ehc plan kirsty€¦ · web viewthe following table identifies the steps and the special...

This Education Health and Care Plan has been developed solely as a training tool for the purposes of EHC plan training workshops delivered in Spring Term 2016. As such, it does include some good elements but it also has areas for improvement,

and therefore cannot be regarded specifically as an example of good practice.

Education, Health and Care Plan:

Anna Dobson (aged 5 years)

[Anna’s Plan]


and therefore cannot be regarded specifically as an example of good practice.Education, Health and Care (EHC) Plan

This is EHC Plan no. 1 for Anna Dobson (name of child) Date of Birth: 19.02.11Date plan 1 agreed: 05/12/2014Date for annual review: 05/12/2015

Gender: FemaleHome language: EnglishPreferred mode of communication: A mixture of sign (Sign Supported English), speech and non-verbal communication

Address:

....................................................

....................................................

(if appropriate) Current educational provision (name, type, phase):

Oakwood Nursery (privately run nursery)

....................................................

Anna Dobson’s parents or person(s) with parental responsibility:

Name(s): Mr. Steve Dobson Relationship to Anna: Father

Address: ............................................................................................................................

............................................................................................................................................

Contact information (tel / email)..........................................................................................

The following have contributed to Anna Dobson’s plan:

Name Role / positionSteve Dobson ParentDipesh Patel AudiologistAlison Sweeney Teacher of the DeafSamira Greening Educational PsychologistDr. Marion Vine PaediatricianVilma Purtoing Social WorkerThelma Williams Nursery ManagerMarie Vincent Speech and language therapist

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Table of Contents

Section A. Views, Interests and Aspirations – Getting to know Anna – page 4

Hello! My name is Anna – a brief profile of Anna Anna’s strengths and challenges Anna’s story to date How to communicate with Anna Anna’s views and aspirations for the future Anna’s father’s views and aspirations for the future

Section B. Anna’s special educational needs – page 7

Sensory Speech, language and communication Social and emotional skills Cognition Educational attainment Self-help and independence skills

Section C. Anna’s health needs related and unrelated to her SEN – page 9

Section D. Anna’s social care needs, related and unrelated to her SEN – page 10

Section E. Desired outcomes for Anna – page 10

The desired outcomes for Anna Arrangements for monitoring and reviewing Anna progress Planning for Anna’s transfer to primary school

Section F. Special educational provision required by Anna – page 12

Section G. Health provision required by Anna – page 19

Section H1. Social care provision required under CSDPA 1970 – page 20

Section H2. Any other social care provision required by Anna – page 20

Section I. Name and type of school – page 20

Section J. Personal budget arrangements for Anna – page 21

Section K. Action and information received for Anna’s assessment – page 21

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SECTION A - Views, interests and aspirations – Getting to know Anna

Hello! My name is Anna

photo

The above is based on a conversation Anna had with her key worker at nursery.

4

I live at home with my daddy

and little brother who is OK most

of the time.

My name is Anna and I am 4 years old.

I wear hearing aids to help me hear better but need help to put them back in when they come out.

I like going to my

grandmother’s house. She

gives me roast dinners and

cuddles.

I don’t like going to bed and I cry when I wake up and it’s dark.

I have some friends of my own to play with. Sometimes they won’t let me play with them. I don’t have a best friend yet.

I am good at running games.

I sometimes get cross when you don’t understand what

I’m saying and you keep asking me. I get very cross - I

sometimes hit somebody and then feel sad.


and therefore cannot be regarded specifically as an example of good practice.Anna’s strengths and challenges

The assessments and information gathered indicate that Anna has the following strengths:

Anna has good non-verbal communication skills. She is a keen communicator with excellent eye contact, concentration and attention.

She is good at solving simple problems through pictures (e.g. picking out the pictures that are the same; picking out the picture that is different from a group of 4 pictures), and using blocks and shapes. She can copy simple patterns and designs made by an adult (i.e. she has above average pictorial reasoning ability and average spatial ability).

Anna has the ability to retain and use what she learns to find ways of working out similar problems using trial and error. She is keen to learn, determined, enthusiastic and eager to please.

Anna’s ability to run, walk, skip and move her arms is similar to other children of her age. So is her ability to do more intricate things, such as threading small beads, using scissors and drawing (i.e. Anna’s gross and fine motor skills are age-appropriate).

Anna is able to concentrate in ‘good listening conditions’ for an ‘impressive amount of time’ (educational psychologist report).

The assessments and information gathered for this plan also indicate that Anna has the following special educational needs:

Auditory neuropathy, resulting in difficulty in understanding speech and in distinguishing one sound from another.

Moderate hearing loss in both ears in low and mid frequencies, and profound loss in both ears in the high frequencies.

Difficulties in the development of making the right speech sound; in language (both understanding and spoken) and in communication skills (using Sign Supported English).

Delayed listening skills.

Difficulties in the development of social and emotional skills. Anna experiences difficulties in communication and getting on with other children. She also experiences more difficulties in recognising and expressing her own emotions and feelings.

Anna’s understanding and use of words and her ability to think and problem solve using words is currently behind that of most children of her age, although the ability to solve problems using pictures is above average.

General healthAnna’s general heath is currently good, although her father states that she has had some sleep problems in the past 6 months and he has taken Anna to her general practitioner.

Anna’s preferred communicationAnna communicates using a mixture of sign (Sign Supported English), speech (largely single words) and non-verbal communication. She has significant difficulty hearing speech if there is any background noise and responds best when spoken language is supported by sign or other visual clues such as gestures, facial expressions and pictures.Anna’s story

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Anna was born prematurely, at 27 weeks gestation, and spent several weeks in intensive care and then the High Dependency Unit. She had a number of complications, including serious infections and lung problems. She was diagnosed with auditory neuropathy in July 2010. Her hearing loss is thought to have resulted from having antibiotics when she was very ill in hospital.

Anna lives with her father and younger brother and has a good relationship with both. Her paternal grandmother looks after both children when Anna’s father is unable to do so due to work commitments. Anna has regular contact with her mother. Anna has had a social care assessment (section 17) and a care plan accompanying a supervision order is in place.

Anna has attended Oakwood Nursery since the age of two and now attends for 5 full days per week. She is eager to please, ready to learn and willing to take part in activities when she is approached directly or the activity is one she knows well and with which she feels confident.

She seems to want to be part of the group and enjoys mixing with other children and adults. She has a strong personality and adapts well to challenging situations. She is developing early independence skills, such as helping with dressing and undressing and trying to wash her hands.

She wears behind the ear (post-aural) hearing aids and is developing responsibility for them. If they come out she will often give them to an adult and indicate that she needs help to put them back in.

How to communicate with Anna

Anna communicates using a mixture of sign (Sign Supported English), speech (largely single words) and non-verbal communication. She has significant difficulty hearing speech if there is any background noise and responds best when spoken language is supported by sign or other visual clues, such as gestures, facial expressions and pictures.

Anna’s views and aspirations for the future

Anna is not yet able to express feelings and opinions verbally, but has clear ideas about what she wants as she goes about her daily life. She is keen to be independent and has indicated she really likes learning about new things. She also enjoys mixing with others and is keen to develop relationships and friendships with other children. She loves looking at books and magazines. Anna has indicated that she enjoys staying in the new house with her father and brother.

Anna’s father’s views and aspirations for the future

Mr Dobson is keen for Anna to make the most of her ability. He feels that she has the potential to achieve well academically if the difficulties arising from her deafness are fully addressed.He particularly wants to make sure that she develops her communication skills to the best of her ability as this will give her the best chance of achieving independence and leading a happy adult life. He says that both he and Anna’s grandmother would like to help Anna with her communication but feel they need some help. Mr Dobson wants Anna to have the best possible start in her new primary school.

SECTION B – Anna’s special educational needs6


and therefore cannot be regarded specifically as an example of good practice.The assessments carried out and information gathered, provide the following more detailed information about Anna’s needs.

Sensory Anna has a hearing loss in both ears. It is a moderate loss in the low-mid frequencies and

profound loss in the high frequencies. She has two behind the ears (post-aural) hearing aids, which she wears reliably every day. Without her hearing aids Anna could not follow conversation but may hear some very loud sounds such as drums or a dog barking. With her hearing aids, Anna is able to hear the range of low and mid-frequency speech sounds at conversational voice levels. However, she is not able to detect very high frequency speech sounds such as 'ss', 'sh', 'p' and 't'. Her hearing loss therefore makes it very hard for her to discriminate speech effectively, even when wearing hearing aids. Any background noise makes it harder still and her ability to hear is directly influenced by her listening environment.

Auditory Neuropathy Spectrum Disorder affects the quality of sound Anna hears. The degree to which Anna is affected varies from time to time. Speech that is heard is often very distorted. Understanding where there is background noise is much worse than would be anticipated by the level of Anna’s hearing loss alone. Early speech discrimination testing suggests that Anna misses a large amount of information when relying on listening to speech alone. This makes it vital that listening conditions are good (e.g. classrooms with limited background noise and good acoustics) and also that she has visual communication support (including being able to see faces clearly, and use of Signed Supported English).

Speech, language and communication There is a significant delay in Anna’s understanding and use of language. At a chronological

age of 4 years, her understanding of spoken language (receptive language) is below the age of 2 years. Her spoken language skills (expressive language) are also below 2 years.

Her speech mostly consists of single words, two-word phrases and a few key expressions and she uses about thirty recognisable signs. She uses some signs spontaneously and frequently and other signs emerge when she is prompted and encouraged.

Anna is able to produce a range of types of speech sounds. This is a good foundation for developing her ability to speak.

She is still in the very early stages of learning to listen. She is beginning to lip-read. Anna will not be able to pick up very much, if any, language, information and learning from

overhearing conversations and discussions as other children do.Social and emotional skills Anna enjoys mixing with others but her delayed language development has often prevented

her joining in and so she can behave like a much younger child when she is unable to make her needs known.

She sometimes accepts “no” but at other times has a tantrum, during which she becomes subdued and sulks and becomes unresponsive, with a sad look on her face.

She is happy with most people but tends to stay near to more familiar people, such as her father or her key worker in the nursery. When she is with other children she tries to dominate them.

The nursery reports that Anna sometimes suggests a play activity and that it is evident that she would like to be friends with the other children around her, but she finds it difficult to tell them what she wants to do. When she tries to start a conversation with other children, they do not understand her and so she does not get the response she either wanted or expected.

She has an early understanding of good manners with ‘please’ and ‘thank you’. When other people are talking, if she wants to say something she tends to barge in, doing whatever she can to get attention.

Cognition7



Anna is much stronger in some areas of learning, understanding and problem solving than others. Anna’s verbal ability to understand and solve problems using words is very low. Her verbal comprehension skills (understanding of words) were at the 1st percentile when she was assessed by the educational psychologist in August 2013. This means that she finds it very hard to take part in and learn anything from activities which are presented only through speaking. However, her ability to understand pictures and use them to solve simple tasks (pictorial reasoning ability) was above average (at the 67th percentile).

Educational attainmentThe following information is taken from the reports from Anna’s Nursery School.Reading Within the Early Years Foundation Stage Profile (EYFSP), Anna is at the emerging stage of

reading. Although she enjoys listening to stories and looking at the pictures in books, she does not yet

realise that the printed words in a book tell the story. She appears to recognise a rhythmic beat in music but this is not yet transferred to rhyme and

rhyming activities in language. She is working at a level approximately two years behind her chronological age.Writing Anna is still at the mark making stage in writing and will make a mark under her drawings but

does not say what the marks mean. She is approximately two years behind her chronological age in writing.Mathematics In number, Anna enjoys counting from 1-5, but is not consistent in her recognition of these

numbers in written form. The nursery school staff find it difficult to help Anna understand simple number problems as

she is often not sure whether to do an adding or a take away sum to get the answer. The nursery school staff believe this is due to her delayed language.

Anna is working 2 to 2.5 years behind her chronological age in number. In shapes, space and measures, Anna enjoys pattern making and recognises a circle, naming

it ‘round.’ She can match shapes but not name them. She does not yet have positional language (e.g. behind, in front of) or an understanding of time

language (e.g. tomorrow, later). Anna is approximately 2 to 2.5 years behind her chronological age in this aspect.Self-help and independence skills Anna has made good progress in the area of self-help skills in the last six months, although her

skills are slightly delayed. She actively helps with dressing and undressing and co-operates when being washed. She uses the toilet appropriately during the day but always wants an adult to accompany her. She continues to wear nappies at night.

She is slowly developing responsibility for her hearing aids. If they come out, she sometimes gives them to an adult and indicates that she needs help to put them back in. She does not yet let an adult know if her hearing aids are not working.

SECTION C - Anna’s health needs related to SEN and unrelated to SEN

Related to SENAudiological needs

Anna has a hearing loss that is moderate in both ears at mid to low frequencies and profound in 8



both ears at high frequencies. She also has auditory neuropathy spectrum disorder.

She wears behind the ears (post aural) hearing aids but her hearing levels are described as ‘unstable.’

Unrelated to SENAnna has had some difficulty in sleeping for the past six months. On average about four nights per week, she wakens during the night and finds it difficult to get back to sleep, crying and calling out for her father. She can be awake for two or more hours. According to her father, this makes Anna and the rest of the family very tired the next day. School staff have also commented that Anna can arrive at school looking very tired some mornings and ‘does not seem in the mood to learn’. Anna has a nut allergy.

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SECTION D - Anna’s social care needs related to SEN and unrelated to SEN

Related to SEN

No additional social care needs related to her SEN have been identified during this assessment.

Unrelated to SENAnna is subject to a supervision order with accompanying care plan (dated 29/10/13)

SECTION E - Desired outcomes for Anna

a. By the end of Year 2, Anna will be able to make the best use of the hearing she has, aided by appropriate amplification and thereafter there should be maintenance at appropriate levels for her age. This will include developing age-appropriate listening skills and learning to lip-read.

b. By the end of Year 3, Anna‘s speech, language and communication skills will be at a point where they are, as a minimum, at a level of, or close to, that expected of a child of her chronological age and ability. Thereafter, they will be maintained at these levels or improved.

c. By the end of Key Stage 1, Anna’s personal, social and emotional development will be age and ability appropriate and will be maintained at that level or higher thereafter.

d. By the end of Year 4, Anna will be achieving, academic outcomes which reflect her true ability once the barriers arising from her auditory neuropathy, deafness and resulting language difficulties are broken down.

Arrangements for monitoring and reviewing Anna’s progress

This plan should be reviewed in 6 months, i.e. before Anna starts in her reception class and thereafter it should be reviewed at least annually.

Every effort should be made to combine the reviews for the EHC Plan and the child in need reviews.

The ‘within school’ teaching targets to achieve the steps in the outcomes described above should be set, monitored and reviewed termly.

Planning for Anna’s transfer to primary school

Anna is due to transfer to reception class in September 2015.Anna’s father, her current nursery staff, receiving school staff, the Teacher of the Deaf and any other key professionals should come together during the spring term 2015 to draw up a transition plan that can be implemented during the summer term 2015, ensuring that: Anna has opportunities for additional visits to her new school and that she has met the staff

with whom she will have direct contact, including her specialist teaching assistant. The staff in the new school are aware of her needs and have had an audit of skills so that

training needs can be identified and met before Anna transfers to the school. The classrooms where Anna will be taught will have an acoustic audit to ensure they are

acoustically favourable

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Any technological resources required should be identified and in place before Anna starts at her new school

Staff are aware of Anna’s nut allergy and know the steps to take to avoid an occurrence, as well as the actions to take should she have an allergic reaction

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This Education Health and Care Plan has been developed solely as a training tool for the purposes of EHC plan training workshops delivered in Spring Term 2016. As such, it does include some good elements but it also has areas for improvement, and therefore cannot be regarded specifically as an example of good practice.

SECTION F - Special educational provision required by Anna

The following table identifies the steps and the special educational provision required to meet Anna’s special educational needs set out in section B and to ensure the outcomes identified in Section E are achieved (see sections G, H1 and H2 for any required health and social care provision).

a. Outcome: By the end of Year 2, Anna will be able to make the best use of the hearing she has, aided by appropriate amplification. This will include developing age-appropriate listening skills and learning to lip-read.

Section E Section FSteps towards achieving outcomes

Special educational provision Who will be responsible?

a1 Anna’s ability in lip / speech reading will show measurable improvement year on year and to a point where she is able to catch where she is using it without thinking about it.

Daily practice and daily use in the classroom during normal lessons.

Teacher of Deaf to write the programme. F/T Specialist TA (level 3 BSL) to be trained by Teacher of the Deaf to deliver the weekly programme. Class teacher and specialist TA to organise.

a2 Anna’s listening skills will show measurable improvement year on year and will be developed to the maximum level possible

2 x ten minute sessions of listening practice daily in a quiet room. A programme for delivery of the sessions will developed by the Teacher of Deaf who will train the specialist teaching assistant on how to deliver the sessions to Anna

Monitoring and half termly reviews of the programme

Delivered by the F/T specialist TA. Teacher of the Deaf

Teacher of the Deaf with the class teacher

a3 The classroom (s) Anna uses should have good acoustics and be managed to minimise background noise

The acoustic quality of classrooms is assessed and reasonable steps taken to make it as easy as possible for Anna to listen and hear

Teacher of the Deaf and / or specialist technician to provide assessment and advice to setting. School to implement.

a4 Use of a radio aid so that it is easier for Anna to hear what the teacher is saying

Purchase of a radio aid

Training and advice to Anna and staff on its use. Daily checks to ensure the radio aid is working properly.

Local authority to fund

Teacher of the Deaf

[Anna’s Plan]


Termly review of the system(s) being used and re-programming of aids if required

Teacher of the Deaf and class teacher

a5 Staff understand the implications of Anna’s hearing impairment and know what they need to do to ensure she can access teaching and learning and fully participate in the life of the school

Staff training on the implications of hearing impairment and what can be done to overcome barriers to learning and inclusion.

A minimum of 2 sessions of deaf awareness for all staff in current setting and in new schools prior to any transfers. As required by knowledge and experience of the teachers and staff directly working with Anna. Currently every two weeks, additional support, advice, training and liaison for those working directly with Anna (must include class teacher and TA)

Specific training for specialist TA on the checking, care and maintenance of Anna’s aids

Teacher of the Deaf to provide training to school staff

Teacher of the Deaf

Teacher of the Deaf

Teacher of the Deaf to train and specialist TA to carry out the routine checking, etc.

a6 The number and range of signs (SSE) Anna can use will increase measurably year on year and to a level that helps her to express herself while also aiding her understanding of English.

Support for Anna to identify and teach the signs required by her in order to make best use of the teaching and learning in the classroom

A communication support worker for Anna when the class teacher is speaking to the whole class or small group

The specialist F/T TA trained in BSL (Level 3)

F/T specialist TA as above.

a7 Anna will take responsibility for managing her hearing aids and have the confidence to let people

A twice yearly assessment to determine which aspects Anna can manage herself and where she still needs more help

Teacher of the Deaf, class teacher and specialist TA

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know if they are not working and /or she is not hearing what other people are saying.

Provision of training appropriate to Anna’s age to be provided during her fortnightly session with the Teacher of the Deaf

Teacher of the Deaf

b. Outcome: By the end of Year 3, Anna’s speech language and communication skills will be at a point where they are, as a minimum, at a level or close to that expected of a child of her chronological age and ability.



b1 Anna will be able to make the sounds required in English

A carefully graded programme developed by the speech and language therapist and monitored every 2 weeks.

Programme to be delivered in a ten minute session every day by the specialist teaching assistant who has been trained by the therapist

Specialist speech and language therapist (SALT)

The F/T specialist TA.

b2 Anna’s vocabulary, spoken language and understanding of language will show year on year measurable improvement (reflecting ‘expected progress’ - see SEND COP, July 2014, para 6.17) until they are at least age and ability appropriate.

An individually designed daily programme covering these areas to be delivered on a 1:1 basis (except where the specific targets require interaction with others, e.g. turn taking in conversations)

The above programme delivered daily (1 session of 10mins)

Training for the F/T specialist TA ensure success of the programme

Copies of the SALT programme for Anna’s father

The language being taught in the individual sessions will also be included in some of the classroom teaching so that Anna gets as much practice as possible. Some of the

SALT and Teacher of the Deaf.

The F/T specialist TA (BSL Level 3).

SALT

SALT

Early years staff and/or class teachers and F/T specialist TA

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b. Outcome: By the end of Year 3, Anna’s speech language and communication skills will be at a point where they are, as a minimum, at a level or close to that expected of a child of her chronological age and ability.



more advanced language used by the teacher will be simplified for Anna by the teacher and interpreted, as necessary for Anna by the F/T specialist TA

Orally presented information, will always be supplemented in visual form (e.g. gesture, sign, photographs, pictures and props)

Direct help from a specialist SALT every two weeks for 45 minutes (including 10 minute liaison time with class teacher and TA)

Early years staff and/or classroom teacher / specialist TA (BSL level 3)

SALT

c. Outcome: By the end of Key Stage 1, Anna’s personal, social and emotional development will be age and ability appropriate and will be maintained at that level or above.



c1 Anna will behave appropriately for her age when mixing with other children and adults and will have confidence to make friends with other children in her age group.

Anna will have an improved ability to communicate with other children through the programmes outlined in sections b1 and b2 above.

Anna’s peers to have 4 introductory sessions of deaf awareness training that is integrated and practised in the classroom and around the school. Additional sessions to be provided as required.

Those identified above in section b.

Teacher of the Deaf and class teacher

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Using time-tabled activities and break times, ensure a minimum of 2 opportunities per day for Anna to work and play in 1:1 situations and small groups.

Structured social skills programmes tailored to, and prioritising, Anna’s individual needs to be delivered weekly in blocks of 4 weeks – at least one block per term.

Support from an adult to facilitate interaction / communication when required.

Educational psychologist to write / recommend programme and train specialist TA in delivery

c2 Anna will maintain her current good levels of motivation, self-esteem and confidence in her desire to learn new tasks.

An introduction to all new tasks and learning that is in carefully managed steps to ensure steady good progress which is recognised and acknowledged by the teacher.

Class teacher, specialist TA with advice from educational psychologist.

c3 Anna will be successful in knowing what she should do when she feels angry, frustrated etc. when she is playing or working with other children.

A programme to help Anna: talk about her feelings in different situations learn different ways of responding a behaviour management plan so that all those

working with Anna respond to the behaviour they want to change (e.g. sulking and tantrums as identified in section 4) in the same way.

Class teacher and F/T specialist TA with advice and support from educational psychologist.

c4 Anna will have an understanding of her own deafness at an age appropriate level and take some responsibility for ensuring others understand her needs in relation to deafness.

Opportunities for Anna to meet with other deaf children and deaf adults.

Strategies for Anna to use and practise to make known her needs as a deaf person.

Teacher of the Deaf to advise and signpost to the Local Offer

Specialist TA / Teacher of the Deaf

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c5 Anna will feel confident to join groups of children of her own age in her area, e.g. Rainbows

The leader of the Rainbows will be given information, resources and information about deafness as well as Anna’s individual needs

Teacher of the Deaf

d. Outcome: By the end of Year 4, Anna will achieve academic outcomes which reflect her true ability for learning once the barriers arising from her auditory neuropathy, deafness and attendant language difficulties are broken down.

Section E Section FSteps towards achieving outcome


d1 Anna will access the National Curriculum at her age appropriate and ability level as indicated by her performance on the non-verbal assessments, i.e. at least at the level of other children in her class.

Appropriate differentiation of the Core and Foundation subjects in the National Curriculum.

A School Targets Plan (STARS) with short term targets, based on the outcomes identified in this EHC Plan, which will be monitored and reviewed half termly.

The class teacher with advice from the education psychologist and the Teacher of the Deaf.

Class teacher in liaison with SENCO, and / or Teacher of the Deaf, educational psychologist.

d2 Anna will make measurable and adequate progress in reading, writing and spelling and maths, year on year, so that she achieves, at least, an average performance level for other children in her year group

The delivery of the School Targets Plan (STARS) through daily individual and small group programmes in reading, writing, spelling and maths.

Additional time built into lessons to make sure Anna has understood the new topics and any new ideas and information associated with them ( Anna requires more time than most children to make sense of new information as her working memory is easily overloaded).Anna’s learning sessions where she has to ‘listen’ to a

Class teacher with advice from the Teacher of the Deaf to devise the targets and programme

F/T Specialist TA delivering the daily sessions. The class teacher through her daily / weekly plans and teaching.

Class teacher and F/T specialist

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d. Outcome: By the end of Year 4, Anna will achieve academic outcomes which reflect her true ability for learning once the barriers arising from her auditory neuropathy, deafness and attendant language difficulties are broken down.

Section E Section FSteps towards achieving outcome


member of staff giving a class lesson must be well spaced throughout the school day as Anna tires very easily with the amount of effort she has to put into listening. She should have some ‘down time’ and her level of tiredness monitored.

TA.

Summary of special educational provision for Anna

OutcomeStep

What is being funded?

a1, a2, a4, a5, c1, c4, d1, d2 1 session of 1 hour every two weeks from Teacher of the Deaf.

a1, a2,a3, b1, b2, c1, c2, c3, d1, d2 Full time specialist TA (BSL Level 3)

b1, b2 Specialist SALT to deliver 1x 45 minute speech and language session every two weeks plus I hour each half term for monitoring and liaison with education setting staff.

a4, d1, d2 Radio aid for whole class teaching and group work

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This Education Health and Care Plan has been developed solely as a training tool for the purposes of EHC plan training workshops delivered in Spring Term 2016. As such, it does include some good elements but it also has

areas for improvement, and therefore cannot be regarded specifically as an example of good practice.

SECTION G - Health provision

Related to SEN

Audiology provision to ensure Anna can make best use of the hearing she has and the amplification systems she uses: Anna's hearing loss, the effects of auditory neuropathy spectrum disorder, and her

use of hearing aids will continue to be monitored with quarterly reviews by the audiology service until her hearing levels are stable. The frequency of reviews may then be reduced to an annual minimum.

Hearing aid review appointments will include hearing tests, tests of middle ear function, and checks to ensure the hearing aids are fitted and working as well as they should be (including questionnaires and real ear measurements where the frequency response of the hearing aid is measured inside the ear whilst the child is wearing them).

Hearing aids will be re-programmed or upgraded when necessary, such as when new earmoulds are fitted, if hearing levels change, or if new technology is available that is likely to be of benefit to Anna. In case of faulty or broken hearing aids between routine appointments repairs/replacement equipment will be provided within 24 hours of notification. Earmould replacement will be provided as necessary. New earmoulds will be returned to the family within 3 days post-impressions. Batteries will be provided by the audiology service as necessary in person or by postal service.

Unrelated to SEN

To re-establish good bedtime routines so that Anna can sleep through the night

The health visitor has provided a sleep plan which Anna’s father is implementing. The health visitor will continue to monitor this on a regular basis (weekly in the first instance) until a good sleeping pattern has been established.

To ensure all school staff know how to prevent an occurrence of her nut allergy and the steps to take should she have an allergic reaction The early years setting has a written action plan to respond to any emergency

situation that might arise and two staff members have received training in the use of the EpiPen.

The health visitor will provide similar advice and training to staff in Anna’s new school and an action plan for the occurrence of any allergic reaction will be drawn up before she starts there.

[Anna’s Plan]


areas for improvement, and therefore cannot be regarded specifically as an example of good practice.SECTION H1 - Social care provision required for Anna under Section 2 of the Chronically Sick and Disabled Persons Act, 1970.

No additional provision identified by Anna, her family or professionals as being required under this Act and at this point.

SECTION H2 - Any other social care provision required by Anna

The accompanying care plan (dated 29/10/13) of Anna’s supervision order is monitored by her allocated social worker. As part of this plan a communication support worker is working with Anna’s father and grandmother to help them communicate better with Anna and to show them how to help Anna develop her speech, language and communication - this links to the outcomes described above and the support from the Teacher of the Deaf.

SECTION I - Name and Type of School

Anna will attend the following educational setting, which is a xxxxxx school:

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SECTION J - Personal budget arrangements for Anna

Anna’s father does not want to access any personal budget monies at this stage.

The table below is merely an example of a possible way of recording the details required if a personal budget is being accessed

Outcome What is being funded? Annual Cost

Funding Agency

Comments(e.g. note if all or part of funding required as a personal budget)

SECTION K - Advice and information received for Anna’s assessmentThe following reports are appended in this section

Agency Role / position Written by Date of Report

Family Father Steve DobsonFamily Child Anna DobsonEducation Teacher of the

DeafAlison Sweeney

Education Nursery Manager Thelma WilliamsEducation Educational

psychologistSamira Greening

Social Care Social worker Vilma PurtoingHealth Senior audiologist Dipesh PatelHealth Specialist speech

and language therapist

Marie Vincent

Health Paediatrician Dr. Marion Stein

Signed_________________________ (Lead officer) Date___________

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On behalf of NewShire local authority

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ehc plan kirsty€¦ · web viewthe following table identifies the steps and the special...

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