Version 1.

5
Plan Type Amended
Draft

Ahmed Bilal’s Education,

Health and Care Plan

My name is: Ahmed Bilal

I like to be known as: Ahmed
My date of birth is: 07/11/2012

This plan is all about what I need to help me to achieve my goals and ambitions. It
shows the support that I will need and who will be providing it for me. The plan is
broken into a number of sections and different people will have access to different parts
of my plan depending on what they need.

The plan must be reviewed at least once a year and by the anniversary of the date of this
plan.

Date of first Plan: 11 February 2020

Date of this Plan: Click here to enter a date.

Ahmed Bilal
 Contents

Contents
SECTION A – ALL ABOUT ME
SECTION B – SPECIAL

EDUCATIONAL NEEDS SECTION C –

HEALTH NEEDS SECTION D

– SOCIAL CARE NEEDS
SECTION E & F – SPECIAL EDUCATION PROVISION
SECTION E & G – HEALTH PROVISION

SECTION E & H1 – SOCIAL CARE PROVISION (from the Chronically Sick and Disabled
Persons Act (CSDPA))
SECTION E & H2 – OTHER SOCIAL CARE PROVISION
SECTION I – MY PLACEMENT

SECTION J - PERSONAL

BUDGET SECTION K –

APPENDICES
Signature

Ahmed Bilal
SECTION A – ALL ABOUT ME
My Personal Details – This information is known to be correct as of the date on the cover page.

My Full Name: Ahmed Bilal Gender: Male

Date of Birth: 07.11.2012 Family Email: sheebabutt@outlo
ok.com
Home Address: 18 South Park Terrace Ilford Family Mobile: 07462355855(Mum)
IG1 1YA Home Phone:

Parents/Carers: Sheeba Butt Who lives with Mother, Father and two
Brothers/Sisters: me? Brothers.
Ethnicity: Pakistani My Religion: Muslim

What language do English Interpreter needed? No

we mainly use at (please state
home? what type)

Social Care Plan: No Who has parental Both Parents

responsibility?

LAC Status:
Health Care No Any Health Needs: No
Plan:
Current Educational Placement: Cleveland Road Primary School

My Views
My aspirations, hopes and wishes for the future:

 I hope that I am able to communicate with my peers.

 I hope to be able to read and write.
 I hope to be able to understand my teachers and family so I can respond
accordingly.

Things that are important to me and what I enjoy doing at school and at home:

 I like playing with my siblings.

 I enjoy playing on my iPad.
 I like running around.

What I am good at and what others like and admire about me:

Ahmed Bilal
  I am good at helping my mum.
 I am caring and always ask about everyone.
 I am very soft hearted.

What is working well for me:

 I am close to my family and get on well with my siblings.

 I have made friends at school and miss them when they are not there.

What is not working well for me:

 I cannot communicate and understand others.

My parent(s) helped me complete it

Who helped me write my part?
Mother

Family Views
Things we would like people to know about Ahmed:

Ahmed needs repetition of sentences (rehearsal) at home. He uses British Sign Language to
sign at home with siblings and the pictures from this really help him too. Ahmed struggles
with following instructions. However, he is enjoying having responsibility for the cat at
home and does this well.

Ahmed does practise his spellings using cover, check, practise. He likes to ask a lot of
questions at home.

Ahmed is not able to keep himself safe on roads without support.

Our aspirations, hopes and wishes for Ahmed:

 We hope that Ahmed will continue to like going to school.

 We hope he can make friends in school.
 We hope that he can understand what his teachers and peers say to him.
 We hope the he gets the ability to learn and interact with his peers.
 We hope he can read and write at the level that is expected of a child his age.

Ahmed’s Developmental/Educational History/Circumstances

Child/Young Person/Family views:

Ahmed Bilal
Development:

 He has developed skills such as Reading but not at the level that is expected for
a child his age.
 Ahmed repeats a lot of words and sentences.
 Ahmed becomes fixated on certain things and will be demanding until he gets what
he wants.

Education:

 Ahmed can add simple numbers in Maths.

 Ahmed can write simple sentences when asked about what has happened in
the playground or other things.
 Ahmed can read but not at the level he should be at.

Educational Provider views:

Ahmed started at Cleveland Road Primary School Nursery in September 2016, where
concerns were raised regarding his Speech and language needs.

School reported Ahmed’s attainment and progress as follows:

Year 3 Spring Year 3 Summer Year 4

2021 2021 Autumn
2021
Reading 2b 2b 2w
Writing 2b 2b 2w
Maths 2b 2b 2w
Other views:

A DSM assessment was conducted in November 2019 with Ahmed. The results found that
Ahmed has significant Autistic features.
The Consultant Paediatrician made an ADOS assessment (Autistic Diagnostic Observation
Schedule) referral.

SECTION B – SPECIAL EDUCATIONAL NEEDS

What are my Special Educational Needs (SEN)?
Main area(s) of Special Educational Need:

 Speech, Language and Communication Needs.

Ahmed Bilal
Communication and Interaction

Strengths:

 Ahmed can follow two-part routine instructions or when working one- to-one.
 Ahmed is able to follow 2-part instructions that include ‘first’ and ‘last’
consistently.
 Ahmed is beginning to retell instructions that have been given to him.
 Ahmed is able to retell a simple story using ‘first’, ‘next’ and last.
 Ahmed is able to recall information from a conversation he has had with and
about a familiar adult.
 Ahmed remembers the names of familiar teachers and his peers.
 Ahmed can name different colours, animals and everyday verbs (e.g. jumping,
swimming).
 Ahmed is able to select simple adjectives to extend his oral sentences
with support.
 Ahmed can use simple language to convey his meaning.
 Ahmed can positively interact with adults in a general context.
 Ahmed is beginning to remember and say lots of over-learnt phrases or words.
 Ahmed can respond to and initiate greetings with familiar adults and peers.
 Ahmed is able to retell a simple story he has been told.
 Ahmed can look at a picture and answer simple ‘Wh’ questions.
 Ahmed is beginning to use ‘because’ to extend his sentences.
 Ahmed can ask for help from an adult.

Needs:

 Ahmed has delayed expressive language. He struggles to express his thoughts and
feelings. He is unable to talk about his learning.
 Ahmed has delayed receptive language. He displays difficulties following
more complex instructions in class including those with prepositions.
 Ahmed unable to communicate in extend sentences using new vocabulary.
 Ahmed mostly speaks in simple sentences. He needs prompting to
add simple descriptions to his oral work and extend his sentences
with simple conjunctions.
 Ahmed has difficulties retaining and using new vocabulary.
 Ahmed is not able to hold a two-way conversation about a topic not of
his choosing.

Cognition and Learning

Ahmed Bilal
Strengths:

 Ahmed enjoys practical activities using concrete materials.

 Ahmed can count out objects to 50 using 1:1 correspondence 20.
 Ahmed is able to sequence, recognise and write numbers to 100.
 Ahmed is able to add and subtract numbers within 20 using a number line.
 Ahmed can count in 2, 5 and 10 times table by rote.
 Ahmed can write his name and segment to spell most of the first 100 HFWs.
 Ahmed is able to write simple sentences and is able to check his work with minimal
prompting and make edits.
 Ahmed is able to read simple texts by blending using his phonics and is
beginning to answer simple ‘wh’ questions based on the text.
 Ahmed is able to follow adult direction to learn and he responds well to his visual
timetable and now/next format.
 Ahmed works well with familiar adults to support him access the
curriculum.
 Ahmed works well in a predictable and calm learning environment.
 Ahmed is able to work for up to 10 minutes on a motivating task.

Needs:

 Ahmed has difficulty retaining concepts, key facts or texts. He struggles

to apply what is learnt to different contexts.
 Ahmed has reduced listening, concentration and attention skills. He displays
difficulties staying on task independently or working as part of a group.
 Ahmed can be reluctant to complete unfamiliar adult-led activities.
 Ahmed is not able to recall his number bonds to 10.
 Ahmed is not able to understand the place value of 2-digit numbers.
 Ahmed is not able to recall his 2, 5 and 10 times tables in a random order.
 Ahmed is not able to solve simple division problems using concrete apparatus.
 Ahmed is not able to talk about the properties of 2-D or 3-D shapes.
 Ahmed is not yet able to spell all of the first 100 HFW.
 Ahmed finds it difficult to answer ’how’ and ‘why’ questions ‘based on
a simple text he has read.
 Ahmed finds it difficult to record his ideas in an extended sentence including
adjectives and conjunctions.
 Ahmed is not able to complete an unfamiliar task without support.
 Ahmed is unable to recall and summarise key events in stories.

Ahmed Bilal
Social, Emotional and Mental Health

Strengths:

 Ahmed likes to socialise with his peers. He enjoys their company and is keen to
interact with them.
 Ahmed appears to enjoy his time when he is at school.
 Ahmed likes to spend time in the playground, playing chase games with his
friends.
 Ahmed is polite and co-operative with familiar and unfamiliar adults in school.
 Ahmed has a good relationship with his family.
 Ahmed works well in a routine and structured environment.
 Ahmed is able to let an adult when he is upset and the reason he is upset.
 Ahmed is able to regulate his emotions with minimal prompting
 Ahmed is able to take turns and share resources with others.

Needs:

 Ahmed does not know how to initiate play with others appropriately.
 Ahmed needs support to understand social situations.
 Ahmed’s use of emotional vocabulary is very limited
 Ahmed finds it difficult to understand how he and others are feeling and why
they might be feeling this way.
 Ahmed finds changes to his structure and routine difficult to manage without
support.
 Ahmed is reluctant and unable to seek support or help from adult or peers.

Sensory and Physical

Strengths:

 Ahmed enjoys activities that involve moving and being active (e.g. P.E lessons).
 Ahmed is able to run around the playground.
 Ahmed can now fasten and unfasten his buttons and he can manipulate
his trouser metal hook.
 Ahmed is able to form the vast majority of his lower- and upper-case letters and
place them correctly on the line including ascenders and descenders.
 Ahmed can use scissors to cut.

Needs:

Ahmed Bilal
  Ahmed has delayed fine motor skills. His pencil grip and correct use of cutlery are
limited.
 Ahmed has sensory processing difficulties. He finds it difficult to
concentrate or sit for long periods of time without something to manipulate
in his hands and movement breaks.
 Ahmed is not aware of dangers and needs support to keep himself safe in and
out of school

SECTION C – HEALTH NEEDS

What are my Health Needs?

Strengths:
 None Identified

Needs:
 None Identified

Health needs not related to special educational needs:

 None Identified

SECTION D – SOCIAL CARE NEEDS

What are my Social Care Needs?

Strengths:
 None Identified

Needs:
 None Identified

Social Care needs not related to special educational needs:

Ahmed was known to the social care team. However, his case has been closed since August
2018 as there were no further concerns.

Ahmed Bilal
SECTION E & F – SPECIAL EDUCATION PROVISION
These must include all the needs specified in Section B and where a social care and/or health
provision supports a child or young person with their education or training. *Outcomes must
include an achievement due date.

Communication and Interaction

Outcome 1 (Section E):

By the end of Key stage 2, Ahmed will;

 be able to express his ideas, thoughts and feeling in a sentence including

tenses, a range of adjectives and simple conjunctions
 be able to hold a two-way conversation of 3 exchanges of information including a
range of learnt topic vocabulary and about a topic not of his choosing

Need(s) (from Section What arrangements (support Who will provide these
B) / interventions) will need to be in arrangements?
place to help me How often will this be
achieve this outcome? provided?
Ahmed has delayed Colourful Semantics Class teacher,
expressive language. intervention Learning Support
He struggles to express Assistant; Daily
his thoughts and Ahmed to be given opportunities to
feelings. He is unable talk about his favourite topics The Speech and Language
to talk about his Therapist will advise,
learning. Inclusion in a classroom that is support and review the
appropriately adapted to support the SALT Programme on a
learning needs of a child with termly basis.
Ahmed unable to language and communication
communicate in extend difficulties
sentences using new
vocabulary. Barrier games Black

Ahmed mostly speaks Sheep Press –

in simple sentences. He sequencing intervention
needs prompting to add
simple descriptions to Pre-teaching vocabulary
his oral work and intervention.
extend his
sentences with Ahmed to have access to a
personalised vocabulary book
where he should be encouraged to
learn 2-3 new

Ahmed Bilal
simple conjunctions. words per week. Each word needs
to be supported with an image and a
Ahmed is not able to relevant sentence. Adults working
hold a two-way with Ahmed also need to encourage
conversation about a him to use the book and apply the
topic not of his learning of the new words in
choosing. different contexts or subject areas.

Ahmed would need targeted

language based intervention in a
small group environment to give
him the confidence to use new
vocabulary to express his views.

Ahmed will need to access and

prior learn key topic related words.
This will give him the opportunity
to access the learning in class.

Ahmed will have access to

individualised intervention sessions
focusing on developing his
expressive language skills.

Outcome 2 (Section E):

By the end of Key stage 2, Ahmed will follow and understand two- three step instructions in a
whole class setting with minimal prompting

Need(s) (from Section What arrangements (support Who will provide these
B) / interventions) will need to be in arrangements?
place to help me How often will this be
achieve this outcome? provided?
Ahmed has delayed Adults working with Ahmed will Class teacher,
receptive language. He need to ensure that verbal Learning Support
displays difficulties instructions are short and clear, Assistant; Daily
following more with no more than 2- key
complex instructions in information at any one time. The Speech and
class including Language Therapist
will advise, support

Ahmed Bilal
those with prepositions. When adults give instructions to and review the SALT
Ahmed they will need to provide it Programme on a termly
Ahmed has difficulties to him directly by calling his name basis.
retaining and using new first.
vocabulary.
Look, Listen, Do intervention

Adults will need to provide

Instructions to Ahmed in very small
steps.

Ahmed will have access to

individualised intervention sessions
focusing on developing his receptive
language skills.

Cognition and Learning

Outcome 3 (Section E):

By the end of Key stage 2, Ahmed will independently sequence and explain an unfamiliar
simple story using a range of time connectives

Need(s) (from Section B) What arrangements Who will provide these

Ahmed has difficulty
retaining concepts, key facts
or texts. He struggles to
apply what is learnt to
different contexts.
Ahmed is unable to recall
and summarise key events
in stories.
(support / interventions) arrangements?
will need to be in place to How often will this be
help me achieve this provided?
outcome?
Adults should always try to Class teacher, Learning
provide visual images to Support Assistant; Daily
support verbal requests.
Where possible minimise the
need to memorise
information unnecessarily by
providing essential
information on worksheets
etc.

Adults will need to point

out actively any
opportunities where

Ahmed Bilal
learning could be
generalised. For example, a
topic word learnt in one
subject may be applied in
another.

Encourage Ahmed to have a

go at approaching new tasks
and praise him for
attempting even he does not
complete them.

Where possible adults should

provide practical
demonstrations as he appears
to learn best from modelling.
Check Ahmed’s
understanding of tasks before
he is asked to complete tasks
independently.

Where possible support

Ahmed with Kinaesthetic
activities
e.g. cutting, matching,
sorting and arranging type of
activities

Where opportunities arise

enable a mapping exercise
where information can be
over learned or assimilated.

Specific phonics
intervention.

Opportunities for Ahmed to

read to an adult.

Ahmed Bilal

Outcome 4 (Section E):
By the end of Key stage 2, Ahmed will explain a task back to an adult and work
independently for up to 15 minutes on a highly differentiated class activity in different
contexts
Need(s) (from Section B
Ahmed has reduced
listening, concentration and
attention skills. He displays
difficulties staying on task
independently or working
as part of a group.
Ahmed can be reluctant to
complete unfamiliar adult-
led activities.
Ahmed is not able to complete Use of timer to help keep
an unfamiliar task without
support.
CV and CVC words for
Ahmed to access and
practice to read and write.
Daily targeted intervention
to support pre-teaching.
Precision teaching
intervention
Over learning and Planning
tasks.
What arrangements Who will provide these
(support / interventions) arrangements?
will need to be in place to How often will this be
help me achieve this provided?
outcome?
Look, Listen, Do Class teacher, Learning
intervention. Support Assistant; Daily
Task Planner/ Visual
timetable
Use of rewards, sanctions
and motivators
Tray work
Ahmed focussed.
Daily targeted intervention
to support pre-teaching.
Ahmed Bilal
Precision teaching
intervention.

Now and Next Board. In

class regular use of

‘circle time’ type of
interventions would
encourage all children,
including Ahmed to improve
their attention and listening
skills.

Ahmed would need targeted

intervention to enhance his
listening, attention and
concentration skills. This
could be supported via
games and activities
that stretch Ahmed’s
attention span.

Adults will need to provide

learning tasks to Ahmed in
very small steps. Each step
or activity will need to be
time limited using visual
timers. Over time Ahmed
will realise that certain
activities need to be
completed within the time
frame.

Ahmed will need targeted

intervention in a small group
environment to ensure that
his attention and listening
skills were improving both
in a small group but also in a
whole class environment.

Ahmed Bilal
 Ahmed will benefit from a
designated work station that
he can work in with adult
support only during periods
where independent work is
required.

Outcome 5 (Section E):

By the end of Key stage 2, Ahmed will;

 understand the place value of numbers in a 3-digit number

 solve questions within 100 using the four operations and money
 name and describe the properties of simple 2-D and 3-D shapes.

Need(s) (from Section B What arrangements Who will provide these

(support / interventions)
will need to be in place
to help me achieve this
outcome?
Ahmed is not able to recall his Precision teaching
number bonds to 10. intervention.
arrangements?
How often will this be
provided?
Class teacher, Learning
Support Assistant; Daily

Ahmed is not able to Specific mathematics

understand the place value
of 2-digit numbers.
Ahmed is not able to recall
his 2,5 and 10 times tables
in a random order.
Ahmed is not able to solve
simple division problems
using concrete apparatus.
Ahmed is not able to talk
about the
properties of 2-D or 3-D
shapes.
intervention.
Concrete objects for Ahmed
to use to work out simple
mathematically problems.
Opportunities to look for
different 2-D and 3-D objects
in the real world.
Number bond games.
Where possible support
Ahmed with Kinaesthetic
activities
e.g. cutting, matching,

Ahmed Bilal
 sorting and arranging type of
activities.

Outcome 6 (Section E):

By the end of Key stage 2, Ahmed will;

 be able to answer how and why questions based on a picture or short text he has
read
 write and edit a sentence that contains an adjective and a simple conjunction
 read and spell the second HFWs

Need(s) (from Section B What arrangements Who will provide these

Ahmed is not yet able to
spell all of the first 100
HFW.
Ahmed finds it difficult to
answer ’how’ and ‘why’
questions ‘based on a simple
text he has read.
Ahmed finds it difficult to
record his ideas in an
extended sentence including
adjectives and conjunctions.
(support / interventions) arrangements?
will need to be in place How often will this be
to help me achieve this provided?
outcome?
Specific phonics intervention Class teacher, Learning
Support Assistant; Daily
Colourful Semantics
intervention.
Visual Support.
Opportunities for Ahmed to
read to an adult.
Ahmed to be given
opportunities to talk about
his favourite topics.

CV and CVC words for

Ahmed to access and
practice to read and write

Daily precision teaching of

High Frequency Words

Ahmed Bilal
 Daily targeted intervention
to support pre-teaching.

Handwriting interventions.

Use of a specialist
equipment (e.g. a
pencil grip)

Ahmed will need a tripod

grip that is placed on a
pencil to provide him the
tripod grip.

Editing checklist.

Social, Emotional and Mental Health

Outcome 7 (Section E):

By the end of Key stage 2, Ahmed will use a range of learnt strategies to manage and respond
to transition and changes to his routine calmly.

Need(s) (from What arrangements Who will provide these

Section B) (support / interventions) will arrangements?
need to be in place to help me How often will this be
achieve this provided?
outcome?
Ahmed finds Ahmed will need targeted Class teacher, Learning
changes to his intervention to develop his Support Assistant; Daily
structure and routine emotional literacy. This
difficult to manage needs to be supported
without support. with visuals, videos and
social stories to develop
context around each of
the emotional
vocabularies that Ahmed
could use to convey his
meaning.

Ahmed Bilal
Social stories to support Ahmed
with specific incidents.

Where possible minimise the

need for Ahmed to move
between classes and a range of
adults. The greater the
consistency, the more
emotionally regulated Ahmed
was going to be and thus more
engaging with his learning.

Timer to show when Ahmed

can work with specific objects
or people.

Ahmed will need a structured

learning environment that is
predictable in nature. This
could be facilitated through a
personalised visual time table
and ‘now and next’ strips.

Visual timetable.

Adults to plan ahead any

changes in advance and notify
Ahmed as soon as possible.

Visuals used will include

and “uncertainty card.

Support during playtime to

model correct behaviour and
social skills.

Emotion visuals and emotions

thermometer.

Ahmed Bilal
 Familiar and trusted adults will
carefully prepare Ahmed for
any changes

Outcome 8 (Section E):

By the end of Key stage 2, Ahmed will use the appropriate social language to be able to
initiate play with his peers.

Need(s) (from What arrangements Who will provide these

Section B) (support / interventions) will arrangements?
need to be in place to How often will this be
help me achieve this outcome? provided?

Ahmed needs Ahmed will need to work with Class teacher, Learning Support
support to a range of learning partners in Assistant; Daily
understand social class to build his confidence to
situations. interact with peers. This should The Speech and Language
be facilitated via the learning Therapist will advise, support
Ahmed does not know curriculum in class. and review the SALT
how to initiate play with Programme on a termly basis.
others appropriately. Ahmed will need targeted
intervention in a small social
skills group to understand how
to initiate and maintain
friendships over time.

Ahmed will also need to

understand the concept and
application of personal space
through social stories and role
plays. It will also be important
for Ahmed to understand the
appropriateness of touching
others in a socially appropriate
manner.

Adults will need to play

games with Ahmed to build his
turn taking,

Ahmed Bilal
 attention and listening skills.

Now and Next board.

Ahmed will have access to a

small, targeted social skills
group (up to 3 pupils) focusing
on developing his social skills.

Outcome 9 (Section E):

By the end of Key stage 2, Ahmed will seek adult support when distressed and use learnt
strategies to manage his own behaviour.

Need(s) (from What arrangements Who will provide these

Section B) (support / interventions) will arrangements?
need to be in place to help me How often will this be
achieve this provided?
outcome?
Ahmed is reluctant and Ahmed will need targeted Class teacher, Learning Support
unable to seek support or intervention to develop his Assistant; Daily
help from adult or peers. emotional literacy. This needs
to be supported with visuals,
Ahmed’s use of videos and social stories to
emotional develop context around each of
vocabulary is very the emotional vocabularies that
limited Ahmed could use to convey his
meaning
Ahmed finds it
difficult to understand Social stories to support Ahmed
how he and others are with specific incidents.
feeling and why they
might be feeling this Ahmed will also need to
way. understand the concept and
application of personal space
through social stories and role
plays.

Ahmed Bilal
 Develop emotional language to
support Ahmed

Ahmed will need to interact

with a range of learning peers in
and out of class to build his
confidence. This should be
facilitated via the learning
curriculum in class.

Support during playtime to

model correct behaviour and
social skills.

Physical and Sensory

Outcome 10 (Section E):

By the end of Key stage 2, Ahmed will independently identify appropriate strategies to
manage his sensory needs

Need(s) (from Section What arrangements Who will provide these

B) (support / interventions) will arrangements?
need to be in place to How often will this be
help me achieve this provided?
outcome?
Ahmed has sensory Tacpac intervention. Class teacher, Learning Support
processing difficulties. Assistant; Daily
He finds it difficult to Sensory toys for Ahmed to
concentrate or sit for have access.
long periods of time
without something to Use physical resources
manipulate in his hands (weighted cushion, leg
and movement breaks. bands, fiddle toys etc.)

Movement breaks throughout

the day.

Outcome 11 (Section E):

By the end of Key stage 2, Ahmed will appropriately use a spoon, knife and fork when eat.

Ahmed Bilal
Need(s) (from Section What arrangements
B) (support / interventions) will
need to be in place to help me
achieve this
outcome?
Ahmed has delayed fine Healthy Hands intervention.
motor skills. His pencil
grip and correct use of Adult modelling. Visual
cutlery are limited.
Support.
Who will provide these
arrangements?
How often will this be
provided?
Class teacher, Learning Support
Assistant; Daily

Opportunities to develop
muscle strength.

Opportunities to practise Fine

motor skills.

Use of a specialist equipment.

Ahmed will need to practice

using cutlery in a small group
environment.

Outcome 12 (Section E):

By the end of Year 7 Ahmed will keep himself safe in and out of school

Need(s) (from Section What arrangements Who will provide these

B) (support / interventions) will arrangements?
need to be in place to help me How often will this be
achieve this provided?
outcome?
Ahmed is not aware of Social Stories. Weekly with LSA
dangers and needs
support to keep himself PSHE focus intervention.
safe in and out of school
Transition programme
each year and into
secondary school.

Ahmed Bilal
Summary of resources The Local Authority agree to Level 2 funding
to meet the above equivalent to 23 hours support.
outcomes
The Speech and Language programme will be
reviewed by the Speech and Language Therapist on a termly
basis, with up to 2 additional visits per year.

SECTION E & G – HEALTH PROVISION

Health
Outcome* (Section E):
Need(s) (from Section What arrangements Who will provide these
C) (support / interventions) will arrangements?
need to be in place to How often will this be
help me achieve this outcome? provided?

None Identified

SECTION E & H1 – SOCIAL CARE PROVISION (from the Chronically Sick and
Disabled Persons Act (CSDPA)
Social Care (H1)
Outcome* (Section E):
Need(s) (from Section What arrangements Who will provide these
D) (support / interventions) will arrangements?
need to be in place to How often will this be
help me achieve this outcome? provided?

None Identified

SECTION E & H2 – OTHER SOCIAL CARE PROVISION

Social Care (H2)
Outcome* (Section E):
Need(s) (from Section What arrangements Who will provide these
D) (support / interventions) will arrangements?
need to be in place to help me How often will this be
achieve this provided?
outcome?
None Identified

Ahmed Bilal
 Monitoring and Review

Within two months of the Final Plan, the SENCO/College Learning Support Co-ordinator, in consultation
with me and my parents and the appropriate professionals, may establish shorter term educational targets
to support my steps to success.

An annual review will look at my progress in meeting the plan’s outcomes and termly meetings with me and
my parents will be part of the individual monitoring process looking at how well I am achieving these and
considering the arrangements needed to ensure my steps to success.

SECTION I – MY PLACEMENT
Type of Provision:

This is where I go to school:

SECTION J - PERSONAL BUDGET

This section only needs to be completed if parents/young person have requested a personal
budget, the budget will be agreed as part of the joint commissioning panel.

Outcome? What is the How much does it Who is responsible for

support? cost to provide me paying for this support
with this support? (Education,
Health or Social
Care)?

Total cost of all of

my support

SECTION K – APPENDICES
The information used in my plan and attached as appendices:

Information Used Name Designation/Role Date of this

information
Section A Mrs Sheeba Butt Parents (Mother) 13.12.2019
Statutory Advice Dr Hira Jain Consultant 02.01.2020
Paediatrician
Statutory Advice Phillippa SENCO and Early 13.12.2019
Clayson- Todd Years Leader and
Statutory Advice Jahangir Hussain Educational 30.12.2019
Psychologist

Ahmed Bilal
Statutory Advice Cassandra Woo Speech and Language 17.01.2020
Therapist

Annual Review Andrew Bayliss Assistant head 22/02/2022

Paperwork (Inclusion)

These are the people that have helped with my plan by attending the Co- Production
Meeting (CPM) on: 22 January 2020

Name Role
Mrs Sheeba Butt Parent (Mother)
Mrs Arif Maternal Niece
Phillippa Clayson- Todd SENCO and Early Years Leader
Mrs Fourie Class Teacher
Cordetta Richmond EHCP Coordinator

Signature
Designated LA Name Signature Date
Officer

Ahmed Bilal