Request for an Education, Health and Care Needs Assessment (Early Years Settings)

Transcription

1 Request for an Education, Health and Care Needs Assessment (Early Years Settings) Guidance This information is sought in accordance with the Children and Families Act In the first instance all educational settings are required to use their best endeavours to meet the needs of the children and young people identified with special educational needs. In providing information the educational setting must evidence the following: A copy of the child s additional support plan provided for them under the SEND Support Stage of the Code of Practice The educational establishment s assessment of the child s difficulties. The outcomes sought by the educational establishment for the child. The external professional advice that has been sought, which is pertinent to the request for an assessment. Where possible, external agencies should be contacted to provide up to date and accurate reports before you submit the request. Details of the support and interventions that have been provided for the child. An assessment by the educational establishment of the progress made, or lack of progress. What additional support the educational establishment feels is required which cannot be provided through its ordinary resources. This form is intended to be completed electronically. 1 P a g e

2 Section 1 - Personal Details Surname: First Name: Preferred Name: Home Address: Date of Birth: Religion: Gender: Ethnicity: Home Language: NHS No: ICS No: Person/s with Parental Responsibility: Parent Information: Surname: First Name: Home Address: Home No: Mobile No: Preferred Method of Contact: 2 P a g e

3 Parent Information: Surname: First Name: Home Address: Home No: Mobile No: Preferred Method of Contact: Who is making the request? Position / Title 3 P a g e

4 Section 2 Background History This section will describe the child s life so far and include relevant school history, relevant home factors etc. Section 3 Current Attendance Educational Setting Period (Dates) Actual Attendance (Number of Sessions) Possible Attendance (Number of sessions per week) Percentage Attended Section 4 Child s Views You may wish to include alternative evidence of the child s views if they are unable to verbally communicate. This could be in the form of drawings, photographs, comments from parents, observations etc. What is important to me What I like to do and what I am good at 4 P a g e

5 My preferred way of communicating is What I need help with How you can help me How people should include me in making decisions that will affect me My hopes and wishes These views were recorded by 5 P a g e

6 Section 5 Parents /Carers Views Where possible, please ensure that the parents/carers views are sought and recorded in the table below. Please ensure that the parents/carers have had the opportunity to confirm that what has been written is a true and accurate record, and sign to confirm this. Parents/carers will be given the opportunity to submit additional information once a request has been submitted. What s working well? What s not working well? Either in or not in preschool? What we would like to happen? For example, the support we believe is required and any outcomes that we feel are not currently being met 6 P a g e

7 Section 6 Strengths, barriers to learning and impact The identified special educational needs what you consider are the child s difficulties which act as barriers to curriculum access and progress. You may wish to complete more than one section. Please also include any details of the child s needs and/or any formal diagnoses. Cognition and Learning Strengths Barriers to Learning What impact does this have on learning generally? For example, classroom practice? Social, Emotional and Mental Health Strengths Barriers to Learning What impact does 7 P a g e

8 this have on learning generally? For example, classroom practice? Communication and Interaction Strengths Barriers to Learning What impact does this have on learning generally? For example, classroom practice? Sensory and Physical Strengths Barriers to Learning 8 P a g e

9 What impact does this have on learning generally? For example, classroom practice? Independence and Self-Help Strengths Barriers to Learning What impact does this have on learning generally? For example, classroom practice? 9 P a g e

10 Section 7 - Attainment Attainment, ability assessments, milestones met. Date Age in months Early Years Foundation Stage Areas of Learning Part 1 Communication and Language* Physical Development* Personal, Social and Emotional* Listening Understanding Speaking Moving and handling Health and self-care Self confidence awareness Managing feelings, behaviours Making relationships 10 P a g e

11 SECTION 7: Attainment continued Attainment, ability assessments, milestones met. Date Age in months Early Years Foundation Stage Areas of Learning Part 2 Literacy* Maths* Understanding the World* Expressive Art and Design* Reading Writing Number Shapes, People and The Technolog Exploring Being Space and Communitie World y using media imaginativ Measure s and materials e 11 P a g e

12 Section 8 - Observation of Progress Any progress which cannot be quantified or uses non standardised scoring. Please include such information as improvements in behaviour, confidence, selfhelp, care etc. You may also wish to include any tools used such as, Behaviour Checklists etc. Date assessed Observation/progress 12 P a g e

13 SECTION 9: Assess, Plan, Do, Review Support provided and Early Years Inclusion Funding please provide details of inclusion funding awarded. Term Funding Section 9a - Current Support Arrangements Give details of the targeted support provided for the child. Please note: there is a section later on (Section I) in the form which you may wish to fill in when a request is made due to exceptional circumstances as outlined in Paragraph 9.3 of the SEND Code of Practice Section I should be used in conjunction with this section to provide context to the current support arrangements where there are exceptional circumstances. Desired outcomes, e.g. support plan targets, individual targets Outside agency Strategies implemented Provision delivered Frequency, duration and by whom Start date end date Actual outcomes impact made: met, partially met, not met 13 P a g e

14 Section 10 - Additional Support Please list any additional support required above and beyond what is already being provided. Outcomes sought Outside agency Advice given of extra support recommended Provision to be delivered Frequency, duration and by whom Notes 14 P a g e

15 Section 11 - Documentation to support request Please list details of attached reports/evidence from appropriate services. Include only reports which are relevant to the current request and the child/young person s identified needs. You are only required to submit evidence where it has already been sought and/or given. Please note, the involvement of specialists is essential to help evidence that an informed Assess, Plan, Do, Review approach has taken place. Please see paragraphs of the SEND Code of Practice 2014 Education Service provided by (name and role) Date of report, consultation record, or document relevant to need Name of professional (where relevant) Brief description of involvement (including a brief description of any evidence attached to the request) Service provided by (name and role) Date of report, consultation record, or document relevant to need Health Name of professional (where relevant) Brief description of involvement (including a brief description of any evidence attached to the request) 15 P a g e

16 Service provided by (name and role) Date of report, consultation record, or document relevant to need Social Care Name of professional (where relevant) Brief description of involvement (including a brief description of any evidence attached to the request) Section 12 - Exceptional Circumstances If there are any exceptional circumstances as defined in the Code of Practice paragraph 9.3: In a very small minority of cases children or young people may demonstrate such significant difficulties that a school or other provider may consider it impossible or inappropriate to carry out its full chosen assessment procedure. For example, where its concerns may have led to a further diagnostic assessment or examination which shows the child or young person to have severe sensory impairment or other impairment which without immediate specialist intervention beyond the capacity of the school or other provider would lead to increased learning difficulties. Please describe them below. 16 P a g e

17 Section 13 - Consent to Proceed As part of the EHC needs assessment the Local Authority will need to request information relevant to the assessment. Could you please ensure that parents/carers are aware of this requirement. Please indicate using the statements below if parents/carers agree to the Local Authority requesting and sharing information relevant to the EHC needs assessment. NB: Without this agreement the assessment process cannot proceed. Please indicate by ticking the appropriate box below whether you do or do not agree with each statement I agree for the Local Authority to request and share information with other agencies with regards to the EHC assessment process under the Children and Families Act I do not agree for information to be shared with the Local Authority as part of the EHC needs assessment process under the Children and Families Act Signed: Date: Parent(s) / Person(s) responsible [please delete as appropriate] 17 P a g e