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Essex Annual Reviews for EHCPs: Guidance notes for schools

1.0 Introduction

1.1 In this document the word ‘pupil’ is used to mean a child or young person including students in post-16 placements; and ‘parent’ is used to mean parents and/or carers

1.2 This guidance is based upon the following documents,

The Special Educational Needs and Disability Regulations 2014 (Statutory Instrument 2014 no. 1530), specifically Regulations 18 to 21

Special Educational Needs and Disability Code of Practice: 0 to 25 years, Department of Education and Department of Health, January 2015, paragraphs 9.166 to 9.185

1.3 Nursery, school and college staff works with families throughout the year to make plans and review progress. If a pupil has a statutory plan (a statement or an EHC Plan) then a statutory annual review must take place at least once a year. This is so that everyone involved can work together to decide whether the support which parts of the plan are still relevant and where updates and changes may be needed.

1.4 It is also a forum in which pupils and their parents, along with others who are directly involved can raise any concerns regarding the support or placement, and, where possible, address these together.

1.5 Of equal importance, the annual review is an opportunity to celebrate a pupil's successes throughout the year.

1.6 The annual review should be person-centred, taking into consideration the needs and wishes of both the pupil and their parent(s).

1.7 Schools and colleges are asked to use the standard proforma prepared by Essex County Council entitled Annual Review Form for EHCPs. All documents required for an annual review of an EHCP are available on the Essex Local Offer and include the following.

Planning and arranging a person centred annual review Annual Review Form for EHCPs Guidance for completing the Annual Review Form for EHCPs Annual Review –Family Contribution

1.8 The views of the child and their family should be gathered using the information in the’ Planning and Arranging a Person Centred Annual Review’ document.

Essex Annual Reviews for EHCPs: Guidance notes for schools 2015 v1.1 Issued: October 2015 Review date: January 2016 Feedback to: [email protected]

http://www.essexlocaloffer.org.uk/sites/default/files/Annual%20Review%20-%20Family%20contribution.pdf

http://www.essexlocaloffer.org.uk/sites/default/files/TOP%20-%20Guidance%20on%20person%20centred%20Annual%20Reviews.pdf

1.9 Educational and training settings have the flexibility to adapt the annual review process in order to best meet needs, but must ensure that the ‘Annual Review Form for EHCPs’ is fully completed informed by the guidance document.

2.0 Timing of annual reviews

2.1 Except in particular circumstances, mentioned below in paragraph 2.2, all Education Health and Care Plans (EHC Plans) must be reviewed at least annually. This review must be completed within 12 months of the previous review or in the case of the first annual review within 12 months of the date the EHCP was issued. The dates of the meeting and any other actions must allow the authority to complete its part of the review by the 12-month deadline. The authority requires 2 weeks from the date the paperwork is received to complete the process and communicate with the family.

2.2 Particular circumstances dictating timing are as follows.

Where a child is under 5, additional reviews should be undertaken every three to six months, but these need not be as detailed as the formal annual review.

Where a child or young person is within 12 months of a transfer between phases of education (including infant to junior where these are separate schools), the annual review must be completed:

o before 31 March in the calendar year of the child or young person's transfer to a post-16 institution, or

o before 15 February in the calendar year of the child or young person's transfer in any other case.

In addition to the usual progress review and updates particular consideration will be given at these times to the transfer to the next phase of education.

2.3 The Local Authority is required to write to all headteachers and principals at least two weeks before the start of each term (assuming a three-term year) to alert them to the names of pupils on their roll who will require annual reviews in the coming term. However, the authority appreciates that in many cases it will be appropriate for the dates of school meetings to be fixed in advance of such notification.

3.0 Preparation for the review meeting

3.1 The headteacher or principal should set the date and time for each review meeting. The Regulations require that at least two weeks' notice must be given of the date of the meeting; in practice, longer notice is required to allow time for the appropriate documentation to be collected and circulated and for parents to agree a mutually convenient time.


3.2 All professionals involved with a pupil should be invited to the annual review (and encouraged to provide a written report if appropriate). The following people must be invited to the annual review at least 2 weeks before the meeting date:

parents and the young person; representatives from the school; an SEN Officer; health service representatives as appropriate; Local Authority (LA) social care representatives as appropriate.

3.3 In addition consideration should be given to inviting the following persons.

The Educational Psychologist (EP) linked to the school or college, especially for reviews at transition between Key Stages, or if a significant change in needs has become evident.

The litigation friend (formerly known as the guardian ad litem) for a child/young person currently subject to care proceedings.

A person working with the pupil or school/college as a direct result of the EHC Plan, e.g. special needs teacher or assistant, advisory teacher, physiotherapist, speech and language therapist.

The relevant social worker, in the case of a child/young person who is not looked after, but has further additional complex needs

For young people in Year 9 and above, a member of the Information, Advice and Guidance (IAG) Service who should be ready to give advice on career progression, and/or professionals supporting preparation to adulthood, including social care and health.

Where the child or young person is placed in the school or college by another local authority, a representative of that local authority.

Where a transfer to another school or college is under discussion, a representative of the receiving institution.

Where a parent has privately commissioned a report from one or more specialists, those persons, but after consultation with the parent, and with the parent meeting any associated expenses with attendance at the meeting.

Any other person the headteacher or principal or local authority considers appropriate.

3.4 It is unlikely that all the relevant professionals will be able to attend all review meetings. It is helpful therefore, when inviting professionals from outside the school or college, to indicate the importance attached to their attendance and why they are being invited to this meeting. Schools and colleges are asked to stress that written advice is especially welcome from persons invited but unable to attend the meeting. If the attendance of a particular person is thought essential then that person should be consulted before fixing the date of the meeting.

3.5 If it is felt that an updated professional report is necessary, for example, an updated Speech and Language Therapy report (SALT), further assessment of


a pupil's skills by an Educational Psychologist, this must be requested by the educational/training setting early enough to ensure that a completed report is available for the annual review.

Although it is a statutory review an annual review is not a means to involve professionals who have had no prior involvement. If a social care or speech and language referral is sought for example then these should be made as a new referral

3.6 The pupil and the parents should be supported to be fully engaged in their annual review. The pupil should have time with the SENCO (or nominated adult) to prepare them for their review and to gather their views. Information about how this can be done is included in the document Planning and

arranging a person centred annual review

3.7 Parents should also be consulted in-line with the preparation guidelines they should be invited to complete the Annual Review –Family Contribution

prior to the meeting.

3.8 A draft Annual Review Form for EHCPs should be issued to all those invited to the meeting 2 weeks prior to the annual review meeting, accompanied by any relevant reports (e.g. Educational Psychologist report , SALT report, Physiotherapy / Occupational Therapy report). This allows individuals the opportunity to read through each report prior to the meeting, and prepare any responses. All reports must be circulated at least 2 weeks before the meeting.

4.0 The Annual Review Meeting

4.1 The meeting must focus:

on progress towards achieving outcomes in the EHCP; changes needed to the support provided; changes needed to the outcomes.

4.2 Flip charts or other recording methods could be used to help make this interactive following your preparation with the child/ young person and parents/carers.

4.3 Suggested agenda

4.3.1 IntroductionsEveryone could be asked to write their names on a piece of flipchart paper and indicate who they are in the child’s life.

4.3.2 Like & admireEveryone will be asked to write something they like and admire about the child/young person (things that make them smile, laugh or feel proud).


http://www.essexlocaloffer.org.uk/sites/default/files/Annual%20Review%20-%20Family%20contribution.pdf



Sometimes people share qualities that other people have noticed, such as friends in class and other people who work with them.

4.3.3 Gathering informationMusic chosen by the child or young person may be played at this point while everyone is invited to write on the flip charts. This will take around 10 to 15 minutes. The child/young person should be supported to be at the centre of the meeting. This will usually be done with the SENCO or someone else who knows the child or young person well and with whom they feel comfortable to talking to. This may happen in school or at home before the annual review meeting. Flip charts might be attached to the wall for everyone to add information to during the “gathering information” time under the following headings:

• What do we like and admire about you?• What is important to you now?• What is important to you for the future?• What support do you need to stay healthy and safe?• Questions to ask & issues to resolve• What is working well? • What isn’t working well?

4.3.4 Reviewing the information/One Planning.Copies of the Person Centred Planning (One Planning) from last year will be available to check progress. Everyone will be asked to name priorities for discussion. Everyone will be invited to discuss the information gathered. Actions will be developed for the new One Plan that are possible, positive and practical. All actions should detail what will happen, who will do it and when they should do it. The SENCO will be responsible for checking that the One Plan is implemented. The Annual Review Form will also be completed in full to ensure that there is a clear record of progress and what you need to support the pupil keep on making progress.

4.3.5 The end of the meetingEveryone in turn will be asked to share how they feel the meeting went. The SENCO will be responsible for putting the meeting notes together and distributing them.

5.0 After the meeting

5.1 The Annual Review Form is the formal record of a pupil's progress over the previous year. It may be used to inform an amendment to the EHC Plan; support a request for change of placement or additional level of support; or, in some circumstances, be submitted as evidence towards a Tribunal. As such, the form must be completed thoroughly and accurately. The final Annual Review Form must set out recommendations about any amendments to the EHCP indicating if the school’s views differ from any other contributor.


5.2 The Annual Review Form and accompanying documents and reports used at the annual review must be returned to the local area office for the Statutory Assessment Service within 10 days of the annual review meeting.

Didn’t find what you were looking for?

You can contact our Statutory Assessment Service and they will be happy to help.

MidTeam

Causeway HouseBraintreeEssex CM7 [email protected]

North East Team

Essex HouseThe CrescentColchester Business ParkColchester CO4 [email protected]

South Team

Ely HouseChurchill AvenueBasildon.Essex SS14 [email protected]

West Team Goodman HouseStation ApproachHarlowEssex CM20 [email protected]

Any area team will help if you are unsure of the correct one.

Guidance for completing the Annual Review Form for EHCPs

The Annual Review Report Form is the formal record of a pupil’s progress over the Essex Annual Reviews for EHCPs: Guidance notes for schools 2015 v1.1 Issued: October 2015 Review date: January 2016 Feedback to: [email protected]

mailto:[email protected]




previous year. It may be used to inform an amendment of an EHC Plan; support a request for change of placement or additional level of support; or, in some circumstances, be submitted as evidence towards a SEND tribunal. As such, the form must be completed thoroughly and accurately.

Summary BoxPlease provide details of the date of the current EHC Plan, and the date that this review is being held.

The pupil’s primary area of need must also be provided. This must be the area of need officially recorded by the Local Authority (for which the pupil was issued a EHC Plan), and should not be a reflection of the area of need as viewed by the school. Any recommendations to alter the primary area of need must be submitted to the Local Authority as part of the annual review process.Section 1Ia and lb

The basic details for the pupil including personal details and school placement.

Ic A list of all those involved with the pupil at the time of the annual review (all listed should be invited to the annual review meeting). It is essential that this section is completed in full, including indication of who was present at the meeting as this is the formal record of this meeting.

Id Details of the Plan Co-ordinator/ SENCO, who has responsibility for co-ordinating the annual review process.

le Details of any relevant medical diagnoses or conditions.If All reports gathered during the previous year, which have been used in

support of the current annual review, should be listed. Copies of these reports should be provided with the completed annual review paperwork.

Ig Details of who has supported the pupil to gather their views.Section 2This section provides the opportunity for the young person to consider their overall progress since the last annual review and should be completed thoroughly, with examples and supporting evidence where appropriate. Entries within this section could be supported by views or observations from those involved with the young person, and it should be made clear who has provided comments towards this section.Section 33a Opportunity to review progress made against each outcome of the EHC

plan. Space is provided for the views of the pupil, the parent(s)/carer(s), the educational/training setting and other professionals for each outcome. Both positive progress and remaining areas of improvement should be addressed. The support provided in order to meet each outcome should also be detailed – this will be particularly important for any requests for additional support.

3b Details of any additional factors influencing progress should be provided here. This may include examples such as:

School: “Jack is a valued member of the school football team. However, he has a difficult relationship with a fellow teammate, which is sometimes transferred to the classroom”


Home: “An extension is currently being built on the family home, causing disruption for the whole family. Building work has affected daily routines, which Elena struggles to cope with.” Details of support provided outside of school should also be provided here.

3c An action plan for the coming year should be agreed by those present at the meeting, influenced by discussions around progress and the outcomes in the EHC Plan.

Section 44a The Profile of Need should be completed in order to provide a summary of

the current level of need. Indicate the areas where the pupil has needs requiring an EHC plan.

4b An indication of the pupil’s attainment must be provided. Attainment for all previous academic years should be included to provide a picture of progress over time.

Section 55a If it is recommended that changes to existing outcomes (or the addition of

new outcomes) should be made, these should be detailed here alongside recommendations of the support that will be required in order to achieve these outcomes.

5b The provision of transport should be reviewed on an annual basis, and the annual review provides opportunity to do this. The information provided in this section will influence the decision regarding continuation of transport for those pupils in receipt of this.

5c Details of any Personal Budget received should be reviewed during the annual review, with outcomes indicated on the paperwork.

5d Consideration should be given each year to appropriateness of the existing placement. For pupils approaching transfer (junior or secondary transfer, or progression into college or training), an indication as to the preferred future placement should be provided.

5e A summary of the review recommendations, as agreed by those present.5f Any differing views, or additional comments raised during the annual

review meeting, should be recorded.5g Before submitting the annual review paperwork to the Local Authority, this

must be signed by the young person, the parent / carer, the Plan Co-ordinator and the Head Teacher.

After the annual reviewAll annual review paperwork (including supporting documentation) must be submitted to the Local Authority no later than 10 days after the meeting. The Local Authority will then respond to the review accordingly, and is required to do so within two weeks.


Essex Annual Review Report Form for EHCPsfor a child/ young person who has an Education, Health and Care Plan (EHC plan)

Date of EHC Plan or last annual review

Date of current review meeting

Primary area of need (as identified in the EHC Plan)

Section 1: Background Information1a. My details

Surname Forename(s)

Date of Birth Year Group

Home address

Names of parent(s)/carer(s)/person responsible

Address of parent(s)/carer(s) if different to above

Is the child/young person subject to a Care Order (where the Local Authority shares parental responsibility?)

Yes / No

Is the child/young person accommodated under Section 20 of the Children Act 1989? Yes / No

Are these details different from those on the Statement / EHC Plan / Moving On Plan? Yes / No

1b. My schoolName of current placement

Date of admission

Attendance to date Actual Possible Percentage

Is the child dual registered? Yes / No If yes, where?

1c. Who is important to me?Essex Annual Reviews for EHCPs: Guidance notes for schools 2015 v1.1 Issued: October 2015 Review date: January 2016 Feedback to: [email protected]

List all those invited to, and indicate if present at, the annual review meeting

NameDetails (including job

title, telephone number and e-mail)

Indicate if present

at meeting

Written contribution provided?

Prior to the meeting At the meeting

1d. Plan Co-ordinatorThe Plan Co-ordinator / SENCO responsible for reviewing this planContact details (including address, telephone number and e-mail)How will pupil name be involved in this review?

1e. My healthAny relevant diagnosed medical

condition Diagnosed by Date of diagnosis

1f. Documentation provided in support of the annual review


List all reports gathered since the Statutory Assessment / the last annual review, used in support of this review process. All reports referenced should be provided within the final annual review submission.

Report name Date of report Provided by

Name Role

1g. Pupils viewsUpdated information gathered in-line with guidance concerning the pupil’s views of their progress and the support they have received. Attach a copy of any additional documents compiled.

Completed with

Relationship to child / young person

Date completed

Section 2: Update on Pupil Name's Strengths and Skills2a. What do people like and admire about me?

2b. What do I need to stay safe and healthy?

2c. What is important to me now?


2d. What do I find difficult?

2e. What is currently working well in my placement? What am I proud of?

2f. What is currently working well outside of my placement?

2g. What is currently not working well in my placement?

2h. What is currently not working well outside of my placement?

2i. What is important to me in the future?Essex Annual Reviews for EHCPs: Guidance notes for schools 2015 v1.1 Issued: October 2015 Review date: January 2016 Feedback to: [email protected]

2j. What will be important for me in the future?

Section 3: Progress Made and Support Provided3a. What is working well?Provide views of those present on progress achieved towards the stated outcomes in the Education, Health and Care Plan as well as the Action Plan from the previous year. This should include evidence to show how support provided is helping to achieve those outcomes.

Outcome

Next steps to outcome

Progress towards next step Current situation

Progress made

Pupil views

Parental views

School views

Other professional views

Support provided

Support By whom Where £

Outcome




Progress made

Pupil views

Parental views

School views


Support provided Support By whom Where £

Outcome



Progress made

Pupil views

Parental views

School views


Support provided


Outcome




Progress made

Pupil views

Parental views

School views


Support provided


3b. Additional factors influencing my progressAdditional information on factors influencing progress. This should be included in the future Action Plan, for the following year, where appropriate. This should take account of the Education, Health and Care factors affecting the child / young person.School

Out of School

Support provided outside of school


3c. My Action PlanFor pupils in year 9 and above there should be a particular focus on preparing for adulthood.

Outcome (New) Steps to Outcome By whom? By when? How will I know it has

worked?


Section 4: Attainment and Progress

4a. Profile of Need

Physical

Health /

Medical

Hearing

Vision

Speech and Language

Em

otional D

evelopment

Cognitive A

bility

Social

Developm

ent

Dispositions

and Attitudes

Specific

Learning D

ifficulties

4b. Attainment and progressPlease provide details of both current attainment and rates of progress. Please use P scales where appropriate.

EYFS Areas

Personal, Social and Emotional Development

Communication and Language Literacy Mathematics

Understanding the World

PhysicalDevelopment

Expressive Arts and Design


Self-confidence and self-aw

areness

Managing feelings and behaviour

Making relationships

Listening and attention

Understanding

Speaking

Reading

Writing

Num

bers

Shape, space and m

easure

People and com

munities

The world

Technology

Moving and handling

Health and self-care

Exploring and using m

edia and materials

Being im

aginative

Score

NC Year 1 2 3 4 5 6 7 8 9 10 11TA SATS TA SATS

Reading

Writing

Science

Maths

Section 5: Outcome and Support for the Coming Year

5a. Agreed outcomes for the coming yearAre there any changes to existing outcomes required?

Yes / No If yes, please indicate required changes below


Existing outcome What is to be changed?

Support required

Support By whom £

Existing outcome What is to be changed?

Support required

Support By whom £

Additional outcome

Support required

Support By whom £

Additional outcome

Support required

Support By whom £

5b. Travel Assistance

Does pupil name receive travel assistance? Yes / No

Is this an exception to the home to school transport policy? Yes / No

Have there been any changes to pupil name's circumstances since travel assistance was last reviewed?

Yes / No / Not Applicable

If yes, please provide details and any supporting evidence

Is travel assistance provided as part of a personal budget? Yes / No

If travel assistance is not provided, have circumstances changed so significantly that this now needs to be reconsidered?

Yes / No / Not Applicable



5c. Personal BudgetDoes pupil name receive a personal budget? Yes / No

Are any changes to the personal budget recommended? Yes / No / Not Applicable


5d. Placement

Does the current placement remain appropriate?

Yes / No

Is the pupil ready to be included in a mainstream environment?

Yes / No

If the pupil is in Year 1, please indicate parental preference for junior school ( if known and where appropriate)If the pupil is in Year 5, please indicate parental preference for secondary school ( if known)If the pupil is in Year 10 or above, please indicate their preference for future placement ( if known)

5e. SummaryComments

Does the EHC Plan remain appropriate? Yes / No

Is it recommended that the EHC Plan is amended? Yes / No

Is a re-assessment recommended? Yes / No

Is any further action required? Yes / No

5f. Any differing recommendations or additional comments


5g. Signatures

Young person Date

Parent / Carer Date

Plan Co-ordinator Date

Head Teacher Date

Please return this form, together with any supporting records / information, to the Statutory Assessment Service within 10 days of the annual review meeting.

MidTeam

Causeway HouseBraintreeEssex CM7 [email protected]

North East Team

Essex HouseThe CrescentColchester Business ParkColchester CO4 [email protected]

South Team

Ely HouseChurchill AvenueBasildon.Essex SS14 [email protected]

West Team Goodman HouseStation ApproachHarlowEssex CM20 [email protected]






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