Example Education, Health and Care Plan - Bright Futures School

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N loves the family dog and has a very trusting relationship with his parents, ... greatly improved, his resilience needs
Bright Futures Parent Support

Example Education, Health and Care Plan For a social communication programme in the home

Photo of young person

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Bright Futures Parent Support

Education, Health and Care Plan Name Address Contact number Date of Birth School UPN NHS Number Social Care Number Name of Parent who has parental responsibility Relationship to young person Address

Contact Number (home) Contact number (mobile) Contact Email Is the child/young person looked after? Full Care Order, Interim Care Order or Section 20 Date of EHC Plan Date of amendment to EHC Plan Last annual review date Next scheduled review date

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Bright Futures Parent Support One Page Profile One-page Profile: June 2015 Your Name: N

What people like and admire about me: Happy, smart, strong-willed, funny, loyal, caring

What is important to me? My dog Precious loot School (I guess)

How people can support me? No stupid rules! Don’t make me do the same things twice! Leave me time to eat!

My Photo:

Section A 3

Bright Futures Parent Support Section A Pupil’s profile, including views, interests and aspirations. N likes to cook and he loves gaming. He likes to find glitches in games and finds reviews of what he considers to be poor games particularly interesting. N loves the family dog and has a very trusting relationship with his parents, particularly his Mum. He feels he will only be successful if he has a family of his own. N’s social reciprocity has improved dramatically and school and parents feel this is a result of his family’s use of the autism intervention Relationship Development Intervention (RDI): they report that he is now genuinely interested in other people and how they are getting on but his biggest barriers to a good quality of life remain his difficulties with emotional regulation, flexibility of thought and adaptive behaviour. N has great academic potential and is keen to gain qualifications but still struggles to engage in learning sessions due to his fear of failure and difficulty with attention. Although greatly improved, his resilience needs further development and he struggles to moderate his emotional tone in everyday situations. He is often viewed as ‘brusque’ or ‘rude’ by people who do not understand how his condition impacts on him. N wants to learn to drive and would like to be able to socialise with other peers outside of his school friends. Aspirations that have been identified for N are:     

To be able to live in supported accommodation away from his parents To be independent in his daily living skills To develop skills and qualifications that will enable him to access paid employment To develop and maintain long term friendships To enjoy good mental health

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Bright Futures Parent Support N’s Strengths N has a love of young children and animals particularly dogs. He is able to show compassion and empathy for others in many situations. He has a good memory for facts. He has an interest in people and can be socially reciprocal in situations that are not socially complex and do not require sophisticated social communication. He is polite in situations where he does not feel challenged. N has a good sense of humour. He has good capacity to remember a wide range of things when he is interested in them but the range of things he is interested in is very limited. N’s attendance at school is excellent and the school report shows that with intensive support from both school and home, N has made progress over the past year despite major difficulties caused by his condition.

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Bright Futures Parent Support Section B N’s Special Educational Needs The report by the Education Psychologist, issued May 2016 is informed by discussion with N, school staff and his mother. It is also informed by ongoing observations of N at school, by a recent Social Communication (RDI) assessment and by information from previous EP assessments 2011 and 2014.

Communication and Interaction

The EP report shows that N has made progress with social interaction and can be socially reciprocal in situations that are not complex when he is feeling calm. He can be polite in situations when he does not feel challenged but struggles to adjust his responses to accommodate his social partner in everyday situations, especially when feeling stressed. He has difficulty in thinking flexibly and expresses strong and quite often rigid opinions. N needs help to assess a situation to determine the best way to respond based upon the information available, his own personal needs, and his goals. N needs support to develop his sense of personal identity and the ability to understand how his emotions and actions impact on himself and others.

Teaching staff report good progress over the last two years in N’s engagement with a wider range of learning. He can now, usually, access full lessons rather than refusing to engage or managing only part of the session. N has no underlying cognitive difficulties; has well developed literacy skills and can readily learn new skills that are of personal interest to him but his range of interests is limited to those tasks that he feels to be of personal relevance. This presents a barrier to academic learning. Cognition and Learning

N needs support to develop confidence in his writing and with his fine motor skills N’s fear of failure means that he needs support to engage in learning. Learning activities need to be tailored to his interests and learning style. N’s occasional frustrations during lessons at school are often triggered by his rigid inflexible thinking and difficulties in problem solving. Relatively small obstacles become insurmountable in his mind and this can become a barrier to 6

Bright Futures Parent Support the social reciprocity he has developed. N’s continuing anxieties, frustrations and stress leave him at risk of mood disorders, depression and mental health problems. The frustrations that arise from day to day activities, including from interactions at school, can be superficially addressed only to be repressed until they emerge some time later as a troubling emotional issue that N requires support to overcome. Without on-going intervention and support there is a risk of N’s mental health will not be maintained. At other times N can be subject to low, angry moods triggered by frustrations or negative thoughts of past events.

Social, Emotional and Mental Health

N needs support to develop experience-sharing communication where the goal is to share emotional reactions, intended actions, changes and variations, memories, plans, ideas, perspectives, thoughts, and predictions with another person. N needs support to integrate information from different sources and situations and formulate ‘good enough’ solutions to real-life problems when faced with uncertainty, change or novelty. N needs to take part in numerous experiences of competence on a daily basis where his competence can be spotlighted to enable him to build memories linked to his emotional appraisal of the event. These episodic memories will contribute to the further development of N’s resilience. N will need support from adult guides to continue to work on staying sufficiently calm during challenges/uncertainties so that the challenge/uncertainty can be managed.

Sensory and/or Physical

Processing information from multiple channels simultaneously is something N finds extremely challenging. Two people accidentally speaking to him at the same time can impact negatively on his learning, behaviour and ability to regulate his emotions. When this happens, barriers to learning and engaging with others are created. N has poor fine motor skills, especially handwriting. Parents and school feel that N will have retained reflexes that need to be integrated in order to help address these processing difficulties, address his poor fine motor skills and thus remove barriers to learning and engagement. 7

Bright Futures Parent Support Section C N’s health needs which relate to their SEN N is a physically healthy young man, who exercises regularly and is able to manage his own special diet productively. N has a diagnosis of an autistic spectrum disorder (ASD), specifically Asperger’s Syndrome with characteristic complex difficulties around communication, interactions, flexibility of thought and restricted interests. It is noted that N lives much of his life in a pervasive state of anxiety and frustration or a state of chronic stress which leaves him at risk from mood disorders, depression and mental health problems. His difficulties in managing uncertainty and change mean that he has high anxiety around novel circumstances that requires assistance from appropriately trained persons. Due to his low resilience, N is very easily dysregulated. He becomes easily upset or frustrated and his problems with emotional regulation mean that he needs people around him who know how to manage these situations as well as supporting N to manage these situations in order to minimise distress. If this support is not available, N is at risk of depression. He has been referred to CAMHS in the past following concerns that he was suffering from depression. N has a level of insight into his condition that jeopardises his emotional wellbeing as he is acutely aware of his differences and how difficult these make life for him. The means his self-esteem is fragile. N demonstrates sensory difficulties within vestibular, proprioceptive, tactile and auditory systems. These difficulties impact on his focus, engagement and motor skills. The school and parents felt that N met the criteria for an assessment under the Children’s Continuing Care Framework. An application under the Children’s Continuing Care framework for a home programme of social communication which meets NICE guidelines was rejected by the CCG. This was referred to the Health Service Ombudsman, who ruled that ‘universal and specialist services’ needed to be exhausted first, with the EHC framework identified as meeting the criteria for ‘universal and specialist services.’.

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Bright Futures Parent Support Section D N’s social care needs which relate to their SEN N has an agreed Social Care Support Plan which provides him with a personal budget to enable his family to employ specially trained support workers who can facilitate access to enjoyable activities and opportunities to enable N to have an ‘ordinary life’ – activities such as those that his peers can access without support. This RAS score indicates that N is at severe risk of social isolation. N needs support with inhibition and emotional regulation in order to be safe going out in public with skilled and experienced carers who understand how to avoid or defuse social communication breakdowns. N also needs to be able to practise working directly on some of the difficulties at the heart of autism including emotional regulation and inhibition (full details identified in Section F) in real life community-based social situations so that he can behave more adaptively and function successfully when out in these settings. This will help to reduce his social isolation, increase his independence and promote his emotional wellbeing.

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Bright Futures Parent Support Section E - Outcomes A Summary of N’s Outcomes to be achieved over the next key stage, phase or programme of education or training. Outcome By When Link to Aspiration N will be able to generate a number of different options as solutions Age 19 To be independent in his daily living skills to a problem To develop skills and qualifications that will enable him to access paid employment N will have an improved understanding of how his actions impact Age 19 To be able to live in supported accommodation on others away from his parents To develop skills and qualifications that will enable him to access paid employment

N will be able to make changes and adjustments based on changing information

Age 19

To develop and maintain long term friendships To be able to live in supported accommodation away from his parents To develop skills and qualifications that will enable him to access paid employment To develop and maintain long term friendships

N is able to recover better and quicker from setbacks

Age 19

To enjoy good mental health To be able to live in supported accommodation away from his parents To develop skills and qualifications that will enable him to access paid employment To develop and maintain long term friendships

N is able to stay sufficiently calm during challenges and changes to

Age 19

To enjoy good mental health To enjoy good mental health 10

Bright Futures Parent Support enable him to manage the situation N completes and understands specific numeracy skills and is able to transfer these skills to everyday situations

Age 19

To be independent in his daily living skills

N will develop his fine motor skills sufficiently to improve his handwriting N will be able to competently use his reading and writing skills in everyday situations so that he can complete applications, write letters and respond to simple written communications

Age 19

To develop skills and qualifications that will enable him to access paid employment To develop skills and qualifications that will enable him to access paid employment To be independent in his daily living skills

N will have passed his driving test

Age 20

N will have identified qualification goals relevant for future employment and the necessary steps towards targets N will have developed a friendship with a person his age who does not attend Bright Futures N will be using self-calming strategies N will be accessing a suitably structured and supervised work placement outside his current school N will have considered increasing his contact with the wider community

Age 20

Age 19

Age 18 Age 18 Age 20 Age 20

To develop skills and qualifications that will enable him to access paid employment To develop skills and qualifications that will enable him to access paid employment To develop skills and qualifications that will enable him to access paid employment To develop and maintain long term friendships To enjoy good mental health To develop skills and qualifications that will enable him to access paid employment To be able to live in supported accommodation away from his parents To develop skills and qualifications that will enable him to access paid employment

N will be planning for minor personal expenditure from a small budget

Age 20

To develop and maintain long term friendships To be able to live in supported accommodation away from his parents

N is able to stay safe during access to activities that enable him to lead an ‘ordinary life’

Age 18

To be independent in his daily living skills To be able to live in supported accommodation away from his parents 11

Bright Futures Parent Support To develop and maintain long term friendships N is accessing activities that enable him to lead an ‘ordinary life’ as well as promote his physical health e.g. swimming, hot tub and sauna; dog-walking.

Age 18

To enjoy good mental health To be able to live in supported accommodation away from his parents To be independent in his daily living skills To develop and maintain long term friendships

N will be able to simultaneously process information from a variety of channels

Age 18

To enjoy good mental health To develop skills and qualifications that will enable him to access paid employment To enjoy good mental health

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Bright Futures Parent Support Section F–Special Educational Provision Required by child or young person Special Educational Need Outcomes N will be able to generate a number of different options as solutions to a problem N will have an improved understanding of how his actions impact on others N will be able to make changes and adjustments based on changing information

Provision Access to staff experienced in working with young people with ASD who can use a relationship-based social communication programme that meets the NICE guidelines to continue to work on the core difficulties at the heart of autism

Provided By School Parents Support workers (community)

How Often Daily

Funding Source SEN funding provided directly to schools from the Dedicated Schools Budget (Elements 1&2) and the LA contribution to Element 3 funding (all)

N is able to recover better and quicker from setbacks N is able to stay sufficiently calm during challenges and changes to enable him to manage the situation N will work with adult guides to continue to try to manage his frustrations and explore self-calming strategies

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Bright Futures Parent Support Special Educational Need Outcomes N will consider accessing a suitably structured and supervised work placement outside his current school

Provision Planned programmes to develop his independence skills

N will consider increasing his contact with the wider community

Provided By School

How Often Daily

Parents Support workers (community)

N will consider accessing a suitably structured and supervised work/volunteer placement outside his current school

Opportunities to interact with peers outside school within a supported framework

N will consider increasing his contact with the wider community

Parents Support workers (community)

N will further develop his computer coding and catering skills N will have friends with whom he can share positive experiences and remain safe

School

Weekly

Funding Source SEN funding provided directly to schools from the Dedicated Schools Budget (Elements 1&2) and the LA contribution to Element 3 funding (all) SEN funding provided directly to schools from the Dedicated Schools Budget (Elements 1&2) and the LA contribution to Element 3 funding (all)

Relationship-based social communication programme in the home that enables the development of friendship competencies

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Bright Futures Parent Support Special Educational Need Outcomes N is able to stay sufficiently calm during challenges and changes to enable him to manage any challenging situations

Provision Planned opportunities to access experiences (and support to develop necessary skills) outside the school environment with peers/friends

Provided By School

How Often Weekly

Parents Support workers (community)

N will be able to competently use his reading and writing skills in everyday situations N will work with staff to create a personal plan that will identify qualification goals relevant for future employment and the necessary steps towards targets

Access to a curriculum and accredited examinations that enable him to develop his functional skills and to experience success

School

Daily

Funding Source SEN funding provided directly to schools from the Dedicated Schools Budget (Elements 1&2) and the LA contribution to Element 3 funding (all) SEN funding provided directly to schools from the Dedicated Schools Budget (Elements 1&2) and the LA contribution to Element 3 funding (all)

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Bright Futures Parent Support Special Educational Need Outcomes N will access regular contact with a person his age who does not attend Bright Futures

Provision Reverse inclusion sessions

Provided By School

How Often Weekly

Funding Source SEN funding provided directly to schools from the Dedicated Schools Budget (Elements 1&2) and the LA contribution to Element 3 funding (all)

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Bright Futures Parent Support Section G – Health Provision Health Need Outcome N is better able to recover from setbacks

N is able to stay sufficiently calm during challenges/changes to manage the challenge/change N improves his understanding of how his actions impact on others

Provision Social communication programme in the home Social communication programme in the home Social communication programme in the home

Provided By Parents

How Often Daily

Parents

Daily

Parents

Daily

Funding Source

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Bright Futures Parent Support Section H1 – Social Care Provision Social Need: Outcome N will be able to stay safe during access to activities that enable him to lead an ‘ordinary life’ N will be able to access activities that enable him to lead an ‘ordinary life’ as well as promote his physical health e.g. swimming, hot tub and sauna; dogwalking. N will be facilitated to access activities that he enjoys and from which he will be able to gain feelings of competence and success e.g. going swimming and to the sauna and hot tub; going out for meals; participating with his support worker in trampolining; cooking.

Provision A skilled support worker who can quickly resolve misunderstandings/misinterpretations when he is relating to peers and adults.

Membership of NG spa suite (weekly swimming, hot tub and sauna).

Provided By Social Care Support Plan

How Often Support workers providing weekly support of 6 hours per week

Funding Source Oldham Social Care

Admissions and travel costs to regional activities during 12 weeks of school holidays (e.g. Diggerland, Go-Karting) Carer support during family breaks when N is at home with relative(s). Additional support worker travel during family breaks

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Bright Futures Parent Support Social Need: Outcome N will develop one strong friendship outside of school

Provision Social communication programme in the home

N will be less socially isolated and more competent in community-based social situations

Social communication programme in the home

N will be able to manage his emotional regulation in order to deal appropriately with community-based social communication breakdowns

Social communication programme in the home

Provided By Mum is submitting an additional request to Panel Mum is submitting an additional request to Panel Mum is submitting an additional request to Panel

How Often

Funding Source

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Bright Futures Parent Support Section H2 - Any other Social Care Outcomes and Provision (Not provided under Section 2 of CSDPA) Outcome: Outcome N will be able to learn how to drive

Provision N will be provided with appropriate teaching to enable him to learn to drive

Provided By Appropriately trained driving instructor

How Often To be determined

Funding Source Parents

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Bright Futures Parent Support Section I - Placement Placement XXX

Section J – Personal Budget Personal Budget Have the family made a request for a personal budget?

Yes (if this will allow access to the social communication programme in the home)

Personal Budget Details Source  Education  Health  Social Care  Mixture of the above

Management  Direct payment,  Notional arrangement rd  3 party arrangement  Mixture of the above

Amount

Use  What will it be used to purchase?  Which outcomes detailed in Section E will be contributed to?

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Bright Futures Parent Support Section K – Advice and information Arrangements for Review Lead professional responsible for arranging the review of this plan:

School SENCO

Contact details:

Frequency of review:

This EHC Plan will be reviewed on an annual basis. Progress towards the specified outcomes will be planned for and tracked in the intervening months through the setting and monitoring of clearly specified and achievable short-term targets by: The short term targets will be shared and understood by N and attached to his plan so that any regular progress monitoring is considered in light of the longer term outcomes and aspirations he wishes to achieve.

People to be involved in the review:

School N Parents Other professionals involved

Key Transitions Points Transition to adulthood

September 2018

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Bright Futures Parent Support Contributors to the Education, Health and Care Plan. Name Title How they Report/Advice contributed attached Pupil Parent Attended review Parent Attended review Co-produced EHC Plan Educational Report ✔ Psychologist Attended review Head of Learning – Report ✔ Bright Futures Head of Attended review ✔ Development – Report Bright Futures Senior EHC Officer Attended review Senior EHC Officer Co-ordinated EHC Plan Previous Social Completed RAS and Worker Support Plan Occupational Report ✔ Therapist RDI Consultant Report ✔

Date of proposed plan

Appendix

14 September 2015 6 June 2016

Date of final plan Name Signed on behalf of Education Title Signature Name Signed on behalf of Health Title Signature Name Signed on behalf of Social Care Title Signature

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Bright Futures Parent Support

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