How to do a Transfer Reviewor…Everything you wanted to know about Transfer Reviews but were too afraid to ask.

What is the Transfer Review report?• Tools to use for the transfer review process to help

convert Statements of SEN into Education, Health and Care Plans. A document which

• records pupils’, parents/carers’ views and aspirations• records school assessment of the CYP strengths,

special educational needs, and progress since the Statement was issued/last annual review

• Identifies clear education, health, care and preparation for adulthood related outcomes and how these are to be supported.

What it looks likeSection 1 –The child or young person’s assessment information

and progress since the Statement or last review Section 2 – The advice and information gathered to inform the

transfer review. Section 3 – Details of the review meeting and contributors to the

review Section 4 – Recommended outcome of the transfer review-is an

EHCP required? Section 5 – The long term and short term outcomes that are

sought for the child/young person Section 6 –Record of provision and support required to meet the

identified outcomes for the child/young personSection 7 –A review of any existing personal budget and direct

payments arrangements

How to complete a Transfer Review-Preparation stage 1The term before the transfer review is scheduled to take place •Identify any updated assessments that are required•Support child to complete the preparation for transfer review form•Ask parents to complete the preparation for transfer review form and collect these in•Alert Assessment and Planning team to any priority cases

How to complete a Transfer Review-Preparation stage 2The term of the transfer review

•Schedule transfer review date meetings with parents and LA if appropriate

•Complete sections1-2 of the transfer review form

•Begin to formulate long term and short term outcomes based on completed assessments and all completed documentation

How to complete a Transfer Review-Preparation stage 2• Send formal notification letter of the start

of the transfer review process to parents two weeks before the transfer review meeting. This triggers the 20 week statutory time period. Use template letter

• Send information to parents and all attending the TRM two weeks in advance of the TRM

The transfer review process • 20 week timescale to complete review

from the formal notification letter to parents

• Week 1 School to send notification of transfer review meeting date and paperwork to parents/others attending the meeting

• Week 3 Person centred Transfer Review Meeting(TRM).

What is Person Centred Planning?• Person-centred planning offers an alternative to

traditional models, striving to place the individual at the centre of decision-making, treating family members as partners. The process focuses on discovering the person's gifts, skills and capacities, and on listening for what is really important to the person (e.g., Snow, O'Brien & Mount). It is based on the values of human rights, interdependence, choice and social inclusion, and can be designed to enable people to direct their own services and supports, in a personalised way.

Key principles:

• The person is at the centre• Family members and friends are full partners in

collecting information and planning• The plan reflects what is important to the person (from

their own perspective) now and for the future• The plan helps the person to be part of a community of

their choosing and helps the community to welcome them (not just about the services)

• Leads to commitment – ongoing listening and learning, further action

Department of Health, 2001

Pupil Views…..why?The new SEN Code of Practice clearly says we must have regard to:

•the views, wishes and feelings of the child or young person, and their parents;

•the importance of the child or young person, and their parents, participating as fully as possible in decisions; and being provided with the information and support necessary to enable participation in those decisions;

•the need to support the child or young person, and their parents, in order to facilitate the development of the child or young person and to help them achieve the best possible educational and other outcomes, preparing them effectively for adulthood.

Who are you?

• You have many roles in your life and all these roles say who you are -

• Who you are changes with your relationships, eg. Do you behave the same way with your parents as you do with your best friend?

• Consider if you were only allowed to receive support from others and never allowed to be a best friend, a colleague or a lover how would your life be?

• What do you think it feels like for someone you support?

• If you were only allowed one or two roles to live in your life, what would it feel like?

Self UnderstandingTo use PC tools effectively relies partly on some understanding of the unique individual YOU areWhat works for me? What doesn’t?What does a good day for me look like?What about a bad day?What are my everyday positive rituals and routines? How do they benefit me?What are my gifts and skills?What makes me feel safe?What do people respect about me?

So how does this link to the Transfer Review?We need to put the child, young person or adult at the heart of the planning – it is carried out in alliance with family and friends and is focused on getting real solutions for people.

Research recognises that to achieve real change, users and carers must participate at every stage. This marks a change in status of people who use services, from ‘consumers’ to ‘co-producers’.

Consulting pupils directly….in itself begins to empower learners by allowing them to hear themselves talking about their needs. The experience of having their views heard and valued by an adult or peer can provide an enormous boost to the self esteem of students…and can make a positive contribution to pupils’ capacity to learn effectively.

Jelly, Fuller and Byers (2000)

Pupils views

One page profiles

• A snapshot of a person that is context specific.

• Should give others the information they need to know to engage with and support the person.

• A very quick introduction to the person and the things that matter to them.

What is important to the child?Instead of this….. Write this…..

Loves breaktime…. Playing games usually involving running and skipping with Hannah and her other close friends at break times.

Being organised Having all her pens and pencils and books packed in her bag the night before school. Making sure her tray is tidy at school.

Having friends Walking to school with my friends Ellen and Anna every day and sitting with my friends Ellen, Anna and Jo at lunchtime.

How to support a young person in school?

Instead of this… Write this……

Be patient with Liam Liam may need you to repeat a task a couple of times before he feels confident trying it. You can tell if he is unsure because he will look out of the window and chew his pencil. Asking him if he has any questions about the activity usually works better than asking him if he understands what to do.

Chloe needs helpwith friendships

Cloe takes time getting to know people and making friends. It helps if you can find ways of her spending time and sitting with different girls in the first few weeks of term. She appreciates you asking her about how her friendships are going in one to onetime with her. A circle of friends approach has worked in the past.

People I love

People I like

People I knowPeople who are paid to help me.

In conclusion….

Person centred planning is defined as a process of continual listening, and learning; focused on what is important to someone now, and for the future; and acting upon this in alliance with their family and friends. There are different approaches, however, good person centred planning is always recognisable because the person will be at the centre; working in partnership with family and friends, the plan will clearly identify what the person’s capacities are, what is important to her and what support she requires; there will be actions that have a bias towards inclusion, and the learning and reflecting are ongoing.

Parent / Carer Views• Structured conversation

• Information for Familieshttp://www.parentlinksussex.org.uk/about-us

• Independent Support http://www.coreassets.com/mediacentre/core-

assets-independent-support-service/

• East Sussex Parent Carer Council

How to complete the Transfer Review document

A Section by Section guide…

Guidance for completing Section 1

• Current assessment of difficulties – What sort of data can we use?

• Current level of progress – progress over time.

• Strengths and skills

• Special Educational Needs identified

Section 1 – Current assessment of difficulties• provide a school based up to date picture of

the child /young person’s SEN• understand their current progress • include needs for health and social care

that are treated as SEN because they relate to the education and training of the child/young person.

• Where there is a known diagnosis this should be included.

Section 1 – Current assessment of difficulties• Helps to specify targets and to track

progress over time

• Can support the specificity of the outcome measures

• Not an exhaustive list

• Includes preparation for adulthood for Year 9 and above

Section 1 – Current assessment of difficulties:

Communication and InteractionDescription of functional language skillsDevelopmental checklist – The Communication Trust www.talkingpoint.org.uk

Glyne Gap P-Scales – www.glynegap.e-sussex.sch.uk/article.php/59/expanded_p_scales

For identified SL&C needs:Reference to other specific assessmentsBritish Picture Vocabulary Scales (BPVS)Language LinkRenfrew Language ScalesSpeech and Language Therapy AssessmentsSocial Communication checklists

• Do you know where your pupils are and the progress they have made in terms of the following?

- Reading fluency and accuracy- Reading comprehension- Spelling- Number- Mathematical language

e.g.• NC Levels / Assessment of Pupil Progress (APP grids)• Early Years Outcomes• P-Scales• Standardised assessments• Pupil Voice

Section 1 – Current assessment of difficulties:

Cognition and Learning

Section 1 – Current assessment of difficulties:

Social, Emotional and Mental Health

•Risk assessment – frequency and intensity of emotional outbursts

•SEAL development map

•Emotional literacy questionnaires (Faupel)

•Sociogram – www.sussex.ac.uk/Users/robinb/socio.html

•Pupil Voice

•Self Esteem checklist

•Boxall Profile

•Behaviour Diaries

•ABC or STAR Observations

 Section 1 – Current assessment of difficulties:

Sensory and Physical

•Jump Ahead Monitoring•Observable Behaviour•OT or Physiotherapy Assessments•Developmental Checklists•Glyne Gap P-Scales•Early Support Developmental Journal www.ncb.org.uk/early-support/resources/developmental-journals

Section 1 – Current assessment of capabilities: Preparing for adulthood and Community involvement• Employment and training • Independent living -Self help & life skills e.g. dressing, cooking,

shopping; Road safety – awareness of danger Telling time / money management Independent travel• Good health• Participating in society-access to community activities

beyond school and family units

At the Transfer Review Meeting • a person centred approach with the young person at the

centre of the planning• draw together all the information, discuss and decide on the

outcomes for the EHCP• Consider whether an EHCP is still required for the next

academic year• ensure all the key elements to contribute to the Plan are

captured• explain any decision making processes and timescales• discuss with parents and together draft sections 4, 5 and 6 of

the transfer review report•

Guidance for completing Section 4

Section 4

•Consider if the education and training outcomes can be supported from within the school/college level resources. •Is a school or College based plan appropriate? Agree with parents if appropriate •However we expect most statements will transfer to EHCP

Guidance for completing Section 5

Section 5•Outcomes usually set out what needs to be achieved by the end of a phase /stage of education

•Short term outcomes describe what needs to be achieved in the shorter term(by the end of a key stage or within the next year for example) to support the longer term outcomes

•From Year 9 onwards the nature of the outcomes reflects the need to ensure young people are preparing for adulthood.

•There should be outcomes for forward plans such as changing schools/education provision, moving from children’s to adult care and /or from paediatric services to adult health.

•There can be a range of outcomes over varying timescales, but recognising it is the education and training outcomes only that will help determine when a plan is ceased for young people aged over 17.

Guidance for completing Section 5• In the education and training section

include outcomes for health and social care that are treated as SEN because they relate to the education and training of the child/young person.

• In the preparing for adulthood section outcomes may include those identified by the transition team for the young person

Guidance for completing section 6 – Special Educational provision : Education and training

• set out the provision/resources/arrangements required to support the child/young person to achieve their outcomes

• ensure all outcomes are addressed• include provision for health and social care that

are treated as SEN because they relate to the education and training of the child/young person

• provide detail of the type, amount and frequency of support and level of expertise required

Guidance for completing section 6 – Special educational provision- preparing for adulthood

• Set out the education and training provision/ resources/arrangements required to support the young person prepare for adulthood and achieve their outcomes

• Do not include any health or social care provision which forms part of an individual health care plan, continuing care health plan or results from a social care CIN or (Adult social care) transition service Plan

Guidance for completing section 6 – Health

• Include provision in any individual health care plan

• Include provision in any continuing health care plan

Guidance for completing section 6 – Social Care

• Include provision set out in a Child in Need Plan( relating to disability) (Adult social care)Transition Plan or identified from a social care assessment under Section 2 of the Chronically Sick and Disabled Persons Act

Guidance for completing section 6 –Family / community support

• Include community based resources to support identified outcomes

• Include family based resources to support identified outcomes

This section may be particularly helpful to support preparing for adulthood outcomes

• Eddy will attend a social skills group• Eddy will play nicely with other children• Eddy will not snatch toys from other children• Eddy will take turns without prompting when

playing joint games with up to two others during lunchtime club.

Which of these is an effective agreed outcome?Which of these is an effective agreed outcome?