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SEN Support Plans Academic Year 2018/19

Guidance on the SEN Support Framework (Assess – Plan –Do- Review)

This Guidance reflects the principles and requirements set out in Chapters 5, 6 and 7 of the SEND Code of Practice January 2015.

1. Introduction

This sample SEN Support Framework and SEN Support Plan and Review pro forma can be used by any education setting. An alternative early years’ person centered SEN Support Plan is also available and is located with other SEN documentation on Doncaster's Local Offer site:

http://www.doncaster.gov.uk/services/schools/local-offer-forms-and-guidance

SEN Support is a stage of the graduated response to identifying and meeting an individual child or young person’s needs and improving their outcomes and life chances. The SEND Code of Practice 2015 places a strong emphasis on the involvement of working in partnership with families from the very start and meeting with families on a termly basis.

SEN Support Plans and reviews are managed within the education setting in partnership with other agencies involved. SEN Support should be developed through a robust Assess-Plan-Do-Review cycle. Settings can determine their own record keeping. A chronology of intervention and involvement is advised to keep an audit trail.

Children with a statutory Statement of SEN or an Education Health Care Plan continue to require planning and review on a termly basis. In order to avoid any confusion, these short term plans should be named differently to SEN Support Plans, e.g. an individual/ personalized/ my short term plan.

The following are examples of detailed supporting documentation SENCos may find helpful to co-ordinate and record as part of the overall framework. Please note that the reference to numbered Appendices is illustrative rather than prescriptive.

Appendix 1: Child/ young person’s views, wishes and feelings (e.g. One Page Profile by the child/young person (I/me/my). Please use the child's name and s/he if written about or on behalf of the child and for general profiles)

Doncaster Local Authority SEN Support Framework proforma version 4 : 01.09.2017 1

SENSP 2

http://www.doncaster.gov.uk/services/schools/local-offer-forms-and-guidance

Appendix 2: Family overarching views, wishes, feelings, hopes and essential background information

Appendix 3: Identification of special educational needs and concerns including any impact on attendance and participation

Appendix 4: Detailed assessment and progress tracking over time (e.g. Early Years Developmental Assessments, reviews and formal checks; prior entry to the current setting; benchmark on entry, continuous teacher assessment and formal assessments)

Appendix 5: Record of meetings with parents/carers (date and note of conversations)

Appendix 6: Record of requests to, involvement of, and advice from, external specialists

Appendix 7: Family and practitioner summary of What is important for… What is working; What is not working and How best to support… (see example attached)

Appendix 8: Class, year group, intervention or individual Provision map

Appendix 9: Specific Plans (e.g. child/ young person’s own Targets and Evaluations, Social Communication Plans, Individual Health Care Plans, PEPs, Short Breaks)

Appendix 10: Parental agreements and permissions to share information

2. Local Authority sample SEN Support Plan and Review proforma (schools): further notes

This form can be adapted to suit the needs of the setting.

Personal Details

Any special requirements: for example to note specific access arrangements and reasonable adjustments to take into consideration for the child, young person or their parents/ carers; or days/ times when meetings are difficult to attend due to regular medical appointments.

Strengths and interests

This should be the starting point for all assessments and outcomes focused plans. Good practice is to use Person Centred Thinking Approaches to support a child/ young person to share their views and hopes for the future. This could include: likes, dislikes, strengths, interests; what is important to them now and in the future.


Child/ young person’s Identified and assessed need

The summary should be clear of the holistic needs and how these are impacting upon access to the curriculum and participation alongside peers in the life of the setting as well as relationships and interactions within the family and wider community. Please consider and explain as necessary:

areas of SEN need according to DfE SEND Codes and Data Collection by Type of Need for School Census returns (see below at the end of this Guidance);

nature, extent and any known or potential underlying causes; attitude to learning; rate of learning; styles of learning; behaviour for learning location and context; personal care; independence; emotional health and wellbeing; physical and general health, movement and mobility, safety; participation and engagement; social communication and interaction; any specific needs around transition at compulsory school phases and particularly

preparation for adulthood.

Child/ young person ’ s views, wishes, feelings, and aspirations

One page profiles written by the child/ young person can include:

what makes a good and bad day and why; how best to support: what works / what does not work; what they would like help to do better. how they communicate; how they would like to be involved in making choices; how to support them be more independent.

Where a child/ young person has not produced their own profile, it should be clear who has provided this.

Every effort should be made to involve the child/young person in planning and review meetings both in preparing views, wishes and feelings and in attending the meeting. They may need time and support to contribute using a method of communication they are familiar with and can access. Settings are creative in involving the child/ young person in identifying their strengths and barriers to learning and participation, setting their own targets and recording and reviewing their progress.

Examples include: the child/ young person may wish to share a piece of work, show photos taken over the course of the term/ year, share a PowerPoint or a short video, share their own One Page Profile, speak using prompts such as cue cards prepared in advance or a preferred method of communication system or have a friend say what they like about them.


Practitioners should be aware of, and sensitive to, the fact that there may be differing views and opinions held by a child/ young person and his/ her parent/ carer(s).

Settings should discuss appropriate levels of support and advocacy including informal peer support and more formal services such as careers advisors, a social worker or a health practitioner.

Family views, wishes, feelings and aspirations for their child

Good practice is for the family to have a named contact and for them to have time to share information they feel is important. Parents/ carers must have the opportunity to share their views and hopes for their child's future within the family context and be involved in developments and decisions. It should be agreed how this information will be shared with relevant practitioners to enable a ‘Tell us once’ approach wherever possible.

Attainment

Please complete the summary table rather than attach detailed pupil attainment data. Should attainment levels be below the expectations of the child’s/young person’s age group, please state the year that the child is working within.

Outcomes

An Outcome is defined as the benefit or difference made to the child as a result of an intervention.

What do we want the child/ young person to be able to do that s/he cannot do now, but should, and would, be able to do with effective targeted support?

What would improve shorter term and life outcomes across education and training, community inclusion, health and/ or care?

Are the outcomes linked to the child/ young person/ family’s aspirations?

How would we know?

Long Term Outcomes will usually set out what needs to be achieved by the end of a phase or stage of education in order to enable the child or young person to progress successfully to the next phase or stage of education or training. Long Term is somewhat context driven: for this child/ young person, from their starting point, with their level of motivation and engagement.

SEN Support planning and review (as with other individual plans) should consider what medium (annual) and short term (half term or termly) steps are required to enable progression in learning and prepare towards future goals of employment or higher education, independent living and community participation. Outcomes, particularly medium and short term, should be SMART. SEN Support Plans and other individual plans can also include wider outcomes such as positive social relationships and emotional resilience and stability.

Outcomes should:Doncaster Local Authority SEN Support Framework proforma version 4 : 01.09.2017 4

• Build on what has been learned before• Use an active verb for example ‘read’, ‘know’, ‘be able to• Be written as though it has already been achieved as this makes it more compelling• Be written as positively moving towards something to achieve rather than away from

something to avoid• Make sure it will be clear whether the outcome has been achieved or not• Have a timescale for the outcome to be achieved – e.g. ‘By the end of Key stage 1’ or

‘By the time he is 16 • Be clear what the benefit will be: extend the outcome to say ‘so that….’

We should avoid:

• Provision or service adult action– for example - Celia will have a teaching assistant to help her in class, Dan will have access to a speech and language therapist.

• Outcomes that are outside of our collective responsibility – for example – Cindy will have a boyfriend or get a job of her choice by age 18.

Planning and delivering interventions and support

High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people. Some children and young people need educational provision that is additional to or different from this. This is special educational provision under Section 21 of the Children and Families Act 2014. Schools and colleges must use their best endeavours to ensure that such provision is made for those who need it. Special educational provision is underpinned by high quality teaching and is compromised by anything less.” (SEND Code of Practice)

Provision and reasonable adjustments include: Learner and Teaching strategies Support staff strategies and supervision Environment and access Differentiated curriculum/ programme of study Resources

The Local Authority has published Core Principles which can be located at: http://www.doncaster.gov.uk/services/schools/sen-service-and-faq-s-from-the-send-code-of-practice

Additional SEN Support needs to be evidence‐based and authentic for the named child enabling a highly structured and responsive approach to learning. There needs to be a rationale and evidence base for anticipated success in the choice of resource/ intervention.


http://www.doncaster.gov.uk/services/schools/sen-service-and-faq-s-from-the-send-code-of-practice

http://www.doncaster.gov.uk/services/schools/sen-service-and-faq-s-from-the-send-code-of-practice

SEN Support Plans should have clarity of focus, purpose and success criteria: a golden thread identifying needs, SMART outcomes to improve life chances and adult actions/interventions to support the child/ young person to meet those needs and outcomes. Progression must be recorded, monitored and evaluated over time specific to the individual’s level of need.

Please note: There may need to be separate planning pages for different areas of need and related outcomes.Other adult actions should be recorded separately, for example if a referral is to be made to another service.

Reviews

Wherever possible, SEN Support Plan Reviews should be scheduled to coincide with other reviews such as PEP meetings and Early Help reviews. Planning and preparation for reviews should be considered well in advance at the previous review meeting so it is clear who needs to do what, by when and why. Reviews should be planned and conducted using Person Centred Thinking approaches with the child/ young person and family placed at the centre as set out above. The LA’s SEN Assessment and Review Officers do not need to be invited to termly SEN Support Reviews.

After each review a refreshed SEN Support plan and review page can be added and the chronology updated.

Where needs are not being met at SEN Support and a request for a statutory EHC needs assessment is considered, please refer to the Guidance on requesting an assessment for the documentation required to be submitted as evidence. Where the LA’s SEN Support pro forma is being used, it is only necessary to include the current SEN Support planning ‘page’ and the last review ‘page’ together with summary statements on the request pro forma.

Deployment of Resources

The planning page of the SEN Support plan document may include the source and cost of resources per term or this may be set out in a provision map or individual timetable. There is also the option of including this information separately. This may be updated termly as necessary.

Definitions of Special Educational Needs and Disabilities Doncaster Local Authority SEN Support Framework proforma version 4 : 01.09.2017 6

As defined by the SEND Code of Practice a pupil has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. That is, he or she has a significantly greater difficulty in learning than the majority of others of the same age or has a disability which prevents or hinders him or her from making use of facilities generally provided for others of the same age in mainstream schools, settings, or post-16 institutions. A child/young person may have needs which span two or more categories however settings and LAs are required to record the primary need separately to secondary and any other needs. The SEND Code of Practice (2015) outlines the following broad areas of need with the associated Codes for recording in brackets:

• Communication and interaction which includes speech, language and communication needs (SLCN), autistic spectrum disorder (ASD).

For example: articulation skills, fluency of speech, willingness to communicate, vocabulary, comprehension, language structure, social, communication and interaction skills – in a variety of settings and contexts.

• Cognition and learning which includes moderate learning difficulties (MLD), severe learning difficulties (SLD) profound and multiple learning difficulties (PMLD), specific learning difficulties (SpLD). Broad definitions of these types of need are as follows:

o MLD: a child/ young person with significant developmental delay indicating learning difficulties of at least moderate intensity, at a mild, moderate or significant degree, with evidence of social, emotional and learning immaturity. For example, achieving below that of a Y2 child by the end of KS2 and two Key Stages below by the end of Y11

o SLD: for example, a child with a significant developmental delay indicating learning difficulties of a severe intensity and requiring a highly structured, predominantly experiential, multi-sensory curriculum working at P Levels for most of their school career

o PMLD: a child/ young person with severe and pervasive developmental delay indicating learning difficulties together with multiple and complex sensory, physical, medical and/or personal care needs requiring access to a specialist learning programme and high staffing ratio

o SPLD: a child/ young person with difficulties in the acquisition of skills in one or more areas, ranging from mild to severe and persistent: Dyslexia (literacy), Dyscalculia (numeracy), Dyspraxia (motor co-ordination). There is likely to be evidence of average or above levels of reasoning and ability and discrepancies between attainment in core and/or other subjects.

Please take into account approaches and attitudes to learning: self-image, confidence and independence, motivational factors, reasoning, organisational and problem solving skills. Educational Attainment and progress should be considered against expected levels from their own starting point, achieved independently or with adult support, indicating if teacher assessment, formal testing or standardised tests of literacy skills, reading and spelling ages, numeracy skills and other curriculum areas.


• Social, emotional and mental health difficulties (SEMH) including attention deficit hyperactivity disorder, attention deficit disorder, oppositional defiant disorder, attachment disorder, anxiety and depression.

Please consider the child/ young person's social relationships with peers and adults; self-esteem and sense of self-worth; any diagnoses, medication or external interventions or provision. The DfE Guidance for schools: ‘Mental Health and Behaviour in Schools’, can be used by early years and Post 16 settings.

• Sensory and/or physical needs which includes visual impairment (VI), hearing impairment (HI), multisensory impairment (MSI), physical difficulties (PD)

Please take into account the child/ young person's general health, fine and gross motor skills, vision, hearing, equipment needs and therapy needs.


Exemplar: What’s working well and what’s not working, at the moment

Views Working Not working How best to support

Parents/Child

Setting

Others(please state who and reference advice in reports)


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