child to send the formal meeting invitation letter and summary of information to the parents/ and other professionals INCLUDING THE LOCAL AUTHORITY. Include copies of the reports that will be included in the review

WEEK -1 Reports are already gathered Preparation is completed, using person centred tools, to ensure the views of young person and parents are sought, with support where necessary

Reports are already gathered Preparation is completed, using person centred tools, to ensure the views of young person and parents are sought, with support where necessary

WEEK 1 Person Centred Transfer Review meeting takes place

Person Centred Annual Review meeting takes place

WEEK 2 Person Centred Transfer Review documentation is sent to SEN Team (email) within 2 weeks of the meeting (see section 9 above)

Person Centred Annual Review documentation meeting is sent to SEN Team (email) within 2 weeks of the meeting (see section 9 above)

Week 3-4 SEN Case worker ensure any actions/reports identified in the review action plan are requested/commissioned to ensure information is available to write the draft EHC

LA SEN Team send a copy of the existing plan with an accompanying notice providing details of the proposed amendments, including evidence to parent Parents and carers are asked for their comments within 15 days

Week 5-6 SEN Caseworker decision to make amendments/not make amendments – must be issued within 8 weeks of the original amendment notice

Week 10-13 SEN Caseworker drafts EHC Plan WEEK 12-14 SEN Caseworker sends draft EHC

Plan to parents and young person

Parent and young person consider draft EHC Plan and send comments to SEN Caseworker (15 days)

WEEK 15-16

Consult with school – placement (15 days)

WEEK 17-18 Final EHC Plan issued

12.A GRADUATED RESPONSE – REVIEWS AT SEN SUPPORT

Emphasis is made of early identification and that ‘high quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people’. The Code goes on to recognise that some children and young people will need educational provisions that are additional to or different from this and that schools and colleges must use their best endeavors to make sure that such provision is made for those who need it. The Code emphasises that special educational provision is underpinned by high quality teaching and is compromised by anything less.

Schools are encouraged to contact our Pupil Support Services and use the advice in ‘The Enabling Classrooms’ guidance to support them in providing high quality inclusive learning environments.

Early Years providers can seek additional support through the SENCO surgeries.

Early years providers, schools and colleges should know precisely where children and young

people who have SEN are in their learning and development. There should be regular assessments of the progress of all learners and settings should seek to identify those who are making less than expected progress given their age and individual circumstances. This can be characterised by progress which is:-

• significantly slower than that of their peers starting from the 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

It can include progress in areas other than attainment – for instance where a pupil needs to

make additional progress with wider development or social needs in order to make a

successful transition to adult life.

There are changes at the moment to the National Curriculum assessment system, and we are seeking to ensure that those performing below expected levels are fully included as part of any new assessment approach. The Rochford Review into this has recently issued its initial report.

The first response to such progress should be high quality teaching. Clear programmes with measurable outcomes need to be in place, with appropriate interventions specific to the child’s needs. This should follow the cycle of Assess, Plan Do and Review.

The quality of teaching should be regularly reviewed and should include where necessary improving teachers’ and staffs’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered.

It is critical that the children and their parents and young people are actively involved and so where there are concerns the school/setting must inform parents. In order to follow the principles of the code of practice this can be done through a person centred conversation. The involvement of children and young people should increase as the child grows older. For a very young child it will be their parents who are deciding aspirations and consulting with the setting in deciding on appropriate outcomes to meet these aspirations. However, consideration should always be given to how the child can be involved and the degree to which they are involved will increase over time. This cannot be prescriptive as it will depend on children’s individual circumstances but it is essential that the child’s aspirations are sought as these may not necessarily coincide with other’s aspirations for them.

13.SUPPORTING DOCUMENTS AND TEMPLATES

Person Centred Guidance