Education, Health and Care Plan - YorOK Website Offer/CYC EHCP complete.pdf · Education, Health...

Education, Health and Care Plan

Name: < < Date of birth: < Initial plan date: < Current plan date: <

Part 1: Who am I and what’s in my plan?

1.1 Who I am

I like to be known as: Enter your preferred name

This space on the front cover of the Education, Health and Care Plan (EHCP) can be personalised by the child, young person or their family, eg using photos, drawings, pictures or symbols.

A one-sentence description of the child or young person, which sums up how others see them, or what others like and admire about them, can also be included.

My personal details

My first name: Enter your first name

My surname: Enter your surname

My date of birth: Enter your date of birth

My address: Enter your home address

My education

Current educational setting: Enter your current school, college or setting

Current year group: Enter your year group

Next key transition point: Choose an item

Date of next transition: Enter your leaving date

My plan

Main point of contact: The lead professional responsible for arranging the next review of this plan

Email address: Enter email address Phone number: Enter phone number

Date of this plan: Enter date Date this plan will be reviewed by: Enter date

Date of initial plan/statement: Enter date of first EHCP or Statement

‘The first review must be held within 12 months of the date when the EHCP was issued, and then within 12 months of any previous review.’ Special Educational Needs and Disability Code of Practice 0 to 25 years section 9.169

References to the above Code will be abbreviated as ‘CoP’ throughout the remainder of this document.

This version of the Education, Health and Care Plan was published on 1 September 2014

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/338195/Code_of_Practice_approved_by_Parliament_290714.pdf



1.2 What’s in my plan? Update page numbers and references

Statutory section ref.

Plan page number

Date completed

Part 1: Who I am and what’s in my plan completed by child/young person

1.1 Who I am – the front cover of my plan 1 <

1.2 What’s in my plan – contents page 2 <

1.3 About me – my views, interests and hopes for the future Section A 3 <

1.4 My review contribution Section A 4 <

Part 2: Information gathered by me and my family completed by child/young person and their family

2.1 What my family thinks is important to and for me Section A 5 <

2.2 Relevant history and additional information Section A 6 <

2.3 My family and significant people in my life 7 <

2.4 Key information for looked after children/young people 8 <

2.5 People who can provide support and information 9 <

2.6 My family’s review contribution Section A 10 <

Part 3: Information about my special educational needs gathered and updated by the educational setting

3.1 Special educational needs (SEN) Section B 11 <

3.2 Educational attainment and progress Section B 12 <

3.3 Special educational provision Section F 13 <

3.4 Education and learning history 14 <

Part 4: Information about health and social care needs related to by special educational needs provided by health and social care professional

4.1 Health needs Section C 15 <

4.2 Health provision Section G 16 <

4.3 Social care needs Section D 17 <

4.4 Statutory social care provision Section H1 18 <

4.5 Additional social care provision Section H2 19 <

Part 5: Information shared and agreed at my meeting completed/finalised by educational setting after review meeting

5.1 Contributions from people who support me Section K 20 <

5.2 Views shared at my meeting 21 <

5.3 Agreed outcomes Section E 22 <

5.4 Agreed actions 24 <

5.5 Review record 25 <

Part 6: Provision agreed by the Education, Health and Care Plan completed and agreed by EHC panels

6.1 Named educational setting Section I 26 <

6.2 Personal budget Section J 27 <

6.3 Review arrangements and agreements 28

Part 7: Relevant advice and information that supports my plan provided by advice-givers and quality assured by the local authority

7.1 Advice gathered during EHC needs assessment Section K 30 <

7.2 Additional information 30 <



1.3 About me – my views, interests and hopes for the future

Contributes to Statutory Section A

Part 1.3 should record the child/young person’s voice. ‘If written in the first person, the plan should make clear whether the child or young person is being quoted directly, or if the views of the parents or professionals are being represented’ CoP 9.69.

The child/young person can personalise this page for example using symbols and pictures or choosing photos for each heading that may be annotated by an adult. Where a child or young person is not able to complete part 1.3 independently it is important that the likes, interests, etc are represented/recorded as accurately as possible from their point of view.

This section completed/updated on: Enter date this section completed/updated

Have you filled in this section independently? Yes/No

If NO, who has supported this contribution? Name: Enter the name of the person who helped you Relationship/role: eg Mum, Dad, early years worker, teaching assistant, Connexions adviser

How has this contribution been supported?

Where a child or young person is supported to complete 1.3, provide specific details about how this was done, eg adult explaining the questions to the child/young person and recording their ideas, child/young person choosing symbols or pictures to share their views, photos taken to illustrate each heading and annotated by adult

What I’m good at, interested in and enjoy:

Click here to enter text

What’s important to me in the future – my longer term hopes and dreams:

If you are in Year 9 or above, think about preparing for adult life – for example, plans to join in activities and be part of your local community, go to college or gain qualifications, where and who you would like to live with in the future, how you could be more independent, what type of work you would like to do

Important information you need to know about me:

Information about your health, how to keep safe, or information you want anyone helping you to know

What helps me to communicate, and make my own choices and decisions:


What helps me to ...

... learn?

Describe the helpful ways people support you. You can use extra headings for other information you want to include. Don’t forget to list equipment or aids you use that make things easier for you or make you more independent.

... be independent?


... play / enjoy my leisure time / spend time with friends?


... keep healthy?


... plan for my future?




1.4 My review contribution


Part 1.4 is for the child or young person to record their views ahead of a review meeting. ‘If written in the first person, it should be made clear whether the child or young person is being quoted directly, or if the views of the parents or professionals are being represented’ CoP 9.69.

The format below can be used or review contributions can be personalised, eg a poster, comic life, photo story. Whatever format is used to record the child/young person’s contribution, the main questions and headings should be covered.


Have you filled in this section independently? Yes/No

If NO, who has supported this contribution? Name: Enter the name of the person who helped you Relationship/role: eg Mum, Dad, early years worker, teaching assistant, Connexions adviser

How has this contribution been supported?

eg adult explaining the questions to the child/young person and recording their ideas, child/young person choosing symbols or pictures to share their views, photos taken to illustrate each heading and annotated by adult

What have been the highlights in the last year?

What have you enjoyed and achieved in the last year?

At your last review, this is what we planned that you were going to do or learn:

Your educational setting should list the outcomes (5.3) from the last review here

Describe how you got on:


What people said they would do at your last review:

Your educational setting should list the actions (5.4) from the last review here

Did people do what they said, and did it make a difference?


What support is working well?

What do people do or provide for you, that helps you and makes a difference?

What do you want to do in the next 3–5 years?

Think about any moves or changes you need to get ready for, eg moving schools, choosing courses, leaving school. If you are in Year 9 or above, think about plans for adult life – for example, being more independent, where you want to live in the future, work experience, getting a job, getting more qualifications, training, volunteering or apprenticeships.

What do you want to achieve or get better at in the next year?

Think about what will help you with your longer term plans for learning, independence or adult life

What would be helpful or needs to change?

What would help make things better for you now, and help you prepare for the future?

Is there anything else you would like to say?




Part 2: Information gathered by me and my family

2.1 What my family thinks is important to and for me



Contributed by: Name of person who completed this section

What < is good at, interested in and enjoys:


What’s important for < in the future – our longer term hopes and dreams:

For young people in Year 9 or above, consider plans for community participation, further education and, where practicable, independent living and paid employment

Important information you need to know about <:

Include any important information that affects the health, safety or well-being of the individual that should be shared with anyone supporting them – for example:

Frequent seizures – please refer to detailed health care plan

No sense of danger and needs to be very closely supervised at all times

Finds change very difficult and needs a visual schedule to cope, otherwise becomes very distressed

Allergic to...

How to support < to communicate, make choices and be involved in decision making:


What helps < to ...

... learn?

This box should include brief key information on what, when and how help/support is needed and what setting or situations this support should be provided or is required. Documents and plans that provide more detailed information can be referred to and appended in part 7.2 of the plan.

In addition to the headings above, include any information you want to. It is helpful to list equipment, aids or types of support that minimise difficulties for your child and that are important for people to know about.

... be independent?


... play / enjoy leisure time / spend time with friends?


... keep healthy?


... plan for the future?




2.2 Relevant history and additional information


Part 2.2 should include brief information about your child’s relevant history that others need to know. It should not be extensive, but can refer people to other information where necessary.



Relevant history: Click here to enter text

Additional information:

Information you want anyone supporting your child and your family to know or be aware of – for example:

Times or days or barriers that make it difficult to attend appointments or meet professionals

Other barriers, eg access issues, languages

Best ways to get in touch

Important things to remember about how to support your child and your family

Specific family circumstances.



2.3 My family and significant people in my life


Parent contact details 1

Relationship to <: Click here to enter text

First name: Click here to enter text Surname: Click here to enter text

Address: Click here to enter text

Telephone 1: Click here to enter text Telephone 2: Click here to enter text

Email: Click here to enter text

How do you wish to receive information? Choose an item

Parent contact details 2

Relationship to <: Click here to enter text

First name: Click here to enter text Surname: Click here to enter text

Address: Click here to enter text

Telephone 1: Click here to enter text Telephone 2: Click here to enter text

Email: Click here to enter text

How do you wish to receive information? Choose an item

Who < lives with

Name Relationship Additional information

Click here to enter text Click here to enter text Click here to enter text



Click here to enter text Click here to enter text Click here to enter text +

Other people you need to know about

Name Relationship Additional information







2.4 Key information for looked after children/young people

Where the Education, Health and Care Plan is also going to serve as a Looked After Child (LAC) Personal Education Plan (PEP), part 2.4 must be completed, and the child/young person’s social worker must agree each answer below.


Is < Looked After (by the local authority)? Yes/No

Where the answer above is NO, the remaining rows can be hidden from this section: Hide this section

Named social worker: Click here to enter text

Legal status: Please select

Name of person with legal responsibility: Name parent/social worker

Who should educational reports be sent to? Name foster carer/parent/social worker

Who should day-to-day information be sent to? Name foster carer/parent/social worker

Who will attend education meetings? Name foster carer/parent/social worker

Who will give permission for school trips/work experience? Name foster carer/parent/social worker

Are there any special home–school transport arrangements? School to foster carer/other

Who will fund school trips, etc? Name foster carer/parent/social worker

Are there any other important issues regarding care? Click here to enter text

Who should school contact in an emergency? Name foster carer/parent/social worker

Care placements Length of stay Date from Date to

Click here to enter text Click here to enter text

Click here to enter a date

Click here to enter a date

+



2.5 People who can provide support and information

Part 2.5 should give details of the full range of support accessed by the child/young person and their family, including local and national organisations, universal and specialist services and important community and family support. It should include:

The key contact in the current educational setting

The name of the child/young person’s GP

Any other health professionals who provide support Where a child or young person accesses short breaks and/or social care support:

The lead practitioner/key worker for short breaks

Their named social worker NB: where an email address is not available, please provide a full postal address


Name and role Information/support

they can provide Contact details

Email/address and phone

Enter name of GP Information and advice about primary health care


Enter name of main point of contact (educational setting)






2.6 My family’s review contribution




What have been the highlights in the last year?

What has your child enjoyed and achieved in the last year? Or something that has been memorable – this can be at home or at school

At your last review, this is what we planned that you were going to do or learn:

The educational setting should list the outcomes (5.3) from the last review here

How did < get on, and did it make a difference?


What people said they would do at your last review:

The educational setting should list the actions (5.4) from the last review here

Did people do what they said, and did it make a difference?


What support is working well?

What do people do or provide for your child, that helps and makes a difference?

What do you want for < in the next 3–5 years?

This may include planning that needs to be put in place for any moves or changes your child needs to get ready for, eg moving schools, choosing courses, leaving school. If your child is in Year 9 or above, think about plans for their adult life. This could include developing independence, independent living, life skills, work experience, getting a job, getting more qualifications, travel training, volunteering or apprenticeships.

What are the priorities for < in the next year? Is there anything you would like them to do and learn?

Consider the steps that will help your child achieve their longer term plans for learning, independence or adult life


This can include any support or provision, or be a request for something in addition to what is currently provided. Steps, support or provision needed to help the child/young person prepare for the future can also be identified


This space provides an opportunity for you to list anything you want to talk about at the meeting, or to write down anything you do not feel is covered elsewhere



Part 3: Information about my special educational needs

3.1 Special educational needs

Contributes to Statutory Section B ‘All of the child or young person’s identified special educational needs (SEN) must be specified. SEN may include needs for health and social care provision that are treated as special educational provision because they educate or train the child or young person.’ CoP 9.69

‘A detailed assessment of need should ensure that the full range of an individual’s needs is identified, not simply the primary need’. CoP 6.27

Part 3.1 will initially be written as a collaborative assessment of the education, health and care needs of the child/young person, following a coordinated assessment meeting. The description of needs should include a statement about the child/young person based on a descriptor from the relevant City of York SEN Banding Threshold document(s).

Information should be concise, and specific identified needs numbered. These specific identified needs must clearly link to the provision made for the child/young person in part 3.3.

When there are changes in identified needs, this section should be reviewed and updated by the educational setting. This should be done in consultation with the child/young person and their family, and supported by practitioners from York SEN Services and health and social care professionals as appropriate. Any amendments must be submitted to the local authority for quality assurance as part of the review process.


Broad areas of need identified through the coordinated assessment:

□ Communication and interaction □ Cognition and learning □ Social, emotional and mental health difficulties □ Sensory and/or physical needs

Description of special educational needs and disabilities (SEND) on school census or ILR

Primary need: Choose an item

Secondary need: Choose an item

Details of any specific diagnosis, and who has made this diagnosis:


Relevant descriptors from City of York SEN Banding documents:


Specific identified need Brief details of strength and needs

N1 eg literacy skills Click here to enter text

N2 Click here to enter text Click here to enter text +



3.2 Educational attainment and progress

Contributes to Statutory Section B Educational settings must:

1. include current information on levels of attainment 2. provide good quality information on educational progress to track development and skills over time.

Assessment and tracker sheets already in use by settings to track and record progress can be used to evidence this section. This can be done by one or more of the following ways:

transferring information into the grid directly below

inserting record sheets into this section of the plan

cut and pasting clear screen shots from relevant assessments and trackers into this table.

Specific assessment information must be included in part 3.2 even if original documents are appended in part 7.2.


Current educational attainment and evidence of educational progress

Assessment date Area/subject assessed or accreditation taken Result/level

Enter a date Click here to enter text Click here to enter text +

Where screenshots or records are inserted here, ensure all information is clearly referenced by source and date: Click here to enter text



3.3 Special educational provision

Statutory Section F ‘Provision must be detailed and specific, and should normally be quantified, for example, in terms of the type, hours and frequency of support and level of expertise, including where this support is secured through a Personal Budget. Provision must be specified for each and every need specified in part 3.1 – statutory section B. It must be clear how the provision will support the achievement of the outcomes. Where health or social care provision educates or trains a child or young person, it must appear in this section.’ CoP 9.69

Part 3.3 is written and updated by the child/young person’s current educational setting, supported by practitioners from York Special Educational Needs Services and relevant health and social care professionals as appropriate, and quality assured by the local authority.

The description of special educational provision:

should be written with close reference to the relevant City of York (CYC) SEN Banding Threshold document(s).

should identify and describe the educational support and provision required by the child/young person that is different or additional to what would be normally be provided within CYC SEN Banding Thresholds 0–2.

be concise

reference the needs identified in part 3.1

include any equipment used by the young person to enable independence or minimise difficulties. For those of statutory school age the information on support and provision detailed in part 3.3 provides evidence and the reasons for curriculum modifications and any disapplications from National Curriculum requirements.


Provision is funded within CYC SEN banding threshold: Click here to enter text

Special educational provision

Strategies and key approaches Specific identified needs this supports

Click here to enter text Reference needs identified in 3.1 (eg N1, N3 etc)

+

Equipment and resources Specific identified needs this supports

Click here to enter text Reference needs identified in 3.1 (eg N1, N3 etc)

+

Weekly timetabled sessions Time allocated Supported by/ level of expertise

Specific identified needs this supports

Click here to enter text Click here to enter text


Reference needs identified in 3.1 (eg N1, N3 etc)

+

Does the school receive pupil premium funding for <? Yes / No

If YES, how is the pupil premium being used to support <’s learning? Click here to enter text.



3.4 My education and learning history


Previous educational settings/schools Date from Date to

Click here to enter text Enter a date Enter a date +

Attendance

Academic year Days attended Total days possible Attendance percentage

Click here to enter text Enter number Enter number Enter percentage +

Exclusion

Type of exclusion Date effective Duration (if fixed-term)

Choose an item Click here to enter a date Click here to enter text +

Work experience and work related learning undertaken Relevant for Year 9 students and above. You can additionally note in the first column where placements were particularly successful, or if a student found that this type of work was not suited to them

What Where Date from Date to

Click here to enter text Enter text Enter a date Enter a date +

Link courses attended Relevant for Year 9 students and above.

What Where Date from Date to

Click here to enter text Enter text Enter a date Enter a date +



Part 4: Information about health and social care needs related to by special educational needs

4.1 Health needs

Statutory Section C

Part 4.1 ‘must specify any health needs identified through the Educational, Health and Care needs assessment, which relate to the child or young person’s special educational needs (SEN). The Clinical Commissioning Group (CCG) may also choose to specify other health care needs which are not related to the child or young person’s SEN (eg a long term condition that might need management in an educational setting)’. CoP 9.69

Part 4.1 should be completed and updated by the child/young person’s current health practitioner(s), eg speech and language therapist, occupational therapist, physiotherapist, CAMHS professional.


Name of health professional who has provided this information: Click here to enter text

Date of contribution: Click here to enter a date

Does < have assessed health needs? Yes/No

What goal/outcome is to be achieved?

Assessed health needs Who assessed the need Date assessed

Click here to enter text Click here to enter text Click here to enter text Enter a date +



4.2 Health provision

Statutory Section G

Part 4.2 must include information on ‘any health provision reasonably required by the learning difficulties and disabilities which result in the child or young person having special educational needs (SEN). Where an Individual Health Care Plan is made for them, that plan should be included’. CoP 9.62

‘Health provision should be detailed and specific and should normally be quantified, eg in terms of type of support and who will provide it. It should be clear how the provision will support achievement of the outcomes, including health needs to be met and the outcomes to be achieved through provision secured through a personal health budget’. CoP 9.69

‘The local authority and Clinical Commissioning Group (CCG) may also choose to specify other health care provision reasonably required by the child or young person which is not linked to their learning difficulties or disabilities, but which should sensibly be coordinated with other services in the plan.’ CoP 9.69

Part 4.2 should be completed and updated by the child/young person’s current health practitioner(s), eg speech and language therapist, occupational therapist, nurse, physiotherapist, CAMHS professional.


Name of health professional who has provided this information: Click here to enter text


Does < have an Individual Health Care Plan? Yes/No

Date of Individual Health Care Plan: Click here to enter a date

Details of Individual Health Care Plan: Click here to enter text.

Where a child or young person has an Individual Health Care Plan (including health care plans for those children or young people who are Looked After) it should be clearly referenced here and appended in part 7.2 of this Education, Health and Care Plan.

Health provision recommended to meet assessed need

Type of support/provision and dates

Frequency of support/provision

Who is responsible for delivery of provision

Outcome

eg specialist support and therapies, medical treatments, delivery of medication, occupational therapy, nursing support, specialist equipment, wheelchairs and continence supplies – also specialist services commissioned centrally by NHS England




4.3 Social care needs

Statutory Section D

Part 4.3 ‘must specify any social care needs identified through the Education Health and Care Needs Assessment which relate to the child/young person’s special educational needs (SEN) or which require statutory social care provision for a child or young person under 18 under section 2 of the Chronically Sick and Disabled Persons Act 1970. The local authority may also choose to specify other social care needs which are not linked to the child or young person’s SEN or to a disability.’ This could include reference to any child in need or child protection plan in order to bring greater coordination of services. CoP 9.69

Inclusion of these other social care needs MUST ONLY be with the consent of the child and their parents. This part should be completed and updated by a social worker, Child in Need Practitioner or Adult Care Manager.

The headings in parts 4.3-4.5 link to social care documents to enable easy transfer of information.

For children and young people under 18 years, information should be taken from either:

Short Breaks Referral

Analysis of Need section from the Single Assessment

Analysis section of the most recent Review held (for a child or young person who has a Child in Need Plan or Child Protection Plan)

Looked After Child Care Plan

For young people over 18 years, information should be taken from:

Adult Social Care Assessment section 14: Assessor’s summary and further actions

Core Assessment section LD section 21: Assessor's summary

Support Plan Record section 4

Section 3 of Social Care Assessment (where outcomes are currently identified).


Name of social care professional who has provided this information: Click here to enter text


Has a Family Early Help Assessment (FEHA)/CAF been made? Yes/No

Does < have any assessed social care needs? Yes/No

Identified needs/area of eligible need Outcome Date assessed

Click here to enter text Click here to enter text Enter a date +



4.4 Statutory social care provision

Statutory Section H1

Part 4.4 must specify ‘any social care provision which must be made for a child or young person under 18 resulting from Section 2 of the Chronically Sick and Disabled Persons Act 1970 (CSDPA). Provision should be detailed and specific and should normally be quantified, for example, in terms of the type of support and who will provide it (including where this is to be secured through a social care direct payment). It should be clear how the provision will support achievement of outcomes, including any provision secured through a Personal Budget’. Provision of services for parent carers of disabled children can also be included in this section, following an assessment of their needs under sections 17ZD-17ZF of the Children Act 1989. CoP 9.69

Part 4.4 should be completed and updated by the child/young person’s social worker or care manager.




Is social care support provided to meet <’s assessed need under statutory section H1? Yes/No

Identified needs/ area of eligible need

Action to bring about change

Who will do what? When will it

happen?

Click here to enter text What needs to happen, and frequency

Click here to enter text Enter a date +



4.5 Additional social care provision

Statutory Section H2

Part 4.5 must only include services that are not provided under Section 2 of the CSDPA. It will include other social care provision reasonably required by the learning difficulties or disabilities which result in the child or young person having SEN.

For children and young people under 18, this includes residential short breaks and services provided to children arising from their SEN but unrelated to a disability.

For young people over 18, it will include social care provision reasonably required to meet eligible needs (set out in an adult care and support plan) under the Care Act 2014.

The local authority may also choose to specify other social care provision reasonably required by the child or young person that is not linked to their learning difficulties or disabilities. This will enable the local authority to include social care provision such as child in need or child protection plans or provision meeting eligible needs set out in an adult care plan where it is unrelated to the SEN. CoP 9.69

Part 4.5 should be completed and updated by the child/young person’s social worker, Child in Need practitioner, care manager or Short Breaks coordinator.




Is social care support provided to meet <’s assessed need under statutory section H2? Yes/No

Identified needs/ area of eligible need

Action to bring about change

Who will do what? When will it happen by?




Part 5: Information shared and agreed at my meeting

5.1 Contributions from people who support me

Contributes to statutory section K

Where individual contributions are requested or received from individual advice givers, these should be shared 2 weeks ahead of the review meeting. The separate contributions should be inserted in part 5.1, or where a recent report has been submitted this can be reference in the top box of part 5.1 and appended in part 7.2.


Views contributed by: Click here to enter text.


What have been the highlights in the last year? Click here to enter text

At the last review, this is what we planned for < to do or learn:


How did < get on and did it make a difference?


Actions agreed at last review:


Were the actions completed and effective?


What’s important in the next 3 to 5 years?

This may include plans for transition from one setting to another, eg plans to move to primary, secondary or post-maintained education, depending on the age of the child/young person.

For young people in Year 9 or above, it is important to think about plans for moving into adult life. This will depend on the young person’s needs but could include, eg their community participation, increased independence, to live with friends with support, employment, further education or training, volunteering, apprenticeships or a personalised work and learning programme

What support/provision is working well?


What are the priorities for < in the next year?

Where a practitioner is not able to attend a review meeting and is completing part 5.1 as their contribution, specific suggestions about what is important for the child/young person to do or learn, to inform the setting of short-term outcomes for the coming year, can also be included here


Where additional or different support or provision is being requested, this should be clearly specified. Steps, support or provision needed to help the child/young person prepare for the future should be considered.


This space provides an opportunity for anyone not at the meeting to list anything they want to raise that they do not feel is covered elsewhere



5.2 Views shared at my meeting

Statutory section E

Views from all advice givers discussed at the meeting should be recorded in part 5.2. This part provides the structure for the review meeting, and should be written up by the educational setting as the discussion summary of the review meeting.


What have been the highlights in the last year? Click here to enter text

At the last review, this is what we planned for < to do or learn:


How did < get on and did it make a difference?


Actions agreed at last review:


Were the actions completed and effective?


What’s important in the next 3 to 5 years?

This may include plans for transition from one setting to another, eg plans to move to primary, secondary or post-maintained education, depending on the age of the child/young person.

For young people in Year 9 or above, it is important to think about plans for moving into adult life. This will depend on the young person’s needs but could include, eg their community participation, increased independence, to live with friends with support, employment, further education or training, volunteering, apprenticeships or a personalised work and learning programme

What support/provision is working well?


What are the priorities for < in the next year?

Consider the steps that will help the child/young person achieve their longer term plans for learning, independence or adult life


Where additional or different support or provision is being recommended, this should be clearly specified. Steps, support or provision needed to help the child/young person prepare for the future should be considered

Other matters discussed

This space provides an opportunity to record any other discussion items not recorded elsewhere



5.3 Agreed outcomes

Statutory section E

Part 5.3 must specify the outcomes sought for the child or young person. ‘Education, Health and Care Plans should be focused on education and training, health and care outcomes that will enable children and young people to progress in their learning, and as they get older to be well prepared for adulthood. EHC Plans can also include wider outcomes such as positive social relationships, emotional resilience and stability.’ CoP 9.64

All plans must include an educational/learning outcome, and plans for young people in Year 9 and above must include an outcome for preparing for adult life.

When setting outcomes, the four broad areas of special educational need identified in the Code of Practice (communication and interaction; cognition and learning, social, emotional and mental health difficulties, sensory and/or physical needs) should be considered when setting outcomes. It is not necessary to have outcomes for each of these areas of need if they are not appropriate to the child/young person. Areas for setting outcomes can be personalised and could for example include: communication; planning for transition; community participation; literacy skills, physical health and well-being; personal and social development; friendship, play and leisure; independence.

Initially, part 5.3 will be completed following a collaborative assessment of the education, health and care needs of the child/young person, following a coordinated assessment meeting. The identified long term outcomes will reflect a child/young person’s strength and needs and inform the special educational provision made for them.

When there are changes in identified needs and/or a change of phase or stage of education, longer term outcomes will need to be reviewed. This should be done by the educational setting in consultation with the child/young person and their family, and supported by practitioners from York Special Educational Needs Services and health and social care professionals as appropriate. Any amendments to part 5.3 must be submitted to the local authority for quality assurance as part of the review process.


Long term outcomes

These will ‘normally set out what needs to be achieved by the end of a phase or stage of education in order to enable the chi ld or young person to progress successfully to the next phase or stage.’ CoP 9.68

Ref Area < will... What identified need does this support?

LTO1 eg education, learning

Click here to enter text eg N1 literacy skills

LTO2 eg education, learning

Click here to enter text eg N1 literacy skills +



Short term outcomes

Shorter term outcomes, which are specific, measurable, achievable, realistic and time bound (SMART – CoP 9.66), should be agreed and be reviewed at least annually at the child/young person’s review meeting. Shorter term outcomes can be finalised following the review if needed and then confirmed with the child, young person and family before the final copy is submitted to the local authority.

Although these outcomes may be written by an adult they should be agreed with the child or young person wherever possible and worded in accessible language.

Short Term Outcome 1 eg education/learning

Which longer term outcome does this support? eg LTO1, LTO2.

What am I going to do or learn? What do I want to achieve? Click here to enter text

By when? Click here to enter a date

What or who will I need to help me? Specific support and provision that will support this outcome must be included

Intended outcome ... what difference will this make? I will: Click here to enter text

Who will monitor this, and how? Click here to enter text

Short Term Outcome 2 eg education/learning

Which longer term outcome does this support? eg LTO1, LTO2.

What am I going to do or learn? What do I want to achieve? Click here to enter text

By when? Click here to enter a date

What or who will I need to help me? Specific support and provision that will support this outcome must be included

Intended outcome ... what difference will this make? I will: Click here to enter text

Who will monitor this, and how? Click here to enter text +



5.4 Agreed actions

Part 5.4 is completed and finalised by the educational setting after the review meeting. It should be used to record actions that people supporting the individual and their family need to undertake. This may include actions for providers of health and social care services, education settings, family and friends, local services. It will provide a useful reference of what needs to be followed up from a planning meeting or review. All actions should be clearly linked to needs of the individual and focus on the difference the agreed action will make for them. It can be used to support shorter and longer term outcomes.


Who? What will they do? When? How will things improve things for me or my family?

Enter text Enter text Enter a date Click here to enter text

Enter text Enter text Enter a date Enter text +



5.5 Review record

Review meeting date: Click here to enter a date

During this meeting, we reviewed:

□ Education □ PEP □ Short breaks provision (<100 hours per year) □ Child in Need plan □ Care Plan (LAC) □ Adult Social Care plan

Meeting chaired by: Click here to enter name

Role: Click here to enter role

Who was invited to the review?

Role Attended How have they contributed?

< < Child/young person

Yes/No Click here to enter text

Enter text Parent(s) Yes/No Click here to enter text

Enter text Enter text Yes/No Click here to enter text +

Following this meeting, a request is made for the Education, Health and Care Plan to be: Choose an item

Specific information or evidence for changes to resource allocation:

It is very important that the reasons for any changes to resource allocation or provision are clearly documented. Information can be included here, or if it is already contained elsewhere in the plan (eg in part 5.1 or part 7.2 appendices) you can reference that information here.




Part 6: Provision agreed by the Education, Health and Care Panel

6.1 Named educational setting

Statutory section I


Named educational setting(s) that delivers teaching and learning: Where this is a split placement, please list all settings and amount of time in each setting per week

Name of lead education institution that funds programme/pathway (if different from above): Click here to enter text

Type of educational setting: Click here to enter text

Element 3 high needs funding band: Click here to enter text

Equipment funded/provided by the local authority: Click here to enter text



6.2 Personal budget

Statutory section J


Is the educational provision supported through a personal budget? Yes/No


Funding source Specific provision Cost Total Payment

Enter funding source

Enter text Enter cost £ Enter total Enter text


Enter text Enter cost £ Enter total Enter text +

Budget total: £ 0 Update total

Is the health provision supported through a personal budget? Yes/No








Is the social care provision supported through a personal budget? Yes/No








Arrangements for review and monitoring personal budget

Where the answer to all three questions above is NO, the remaining rows can be hidden from this section: Hide this section

Who What How When

Click here to enter text Click here to enter text Click here to enter text Click here to enter text +



6.3 Review arrangements and agreements

The local authority will request signatures from the family and/or young person after an Education, Health and Care Plan has been received and agreed by the Education, Health and Care Panel as part of the statutory assessment process. Following annual reviews the local authority will send the educational setting an agreed updated Education Health and Care Plan, signed by the local authority. Educational settings should then add signatures from the family and email a completed scanned copy of part 6.3 back to the authority for their records. NB where early settings do not have the facilities to do this they should post a hard copy back to SEN services.

‘Education, Health and Care Plans should be used to actively monitor children and young people’s progress towards their outcomes and longer term aspirations. They must be reviewed by the local authority as a minimum every 12 months. Reviews must focus on the child or young person’s progress towards achieving the outcomes specified in the EHC plan. The review must also consider whether these outcomes and supporting targets remain appropriate’. CoP 9.166

Reviews should also: Gather and assess information so that it can be used by educational setting to support the child or young person’s

progress and their access to teaching and learning. Review the special educational provision made for the child or young person to ensure it is being effective in ensuring

access to teaching and learning and good progress. Review the health and social care provision made for the child or young person and its effectiveness in ensuring good

progress towards outcomes. Consider the continuing appropriateness of the EHC plan and whether changes are required or whether the plan

should be discontinue. Set new shorter term outcomes for the coming year and where appropriate, agree new longer term outcomes. Review actions and outcomes set at the previous review

‘Professionals across education, health and care must cooperate with the local authority during reviews’. CoP 9.169

‘When reviewing an Education, Health and Care Plan for a young person over 18, the local authority must have regard to whether the educational or training outcomes specified in the plan have been achieved’. CoP 9.171

Child/young person agreement I understand that the information in this plan will be shared with people who support me on a need to know basis. By signing this plan I accept the contents as accurate and appropriate.

Name Signature Date

Family agreement I/we understand that the information in this plan will be shared with people who provide support to my/our child on a need to know basis. By signing this plan I/we accept the contents as accurate and appropriate.

Name(s) Signature(s) Date

Education, Health and Care Panel Agreement The provision/resources described in this plan have been agreed by the CYC EHC Panel.

Name Signature Date



Part 7: Relevant advice and information that supports my plan

7.1 Advice gathered during Education, Health and Care needs assessment

Statutory section K

Part 7.1 will list any documents, eg reports, assessments, plans that provided evidence for the initial assessment of the child or young person’s educational, health and care. Advice and information from the child/young person and their family is embedded in parts 1 and 2 of this plan, and will be reviewed/updated annually to ensure this information is current.

K1–K8 identify specific advice that must be sought: CoP 9.49

K9 is any advice and information additional to that above, requested by the child/young person or their family.

K10 is any additional advice and information that the LA considers appropriate.

NB Updated social care and health advice and information (parts 4.1–4.5) and updated advice/guidance to assist in preparation for adulthood and independent living (part 5.1) will be included in this plan.


Ref. Advice from Name Contribution Date

K1 Child/young person < < See Part 1 <

K2 Parent/carer(s) Click here to enter text See Part 2 <

K3 Specialist VI/HI teacher (if appropriate)

Click here to enter text Click here to enter text Enter a date

K4 Educational setting Click here to enter text Click here to enter text Enter a date

K5a Health care professional Click here to enter text Click here to enter text Enter a date +

K6 Educational psychologist Click here to enter text Click here to enter text Enter a date

K7 LA social worker Click here to enter text Click here to enter text Enter a date

K8 Connexions (Y9 onwards) Click here to enter text Click here to enter text Enter a date

K9a Other advice requested by the parent/young person


K10a Other advice requested by the local authority




7.2 Additional advice and information

Additional relevant and up-to-date information about the child/young person that supports this plan.

Please list all documents referenced in the EHCP that are additional to the assessment advice listed in part 7.1 (eg follow-up speech and language therapy report, personal care plan, physio programme, behaviour support plan).

Listing documents here allows the key information included in parts 1–6 of the plan to be supplemented with additional detail. Referencing relevant documents will save rewriting information that is already in a useful and accessible form.


Document title Written/provided by Where is this document held? Date

Click here to enter text Click here to enter text Click here to enter text Enter a date




If some parts of this document have been previously hidden but are now relevant (eg, the child or young person has become Looked After since the plan was first written), you can restore all hidden sections.

Education, Health and Care Plan - YorOK Website Offer/CYC EHCP complete.pdf · Education, Health...

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