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STATUTORY EDUCATION, HEALTH & CARE PLAN

In place of a Statement of Special Educational Need


!" T#e follo$in% Education, Healt# & Ca&e Plan, i ued in place of t#e Statement of SEN, i made on '( Au%u t ')!* +, Sout#ampton Cit, Council -.t#e education aut#o&it,./ in &e pect of To+, Smit# $#o e pa&ticula& a&e et out +elo$" Name Add&e Contact num+e& Date of 0i&t# Settin%1Sc#ool1Colle%e Name of Pa&ent1Ca&e& $#o #a pa&ental &e pon i+ilit, Add&e Contact Num+e& 4 years old Meadow Valley Nursery Lucinda and Joe Smith As above As above Toby Smith

NHS Num+e& Pa&i Num+e&

1234 !"#$ 1234 !"#$

Plea e name e2e&,one $#o #a cont&i+uted and $&ote t#i Education Healt# and Ca&e Plan Name Title Ho$ did t#e, Repo&t cont&i+ute3 Attac#ed3
-inc date of &epo&t/

Lucinda and 4oe Smit# 4ane 8&i%#t 5ic#elle Allen

5um and Dad A e ment Coo&dinato& DHT1SENCo 9 5eado$ :alle, Infant and Nu& e&, Educational P ,c#olo%i t -EP/

Attendance at fi& t and final meetin% C#ai& and coo&dination Attendance at fi& t and final meetin% Repo&t onl,

Ye 6 '*")7"!* N1A Applicant

D& Sa&a# 8allin%ton

Ye 6)*");"!*

<a&en A&c#e& Su ie 5a&den D& Linda 4one Anna Pipe& 4enn, 0u&ton

P&e2ention Social 8o&=e& Speec#& Lan%ua%e T#e&api t -SALT/ Communit, Paediat&ician Re pite Ca&e& P#, iot#e&api t

Home 2i it & Repo&t onl, Repo&t onl, Telep#one con2e& ation& &epo&t Attendance at final meetin% Repo&t onl,

Ye 6 !7")>"!* Ye 6 )*")>"!* Ye 6 !'");"!* No Ye 6 )(")>"!*

%hen assessin& Toby's s(ecial educational needs) the authority too* into consideration the evidence and advice set out in the A((endices and re(orts collected durin& this assessment which contributed to this (lan+

'" C#ild P&ofile


Date EHCP A%&eed Sc#eduled Re2ie$ Date :e& ion Num+e& C#ild1,oun% pe& on@ '(")("')!* ;")!"')!? ! to&,

Toby is universally described by everyone who *nows him as an endearin& and lovable little boy who now en,oys comin& into Nursery and -eels sa-e with his 1.1 /ey wor*er+ Toby is si&ni-icantly a--ected by his dia&noses o- Autism and 0erebral 1alsy+ S(eci-ically) that the (athway in his brain which allows -or communication between le-t and ri&ht is only (artly develo(ed+ Toby has the -ollowin& medical conditions. Nasal 2thmoidal 2nce(halocoele 3 re(aired day 3 4istory o- 1aro5ysmal events) (ossibly -its Small head circum-erence 2volvin& 0erebral 1alsy 3 mild ri&ht 4emi(le&ia A((ears to have di--iculty with visual de(th (erce(tion Autism

An im(ortant (art o- this (lan -or Toby should loo* to -acilitate his will and determination to be inde(endent and meet his own needs as -ar as he can+

C#ild1,oun% pe& on@ a pi&ation e"%" education, pla,, #ealt#, f&iend #ip , iAt# fo&m, fu&t#e& education, independent li2in%, uni2e& it, and emplo,ment"
6ue to his youn& a&e and di--iculties with e5(ressive lan&ua&e) Toby is unable to e5(ress his views directly+ 4owever) it seems -rom observation in the nursery settin& and -rom all the evidence &athered that Toby wants to be inde(endent and does try to attem(t some sim(le tas*s -or himsel-+ 7or e5am(le) he will attem(t to retrieve a ball even thou&h he -inds runnin& or any 8-ast (aced' activity very di--icult and o-ten stumbles+ 4e is increasin&ly aware o- his (eers in the settin& and (articularly en,oys (layin& near to one s(eci-ic 8-avoured' child+ 4e still -inds the (ace o- other children's activities di--icult to access as he re9uires lon&er (rocessin& time but he has ,ust be&un to identi-y his (articular -riend by see*in& him out on a re&ular basis+

C#ild1,oun% pe& on communicate +,B


Toby a((ears to have be&un to understood the reci(rocal nature o- communication as) at home he will re(eat bac* learnt -amiliar (hrases such as 84ello Toby) how are you:') mimic*in& an e5act re(lica o- the intonation and rhythm used by the adult+ 4e uses &esture and -acial e5(ression to indicate his needs and in the settin&) he is bein& su((orted to use 120S ;1ictorial 25chan&e 0ommunication System< as Toby res(onds well to visual learnin& strate&ies+ At home) (arents have e5(erienced success in usin& visual (rom(ts and rewards with Toby to rein-orce a((ro(riate behaviour+ 1articularly) when they are outside the home+

C#ild1,oun% pe& on@ famil,@

to&,

Thou&h Toby's (arents have a stron& relationshi( and su((ort each other with the children as much as (ossible) both Toby's (arents has themselves &ot s(eci-ic medical needs which result in both (arents e5(eriencin& muscle wea*ness) (ain and -ati&ue+ Toby's sister is a very active) ener&etic and enthusiastic toddler who li*es to be inde(endent+ Toby's (arents have noted that his sister tends to 8overwhelm him' and that accommodatin& -or both their children's di--erin&=contrastin& needs within their -amily li-e can be very challen&in&+

Pa&ent1ca&e&@ a pi&ation fo& c#ild1,oun% pe& on e"%" education, pla,, #ealt#, f&iend #ip , iAt# fo&m, fu&t#e& education, independent li2in%, uni2e& it, and emplo,ment"
Toby's wel-are and his ability to (ro&ress sa-ely and consistently are very im(ortant to his (arents) Lucinda and Joe+ >7or Toby to receive the &reatest care and achieve the best he can academically with his needs) he needs continual) individual su((ort -rom a 1.1 adult and it be in a settin& that is and will continually be able to (rovide ade9uate care -or Toby+ Toby has such a broad s(ectrum o- needs that we -eel he would not be sa-e or ha((y within a mainstream teachin& settin&) without continual individual su((ort?+ ;9uote ta*en -rom 1arent's Additional Su((ortin& letter 3 23+@ +13<

Ho$ #a t#e c#ild1,oun% pe& on and #i 1#e& famil, pa&ticipated in t#e de2elopment of t#i plan3
Lucinda and Joe have attended all Ante&rated Assessment meetin&s and have been in on&oin& contact with the Assessment 0oordinator throu&h out the (rocess+ The Assessment 0oordinator has visited the nursery and met Toby whilst he was (layin& with the water tray+ The -amily (artici(ated in a home visit -rom the 1revention Social %or*er and have discussed Toby's needs durin& individual consultations with the 2ducational 1sycholo&ist and 0ommunity 1aediatrician+

Plea e attac# COne and Onl,@ pa&ent6led &eco&d, $#e&e app&op&iate"

*" Summa&, of S=ill and St&en%t# , Need and Suppo&t


T#i ection of t#e Education, Healt# & Ca&e Plan et out To+,@ pecial educational need , in te&m of To+,@ lea&nin% difficultie $#ic# call fo& pecial educational p&o2i ion"
Plea e de c&i+e t#e t&en%t# and =ill t#at #a2e +een identified in t#e Inte%&ated A e ment -in p&io&it, o&de&, $#e&e po i+le/ in t#e follo$in% a&ea -if ,ou #a2e Duoted f&om a &epo&t, plea e ma=e &efe&ence to t#e pecific &epo&t f&om $#ic# t#i Duote #a +een d&a$n/B
De2elopment and Lea&nin%
Toby is a deli&ht-ul little boy who has develo(ed an e5cellent relationshi( with his 1.1 *ey wor*er in nursery) Mrs Sinclair+ 4e is described as havin& stren&ths in many areas such as his &ood behaviour and his desire to be inde(endent+ Toby is now calmer and less distressed at nursery than he was when he started there+ 4e has develo(ed a close relationshi( with his 1.1 *ey wor*er at Nursery and has a (articularly -avoured (eer in the settin& who he will sometimes see* out to (lay alon&side them+ Toby is sensitive to some sensory stimulation) -indin& stro*in& -urry or so-t sur-aces calmin& and consistently e5(lorin& rubbery te5tures by (uttin& them in his mouth+ At home) Toby a((ears to be becomin& more s(atially aware and his (arents -eel that he now (lans a route be-ore settin& o--+ Toby re(ortedly ma*es use o- low level -urniture at home to move around) and has learnt to crawl in the last -ew months+ Toby now wal*s unaided and is able to sit with his le&s in -ront o- him) or cross le&&ed+ Toby demonstrated to the 21 that he is able to throw an ob,ect with an over arm throw usin& his le-t arm to a tar&et+ 4e wants to run but o-ten (laces himsel- in dan&er when tryin& to en&a&e in any -astB(aced activities as he invariably stumbles and becomes unbalanced+

Emotional 8ell+ein%

P#, ical Healt#

Eamil, en2i&onment

Toby en,oys a stable) consistent and warm -amily li-e at home with his mother and -ather and youn&er sister+ The wider -amily are su((ortive) (articularly his &rand(arents+

Plea e de c&i+e t#e need t#at #a2e +een identified in t#e Inte%&ated A e ment -in p&io&it, o&de&, $#e&e po i+le/ in t#e follo$in% a&ea B
De2elopment and Lea&nin%
An line with his medical dia&noses o- 0erebral 1alsy and Autism) Toby e5(eriences di--iculties with s(eech and communication which im(act on his ability to interact socially+ Associated with Autism) Toby dis(lays a (re-erence -or routine and ri&idity and this a--ects the ran&e o- activities that he will en&a&e with and the way he understands and inter(rets the world around him+ 4e has no sense o- his own sa-ety and re9uires constant adult su((ort to avoid (uttin& himsel- in dan&er+

Emotional 8ell+ein%

Toby's di--iculties with understandin& lan&ua&e and bein& able to use lan&ua&e e--ectively to e5(ress himsel- are li*ely to be an underlyin& cause o- his outbursts o- emotional distress+ Toby is a very -ussy eater and -inds some oral te5tures and tastes distressin& althou&h he tends to e5(lore te5tures throu&h his mouth in the -irst instance+ Cverall) Toby a((ears to have a hy(ersensitivity to certain sensory -eedbac* and it is s(eculated that these instances o- hy(ersensitivity could be a tri&&er -or some challen&in& behaviour+ Toby's 0erebral 1alsy im(acts on both his &ross and -ine motor s*ills) as well as his inde(endence) and it is (ossible that this causes him to -eel less con-ident to e5(lore new materials and activities+ 4e also e5(eriences di--iculties with his (erce(tual and mani(ulative s*ills+ Toby's wal*in& is worse when he is -eelin& tired and at these times he can stumble) bum( into thin&s and -all over+ %hen this ha((ens) Toby will -all onto both o- his arms but is able to &et himsel- to a sittin& and then a standin& (osition inde(endently+ Toby re(ortedly wants to run but his ri&ht le& is not 9uite 9uic* enou&h to *ee( u( and is turned out when he wal*s+ As a result) Toby tends to move very care-ully and -eels unsure about -aster (aced activities re9uirin& coordination) althou&h he clearly does want to ta*e (art+ 7or e5am(le) Toby -inds ridin& a tricycle challen&in& as the (edal o-ten tra(s his ri&ht -oot+ Toby e5(eriences si&ni-icant di--iculties slee(in&+ 4is mother re(orts that he slee(s on his bac* initially) but then (re-ers to slee( leanin& -orward which o(ens his airways+ As a result) Slee( A(noea is currently bein& investi&ated+ Mrs Smith told the 21 that Toby's slee( is disturbed -or about or ! hours each ni&ht) althou&h he never calls -or his (arents but s(ends time sel- soothin&+ At is s(eculated that there may also be a sensoryB-eedbac* dimension to his disturbed slee( (atterns+ Toby o-ten has a cold and Mrs Smith has noticed that Toby a((ears to have little resistance to any &erms that he encounters+ Toby has also e5(erienced occasional seiDures which are tri&&ered by a sudden rise in his body tem(erature+

P#, ical Healt#

Eamil, en2i&onment

Thou&h Toby's (arents have a stron& relationshi( and su((ort each other with the children as much as (ossible) both Toby's (arents has themselves &ot s(eci-ic medical needs which result in both (arents e5(eriencin& muscle wea*ness) (ain and -ati&ue+ Toby's sister is a very active) ener&etic and enthusiastic toddler who li*es to be inde(endent+ Toby's (arents have noted that his sister tends to 8overwhelm him' and that accommodatin& -or both their children's di--erin&=contrastin& needs within their -amily li-e can be very challen&in&+

Plea e de c&i+e t#e cu&&ent uppo&t a&&an%ement in placeB


At the time o- the -irst Ante&rated Assessment meetin&) Toby was attendin& Meadow Valley Nursery -ive sessions (er wee*) where he received 1.1 su((ort -rom Mrs Sinclair+ 7rom Se(tember 2@13) he will be startin& in Eece(tion at Meadow Valley An-ant School and the Ante&rated Assessment Team note that it will be necessary -or the current level o- intensive adult su((ort to continue+ This would need to be sub,ect to a review held by the Lead 1ro-essional+ Mrs Sinclair re(orts that des(ite the intensively hi&h level o- adult su((ort which Toby has received since startin& at the settin&) he has not made the level o(ro&ress that would usually be e5(ected+

An addition to the Ante&rated Assessment team named in his a((lication) Toby receives su((ort -rom the -ollowin& (ro-essionals. 6r 2velyn) 0onsultant Ees(iratory 1aediatrician 6r 7redric*son) 1aediatric Neurolo&ist

Suppo&t Net$o&= -famil, and f&iend /B


Toby lives at home with his mother ;Lucinda<) -ather ;Joe<) and his youn&er sister) Josie) who is three+ The -amily receive res(ite care -rom Anna 1i(er who ta*es Toby on a ! hours (er month basis+ Toby's (arents have stated that they would welcome -urther res(ite time i- it were available) so that they can (ursue -amily activities with Josie+ Mrs Smith told the 1revention Social %or*er) /aren Archer) that the -amily don't really have a &reat deal o- additional su((ort althou&h Lucinda's (arents and Joe's sister do hel( out with babysittin& when they can+

"

?" Outcome and P&o2i ion


-a/ T#e follo$in%

ection of t#e Education, Healt# & Ca&e Plan et out t#e Special Education P&o2i ion fo& To+, and t#e a&&an%ement fo& monito&in% t#e Education, Healt# and Ca&e Plan"

De2elopment and Lea&nin%


O2e&all outcome
To su((ort the develo(ment o- Toby's s(eech and communication) so that his rece(tive understandin& o- lan&ua&e and his e5(ressive use o- lan&ua&e are -unctional and in line with the rest o- his develo(ment+

Step to ac#ie2in% t#e outcome o2e& t#e neAt >6!' mont#


In o&de& to ac#ie2e t#e a+o2e o2e&all outcome, p&o2i ion fo& To+, #ould include t#e follo$in% a ad2i ed in t#e Educational P ,c#olo%i t@ &epo&t -)*");"!*/B - Toby will need access three sessions os(eech and lan&ua&e thera(y a wee* as advised and considered a((ro(riate by the S(eech and Lan&ua&e Thera(ist 0ontinued o((ortunities to develo( his ability to use lan&ua&e to ma*e choices and e5(ress himsel-+ Anitially) the continued use o- the current strate&y ;holdin& out two hands to (rovide 8motoric' (rom(ts -or each otwo choices< is recommended until Toby is able to ma*e choices this way consistently+ Cver time) the level o(rom(tin& should &radually be reduced so that he can rely more on lan&ua&e to e5(ress his needs and wants+ Adults should ensure they use consistent lan&ua&e to label the di--erent activities available to Toby within the environment) and that they are verbally ;and usin& Ma*aton< labellin& Toby's choices o- activity when he arrives there+ 0ontinued access to short but -re9uent -ocussed attention activities ;e+&+ sharin& a bi& boo*< in a 9uiet environment to develo( Toby's ability to attend and -ocus on develo(in& his lan&ua&e s*ills+ Fe&in to include some o(en 9uestions in these -ocussed sessions to (rom(t Toby to (rovide

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Jan 2@14

Ho$ $ill $e =no$ $e #a2e ac#ie2ed t#e outcome3


Toby's understandin& olan&ua&e and his ability to e5(ress himsel- verbally will continue to im(rove and he will continue to develo( his understandin& olan&ua&e and that it can be used e--ectively to ma*e his needs and (re-erences *nown to those around him+

SALT ;see below<

/ey school sta-;Eece(tion sta--=lunchtime sta--=1.1 adult su((ort< 1arents

Jan 2@14

/ey school sta-;Eece(tion sta--=lunchtime sta--=1.1 adult su((ort< 1arents

Jan 2@14

/ey school sta-;Eece(tion sta--=lunchtime sta--=1.1 adult su((ort< 1arents

Jan 2@14

len&thier res(onses+ 2nsure that adults are (rovidin& commentary on his (lay rather than 9uestionin& him ;which o-ten only (romotes yes or no res(onses<+ 0ontinue to ensure that Toby's attention is &ained be-ore he is s(o*en to+ This does currently re9uire a hi&h level o- (rom(tin&+ Su((ort Toby's understandin& throu&h the use o- Ma*aton si&nin&) ob,ects ore-erence and modellin& or demonstratin& desired behaviours=activities+ /ey school sta-;Eece(tion sta--=lunchtime sta--=1.1 adult su((ort< 1arents /ey school sta-;Eece(tion sta--=lunchtime sta--=1.1 adult su((ort< 1arents /ey school sta-;Eece(tion sta--=lunchtime sta--=1.1 adult su((ort< 1arents /ey school sta-;Eece(tion sta--=lunchtime sta--=1.1 adult su((ort< 1arents Jan 2@14

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Acco&din% to t#e Speec# and Lan%ua%e T#e&api t@ &epo&t -)*")>"!*/, To+,@ communication =ill #ould continue to de2elop and matu&e in a timulatin% en2i&onment, if t#e follo$in% t&ate%ie a&e implemented to add&e #i communication need B Eeducin& the in-ormation level ore9uests or instructions) -ollowin& the (rinci(les o- the 6erbyshire Lan&ua&e Scheme+ 1rovidin& instructions on an individualised basis) allowin& e5tra time -or Toby to (rocess the in-ormation received+ Ee(eatin& instructions a-ter chec*in& how much Toby has understood 2nsurin& the routine -or activities is structured and well established 1rovidin& o((ortunities -or rece(tive teachin& and &eneralisation o- newly learned lin&uistic conce(ts 2m(loyin& visual strate&ies to enhance understandin& o- s(eech such as 120S=Ma*aton si&ns) symbols and (hotos to enhance understandin& os(eech) includin& the use o- a visual timetable+ A((lyin& the (rinci(les o- T2A004 to ma*e the environment (redictable and reduce reliance on understandin& otem(oral conce(ts 7acilitatin& the develo(ment o- (eer

Jan 2@14

/ey school sta-;Eece(tion sta--=lunchtime sta--=1.1 adult su((ort< 1arents /ey school sta-;Eece(tion sta--=lunchtime sta--=1.1 adult su((ort< 1arents /ey school sta-;Eece(tion sta--=lunchtime sta--=1.1 adult su((ort< 1arents /ey school sta-;Eece(tion sta--=lunchtime sta--=1.1 adult su((ort< 1arents /ey school sta-;Eece(tion sta--=lunchtime sta--=1.1 adult su((ort< 1arents

Jan 2@14

Jan 2@14 Jan 2@14 Jan 2@14 Jan 2@14

/ey school sta-;Eece(tion sta--=lunchtime sta--=1.1 adult su((ort< 1arents /ey school sta--

Jan 2@14

Jan

;Eece(tion sta--=lunchtime 2@14 sta--=1.1 adult su((ort< 1arents Jan - 1rovidin& su((ort to develo( the social /ey school sta-;Eece(tion sta--=lunchtime 2@14 s*ills needed -or coo(erative (lay sta--=1.1 adult su((ort< 1arents Toby's delayed lan&ua&e s*ills which the SALT indicates are associated with attention Ri = of not and listenin& di--iculties) (revent Toby -rom ma*in& (ro&ress in his learnin& and ac#ie2in% accessin& the curriculum+ t#e e Toby's 8disordered communication s*ills' may isolate him -rom his (eers+ outcome

relationshi(s

O2e&all outcome

Lon% te&m. To su((ort Toby's res(onses to learnin& and (lay o((ortunities S#o&t te&m -neAt >6!' mont# /. To su((ort the develo(ment o- Toby's attention and concentration

Step to ac#ie2in% t#e outcome o2e& t#e neAt >6!' mont#


In o&de& to ac#ie2e t#e a+o2e o2e&all outcome, p&o2i ion fo& To+, #ould include t#e follo$in% a ad2i ed in t#e Educational P ,c#olo%i t@ &epo&t -)*");"!*/B - Gradually e5tend the len&th o- time that Toby is e5(ected to en&a&e with adult directed materials+ 4e may re9uire a visual (rom(t -or this ;e+&+ a sand timer<+ 0ontinued develo(ment oToby's attention s*ills (erha(s throu&h the use obarrier &ames or card matchin& &ames ;ta*in& turns to turn cards over and try to -ind a matchin& (air etc<+ 25(licit teachin& around loo*in& at someone when they are tal*in&+ This can then be re-erred to throu&h the use osim(le lan&ua&e to (rovide a sim(le cue to Toby within the nursery environment+ 0ontinued encoura&ement to access a wider ran&e o- (lay materials+ 4e may re9uire visual strate&ies to (rovide Toby with one adult directed activity ;which) a-ter a short time to allow Toby to -amiliarise himsel- with the routine) would be an activity that he would not choose< and then one sel-Bchosen activity+ 0ontinued access to hi&hly visual and active learnin& o((ortunities+

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Ho$ $ill $e =no$ $e #a2e ac#ie2ed t#e outcome3


Toby is able to attend and concentrate in activities) (articularly adult directed ones) -or more e5tended (eriods o- time+

/ey school sta-;Eece(tion sta--=lunchtime sta--=1.1 adult su((ort< 1arents

/ey school sta-;Eece(tion sta--=lunchtime sta--=1.1 adult su((ort< 1arents /ey school sta-;Eece(tion sta--=lunchtime sta--< 1arents 1.1 adult su((ort= 2motional Literacy Su((ort Assistant /ey school sta-;Eece(tion sta--=lunchtime sta--=1.1 adult su((ort< 1arents

Jan 2@14

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/ey school sta-;Eece(tion sta--=lunchtime sta--=1.1 adult su((ort<

Jan 2@14

1@

2ncoura&ement to watch the behaviours o- his (eers in order to su((ort his understandin&+ 2nsurin& that Toby does not s(end e5cessive amounts o- time at one -avoured activity be-ore he is &iven (reB warnin&s about the need to move to another activity+ 0oncrete and visual cues ;e+&+ sand timers< may be necessary to convey to Toby that his access to any activity is time limited+

1arents /ey school sta-;Eece(tion sta--=lunchtime sta--=1.1 adult su((ort< 1arents /ey school sta-;Eece(tion sta--=lunchtime sta--= 1.1 adult su((ort< 1arents

Jan 2@14

Jan 2@14

Ri = of not ac#ie2in% t#e e outcome

Toby's res(onses to learnin& and (lay o((ortunities continue to be adversely a--ected by his limited attention and concentration s*ills+

O2e&all outcome

7or Toby to be able to ma*e and maintain -riendshi(s

Step to ac#ie2in% t#e outcome o2e& t#e neAt >6!' mont#


In o&de& to ac#ie2e t#e a+o2e o2e&all outcome, p&o2i ion fo& To+, #ould include t#e follo$in% a ad2i ed in t#e Educational P ,c#olo%i t@ &epo&t -)*");"!*/B - 0ontinue to (rovide Toby with adult mediation durin& (otential social (lay situations+ At is li*ely that this will need to be a very &radual (rocess) -irst with only an adult or (erha(s one other (eer in a naturally occurrin& o((ortunity within the (lay room+ Toby initially should be encoura&ed to attend to both the other child) and their (lay behaviour+ This can be achieved with very e5(licit instructions to loo* at the child=adult+ Cver time this can be e5tended to incor(orate teachin& -or turn ta*in&=waitin&=sharin& s*ills which should also be made very e5(licit+ 2+&+ >Toby's turn) my turn) Toby's turn etc?+ As Toby's tolerance o- turn ta*in& develo(s) &radually add more children+ Snac* time is another &ood o((ortunity

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Ho$ $ill $e =no$ $e #a2e ac#ie2ed t#e outcome3


Toby can interact more -ully and meanin&-ully with (eers when he wants to+

/ey Eece(tion sta-1.1 su((ort 1arents

/ey Eece(tion sta--

Jan

11

-or develo(in& some o- these social s*ills+ 7or e5am(le) (assin& the snac* (late around the table (ractices turn ta*in& and waitin& s*ills) and the adult can also mediate Toby showin& attention to his (eers ;e+&+) >what -ruit will H ta*e:? or >H has ta*en some banana?<+ Toby should be &iven somethin& concrete=e5(licit ;(erha(s a number line where the (a(er cli( is moved down one number each time until it is Toby's turn a&ain< which su((orts him to understand that he will &et a turn+ e+&+ that there will be three more rolls o- the dice) and then it is his turn+ As Toby &rows older it is li*ely that he will re9uire access to e5(licit teachin& odi--erent social rules and e5(ectations+ A((roaches such as social stories and comic stri( conversations may be a((ro(riate -or him+

1.1 su((ort 1arents

2@14

/ey Eece(tion sta-1.1 su((ort 1arents

Jan 2@14

/ey Eece(tion sta--= 2motional Literacy Su((ort Assistant= 1.1 su((ort= 1arents

Jan 2@14

Ri = of not ac#ie2in% t#e e outcome

Toby's current social s*ills and understandin& o- social interaction with others will mean that he cannot access the (lay or social interactions o- the (eers around him which leaves him isolated+

O2e&all outcome

7or Toby to be able to use the toilet inde(endently+ This is e5(ected to be achieved in -ull by July 2@1!+

Step to ac#ie2in% t#e outcome o2e& t#e neAt >6 !' mont#
In o&de& to ac#ie2e t#e a+o2e o2e&all outcome, p&o2i ion fo& To+, #ould include t#e follo$in% a ad2i ed in t#e Educational P ,c#olo%i t@ &epo&t -)*");"!*/B Toby will receive hel( in develo(in& his inde(endence s*ills+ This can be done via the A21 (rocess) and ensurin& that there are consistent e5(ectations around Toby's (er-ormance othese behaviours at home and at school+ Cnce Toby is demonstratin& consistent awareness owhen he is wet or soiled) he is li*ely to need a very structured) consistent a((roach to toilet trainin&+ The -ollowin& websites mi&ht be hel(-ul in (rovidin& some thin&s to thin* about when toilet trainin& Toby) and also (rovidin& some visual cue resources -or toilet trainin&+ Toby may need a timetable) or se9uencin& cue -or the di--erent behaviours within toilet trainin&+ At is li*ely

0, $#om

0, $#e n
Jan 2@14

Ho$ $ill $e =no$ $e #a2e ac#ie2ed t#e outcome3


Toby is more able to -unction inde(endently in *ey s*ill areas) includin& his (ersonal hy&iene routines

Lead 1ro-essional 1arents All school sta--

Lead 1ro-essional 1arents All school sta--

Jan 2@14

12

that he will also bene-it -rom access to a social story=child -riendly boo* about the (rocess+
#ttpB11$$$"auti m"o&%"u=1li2in%6$it#6 auti m1unde& tandin%6+e#a2iou&1toilet6t&ainin%"a pA #ttpB11$$$"dotolea&n"com1pictu&eca&d 1p&intca&d 1 elf #elpFtoiletin%"#tm

Ri = of not ac#ie2in% t#e e outcome

Toby's inde(endence s*ills (revent him -rom accessin& all learnin& o((ortunities that are available to him+

13

Emotional 8ell+ein%
O2e&all outcome
Lon% te&mB To su((ort the develo(ment o- Toby's emotional wellbein& S#o&t te&m o2e& neAt >6!' mont# B To ensure Toby e5(eriences a smooth transition into Eece(tion 0lass

Step to ac#ie2in% t#e outcome o2e& t#e neAt >6!' mont#


In o&de& to ac#ie2e t#e a+o2e o2e&all outcome, p&o2i ion fo& To+, #ould include t#e follo$in% a ad2i ed in t#e Educational P ,c#olo%i t@ &epo&t -)*");"!*/B - At is li*ely that as Toby's rece(tive and e5(ressive lan&ua&e s*ills develo() he will be more able to tolerate waitin&) turn ta*in& and transitions+ An the meantime) it will be im(ortant to ensure that Toby understands the routines (resent in his environment+ Visual cues will su((ort this+ The use o- the (hrase >fi& t tidy u( time) t#en snac* time? may be bene-icial+ The continued use oa ,oint home=school a((roach to res(ondin& to Toby's behaviour will be im(ortant+

0, $#om

0, $#en
Jan 2@14

Ho$ $ill $e =no$ $e #a2e ac#ie2ed t#e outcome3


/ey as(ects o- Toby's emotional wellbein& will im(rove and will allow him to mana&e his -eelin&s) emotions and behaviour more a((ro(riately+ 4e will -eel less an5ious and better able to calm himsel- i- he does be&in to -eel distressed+

1arents= 1.1 su((ort= All Eece(tion sta--

Jan 2@14 1arents= 1.1 su((ort= All Eece(tion sta-1arents= All involved sta--

A tailored transition (rocess) involvin& lin*s between (arents and settin& sta-;meetin&s=(ro-essional discussion< to share in-ormation+ A bes(o*e (ac*a&e o- &uided visits which may include tours) (hotos) etc A- (articular tri&&ers are identi-ied ;e+&+ such as the antibacterial s(ray -or the snac* table< (erha(s an a((roach where Toby can be involved in cleanin& the table mi&ht hel( to reduce his an5ieties+ A&ain) an e5(licit e5(lanation about what is &oin& to ha((en) and how lon& it will last is li*ely to be necessary) e+&+ >Toby) -our s(rays? and (erha(s could be made into a &rou( countin& &ame) or (erha(s the use o- a visual cue card to (reBwarn Toby about this would be bene-icial+ As Toby &rows older) he is li*ely to re9uire tar&eted intervention to su((ort his ability to (erceive and understand

Jan 2@14

Jan 2@14 1arents= 1.1 su((ort= All Eece(tion sta--

2motional Literacy Su((ort Assistant=

To be considere d at -uture

14

the emotions o- himsel- and those around him+

Ri = of not ac#ie2in% t#e e outcome

review (oint by Lead 1ro-ession al Toby's emotional literacy s*ills ;sel-Bre&ulation) sel-Bawareness) em(athy etc< (revent him -rom remainin& in the learnin& environment and bein& -ully included as a valued member o- the &rou(+ Toby becomes reluctant to stay in his new Eece(tion class settin& and e5hibits challen&in& behaviours and increased distress at bein& le-t+

1arents

-+/ T#e follo$in% ection of t#e Education, Healt# & Ca&e Plan et out t#e #ealt# and ocial ca&e p&o2i ion &ea ona+l, &eDui&ed +, To+,@ lea&nin% difficultie and di a+ilitie $#ic# &e ult in #im #a2in% pecial educational need " It al o pecifie t#e o2e&all outcome of t#e p&o2i ion, and t#e a&&an%ement fo& monito&in% p&o%&e in meetin% t#o e outcome "

P#, ical Healt#


O2e&all outcome
Lon% te&m %oal. To im(rove Toby's -ine and &ross motor develo(ment S#o&t te&m %oal o2e& neAt >6!' mont# . To maintain and e5tend Toby's ran&e o(hysical movements and ensure that any di--iculties associated with his dia&nosis do not (revent Toby's inclusion and (artici(ation in the National 0urriculum or wider learnin& o((ortunities available in school+

Step to ac#ie2in% t#e outcome o2e& t#e neAt >6!' mont#


In o&de& to ac#ie2e t#e a+o2e o2e&all outcome, p&o2i ion fo& To+, #ould include t#e follo$in% a ad2i ed in t#e Educational P ,c#olo%i t@ &epo&t -)*");"!*/B - 0ontinued access to advice and su((ort) and a structured (ro&ramme o(hysiothera(y) -rom the 1hysiothera(y Service as they themselves consider a((ro(riate ;see below<+ 0ontinued access to advice and su((ort -rom) and attendance at all clinic a((ointments with) the 1aediatric Neurolo&ist and any su((ortin& clinical sta--) as they themselves consider a((ro(riate+ 0ontinued access to advice and su((ort -rom the 0onsultant Ees(iratory 1aediatrician) 6r 2velyn) as he considers a((ro(riate+ 0ontinued access to su((ort to ensure that Toby is able to access all the (lay activities he wants to at home and in all areas o- the school settin&+

0, $#om

0, $#en
Jan 2@14

Ho$ $ill $e =no$ $e #a2e ac#ie2ed t#e outcome3


Jan 2@14 Jan 2@14 Jan 2@14

1hysiothera(ist= School sta--+

1aediatric Neurolo&ist = 1arents+

Jan 2@14

0onsultant Ees(iratory 1aediatrician = 1arents+ 1arents= Eece(tion class sta--=whole sta--+

Jan 2@14

Jan 2@14

Jan 2@14

In o&de& to ac#ie2e t#e a+o2e o2e&all outcome, p&o2i ion fo& To+, #ould include t#e follo$in% a ad2i ed in t#e

0ommunity 1aediatrician =

Jan 2@14

Jan 2@14 Jan 2@14

1!

Communit, Paediat&ician@ &epo&t -!'");"!*/B - 7ull attendance at all review clinic a((ointments - Adherence to advice and su((ort -rom all su((ortin& medical (ractitioners - 7uture re-erral to Cccu(ational Thera(y services to consider -urther e9ui(ment=seatin& o(tions as necessary+

1arents+

In o&de& to ac#ie2e t#e a+o2e o2e&all Jan outcome, p&o2i ion fo& To+, #ould 2@14 include t#e follo$in% a ad2i ed in t#e 1hysiothera(ist= P#, iot#e&api t@ &epo&t -)(")>"!*/B School sta--= B Cn&oin& advice and su((ort -rom the 1arents 1hysiothera(ist would be bene-icial in (lannin& -or and su((ortin& Toby's needs over time+ B Access to s(ecialist e9ui(ment to su((ort Toby's (hysical needs ;-or e5am(le any necessary ad,ustable chairs) toilet seats) a((ro(riate e9ui(ment -or 12 lessons etc<+ An the -uture) Toby may re9uire a s(ecialist chair to su((ort him in sittin& in order to maintain an im(roved -unctional (osition+ B Toby's com(le5 and lon& term needs will need to be considered when (lannin& learnin& in the classroom) allowin& -or continuin& access to the curriculum as his needs may -lu5 and chan&e in the -uture+ The di--iculties that Toby e5(eriences ;associated with his dia&noses< act as a barrier Ri = of not to learnin& and inhibits him reachin& his -ull and considerable (otential+ ac#ie2in%

t#e e outcome

O2e&all outcome

To su((ort the develo(ment o- Toby's (erce(tual and mani(ulative s*ills

Step to ac#ie2in% t#e outcome o2e& t#e neAt >6!' mont#


In o&de& to ac#ie2e t#e a+o2e o2e&all outcome, p&o2i ion fo& To+, #ould include t#e follo$in% a ad2i ed in t#e Educational P ,c#olo%i t@ &epo&t -)*");"!*/B - 0ontinued o((ortunities to (ractice

0, $#om

0, $#en
Jan 2@14

Ho$ $ill $e =no$ $e #a2e ac#ie2ed t#e outcome3


Toby will ma*e (ro&ress in his muscle control and coordination+

1aediatric Cccu(ational thera(ist= 1arents= Eece(tion

1"

mani(ulative s*ills) and access to ada(ted e9ui(ment+ A- his condition deteriorates to an e5tent that -urther use o- s(ecialist e9ui(ment is necessary) school sta-- and (arents may wish to consider see*in& the advice o- the Cccu(ational Thera(ist in the -uture+ This may become (articularly relevant i- di--iculties with sensory inte&ration become a((arent+ -

school sta--

Jan Toby's (erce(tual s*ill develo(ment 2@14 should be monitored closely with s(eci-ic 1.1 LSA= -ocussed and achievable tar&ets to Eece(tion 0lass ensure that he is ma*in& (ro&ress+ 4e is sta--= li*ely to bene-it -rom a structured 1arents a((roach to learnin& o((ortunities and re(eated access to -amiliar materials to (romote muscle control and coordination+ That Toby's s(eculated di--iculties with sensory inte&ration and hy(ersensitivity to Ri = of not some (articular sensory e5(eriences may adversely a--ect the develo(ment o- his ac#ie2in% (erce(tual and mani(ulative s*ills t#e e

outcome

1#

Eamil,1En2i&onment
O2e&all outcome
Lon% te&m. To ensure that the needs o- all the -amily members) (articularly Toby's sister Josie) are met a((ro(riately in the li&ht o- the e5tra demands (laced on them by Toby's additional needs+ S#o&t te&m, neAt >6!' mont# . To e5tend the amount o- Ees(ite care available to the -amily

Step to ac#ie2in% t#e outcome o2e& t#e neAt >6!' mont#


B 0onsideration o- access to -amily su((ort (rovided by various charities and or&anisations) as su&&ested by 1revention Social %or*er) /aren Archer in her re(ort ;1 +@!+13<) ;2+&+ National Autistic Society< or by callin& the Southam(ton 0hildren and Ioun& 1eo(le's An-ormation Service) ;0I1AS<+ 0ontinuation and e5tension o- re&ular 8s(ecial time' s(ent with Josie at times when Anna 1i(er is (rovidin& res(ite care -or Toby) by either Lucinda or Joe to&ether without Toby ;e+&+ Josie en,oys so-t (lay and attendin& a local toddler's music and movement &rou(<+ The -amily currently receive ! hours (er month but would li*e to e5tend this now that Josie is &ettin& older+ The -amily to si&n u( -or FuDD Networ* to access -urther short brea*s 0ontinued close liaison between Toby's (arents) the school and other a&encies involved in assessin& and wor*in& with him to hel( ensure a((ro(riate resources) (rovision and continued (ro&ress+ C(en and consistent communication and in-ormation sharin& will ensure that *ey messa&es ;e+&+ (reB school tri(s) -eedbac* about success-ul wee*end activities) visits -rom 1hysiothera(ist etc< are 9uic*ly and e--ectively available+ This may be done usin& a 0ommunications boo* com(leted by 1.1 LSA=0T+

0, $#om
1arents

0, $#en
Cctober 2@13

Ho$ $ill $e =no$ $e #a2e ac#ie2ed t#e outcome3


The -amily environment will remain (ositive and warm) and the increased Ees(ite care will allow more su((ort to be &iven to Toby's youn&er sister who (arents have described as bein& 9uite demandin&+

1arents= Ees(ite 0are Services ;FuDD Networ*=/A6S<

Cctober 2@13

%hole school sta--= 1arents

Jan 2@14

Ri = of not ac#ie2in% t#e e outcome

A- (lannin& -or Toby is not mind-ul o- the needs o- his close -amily ;e+&+ his sister Josie<) this could have detrimental a--ect on the emotional wellbein& o- the -amily as a whole+

1$

2@

7" A&&an%ement fo& Re2ie$


Date of Re2ie$ -$it#in !' mont# /
); 4anua&, ')!?

Ho$ $ill t#i plan +e &e2ie$ed3


Arran&ements -or reviewin& this (lan will be coordinated by the Lead 1ro-essional) S2N0C at Meadow Valley An-ant School two reviews (lanned within one year+ This -irst review should ta*e (lace within ! months to monitor the a((ro(riateness o- the (rovision and review the level o- su((ort re9uired to meet Toby's needs in line with his develo(in& s*ills+ Toby's achievements in the li&ht o- the &oals and the tar&ets set should be considered at the -irst annual review and new tar&ets set+ Toby should be actively involved in settin& the tar&ets and monitorin& them+ A (lannin& consultation with Toby's -amily should be arran&ed within two months o- issuin& the 2ducation) 4ealth and 0are 1lan+ The Lead 1ro-essional will ensure continued liaison amon&st (ro-essionals and Toby's -amily in (lannin& how to address Toby's s(ecial educational needs and a&reein& shortB term tar&ets towards the ob,ectives o- this 2ducation) 4ealth and 0are 1lan+ All annual reviews coBordinated by the Lead 1ro-essional will be underta*en at the a((ro(riate times within statutory timescales+ An order to meet the outcomes outlined in the sections above) access to the -ollowin& -acilities and resources are recommended by 6r+ Sarah %allin&ton) 2ducational 1sycholo&ist ;re(ort dated 3+@"+13<) to com(lement the review (rocess . 0ontinued access to the advice and su((ort -rom the -ollowin& services. - The S(eech and Lan&ua&e Thera(y Service ;at least one session each term< - The 1hysiothera(y Service;at least one session each term< An addition) Toby will re9uire access to the -ollowin& services. - The S(ecialist Teacher -or children with (hysical di--iculties ;twice a term< - Su((ort -rom an 2motional %ellbein& 6evelo(ment C--icer ;2%6C< The Asle o- %i&ht and Southam(ton 1sycholo&y Service will (rovide advice as re9uested by the school+ Access to su((ort and su(ervision to ensure that Toby is able to access his desired learnin& and (lay activities sa-ely+ An adult -amiliar with and e5(erienced in the needs o- children showin& behaviours consistent with meetin& the criteria -or dia&noses o- Autism and also the di--iculties associated with cerebral (alsy+ Andividual) structured (ro&rammes o- learnin& across all *ey areas odi--iculty) but with a (articular -ocus on lan&ua&e as this under(ins so many other areas+ 25cellent home school liaison will be bene-icial -or Toby and those su((ortin& him to ensure a consistency o- a((roach and to develo( a shared understandin& o- the routines and strate&ies most e--ective -or Toby+ Toby also needs to be encoura&ed to en&a&e actively in settin&

21

tar&ets -or his learnin& (ro&ramme and monitorin& his (ro&ress+ C((ortunities -or close assessment and monitorin& o- Toby's (ro&ress and -re9uent o((ortunities -or discussion liaison with his (arents) usin& his A21 in the review (rocess+

22

T#e Lead P&ofe ional &e pon i+le fo& &e2ie$in% t#i plan $ill +eB

S2N0C at Meadow Valley An-ant School Tele(hone. @1234 !"#$

>" Education, Healt# and Ca&e Plan Re ou&ce S#eet Education


>6!' mont# outcome needin% additional &e ou&ce
2ducation su((ort as outlined within the (lan to be -unded -rom dele&ated S2N -undin& to the named school+ 1ersonal bud&et Total J

Education Suppo&t A&&an%ement

Eundin% Sou&ce

P&opo ed allocation

Date of a%&eeme nt

Healt#
>6!' mont# outcome needin% additional &e ou&ce
4ealth Services as outlined within the (lan to be delivered via commissioned services+ 1ersonal bud&et Total J

Healt# Suppo&t A&&an%ement

Eundin% Sou&ce

P&opo ed allocation

Date of a%&eeme nt

Social Ca&e
>6!' mont# outcome needin% additional &e ou&ce
To e5tend the amount o- Ees(ite care available to the -amily ;(a&e 1#<

Ca&e Suppo&t A&&an%ement


The -amily currently receive ! hours (er month ooutreach -rom /A6S+ An additional 4 hours (er month has been a&reed -or a total o- 1@ hours (er month+ This will usually be used as a bloc* ohours (er -ortni&ht but this is -le5ible+

Eundin% Sou&ce
FuDD Networ* ;Southam(t on 0ity 0ouncil<

P&opo ed allocation
Su((ort cost is J2)4@@ (er year

Date of a%&eeme nt
TF0 at 0I16S (anel

23

Pe& onal +ud%et


The Assessment 0oordinator discussed the o(tion o- a (ersonal bud&et with Toby's (arents durin& the -irst assessment meetin&+ They -elt that they are ha((y with the current su((ort and that Toby has a &ood relationshi( with his su((ort wor*er) Anna -rom /A6S) so did not want a (ersonal bud&et at this time+ This o(tion will remain o(en to the -amily and will be discussed at the ne5t review+

Total Cverall total

J24@@ J24@@

Education Placement

A mainstream school Meadow Valley An-ant School as -rom Se(tember 2@13+

Le2el of Suppo&t

An addition to the usual school arran&ements) the level osu((ort that Toby re9uires in school to su((ort the outcomes s(eci-ied in this 2ducation 4ealth and 0are 1lan is e9uivalent to 1 hours o- additional su((ort+ Twelve hours o- this additional su((ort will be (rovided by the school) and the local authority will (rovide a -urther three hours o- su((ort+ Fand 1 Fand 2 Fand 3

Special Sc#ool onl,

FFFFF)*1);1')!*FFFFFFFFF ;6ate o- (ro(osed Statement<

FFFFF'(1)(1')!*FFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF ;6ate o- -inal Statement< Cn behal- o- the 25ecutive 6irector -or 0hildren's Services K Learnin&

24

Related Interests