The document outlines Leicester City's 7-stage process for statutory assessment and Education, Health and Care (EHC) plans for children with special educational needs. The process involves: 1) a request for assessment; 2) determining if an assessment is needed; 3) gathering information; 4) an integrated assessment meeting; 5) a resource allocation panel decision; 6) finalizing the EHC plan; and 7) an implementation meeting. The local authority aims to complete the process within 20 weeks to ensure children's needs are properly assessed and addressed through EHC plans.
1) Annual reviews of a child's Education, Health and Care Plan (EHCP) must occur at least once a year to assess progress and determine if the plan remains suitable.
2) The review meeting involves the child, parents, school, local authority, and other professionals to evaluate outcomes, set new targets, and consider any changes needed to the EHCP.
3) After the meeting, a report is prepared and decisions made on keeping, changing, or ceasing the EHCP, with parents able to challenge decisions they disagree with.
The Special Educational Needs system changed radically in September 2014.
Six months later, how have things altered for families? Has the vision of the Department for Education been realised?
This presentation takes a look at some of the changes and some of the problems that have occurred.
This presentation from Special Needs Jungle is based on the Children & Families' Act, The SEND Code of Practice and includes informed opinion on the reforms.
The document discusses Education, Health and Care (EHC) plans, which were introduced in 2014 to replace statements of special educational needs. EHC plans take a holistic approach to assessing children with special educational needs and support them until age 25. The plans are child-centered and place the child at the center of assessing their needs and allocating support. EHC plans also focus on a child's aspirations and outcomes. The process of transferring a child to an EHC plan takes 20 weeks and involves assessments of the child's needs as well as input from parents and professionals.
The document provides an agenda for a SEND Strategy Launch event. The event will include presentations on the new SEND framework, the local Essex context, developing the SEND strategy and priorities through partnership working, and thoughts on a SEND video. Attendees will register and have refreshments from 10:00-10:30am before Cllr Ray Gooding and Peta Ullmann give welcome and introductions. The agenda then provides timing and speakers for several presentations throughout the morning before Cllr Gooding closes the event at 12:00pm and attendees have lunch and networking.
Slides from October 2017 Workshop - Making Sense of ECH Plan Reviews c p
The notes from a two hour session that we ran in Trafford in October 2017. Julie and Elaine, our Independent Supporters guide you through the review process.
This document summarizes Michigan's Early On system, which provides early intervention services for infants and toddlers under age 3 who have disabilities or developmental delays. It describes eligibility criteria, the services provided, timelines for evaluations and IFSPs, referral processes, and public awareness strategies used to identify children who may need Early On supports.
Revised slideshow afternoon session for e circulation june 13thBig Lottery Fund
This document discusses the importance of primary prevention, especially for children, through investing in early childhood development. It notes that prevention is cheaper than later intervention and leads to better outcomes. The document outlines the scientific evidence that a child's early experiences shape brain development and later health and well-being. It argues for an integrated policy approach to supporting parents and children from the prenatal period through early childhood. Specific strategies discussed include high quality maternity services, parenting programs, home visiting programs like Family Nurse Partnership, and using data to predict needs and plan services. The document examines the evidence that prevention programs can save costs while improving outcomes in the long run.
1) Annual reviews of a child's Education, Health and Care Plan (EHCP) must occur at least once a year to assess progress and determine if the plan remains suitable.
2) The review meeting involves the child, parents, school, local authority, and other professionals to evaluate outcomes, set new targets, and consider any changes needed to the EHCP.
3) After the meeting, a report is prepared and decisions made on keeping, changing, or ceasing the EHCP, with parents able to challenge decisions they disagree with.
The Special Educational Needs system changed radically in September 2014.
Six months later, how have things altered for families? Has the vision of the Department for Education been realised?
This presentation takes a look at some of the changes and some of the problems that have occurred.
This presentation from Special Needs Jungle is based on the Children & Families' Act, The SEND Code of Practice and includes informed opinion on the reforms.
The document discusses Education, Health and Care (EHC) plans, which were introduced in 2014 to replace statements of special educational needs. EHC plans take a holistic approach to assessing children with special educational needs and support them until age 25. The plans are child-centered and place the child at the center of assessing their needs and allocating support. EHC plans also focus on a child's aspirations and outcomes. The process of transferring a child to an EHC plan takes 20 weeks and involves assessments of the child's needs as well as input from parents and professionals.
The document provides an agenda for a SEND Strategy Launch event. The event will include presentations on the new SEND framework, the local Essex context, developing the SEND strategy and priorities through partnership working, and thoughts on a SEND video. Attendees will register and have refreshments from 10:00-10:30am before Cllr Ray Gooding and Peta Ullmann give welcome and introductions. The agenda then provides timing and speakers for several presentations throughout the morning before Cllr Gooding closes the event at 12:00pm and attendees have lunch and networking.
Slides from October 2017 Workshop - Making Sense of ECH Plan Reviews c p
The notes from a two hour session that we ran in Trafford in October 2017. Julie and Elaine, our Independent Supporters guide you through the review process.
This document summarizes Michigan's Early On system, which provides early intervention services for infants and toddlers under age 3 who have disabilities or developmental delays. It describes eligibility criteria, the services provided, timelines for evaluations and IFSPs, referral processes, and public awareness strategies used to identify children who may need Early On supports.
Revised slideshow afternoon session for e circulation june 13thBig Lottery Fund
This document discusses the importance of primary prevention, especially for children, through investing in early childhood development. It notes that prevention is cheaper than later intervention and leads to better outcomes. The document outlines the scientific evidence that a child's early experiences shape brain development and later health and well-being. It argues for an integrated policy approach to supporting parents and children from the prenatal period through early childhood. Specific strategies discussed include high quality maternity services, parenting programs, home visiting programs like Family Nurse Partnership, and using data to predict needs and plan services. The document examines the evidence that prevention programs can save costs while improving outcomes in the long run.
Children who have been affected by childhood cancer may face unique educational challenges. In this slideshare, Joseph Montgomery, Esq. shares how to help your child access educational services and programs such as an Individualized Education Plan (IEP) or 504 Plan. Watch and listen to the full presentation on YouTube: http://youtu.be/3trNxSQe210
For more information on Alex's Lemonade Stand Foundation:
★ Website: http://www.AlexsLemonade.org
★ Facebook: http://facebook.com/AlexsLemonade
★ Twitter: http://twitter.com/AlexsLemonade
★ Google+: http://google.com/+AlexsLemonadeStand
Kaleidoscope provides various foster care programs for youth, including therapeutic foster care, specialized programs for adolescents and medically complex youth, and transitional living services for youth up to age 21. They take a strengths-based approach and focus on building relationships to provide case management, therapy, life skills training, and other services to support youth and their foster families. The organization also coordinates systems of care and transitional living programs to stabilize placements and support youth beyond age 18 with independent living, education, employment assistance and other services.
The document discusses the importance of early diagnosis and support for children with disabilities. It notes that most brain development occurs before age 3, and early educational intervention can improve long-term outcomes. However, barriers like a lack of resources, knowledge, and acceptance can delay diagnosis and access to support services. The document advocates for support that is high-quality, timely, frequent, sustained, integrated, family-centered, and empowering in order to minimize the impacts of disability on both the child and family.
This document discusses the benefits of schools providing on-site health advice services to help address issues like teenage pregnancy and sexual health. It notes that nearly half of local authorities have at least one secondary school with an on-site service, which students utilize, especially for sexual health advice. The document outlines examples of different models schools have used successfully, such as partnerships with local health services or having a dedicated health center on campus. The goal is to make confidential advice easily accessible to students to help them make healthy choices.
All full-time graduate students must have health insurance. The presentation discusses the various health insurance options available including the Student Health Plan (SHIP), NYSHIP Student Employee Health Plan for teaching and graduate assistants, and UMR for research assistants and fellows. It provides details on eligibility, costs, how to enroll or waive insurance plans. It also summarizes the student counseling and psychological services available at the campus health center, including individual and group therapy options.
All full-time graduate students must have health insurance. The presentation discusses the various health insurance options available including the Student Health Plan (SHIP), NYSHIP Student Employee Health Plan for teaching and graduate assistants, and UMR for research assistants and fellows. It provides details on eligibility, costs, how to enroll or waive insurance plans. It also summarizes the student counseling and psychological services available at the campus health center, including individual and group therapy options.
All full-time graduate students must have health insurance. The presentation discusses the various health insurance options available including the Student Health Plan (SHIP), NYSHIP Student Employee Health Plan for teaching and graduate assistants, and UMR for research assistants and fellows. It provides details on eligibility, costs, how to enroll or waive insurance plans. It also summarizes the student counseling and psychological services available at the campus health center, including individual and group therapy options.
The document discusses early intervention strategies for children aged 0-18 and makes several recommendations. It recommends that 19 top early intervention programs be expanded, 15 Early Intervention Places be established locally to spearhead development, and an independent Early Intervention Foundation be created to support local efforts and expansion of effective programs. The foundation would maintain a database of cost-effective local programs and encourage new investment in early intervention.
Information on choosing the best child care for your child and family from the NC Division of Child Development and Early Education and the NC Child Care Resource and Referral Council
Raising the Bar: Child Welfare’s Shift Towards Well-Beingmdanielsfirstfocus
The document discusses promoting social and emotional well-being for children and families through an integrated approach. It presents a developmental framework for well-being that identifies four domains: cognitive functioning, physical health and development, behavioral/emotional functioning, and social functioning. It also discusses using screening, assessment, evidence-based interventions, case planning, and progress monitoring to achieve outcomes of safety, permanency and well-being. Key strategies discussed include addressing trauma, building workforce capacity, and collaborating across agencies and systems.
This pocket guide is intended for physician's and medical professionals who are referring infants and toddlers, birth up to age 3, to early intervention services through Early On Michigan. For more information visit: 1800EarlyOn.org.
The document discusses the importance of transition planning for young people with complex needs as they transition from secondary education to adult services. It outlines that transition planning is a continuous process that should begin in year 9 and involve various agencies including education, social care, health and the young person and their family. The transition plan should address all areas of the young person's life and set out how their future needs will be met as they transition to adult services and independent living.
This document provides an overview of best practices in out-of-home foster care placements based on research from 2004-2009 in the United States. It discusses types of placements like foster homes and group homes, as well as problems that can occur like separation of siblings or instability. Some recommended best practices include pre-screening foster homes for suitable matches, providing consistent medical/dental/academic services, recruiting mentors for children, reducing social worker turnover, and minimizing multiple placements. Suggested applications are also provided for how to implement some of the best practices.
Prevention and Early Intervention Programme Dave Mckenna
The document discusses a restorative practice approach used in schools to resolve conflicts, with positive feedback from students and teachers. It also describes a Family Learning Signature tool used to assess family strengths and challenges. Key agencies involved in a prevention and early intervention project are listed, along with their roles. The Local Service Board has provided funding and oversight for the project.
Primary care and home visiting services for early identification and support for young children with developmental difficulties and/or disabilities – what is available and what is needed in CEE/CIS?
From 4th Child Protection Forum in Tajikistan, 2013.
iHV regional conf London: Professor Viv Bennett - The Future is HV 456!Julie Cooper
Presentation by Professor Viv Bennett at the Institute of Health Visiting Regional Professional Conferences 2015 - London.
Professor Viv Bennett is Director of Nursing for Department of Health and Public Health England.
Child Care & Early Childhood Education in Minnesotachildcareworks
This document summarizes several early childhood programs in Minnesota including:
1) The Child Care Assistance Program (CCAP) which provides child care financial assistance to low-income families.
2) Early Childhood Family Education (ECFE) which provides parenting and early education opportunities for young children and their families.
3) Early Childhood Special Education (ECSE) which provides education services to young children with disabilities.
It also discusses barriers to accessibility, affordability and quality of child care including high costs, long waiting lists, and low wages for child care workers.
iHV regional conf: Theresa bishop - Strengthening Health Visiting into the fu...Julie Cooper
Presentation by Theresa Bishop at the Institute of Health Visiting Regional Professional Conferences 2015.
Theresa Bishop is Professional Lead for Health Visiting for Warwickshire.
The inspection report summarizes the findings of an inspection of Little Bookham Preschool. The inspection assessed the quality of the preschool's early years provision.
The inspection found that the preschool provides a good quality of care and education where children thrive in a stimulating environment. Children make outstanding learning and developmental progress. While the use of technology could be expanded, the preschool is well-led and staff are effective in meeting children's needs. Children interact with a wide range of resources to support all areas of their learning and development.
The document discusses the development and testing of a Child Well Being Assessment tool in South Africa. It was adapted from the Core Status Index to assess children's well-being across 8 domains on a quarterly basis. The tool aims to provide a standardized way to monitor children, identify their needs, and ensure resources are appropriately allocated. Over 100 youth facilitators and CCF members have been trained on the tool. Testing is underway and focus groups will provide feedback before it is rolled out more widely. The tool is intended to guide interventions and evaluate the impact of services in moving children from vulnerability to greater well-being.
Children who have been affected by childhood cancer may face unique educational challenges. In this slideshare, Joseph Montgomery, Esq. shares how to help your child access educational services and programs such as an Individualized Education Plan (IEP) or 504 Plan. Watch and listen to the full presentation on YouTube: http://youtu.be/3trNxSQe210
For more information on Alex's Lemonade Stand Foundation:
★ Website: http://www.AlexsLemonade.org
★ Facebook: http://facebook.com/AlexsLemonade
★ Twitter: http://twitter.com/AlexsLemonade
★ Google+: http://google.com/+AlexsLemonadeStand
Kaleidoscope provides various foster care programs for youth, including therapeutic foster care, specialized programs for adolescents and medically complex youth, and transitional living services for youth up to age 21. They take a strengths-based approach and focus on building relationships to provide case management, therapy, life skills training, and other services to support youth and their foster families. The organization also coordinates systems of care and transitional living programs to stabilize placements and support youth beyond age 18 with independent living, education, employment assistance and other services.
The document discusses the importance of early diagnosis and support for children with disabilities. It notes that most brain development occurs before age 3, and early educational intervention can improve long-term outcomes. However, barriers like a lack of resources, knowledge, and acceptance can delay diagnosis and access to support services. The document advocates for support that is high-quality, timely, frequent, sustained, integrated, family-centered, and empowering in order to minimize the impacts of disability on both the child and family.
This document discusses the benefits of schools providing on-site health advice services to help address issues like teenage pregnancy and sexual health. It notes that nearly half of local authorities have at least one secondary school with an on-site service, which students utilize, especially for sexual health advice. The document outlines examples of different models schools have used successfully, such as partnerships with local health services or having a dedicated health center on campus. The goal is to make confidential advice easily accessible to students to help them make healthy choices.
All full-time graduate students must have health insurance. The presentation discusses the various health insurance options available including the Student Health Plan (SHIP), NYSHIP Student Employee Health Plan for teaching and graduate assistants, and UMR for research assistants and fellows. It provides details on eligibility, costs, how to enroll or waive insurance plans. It also summarizes the student counseling and psychological services available at the campus health center, including individual and group therapy options.
All full-time graduate students must have health insurance. The presentation discusses the various health insurance options available including the Student Health Plan (SHIP), NYSHIP Student Employee Health Plan for teaching and graduate assistants, and UMR for research assistants and fellows. It provides details on eligibility, costs, how to enroll or waive insurance plans. It also summarizes the student counseling and psychological services available at the campus health center, including individual and group therapy options.
All full-time graduate students must have health insurance. The presentation discusses the various health insurance options available including the Student Health Plan (SHIP), NYSHIP Student Employee Health Plan for teaching and graduate assistants, and UMR for research assistants and fellows. It provides details on eligibility, costs, how to enroll or waive insurance plans. It also summarizes the student counseling and psychological services available at the campus health center, including individual and group therapy options.
The document discusses early intervention strategies for children aged 0-18 and makes several recommendations. It recommends that 19 top early intervention programs be expanded, 15 Early Intervention Places be established locally to spearhead development, and an independent Early Intervention Foundation be created to support local efforts and expansion of effective programs. The foundation would maintain a database of cost-effective local programs and encourage new investment in early intervention.
Information on choosing the best child care for your child and family from the NC Division of Child Development and Early Education and the NC Child Care Resource and Referral Council
Raising the Bar: Child Welfare’s Shift Towards Well-Beingmdanielsfirstfocus
The document discusses promoting social and emotional well-being for children and families through an integrated approach. It presents a developmental framework for well-being that identifies four domains: cognitive functioning, physical health and development, behavioral/emotional functioning, and social functioning. It also discusses using screening, assessment, evidence-based interventions, case planning, and progress monitoring to achieve outcomes of safety, permanency and well-being. Key strategies discussed include addressing trauma, building workforce capacity, and collaborating across agencies and systems.
This pocket guide is intended for physician's and medical professionals who are referring infants and toddlers, birth up to age 3, to early intervention services through Early On Michigan. For more information visit: 1800EarlyOn.org.
The document discusses the importance of transition planning for young people with complex needs as they transition from secondary education to adult services. It outlines that transition planning is a continuous process that should begin in year 9 and involve various agencies including education, social care, health and the young person and their family. The transition plan should address all areas of the young person's life and set out how their future needs will be met as they transition to adult services and independent living.
This document provides an overview of best practices in out-of-home foster care placements based on research from 2004-2009 in the United States. It discusses types of placements like foster homes and group homes, as well as problems that can occur like separation of siblings or instability. Some recommended best practices include pre-screening foster homes for suitable matches, providing consistent medical/dental/academic services, recruiting mentors for children, reducing social worker turnover, and minimizing multiple placements. Suggested applications are also provided for how to implement some of the best practices.
Prevention and Early Intervention Programme Dave Mckenna
The document discusses a restorative practice approach used in schools to resolve conflicts, with positive feedback from students and teachers. It also describes a Family Learning Signature tool used to assess family strengths and challenges. Key agencies involved in a prevention and early intervention project are listed, along with their roles. The Local Service Board has provided funding and oversight for the project.
Primary care and home visiting services for early identification and support for young children with developmental difficulties and/or disabilities – what is available and what is needed in CEE/CIS?
From 4th Child Protection Forum in Tajikistan, 2013.
iHV regional conf London: Professor Viv Bennett - The Future is HV 456!Julie Cooper
Presentation by Professor Viv Bennett at the Institute of Health Visiting Regional Professional Conferences 2015 - London.
Professor Viv Bennett is Director of Nursing for Department of Health and Public Health England.
Child Care & Early Childhood Education in Minnesotachildcareworks
This document summarizes several early childhood programs in Minnesota including:
1) The Child Care Assistance Program (CCAP) which provides child care financial assistance to low-income families.
2) Early Childhood Family Education (ECFE) which provides parenting and early education opportunities for young children and their families.
3) Early Childhood Special Education (ECSE) which provides education services to young children with disabilities.
It also discusses barriers to accessibility, affordability and quality of child care including high costs, long waiting lists, and low wages for child care workers.
iHV regional conf: Theresa bishop - Strengthening Health Visiting into the fu...Julie Cooper
Presentation by Theresa Bishop at the Institute of Health Visiting Regional Professional Conferences 2015.
Theresa Bishop is Professional Lead for Health Visiting for Warwickshire.
The inspection report summarizes the findings of an inspection of Little Bookham Preschool. The inspection assessed the quality of the preschool's early years provision.
The inspection found that the preschool provides a good quality of care and education where children thrive in a stimulating environment. Children make outstanding learning and developmental progress. While the use of technology could be expanded, the preschool is well-led and staff are effective in meeting children's needs. Children interact with a wide range of resources to support all areas of their learning and development.
The document discusses the development and testing of a Child Well Being Assessment tool in South Africa. It was adapted from the Core Status Index to assess children's well-being across 8 domains on a quarterly basis. The tool aims to provide a standardized way to monitor children, identify their needs, and ensure resources are appropriately allocated. Over 100 youth facilitators and CCF members have been trained on the tool. Testing is underway and focus groups will provide feedback before it is rolled out more widely. The tool is intended to guide interventions and evaluate the impact of services in moving children from vulnerability to greater well-being.
Julie Hicklin from Manchester City Council discusses personalisation for children and young people with special educational needs and disability (SEND) at the Children, Young People and Families Personalisation Network launch event, February 2015.
Co-Chairs, Sam Cheng, MD, and Angela Pham, MD, along with Kimberly B. Iglesias, MSW, LCSW, Daniel Stewart, RD/LD, and Janice A. Taylor, MD, MEd, FACS, FAAP, prepared useful Practice Aids pertaining to short bowel syndrome for this CME/MOC/NCPD/CPE activity titled “Short Bowel Syndrome IMPACT Initiative: An Initiative to Individualize Treatment and Improve the Pediatric to Adult Healthcare Transition.” For the full presentation, downloadable Practice Aids, and complete CME/MOC/NCPD/CPE information, and to apply for credit, please visit us at https://bit.ly/38Czvu4. CME/MOC/NCPD/CPE credit will be available until February 15, 2023.
The document provides guidance for supporting children and young people with healthcare needs at schools and other Education, Leisure and Housing settings. It outlines roles and responsibilities for parents, schools, and healthcare services in developing healthcare plans and administering medication. Appendices include templates for medication records, healthcare plans, temperature charts, and personal care guidelines.
Presentation by Maureen Samms-Vaughan, Department of Obstetrics, Gynecology and Child Health, Faculty of Medical Sciences, The University of West Indies, during the "Expert Consultation on Family and Parenting Support," Florence, Italy 26-27 May 2014.
Inspection of local areas’ effectiveness in identifying and meeting the needs...Ofsted
This presentation complements the report on the outcomes of the consultation ‘The inspection of local areas’ effectiveness in identifying and meeting the needs of children and young people who have special educational needs and/or disabilities’.
The presentation is being delivered as part of a series of workshops with local areas in order to help them understand this new type of inspection.
Read the consultation report: https://www.gov.uk/government/consultations/local-area-send-consultation
See also: http://www.slideshare.net/Ofstednews/local-areas-a-new-inspection-framework-being-introduced
Maureen Samms-Vaughan, Professor, Department of Obstetrics, Gynecology and Child Health, Faculty of Medical Sciences, The University of the West Indies - The Development and Implementation of a National Parent Support Policy in Jamaica, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Right help - Right Time, Safeguarding guidance from Birmingham CouncilThe Pathway Group
On the 14th February 2020, the Birmingham Safeguarding Children Partnership published the refreshed threshold guidance “Right Help, Right Time” – Delivering effective support for children and families in Birmingham. (Version 4 - February 2020).
The document discusses various outside agencies that schools work with to support students with additional needs. It mentions educational psychologists, education welfare officers, pupil support services, early years intervention/behaviour support teams, police, family partnership services, social workers, and health professionals like speech therapists and nurses. It also provides information about the Common Assessment Framework (CAF) used to assess a child's needs, as well as the Plymouth Online Directory and Operation Encompass initiative to inform schools of domestic incidents. Finally, it discusses multi-agency TAC (Team Around the Child) meetings that bring together practitioners to support a child and family, providing a case study example.
This document provides a summary of important information for parents regarding special education services, non-discrimination policies, student records privacy (FERPA), and procedures for filing complaints in Lindbergh Schools. It informs parents that all students with disabilities are entitled to free appropriate public education. It also outlines policies regarding directory information, teacher qualifications under NCLB, and how to apply for free or reduced-price lunches.
This document provides a summary of notices and information for parents regarding special education services, non-discrimination policies, accessibility, student records privacy (FERPA), directory information, teacher qualifications under No Child Left Behind, and complaint procedures. It informs parents of their children's rights to special education, their privacy rights under FERPA, and how to file complaints. It also provides contact information for school principals and the process to apply for free or reduced price meals.
A brief research overview connecting parenting education with health related outcomes for children and families. Created by the Parenting Education team at Oregon State University with funding from the Oregon Parenting Education Collaborative.
Presentation w ith sources and full informationguest4fcc5da
This document provides information on best practices for out-of-home foster care placements based on research from 2004-2009. It discusses types of placements like foster homes and group homes, as well as problems that can occur with placements like instability and separation of siblings. Nine best practices are then presented: 1) pre-screening homes for suitable matches, 2) providing consistent medical/academic services, 3) matching mentors to children, 4) reducing social worker turnover, 5) minimizing multiple placements, 6) increasing involvement in case planning, 7) decreasing time in placements, 8) encouraging attachment bonding, and 9) considering biological and foster family bonds for permanency placements. Suggested applications are provided for each best practice.
Early Childhood Outcomes Annual Screening Report Worksheet 6.17.21.pdfmonaabuhussein
This document provides instructions for completing an Early Childhood Outcomes Screening Report. The report requires districts to provide data on the number of children screened, outcomes of screenings for vision, hearing, development and growth, referrals made, confirmed health concerns, immunizations, risk factors, screening of dual language learners, planned program improvements, and coordinated screening efforts. Districts must also provide estimated program costs, funding sources, and their biggest implementation challenge.
This document discusses principles and good practices for communicating with children in assessments. It notes that several conventions and guidelines mandate involving children, and that doing so protects children, leads to more successful plans, and helps services meet their needs. Good practices include preparing children, ensuring they understand the process, allowing their input to guide assessments, building trust over time, and providing feedback on outcomes. Assessors must also consider children's development, culture, and adverse experiences to get accurate responses.
The inspection report summarizes the findings of an inspection of the Crompton Children's Centre in Bolton, Lancashire. Key findings include:
- The centre provides good care, guidance and support for families but is only effectively engaging and improving outcomes for some, not most, target families.
- Partnerships with other organizations are strong and ensure integrated service delivery, particularly around safeguarding vulnerable children.
- Leadership and management, while generally clear, lack fully developed processes for demonstrating the centre's long-term impact on families.
- Overall, the centre is rated as satisfactory and has the ability to improve engagement and outcomes for more families with targeted improvements.
Collaboration and Partnerships among Parents and Professio.docxclarebernice
Collaboration and Partnerships among
Parents and Professionals in Special
Education
INTRODUCTION
Parents are the best supporters of their children
because parents are more aware of their children
and their qualities better than other people.
Hence, parents are vital, particularly, when
talking about the special education needs of the
child.
RIGHTS AND RESPONSIBILITIES OF
FAMILIES IN SPECIAL EDUCATION
Parents need to permit the school to perform an
assessment to their child to determine their
needs based on the IDEA’s special education
services. Parents have the right to be part of the
team that complies with the requirements of the
Evaluation Team Report following the
assessment of the child. Parents have the right to
demand an independent assessment if they are
not in favor of the evaluation system of the
school. Parents also have a right to get involved
on the Individualized Education Program of the
child and aid in deciding the kind of services
that the school should offer to the child.
In addition, the child possesses the right to
obtain services in accordance to IDEA; however,
the parents have the obligation to take part in the
process and make requests. According to IDEA,
the parents will be in-charge of the rights of the
child for due process until the child reaches 18.
INFORMATION AND A TIME LINE OF
THE ETR PROCESS
An ETR can be started by either the guardians or
the school. The school has 30 days to react to the
demand by either getting assent or sending a
letter saying they don't speculate a handicap. On
the off chance that the school at first speculates
an incapacity, they will first contact guardians in
composing, to get consent to direct an
assessment.
The ETR is commonly a progression of no less
than 2 gatherings that is regularly driven by the
school locale's therapist. The initially meeting is
the underlying arranging meeting and the second
is the genuine Evaluation Team Report.
Amid the arranging meeting, the school will
figure out what data is as of now accessible or
requirements an assessment in the ranges
identified with the child's presumed handicaps.
In the event that there is now data accessible
from earlier testing or private testing, the school
may utilize it if the testing was finished in the
most recent year or they can do their own
evaluations. These appraisals will be finished by
people within their territory of forte. An analyst
may do mental/fitness, versatile conduct
appraisal while an Occupational Therapist is the
person who will lead engine evaluations.
General Education Teachers would finish
assessments identified with how the understudy
is gaining ground toward the general training
educational programs.
Everybody ought to leave the ETR arranging
meeting with a firm thought of what testing will
be done, by whom and whether they will watch
the kid, doing appraisal amid schoo ...
This document discusses establishing relationships and communicating with parents of children in early childhood education. It emphasizes listening to parents, developing partnerships through shared decision making, and honoring the parental role. Information is exchanged through various formal and informal strategies like daily reports, notices, and newsletters. Educators will collaborate with parents on care practices to provide continuity between home and the service, such as following routines for sleep, feeding, toilet training, and behavior management. The document also addresses responding respectfully to any parental concerns according to the complaints policy, and maintaining privacy and confidentiality. A community resource file is suggested to help families access support services.
PB Early childhood - a guide for health professionals PDF.pdfchristopherdavidpaul
The document provides information about early childhood intervention and the role of early childhood partners under the National Disability Insurance Scheme (NDIS). It discusses how early childhood partners aim to provide a single point of contact for families to help connect children under age 7 with developmental delays or disabilities to appropriate local services and supports. If eligible, they can also help families access the NDIS. The document emphasizes that early childhood partners take a team approach to holistically assess each child's needs and tailor individualized supports, in line with best practice principles of early childhood intervention. Their role is to quickly connect families to a range of community supports while gathering information to understand how to best support the child's development.
Photographs taken of the first group October 2016 to complete the 9 week YES Media course.
This course offered by Leicestershire's Youth Employability Support (YES) Project. The project supports young people age 15-24 to overcome challenges and barriers that have prevented them from finding a job or seeking further education.
The YES Project is jointly funded by Big Lottery and European Social Fund.
The forum agenda outlined a morning event covering updates from local organizations on topics like an online directory, future children's services, and safeguarding. There would be a refreshment break followed by a workshop session on challenges and solutions for voluntary and community sector organizations in delivering children's services. The day would close with evaluations and remarks.
The forum agenda included presentations on credit unions and their role in the voluntary and community sector, an update on universal credit and apprenticeship programs, and workshops on the work and health program and local tax reduction schemes. There would also be updates on the local enterprise partnership board and European structural and investment funds program. The day-long event was to provide information to sector organizations through a series of speakers and networking opportunities.
The Health & Social Care Forum agenda outlines presentations and workshops that will be held on March 8, 2016. It will include updates on the Better Care Together Strategy and 5-year plans from the Leicestershire Partnership NHS Trust and Leicestershire County Council. There will also be a workshop discussing the role of the voluntary community sector in 2016-2017 as well as presentations on the Better Care Fund and social seeding initiatives.
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2. Introduction
2
Following the introduction of the Children and Families
Act 2014, Leicester City has developed a new approach
and set of processes for supporting children and
young people with special educational needs and/or
disabilities.
Key features include:
Publication of a local offer containing information about provision
for children and young people across education, health and care
services
A new statutory assessment process covering the 0 - 25 age range
with co-ordinated assessment and outcome focused planning
Children and young person and the family at the centre of person
centred planning and decision making processes
Stronger focus on high aspirations and on improving outcomes for
children and young people including transition to further education/
training, employment and independent living and support
EHC plans to replace Statements of SEN and Learning Difficulty
Assessments (for young people in college) providing greater
personalisation of support including the option of a personal budget
Joint planning and commissioning of services to ensure close co-
operation between education, health and social care services.
Children and young people who currently have Statements of SEN or
EHC plans. This will be done over a 3 year period with those children
or young people who are about to leave their current placement being
support up to the point that this is replaced by an EHC plan.
3. Overview of statutory assessment process
For children or young people undergoing statutory assessment, Leicester City
has developed the following 7 stage process:
1. Request for a statutory assessment
2. Statutory Assessment Request Decision (SARD) Meeting
3. Introductory Meeting or Family Meeting
4. Integrated Assessment Meeting (IAM)
5. Resource Allocation Panel
6. Process to agree final EHC Plan
7. Implementation Meeting
The statutory assessment process should be completed within 20 weeks (ie, from date on which the
3
Overview
4. 4
Stage 1
Request for a Statutory Assessment
A request for a statutory assessment for a child
or young person can be made by:
The child’s parents/carers
A young person over the age of 16 but
under the age of 25
A young person in a youth custodial
establishment
The school or college which the child or
young person attends (ideally with the
knowledge and agreement of the parent or
young person where possible)
In addition, anyone else can bring a child or
young person who has (or may have) special
educational needs to the attention of the Local
Authority. This could include:
Foster carers
Health and social care professionals
Early years practitioners
Youth offending teams, probation services
A family friend.
The request is logged by the Local Authority
(Special Education Service) and a letter (letter
1) is sent to the following notifying them that
the Local Authority is considering a request for
an assessment:
The child’s parent or the young person
The health service
Local Authority officers responsible for
social care for children or young people
with special educational needs
Lhe setting or school where the child or
young person attends
The case is allocated to an Assessment
Co-ordinator (a member of the Local
Authority’s Special Education Service).
The Assessment Co-ordinator contacts the
parents/carers or young person (over the
received and arrange for the parents/carers
or young person to have a Family Supporter.
The role of the Family Supporter is to support
the parents/carers or young person through
the statutory assessment process. The Family
Supporter role can be undertaken by a Special
Educational Needs Disability Information and
by an Independent Supporter. Parents/carers
or the young person can decide not to have a
Family Supporter.
The Assessment Co-ordinator also gathers
information about any individual and/or
language support needs that the parents/
carers or young person may have. This
information including the information
Family Supporter so they can use this to
inform the child or young person’s Personal
the parents/carers or young person about
consideration of the child or young person’s
needs).
or by a young person or a non-school based
professional, the Assessment Co-ordinator
person attends or, for a child or young person
not in a school or setting, from professionals
5. Statutory Assessment Request Decision (SARD)
Meeting
For those requests for a statutory assessment
which have been agreed, the Assessment Co-
ordinator, in liaison with the Family Supporter,
contacts the parents/carers and/or young
person to organise an Introductory Meeting.
At the same time, the Assessment Co-
ordinator requests advice about the child or
young person’s education, health and care
needs to be submitted within a 6 week period
(letter 2) from the following:
Parents/carers and/or young person
The child or young person’s school, college
or setting
A qualified teacher of the hearing and/
or visually impaired where the child or
young person has a visual and/or hearing
impairment
Health care professionals
An educational psychologist
Social care professionals
Any other professionals that the parents/
carers or young person would wish the
Local Authority to approach
And any other advice and information that
the Local Authority considers relevant
Supporter, contacts the parents/carers and/or
young person to organise a Family Meeting.
5
Stage 2
6. 6
Introductory Meeting
For requests which have been agreed as a
statutory assessment, the Assessment Co-
ordinator and the Family Supporter meet with
the parents/carers or young person to:
Explain the assessment process
Building on information already received,
find out further information about the child
or young person’s needs by completing a
Personal Profile
Where relevant explaining support available
through the Local Offer
Help the parents/carers and the child or
young person plan for their involvement in
the statutory assessment and the Integrated
Assessment Meeting (IAM).
The child or young person’s Personal Profile
is a document that is written with the parents/
carers or young person and records the
following information:
Contact details for the child and parents/
carers or young person
Information about the child or young per-
son’s education, health and care needs
Child/young person’s interests, strengths
and aspirations.
What is important to and for the child or
young person
What is working/not working for the child or
young person
Outcomes that are important for the child or
young person
Details about professions currently involved
with the child or young person.
Subject to the parents/carers and/or the
young person’s consent, the Assessment Co-
to the statutory assessment so as to ensure
that parents/carers and/or the young person
do not have to repeat this information to
each professional as part of the assessment
process.
The Assessment Co-ordinator then organises
parents/carers or young person’s preferences
for dates, venues and person to facilitate the
meeting.
Stage 3a (Either)
7. Family Meeting
For requests which have not been agreed as a
statutory assessment, the Assessment Co-
ordinator and the Family Supporter meet with
the parents/carers or young person to:
Explain the Local Authority’s decision in not
agreeing to a statutory assessment
Explain support available through the Local
Offer
Provide information about mediation
and the SEND tribunal appeals process,
disagreement resolution and complaints
procedures.
the child or young person’s school, college or
setting to arrange to attend the next special
meeting in order to further explore options
for support. This meeting is also attended
by the Family Supporter. (Where the Family
Officer, this person can continue in their role
person).
for a statutory assessment, then it may be
appropriate for the Assessment Co-ordinator
to bring this back to the next SARD meeting
for further consideration by the Local
Authority. The decision not to agree to a
The IAM is the meeting where the findings of
the statutory assessment are discussed and
a description of the child or young person’s
education, health and care needs is co-
produced. This is undertaken using a person
centred process and meeting format. On this
basis of this discussion, a recommendation
is made to the Local Authority as to whether
the child or young person’s needs can be
met through the normally available resources
or whether an EHC Plan is required.
Recommendations about Personal Budgets
can also be made as part of this discussion.
Information from the child or young person’s
Personal Profile and advice is summarised by
the Assessment Co-ordinator and circulated to
everyone attending the IAM.
The Assessment Co-ordinator invites the
following to attend the IAM:
The parents/carers
Anybody that the parents/carers wishes to
attend with them
Child or young person
Assessment Co-ordinator
Family Supporter
Professionals who have provided advice
and/or who are currently involved in work-
ing with the child/young person.
Stage 3b (Or) Stage 4
Integrated Assessment
Meeting (IAM)
7
8. Resource Allocation Panel (RAP)
The RAP is the meeting where decisions
in relation to statutory EHC assessments
and EHC Plans are agreed including
recommendations from Integrated Assessment
Meetings (IAM). This meeting is attended by:
The Assessment Co-ordinator
Representatives from schools/settings,
special educational needs support services,
parent groups
Education, health and care commissioners
This panel decides whether a EHC Plan is
required to make the provision necessary to
enable the child or young person achieve the
outcomes that have been identified for them
and where this is the case, the level and types
of funding (including Personal Budget) and
placement.
Where it is decided at the RAP, that a EHC
Plan is not required then the Assessment
Co-ordinator and Family Supporter, within 16
weeks of the original request, should arrange
a Family Meeting with the parents/carers or
young person in order to explain the Local
Authority’s decision and the reasons for this.
This should subsequently be confirmed in
writing to the parents/carers or young person
along with a summary of the outcomes
of the statutory EHC assessment (ie, the
child or young person’s views, interests and
aspirations, their special educational, health
and care needs, outcomes and special
educational and health and care provision).
Information should also be provided about
mediation, SEND Tribunal appeals process and
complaints procedures.
child or young person’s school or setting to
arrange to attend the next special educational
further explore options for support.
This meeting is also attended by the Family
carers or young person. Where the Family
by the parents/carers or young person).
Stage 5
8
9. 9
Process to agree final
EHC Plan
Following the Resource Allocation Panel
(RAP) decision, the Assessment Co-ordinator
will send the parents/carers and/or young
person a proposed draft EHC Plan (with no
named placement at this stage) informing
them that they have a 15 day period within
which they can give their views and/or make
any representations on the content of the plan
and to express any preference they have for
placement. The Assessment Co-ordinator
should advise the parents/carers and/or young
person where they can find information about
relevant schools and colleges and offer to meet
with them where they request this in liaison
with any involved Family Supporter.
parental/carers or young person’s preference.
or the young person and the resolution of any
issues in relation to the content of the plan
and agreement from the school and/or college
as to placement, the Assessment Co-ordinator
school, college or setting. This should be
first received.
Where is has not been possible to resolve
or the young person about the content of
the plan and/or placement , the Assessment
mediation, SEND Tribunal appeals process
and complaints procedures.
Stage 6 Stage 7
The EHC Plan implementation meeting is a
planning meeting that follows the comple-
tion of the statutory EHC assessment and the
production of an EHC Plan. The purpose of the
meeting is to plan the short term and yearly
targets, support and monitoring to enable the
child or young person to achieve the outcomes
in their EHC Plan.
This meeting should be held within 4 - 6 weeks
issued.
The Assessment Co-ordinator (part of the
Local Authority’s Special Education Service)
college or setting to arrange and organise
this meeting and to invite the child, parents/
-
involved in the assessment.
Implementation
Meeting
10. Special Education Service
Learning Services
Leicester City Council
1st Floor
10 York Road
Leicester
LE1 5TS
Tel: 0116 454 2050
Fax: 0116 229 4369
Email: ses@leicester.gov.uk