Developing and implementing an effective transfer review process

Introduction This booklet is based on the views of a large number of parent carers from across the SE7 region who have participated in events and surveys in summer and autumn 2014. We hope you find it useful when thinking about how the process for moving from statements to Education, Health and Care Plans in your area. Key message The SEND reforms are underpinned by the principles in Section 19 of the Children and Families Act 2014. These principles apply as much to the process of transferring from the old system to the new as they do to all other aspects of the legislation. In fact, in many ways they are most important at this time as we seek to change our approach and ethos in this period of transition. The principles

The Act requires us to ‘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 these 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.

What does this mean in practice in the transition process? 1. Supported preparation

To be able to have regard to the views, wishes and feelings of the child or young person and their parents it is first important to ensure that they both have real opportunities to express these and for the practitioners to be really listening. Many children, young people and their families will need support to express their views, wishes and feelings. Parent carers say to us that they sometimes find this hard, as they believe that only rarely were they truly asked to articulate in this sort of way in the old system. It can feel strange to them. They felt that it was helpful to have some pointers of the sorts of information that they could provide but this should not be in a constraining way. Some found it easier to

talk their ideas through with another person – perhaps a peer or a known practitioner – than to write things down. Others preferred to be able to have the space and time to collect their thoughts and to write them down. There should be flexibility in how views can be contributed to the transfer process for both parent carers as well as children and young people. Practitioners found it helpful to use the approach of a structured conversion based on key prompts to support them. 2. Transparency

Parent carers want the process to be ‘up front and honest’. These qualities are essential if the process is to be truly participative. This transparency should include:

• What the process is • How the process will work step by step

and how long it will take • How parent carers and young people

can be involved • Who will make decisions about what and

when – also on what basis will they make these decisions – is there any opportunity to engage with the decision makers?

• What to do if the parent carers have concerns

• What to do if there are disagreements

All of this information should be in the Local Offer either within the Transfer Plan or elsewhere. It should be easy to find but it is also important for all parent carers participating in the process to be directly provided with this information at the beginning. Some areas have developed really useful leaflets for parents which they ensure are sent out right at the start of the process. One idea, which has been effective in many areas, is to hold a meeting or meetings specifically for those parents who are about to embark on the transfer process for their child. Often these are held in schools and are an effective way of establishing a dialogue directly with those parents most closely involved. It is also a very good way of learning about what parents’ concerns are so that they can be addressed. Children and young people will also need to understand the process and what the implications are as far as possible. 3. Enabled participation To truly participate parent carers need to understand information about the transfer process. Just being provided with the information may not be sufficient in all cases. Some local areas are making direct contact with parents prior to the start of the process to double check they have received and understood the information and they are clear on what will happen next. It is important to understand that many parents may feel uncertain about the reforms and what they will mean for them and their child. Often they feel their child’s statement has been hard won and they have yet to see the proof of the pudding of the reforms or may know very little about them.

Parents in the first wave of transfers may feel particularly uneasy as they are entering unknown territory and they may feel they will be a bit of a pilot group. Some pathfinder areas have made helpful films of parents talking about the process from their trials in summer 2014. It would be very supportive to parents if a similar local film could be made involving the parents who have experienced the first wave of transfers. Participation happens best when there is sufficient time for people to express their views and where it happens in a comfortable and familiar environment. 4. Supported participation Many parents will value support particularly at the transfer review meeting but also when they receive the draft EHCP. This can be provided in a variety of ways including peer support, Independent Supporters, and key workers. When planning transfer review meetings it will be important to think about the number of professionals attending and the power ratio that this entails. Some families and the children and young people may find this daunting. It is also important to recognise the journey that the parents have been on since they first became aware their child had special educational needs. This was a journey that was forced upon them and there will be a powerful emotional background to their story. This needs to be acknowledged and support offered should help to promote family resilience. Information in the Local Offer There is a statutory requirement for areas to publish a transfer plan which includes information on:

1. the groups consulted in developing the plan 2. the total number of children and young people with statements of SEN

and LDAs 3. the order in which statements and LDAs will be transferred 4. how and when parent of children with SEN and young people with SEN

and their educational institution will be made aware of the arrangements for the transfer

5. details of the transfer review process 6. the arrangements for the transfer of young people with an LDA 7. sources of impartial SEN information and advice 8. contact details for queries

By their very nature these plans are not always easily understandable by parents and young people. It is most helpful when the plan is underpinned by graphics and leaflets which set out the information in a way that is directed at the parent carers and young people themselves. It is most important to remember that the transfer review is an EHC needs assessment and that further or updated advice or information can and will be sought if necessary. Also all parents and young people must be offered a meeting with an LA Officer during the process and that LAs must retain the responsibility for the EHCP. The published information about the transfer review process should make this clear. Many local areas are also writing to all parents and young people involved in the transfer process this year. The best letters are those which are succinct, clear and readable, which are supported by leaflets rather than seeking to include all the information in the letter itself, and where there is an easy to find contact number for queries. Parents tell us that lengthy legalistic letters are not as informative as they were probably intended to be. Key things that parents want to know:

1. Will I receive notification in the post – when? 2. When will my child’s statement be transferred? 3. What happens until then? 4. What does the process involve? 5. What do I have to do? 6. Who will be at the meeting? 7. What happens if I can’t make the meeting? 8. Who will chair the meeting? 9. What happens after the meeting? 10. Will my child lose their statement? 11. How long will the transfer take? 12. When does the timeline start? 13. What does an EHCP look like? 14. Can my child keep their statement? 15. Where can I go to get advice? 16. Is there anyone who has been through the process I can talk to? 17. What are outcomes? 18. Can I ask for the transfer for my child to be earlier or later?

It is helpful to use a variety of approaches to answering these questions:

• The Local Offer • Leaflets • Films • Workshops/events • Newsletters • Informed staff in schools and services • IASS/IS

The reforms are complex and for many parents they are still a bit of a mystery. Recognise that information may need reinforcement and often bite-sized chunks of information are more easily understood.

The good news Feedback from parents and young people who have participated in a person centred review as part of the transfer process is that they have found it a really positive experience. Many have said that they feel this is the first time they have felt really listened to and that their views do really count. This is a real pat on the back for those professionals – from schools, local authorities and health who have worked hard to ensure that the culture change of the reforms is a reality. There will be challenges ahead and not least we will need to continue to work hard to ensure that the child or young person really is at the centre of the transfer process and that their individual voices are heard. But so far the feedback has been almost universally positive. It is worth collecting and sharing this to give us all a lift when we feel overwhelmed by demands of the reforms.

Keeping the transfer process under review and in development It is important to recognise and be clear with parents, young people, practitioners and education settings that we are only just starting out on this road of transfer reviews. There will be much to learn on the way and we will need to be clear about the process of gathering information on what is working and not working so that we can improve the process as we go along. Parents will be very willing to participate in this if they trust that their input will be valued and acted upon. Many areas are collecting direct evaluative input from all parents and professionals participating in the first set of transfer reviews. They are setting this out in their Local Offer and explaining that the system will be developed over time and how people can contribute to this. In the interests of transparency it is important to ensure that parents are clear there will be reviews of the process and it may be subject to change. What are parents worried about in the transfer process?

1. Not understanding the reforms 2. Will my child lose their statement? 3. How will the priorities for transfer be decided? 4. Positives in the EHCP – is this just a way not to fund things? 5. Who will lead the transfer process and what will their background be? 6. Will the criteria change? 7. Do schools understand the reforms and what they have to do for

transfers? 8. How long does SEN Support go on for before seeking an EHC needs

assessment? 9. Who sits on the panel? 10. Is this a way to have fewer EHCPs than statements?

Top tips from SE7 parents for parents going to a transfer review meeting: Be prepared, taking along evidence to back up the points you wish to make. Prepare your arguments, and demonstrate why you have a particular position/opinion Try to put old grievances behind you and look forward – participation requires both parties to come to the table with an agreement to work together to agree/meet outcomes. It needs both parties to let go of previous history and to look forward rather than continue over old ground. A discussion about previous experiences may be useful but only if in the context of how to do things differently and more positively moving forward. Do not use meetings as an opportunity to cover old ground. Be willing to compromise. Understand what is important to you, and the things you will not compromise on, but also be prepared to make concessions. It is about meeting in the middle and finding a solution that works for everyone Remember it takes time – old habits die hard. Participation requires a change in approach from both parents and professionals, and it is easy to fall back into old ways of working and conflict. When this happens, stop, take time to reflect and then move forward. Do not give up if it is not perfect at the first attempt Try and get the views of the child or young person in advance of the meeting, they may choose not to contribute on the day. Take a photo of your child or young person to remind you/everyone what the meeting is about. Every child and young person has a voice. Don’t let anyone tell you different. Take someone with you, even if it’s just to take notes. You won’t hear everything that’s being said. Make sure everyone introduces themselves and explains what their role is, and if you don’t understand ask.

Top tips from the West Sussex Parent Carer Forum for schools planning a parent participation meeting

Every school is different, every parent is different, every SENCo is different ~ so no two meetings will be the same.

• Ideally, try to invite parents directly (a direct, face-to-face approach is ideal with accompanying flyer) or by use of a named letter. Parents appreciate a personal approach and are more likely to attend. Feel free to use the template or create your own.

• Consider inviting parent/carers who have some concerns, or who may be about to enter the SEN register.

• No time will suit all parents, but often first thing in the morning after drop-off is good. Make it clear that siblings are welcome.

• Provide coffee, tea and biscuits or pastries. • Key is informality ~ parents may just need to chat and download their

experiences. The important thing for this initial meeting is that they feel comfortable, that it is a positive experience, that they meet other parents and feel less 'alone', that they know that SENCo is approachable and will listen. Don't be afraid to have a laugh!

• Ask parents some opening questions and request brutal honesty! For example, do they feel that communication with school is good, do they feel listened to, that their child is supported. What do they find easy / difficult with child at home and at school.

• As SENCo you must be prepared to take some criticism if necessary, and look towards working with the parents ~ perhaps you can request parent help in, for example, re-designing Individual Education Plans (co-production).

• Ask parents what they would like for future meetings; this can be a workshop that focuses on a particular issue. Homework is a common issue, also behaviour at home which often contrasts with behaviour at school.

• The dynamics in each school vary hugely, so you need to 'go with the flow' and react to parent need rather than stick to a rigid plan!

• The role of the Parent Carer Forum rep in these meetings is to support both parents and school and act as an interface ~ we are there to encourage dialogue and show by example a positive relationship with the school and SENCo.

• The benefit parents get from just talking to each other cannot be under-estimated, so even if the first meeting is chatty and anecdotal, don't worry ~ it's really positive. You will learn more about the child and family.

• The only thing to be aware of is to make sure all parents have a say if they want ~ so be prepared to gently move things along. Knowing names is great, so you can direct conversation towards particular people. Some parents may be shy and need encouragement.

• Invite informal verbal feedback. Has the group been useful / positive? Ensure parents can contact you directly (email address) for confidential feedback.

• You won't get all parents along first time; you may only have a couple. The important thing is to get the group established and keep it going so that it will grow.

• On behalf of parents ~ thank you for being a proactive SENCo!