Ehcp review tips!

[jimminycrickett]

I am attending a review meeting for my child's formal ehcp review this week..

I'm still new to all of this, and this is the first review since it was first issued a year ago.

Any tips on things to look out for? Things to request? What is really important to have in there?

My child is 5, and an Ed psych will be present with the school Senco.

Thanks in advance!

I literally have a meeting today about my daughters ehcp to change it I don’t agree with a lot that’s on it and it needs updating as a lot is out of date so would also be interested

It's quite nerve wracking isn't it, wanting to get it all right and make sure they are going to be supported adequately

Sorry, no advice, but place marking as I'm in the same situation

My daughter has a 30 hour 1:1 but because it’s not written in her ehcp they want to remove it in September despite the fact she still needs it,
today it took half an hour and 3 members of staff to get her into school how can they say it’s not needed; basically If it’s not in the ehcp they don’t need to do it

At this age, parental input is very important. If there is time, make some notes about your child's communication, social interaction, what s/he says s/he likes at school, anything s/he does not like (your child's needs and preferences are important).

If you have found any strategies that help your child (with respect to her needs) that would be useful information.

Has the Ed Psych conducted recent assessment/observations? If so, be prepared to ask any questions with respect to their report and so on.

You might find more information and advice on the Mumsnet SN Forum as well.

I posted here for traffic really as I find the other boards quite quiet in comparison!

Taking all this on board, thank you for replies so far!

My daughter has a 30 hour 1:1 but because it’s not written in her ehcp they want to remove it in September despite the fact she still needs it,
today it took half an hour and 3 members of staff to get her into school how can they say it’s not needed; basically If it’s not in the ehcp they don’t need to do it

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@BiscoffSundae why on Earth do they want to remove it?!

It's always nerve wracking. I would say go through paperwork in the run up, highlight things YOU want changed/don't agree with, speak to school about what they're asking for. In the meeting don't be afraid to speak up or challenge what the ed psych/senco etc.... are saying, you know your child. Take notes in the meeting of what is being changed etc... and then use this to check those changes have been made when the paperwork comes back. Don't be afraid to ring the LA/your caseworker about it all. Good luck!

you should get paperwork ahead of the meeting. They should review targets, note progress against them and set new ones for the next year. Part of that process should be reviewing support in place and whether it should be changed going forward.
You’ve done the difficult bit in getting the EHCP, reviews should be positive and focused on best support for the child. Great that her EP will be there, in my school we’d also try to have teacher and/or TA who works with the child day to day.

Because she is going to secondary school in September they have put her in a mainstream despite me applying for sen schools and the mainstream have said they can’t meet her needs but the LA can override this and still name them which they have despite the fact she has a 1:1 all day at school in year 6 which her senco told me is uncommon and she’s one of their most complex children

One thing that worries me is how vague the wording is currently.

"Opportunities for..."

"Would benefit from..."

When referring to 1:1 and group work.

I know they will not be able to access the curriculum without a high level of 1:1 and small group support in class.

The main thing I want from this meeting is reassurance that 1:1 and small group interventions will be regular and adequate. Especially for English/maths/phonics.

Following. DS's first review is now 2 months overdue. I've chased it up twice but I'm wondering if it actually makes a difference to him whether the review is done on time or not.

I think as long as the plan is working for them and it has all the action and provision they need, a delayed review won't do any harm.

If the plan is outdated and not providing what they need anymore, then I would be pushing for the review asap.

Go prepared. What works. What doesn't. What would you like amended if anything.

Having said this unless it was a transition point we found the LEA were most reluctant to change anything.

Also we found that although the professionals and LA were invited to the review they often did not turn up. So if you want them there you might have to do some chasing up yourself. Otherwise ends up being a chat between you and school (can be beneficial but does not always mean any changes recommended will be taken up the LEA)

You need to challenge these woolly phrases like "will benefit from".

They need to state that shebhas a 1 to 1 for x hours a day and what they will actually do. And what they expect the outcomes to be.

If you do Facebook, theres a private group called SEND and EHCP Advice and Support that may be useful.

@starfishmummy thank you i will have a look

Because it's a move from early years to ks1 I'm hoping for some significant changes to reflect the different learning environment etc.

@starfishmummy

You need to challenge these woolly phrases like "will benefit from".

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How likely am I to get this changed to be more specific? Is there a certain criteria a child needs to meet to get this kind of support?

Think about all the help your child needs and what a 1 to 1 woukd be used for, do they need to be with them all day (including breaks) or are there times and lessons when they can manage? What actual help will the 1 to 1 be needed for and why? Progress reports from the last year, Ed psych report, other expert reports and your own observations from home will help you here. Does theb1 to 1 need to have specific skills (eg sign language, expertise in speech and language therapy)

Don't be afraid to challenge them. If they say no to something then ask them how they have reached that conclusion and what evidence they have.

Make copious notes - or take someone with you who can. You may not get answers while you are there - it will depend on who attends. So things may have to go to the LA for decisions.

Thank you

I believe they will mostly need 1:1 support for talking them through certain lesson in simpler terms and then working through any activities/worksheets with them.

I know they won't be able to sit and take in a lesson then do subsequent activities alone.
They will just sit there.
Their learning and cognitive abilities are progressing, but slowly.
They can write and recognise their name, count to 20 and understand one more/less, basic addition and subtraction, and read some basic words using phonics sounds. They can recall a story and tell what happened. But it's all very simple early years level. For year one there's obviously a big gap between what's expected and where they are at.

They also need a high level of support with toileting (still using nappies, although not incontinent they rely on nappies due to asd/sensory related difficulties).

School has assured me mainstream is appropriate and they can meet need, and I do believe they are in the best place, it's just really getting it down on paper so it's clear to everyone involved.

Some stories on here and elsewhere online has made me realise how important a clear ehcp is.

Thankyou. It's fine at the moment but it will need changing when he moves to secondary school (currently year 4). Deputy SENCO has resigned and won't be replaced until September so the senco is now doing all the special needs work, safeguarding and being deputy head. I don't want to add to her stress by making a fuss if it won't make much difference to DS, even if it's a legal requirement. Mind you, a short spell free of paperwork in prison for not getting DS's ehcp done in time might be a welcome release for her . Sometimes when DS won't sleep again, prison sounds like an attractive alternative .

@elliejjtiny

Oh bless you.

I'm sure it will be fine, unless there's anything you think needs adding/changing ready for the new school year it will be fine to hang on until after summer.

A vague and woolly EHCP isn’t worth the paper it is written on. DC may not get the support and you can’t enforce it. The wording needs challenging, although it may take an appeal. What are the reports like? Provision in EHCPs is taken from the reports, so if the reports are vague and woolly the EHCP will be too.

@elliejjtiny IPSEA have a model letter that can be used to complain when the AR isn’t held on time. You can also threaten Judicial Review too. It will help secondary transition if the EHCP is up to date beforehand. Otherwise you get problems like @BiscoffSundae’s, where because provision isn’t specified and quantified in F an inappropriate school is named and DC won’t get the provision needed.

@elliejjtiny the other thing to consider if the EHCP needs amending prior to considering secondary transition is how long appeals are taking. To give you an idea, appeals lodged now are looking at Jan/Feb hearing dates.

@LargeLegoHaul

A vague and woolly EHCP isn’t worth the paper it is written on. DC may not get the support and you can’t enforce it. The wording needs challenging, although it may take an appeal. What are the reports like? Provision in EHCPs is taken from the reports, so if the reports are vague and woolly the EHCP will be too.

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The reports are quite similar.

I think in eyfs it was fine because of the environment they are in and they tend to get a high level of support anyway, but I think it needs to be much more specific for ks1.