Download Model EHCP Kirsty - National Deaf Children`s Society

Model
Education Health
and Care Plan:
“Kirsty”
A child with
hearing impairment
aged 4
Funded by:
1
Purpose:
To illustrate the written content of an Education, Health and Care (EHC) Plan for children and
young people with a sensory impairment by following the requirements and the sections for a
Plan as set out in the SEND Code of Practice, published in July 2014.
Intended audience:
This document is for:
a) those who are responsible for co-ordinating the assessment and drafting of an EHC Plan
and/or the key worker and professionals contributing to the assessment and plan.
b) parents who would like to know what kind of information should be included in an EHC Plan to
ensure it accurately identifies their child’s needs and sets out how they will be met.
Recommended action:
NatSIP recognises that local authorities will be designing their own format for their EHC Plans.
NatSIP encourages local authorities to use the exemplar model Plans as:



an aid to ensure any format they develop reflects the required content of EHC Plans.
a check to ensure that Plans developed for individual children and young people with sensory
impairment fully reflect the level of content suggested in the exemplars
a way to ensure the EHC Plan is based on a thorough assessment of the child or young
person as required by the SEND Code of Practice and as set out in Better Assessments,
Better Plans, Better Outcomes: A Multi-disciplinary Framework for the Assessment of Children
and Young People with Sensory Impairment, developed by NatSIP1.
Please note:
NatSIP has been commissioned by the Department for Education to produced illustrative EHC
Plans for children and young people with a sensory impairment. This model EHC Plan is based on
the structure outlined in the Code of Practice issued by the Department for Education in July 2014.
The blue text in italics in this model Plan is taken from the guidance in the SEND Code of Practice
regarding the required written content of each section of the Plan.
This model Plan is the prototype for a number of forthcoming exemplar Plans that will cover
hearing impairment, vision impairment and multisensory impairment across different age groups.
NatSIP would welcome comments on this version of the Kirsty’s Plan, particularly with regard to
how reliable and valid timescales can be attached the long term outcomes for a child or young
person as required in the Code of Practice.
Last updated: 16/12/14
1
Available online at https://www.natsip.org.uk/index.php/workstreams-and-groups/2-supporting-the-implementation-ofthe-send-reforms/2a-ehc-plans
2
Education, Health and Care (EHC) Plan
This is EHC Plan no. 1 for Kirsty Taylor (name of child)
Date of birth: 10.01.10
Date plan 1 agreed: 05/12/2013
Date for review: 05/06/2014
Gender: Female
Home language: English
Preferred mode of communication: A mixture of sign (Sign Supported English), speech and nonverbal communication
Address:
....................................................
....................................................
(if appropriate) Current educational provision (name, type, phase):
Oakwood Nursery (privately run nursery)
....................................................
Kirsty Taylor’s parents or person(s) with parental responsibility:
Name(s): Mr. David Taylor
Relationship to Kirsty: Father
Address: ............................................................................................................................
............................................................................................................................................
Contact information (tel / email)..........................................................................................
The following have contributed to Kirsty Taylor’s plan:
Name
David Taylor
Christine Jones
Jonathan McGrath
Dipesh Patel
Marie Vincent
Dr. Marion Vine
Vanessa Brown
Thelma Williams
Role / position
Parent
Teacher of the Deaf
Educational psychologist
Audiologist
Speech and language therapist
Paediatrician
Social worker
Nursery manager
3
Table of Contents
Section A. Views, Interests and Aspirations – Getting to know Kirsty - page 5
Hello! My name is Kirsty– a brief profile of Kirsty
Kirsty’s strengths and challenges
Kirsty’s story to date
How to communicate with Kirsty
Kirsty’s views and aspirations for the future
Kirsty’s father’s views and aspirations for the future
Section B. Kirsty’s special educational needs – page8
Sensory
Speech, language and communication
Social and emotional skills
Cognition
Educational attainment
Self-help and independence skills
Section C. Kirsty’s health needs related and unrelated to her SEN - page 11
Section D. Kirsty’s social care needs, related and unrelated to her SEN - page 11
Section E. Desired outcomes for Kirsty - page 12
The desired outcomes for Kirsty
Arrangements for monitoring and reviewing Kirsty’s progress
Planning for Kirsty’s transfer to primary school
Section F. Special educational provision required by Kirsty – page 14
Section G. Health provision required by Kirsty - page 21
Section H1. Social care provision required under CSDPA 1970 - page 22
Section H2. Any other social care provision required by Kirsty - page 22
Section I. Name and type of school - page 23
Section J. Personal budget arrangements for Kirsty - page 23
Signatures – page 24
Section K. Action and information received for Kirsty’s assessment - page 25
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SECTION A. Views, interests and aspirations – Getting to know Kirsty
Hello! My name is Kirsty
My name is Kirsty and I
am 4 years old.
I live at home with
my daddy and
little brother who
is OK most of the
time.
I wear hearing
aids to help me
hear better but
need help to put
them back in
when they come
out.
photo
I like going to
my
grandmother’s
house. She
gives me roast
dinners and
cuddles.
I don’t like
going to bed
and I cry
when I wake
up and it’s
dark.
I am good at
running
games.
I sometimes get cross when
you don’t understand what
I’m saying and you keep
asking me. I get very cross - I
sometimes hit somebody and
then feel sad.
I have some friends
of my own to play
with. Sometimes
they won’t let me
play with them. I
don’t have a best
friend yet.
The above is based on a conversation Kirsty had with her key worker at nursery.
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SEND COP July 2014 states this section should also include details about play, health,
schools, independence, friendships, further education and future plans including
employment (if practical); how to communicate, child / young person’s history.
Kirsty’s strengths and challenges
The assessments and information gathered indicate that Kirsty has the following
strengths:

Kirsty has good non-verbal communication skills. She is a keen communicator with excellent
eye contact, concentration and attention.

She is good at solving simple problems through pictures (e.g. picking out the pictures that are
the same; picking out the picture that is different from a group of 4 pictures), and, using blocks
and shapes, she can copy simple patterns and designs made by an adult (i.e. she has above
average pictorial reasoning ability and average spatial ability).

Kirsty has the ability to retain and use what she learns to find ways of working out similar
problems using trial and error. She is keen to learn, determined, enthusiastic and eager to
please.

Kirsty’s ability to run, walk, skip and move her arms is similar to other children of her age. So
is her ability to do more intricate things such as threading small beads, using scissors and
drawing (i.e. Kirsty’s gross and fine motor skills are age-appropriate).

Kirsty is able to concentrate in ‘good listening conditions’ for an ‘impressive amount of time’
(educational psychologist report).
The assessments and information gathered for this plan also indicate that Kirsty has the
following challenges:

Auditory neuropathy, resulting in difficulty in understanding speech and in distinguishing one
sound from another.

Moderate hearing loss in both ears in low and mid frequencies, and profound loss in both ears
in the high frequencies.

Difficulties in the development of making the right speech sound; in language (both
understanding and spoken) and in communication skills (using Sign Supported English).

Delayed listening skills.

Difficulties in the development of social and emotional skills. Kirsty experiences difficulties in
communication and getting on with other children. She also experiences more difficulties in
recognising and expressing her own emotions and feelings.

Kirsty’s understanding and use of words and her ability to think and problem solve using
words is currently behind that of most children of her age although the ability to solve
problems using pictures is above average.
General health
Kirsty’s general heath is currently good, although her father states that she has had some sleep
problems in the past 6 months and he has taken Kirsty to her general practitioner.
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Kirsty’s story to date
Give a brief case history / summary
SEND COP July 2014 advises if history is written in the first person, the Plan should make
clear whether the child or young person is being quoted directly, or if the views of the
parents and / or professionals are being represented
Kirsty was born prematurely, at 27 weeks gestation and spent several weeks in intensive care
and then the High Dependency Unit. She had a number of complications, including serious
infections and lung problems. She was diagnosed with auditory neuropathy in July 2010. Her
hearing loss is thought to have resulted from having antibiotics when she was very ill in hospital.
Kirsty lives with her father and younger brother and has a good relationship with both. Her
paternal grandmother looks after both children when Kirsty’s father is unable to do so due to work
commitments. Kirsty has regular contact with her mother. Kirsty has had a social care
assessment (section 17) and a care plan accompanying a supervision order is in place.
Play, health, schooling, independence, friendships, and future plans
Kirsty has attended Oakwood Nursery since the age of two and now attends for five full days per
week. She is eager to please, ready to learn and willing to take part in activities when she is
approached directly or the activity is one she knows well and with which she feels confident.
She seems to want to be part of the group and enjoys mixing with other children and adults. She
has a strong personality and adapts well to challenging situations. She is developing early
independence skills such as helping with dressing and undressing and trying to wash her hands.
She wears behind the ear (post-aural) hearing aids and is developing responsibility for them. If
they come out she will often give them to an adult and indicates that she needs help to put them
back in.
How to communicate with Kirsty
Kirsty communicates using a mixture of sign (Sign Supported English), speech (largely single
words) and non-verbal communication. She has significant difficulty hearing speech if there is any
background noise and responds best when spoken language is supported by sign or other visual
clues such as gestures, facial expressions and pictures.
Kirsty’s views and aspirations for the future
Kirsty is not yet able to express feelings and opinions verbally, but has clear ideas about what she
wants as she goes about her daily life. She is keen to be independent and has indicated she
really likes learning about new things. She also enjoys mixing with others and is keen to develop
relationships and friendships with other children. She loves looking at books and magazines.
Kirsty has indicated that she enjoys staying in the new house with her father and brother.
Kirsty’s father’s views and aspirations for the future
Mr. Taylor is keen for Kirsty to make the most of her ability. He feels that she has the potential to
achieve well academically if the difficulties arising from her deafness are fully addressed.
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He particularly wants to make sure that she develops her communication skills to the best of her
ability as this will give her the best chance of achieving independence and leading a happy adult
life. He says that both he and Kirsty’s grandmother would like to help Kirsty with her
communication but feel they need some help.
Mr Taylor wants Kirsty to have the best possible start in her new primary school.
SECTION B. Kirsty’s special educational needs
The assessments carried out and information gathered, provide the following more detailed
information about Kirsty’s needs. (Include how this compares with children of a similar age
without sensory needs):
Sensory

Kirsty has a hearing loss in both ears. It is a moderate loss in the low-mid frequencies and
profound loss in the high frequencies. She has two behind the ears (post-aural) hearing aids
which she wears reliably every day. Without her hearing aids Kirsty could not follow
conversation but may hear some very loud sounds such as drums or a dog barking. With
her hearing aids, Kirsty is able to hear the range of low and mid-frequency speech sounds at
conversational voice levels. However, she is not able to detect very high frequency speech
sounds such as 'ss', 'sh', 'p' and 't'. Her hearing loss therefore makes it very hard for her to
discriminate speech effectively, even when wearing hearing aids. Any background noise
makes it harder still and her ability to hear is directly influenced by her listening environment.

Auditory neuropathy spectrum disorder affects the quality of sound Kirsty hears. The degree
to which Kirsty is affected varies from time to time. Speech that is heard is often very
distorted. Understanding where there is background noise is much worse than would be
anticipated by the level of Kirsty’s hearing loss alone. Early speech discrimination testing
suggests that Kirsty misses a large amount of information when relying on listening to
speech alone. This makes it vital that listening conditions are good (e.g. classrooms with
limited background noise and good acoustics) and also that she has visual communication
support (including being able to see faces clearly, and use of Signed Supported English).
Speech, language and communication

There is a significant delay in Kirsty’s understanding and use of language. At a chronological
age of 4 years, her understanding of spoken language (receptive language) is below the age
of 2 years. Her spoken language skills (expressive language) are also below 2 years.

Her speech mostly consists of single words, two-word phrases and a few key expressions
and she uses about thirty recognisable signs. She uses some signs spontaneously and
frequently and other signs emerge when she is prompted and encouraged.

Kirsty is able to produce a range of types of speech sounds. This is a good foundation for
developing her ability to speak.

She is still in the very early stages of learning to listen. She is beginning to lip-read.
8

Kirsty will not be able to pick up very much, if any, language, information and learning from
overhearing conversations and discussions as other children do.
Social and emotional skills

Kirsty enjoys mixing with others but her delayed language development has often prevented
her joining in and so she can behave like a much younger child when she is unable to make
her needs known.

She sometimes accepts “no” but at other times has a tantrum, during which she becomes
subdued and sulks and becomes unresponsive, with a sad look on her face.

She is happy with most people but tends to stay near to more familiar people, such as her
father or her key worker in the nursery. When she is with other children she tries to
dominate them.

The nursery reports that Kirsty sometimes suggests a play activity and that it is evident that
she would like to be friends with the other children around her, but she finds it difficult to tell
them what she wants to do. When she tries to start a conversation with other children, they
do not understand her and so she does not get the response she either wanted or expected.

She has an early understanding of good manners with please and thank you. When other
people are talking, if she wants to say something she tends to barge in, doing whatever she
can to get attention.
Cognition

Kirsty is much stronger in some areas of learning, understanding and problem solving than
others. Kirsty’s verbal ability to understand and solve problems using words is very low. Her
verbal comprehension skills (understanding of words) were at the 1 st percentile when she
was assessed by the educational psychologist in August 2013. This means that she finds it
very hard to take part in and learn anything from activities which are presented only through
speaking. However, her ability to understand pictures and use them to solve simple tasks
(pictorial reasoning ability) was above average (at the 67th percentile).
Educational attainment
The following information is taken from the reports from Kirsty’s nursery school.
Reading

Within the Early Years Foundation Stage Profile (EYFSP), Kirsty is at the emerging stage of
reading.

Although she enjoys listening to stories and looking at the pictures in books, she does not
yet realise that the printed words in a book tell the story.

She appears to recognise a rhythmic beat in music but this is not yet transferred to rhyme
and rhyming activities in language.

She is working at a level approximately two years behind her chronological age.
9
Writing

Kirsty is still at the mark making stage in writing and will make a mark under her drawings
but does not say what the marks mean.

She is approximately two years behind her chronological age in writing.
Mathematics

In number, Kirsty enjoys counting from 1-5, but is not consistent in her recognition of these
numbers in written form.

The nursery school staff say that it is difficult to help Kirsty understand simple number
problems as she is often not sure whether to do an adding or a take away sum to get the
answer. The nursery school staff believe this is due to her delayed language.

Kirsty is working 2 to 2.5 years behind her chronological age in number.

In shapes, space and measures, Kirsty enjoys pattern making and recognises a circle,
naming it ‘round.’ She can match shapes but not name them.

She does not yet have positional language (e.g. behind, in front of) or an understanding of
time language (e.g. tomorrow, later).

Kirsty is approximately 2 to 2.5 years behind her chronological age in this aspect.
Self-help and independence skills

Kirsty has made good progress in the area of self-help skills in the last six months, though
her skills are slightly delayed. She actively helps with dressing and undressing and cooperates when being washed. She uses the toilet appropriately during the day but always
wants an adult to accompany her. She continues to wear nappies at night.

She is slowly developing responsibility for her hearing aids. If they come out, she sometimes
gives them to an adult and indicates that she needs help to put them back in. She does not
yet let an adult know if her hearing aids are not working.
10
SECTION C. Kirsty’s health needs related to SEN and unrelated to SEN
The SEND COP, July 2014 states an EHC Plan must specify any health needs identified
through the EHC needs assessment which relate to the child’s SEN. The Clinical
Commissioning Group (CCG) may also choose to specify other health care needs not
related to the SEN.
Related to SEN
Audiological needs
Kirsty has a hearing loss that is moderate in both ears at mid to low frequencies and profound in
both ears at high frequencies. She also has auditory neuropathy spectrum disorder.
She wears behind the ears (post aural) hearing aids but her hearing levels are described as
‘unstable.’
Unrelated to SEN
Kirsty has had some difficulty in sleeping for the past six months. On average about four nights
per week, she wakens during the night and finds it difficult to get back to sleep, crying and calling
out for her father. She can be awake for two or more hours. According to her father, this makes
Kirsty and the rest of the family very tired the next day. School staff have also commented that
Kirsty can arrive at school looking very tired some mornings and ‘does not seem in the mood to
learn’.
Kirsty has a nut allergy.
SECTION D. Kirsty’s social care needs related to SEN and unrelated to SEN
The SEND COP, July 2014 states that the EHC Plan must specify any social care needs
identified through the EHC needs assessment which are related to the child’s SEN or
require provision under the for a child or young person under 18 under section 2 of the
Chronically Sick and Disabled Person’s Act 1970. Local authority may also choose to
specify other social care needs not linked to child’s SEN or disability but must have the
consent of the child and their parents.
Related to SEN
No additional social care needs related to her SEN have been identified during this assessment.
Unrelated to SEN
Kirsty is subject to a supervision order with accompanying care plan (dated 29/10/13)
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SECTION E. Desired outcomes for Kirsty
The SEND COP, July 2014 requires a range of outcomes over varying timescales covering
education, health and social care plus steps towards achieving the outcomes (see table in
section F for the steps). It advises against confusing outcomes with provision. It also
requires the inclusion of forward plans for any change in a child or young person’s life
such as a change of school
a. By the end of Year 2, Kirsty will be able to make the best use of the hearing she has, aided by
appropriate amplification and thereafter there should be maintenance at appropriate levels for
her age. This will include developing age-appropriate listening skills and learning to lip-read.
b. By the end of Year 3, Kirsty‘s speech, language and communication skills will be at a point
where they are, as a minimum, at a level of, or close to, that expected of a child of her
chronological age and ability. Thereafter, they will be maintained at these levels or improved.
c. By the end of Key Stage 1, Kirsty’s personal, social and emotional development will be age
and ability appropriate and will be maintained at that level or higher thereafter.
d. By the end of Year 4, Kirsty will be achieving, academic outcomes which reflect her true ability
once the barriers arising from her auditory neuropathy, deafness and resulting language
difficulties are broken down.
Arrangements for monitoring and reviewing Kirsty’s progress
a. This plan should be reviewed in 6 months, i.e. before Kirsty starts in her reception class and
thereafter it should be reviewed at least annually.
b. Every effort should be made to combine the reviews for the EHC Plan and the child in need
reviews.
c. The ‘within school’ teaching targets to achieve the steps in the outcomes described above
should be set, monitored and reviewed termly.
Planning for Kirsty’s transfer to primary school
Kirsty is due to transfer to reception class in September 2014.
Kirsty’s father, her current nursery staff, receiving school staff, the Teacher of the Deaf and any
other key professionals should come together during the spring term 2014 to draw up a transition
plan that can be implemented during the summer term 2014, ensuring that:

Kirsty has opportunities for additional visits to her new school and that she has met the staff
with whom she will have direct contact, including her specialist teaching assistant.

The staff in the new school are aware of her needs and have had an audit of skills so that
training needs can be identified and met before Kirsty transfers to the school.

The classrooms where Kirsty will be taught will have an acoustic audit to ensure they are
acoustically favourable

Any technological resources required should be identified and in place before Kirsty starts at
12
her new school

Staff are aware of Kirsty’s nut allergy and know the steps to take to avoid an occurrence, as
well as the actions to take should she have an allergic reaction
13
SECTION F. Special educational provision required by Kirsty
The following table identifies the steps and the special educational provision required to meet Kirsty’s special educational needs set
out in section B and to ensure the outcomes identified in Section E are achieved (see sections G, H1 and H2 for any required health
and social care provision).
The SEND COP (July 2014) states: provision MUST be detailed and specific and normally be quantified and state who will
provide and if it is being secured through a personal budget. Provision MUST be specified for every need specified in
Section B. It must be clear how the provision will support the outcomes. There should be clarity as to how advice and
information gathered has informed the provision. The plan should specify: any appropriate facilities and equipment, staffing
arrangements and curriculum; any modifications to the application of the National Curriculum; any appropriate exclusions
from the application of the National Curriculum, in detail, and the provision which it is proposed to substitute for any such
exclusions in order to achieve a broad and balanced curriculum; where residential accommodation is appropriate;
arrangements for setting shorter term targets and monitoring progress by the educational setting; where there is a personal
budget, the details for this.
a.
a1
a2
Outcome: By the end of Year 2, Kirsty will be able to make the best use of the hearing she has, aided by appropriate
amplification. This will include developing age-appropriate listening skills and learning to lip-read.
Section E
Section F
Steps towards achieving
Special educational provision
Who will be responsible?
outcomes
Kirsty’s ability in lip / speech
Daily practice and daily use in the classroom during
Teacher of Deaf to write the
reading will show measurable
normal lessons.
programme. F/T Specialist TA
improvement year on year and to
(level 3 BSL) to be trained by
a point where she is able to catch
Teacher of the Deaf to deliver the
where she is using it without
weekly programme. Class teacher
thinking about it.
and specialist TA to organise.
Kirsty’s listening skills will show
2 x ten minute sessions of listening practice daily in a Delivered by the F/T specialist TA.
measurable improvement year on quiet room. A programme for delivery of the sessions will Teacher of the Deaf
year and will be developed to the developed by the Teacher of Deaf who will train the
maximum level possible
specialist teaching assistant on how to deliver the
sessions to Kirsty
14
a3
a4
a5
The classroom (s) Kirsty uses
should have good acoustics and
be managed to minimise
background noise
Use of a radio aid so that it is
easier for Kirsty to hear what the
teacher is saying
Staff understand the implications
of Kirsty’s hearing impairment
and know what they need to do to
ensure she can access teaching
and learning and fully participate
in the life of the school
Monitoring and half termly reviews of the programme
Teacher of the Deaf with the class
teacher
The acoustic quality of classrooms is assessed and
reasonable steps taken to make it as easy as possible
for Kirsty to listen and hear
Teacher of the Deaf and / or
specialist technician to provide
assessment and advice to setting.
School to implement.
Local authority to fund
Purchase of a radio aid
Training and advice to Kirsty and staff on its use. Daily
checks to ensure the radio aid is working properly.
Teacher of the Deaf
Termly review of the system(s) being used and reprogramming of aids if required
Teacher of the Deaf and class
teacher
Staff training on the implications of hearing impairment
and what can be done to overcome barriers to learning
and inclusion.
Teacher of the Deaf to provide
training to school staff
A minimum of 2 sessions of deaf awareness for all staff
in current setting and in new schools prior to any
transfers.
Teacher of the Deaf
As required by knowledge and experience of the
teachers and staff directly working with Kirsty. Currently
every two weeks, additional support, advice, training and
liaison for those working directly with Kirsty (must include
class teacher and TA)
Teacher of the Deaf
Specific training for specialist TA on the checking, care
and maintenance of Kirsty’s aids
Teacher of the Deaf to train and
specialist TA to carry out the
routine checking, etc.
15
a6
a7
The number and range of signs
(SSE) Kirsty can use will increase
measurably year on year and to a
level that helps her to express
herself while also aiding her
understanding of English.
Support for Kirsty to identify and teach the signs required
by her in order to make best use of the teaching and
learning in the classroom
The specialist F/T TA trained in
BSL (Level 3)
A communication support worker for Kirsty when the
class teacher is speaking to the whole class or small
group
F/T specialist TA as above.
Kirsty will take responsibility for
managing her hearing aids and
have the confidence to let people
know if they are not working and
/or she is not hearing what other
people are saying.
A twice yearly assessment to determine which aspects
Kirsty can manage herself and where she still needs
more help
Teacher of the Deaf, class teacher
and specialist TA
Provision of training appropriate to Kirsty’s age to be
provided during her fortnightly session with the Teacher
of the Deaf
Teacher of the Deaf
Outcome: By the end of Year 3, Kirsty’s speech language and communication skills will be at a point where they are, as a
minimum, at a level or close to that expected of a child of her chronological age and ability.
Section E
Section F
Steps towards achieving
Special educational provision
Who will be responsible?
outcomes
b1 Kirsty will be able to make the
A carefully graded programme developed by the speech
Specialist speech and language
sounds required in English
and language therapist and monitored every 2 weeks.
therapist (SALT)
b.
b2 Kirsty’s vocabulary, spoken
language and understanding of
language will show year on year
measurable improvement
(reflecting ‘expected progress’ -
Programme to be delivered in a ten minute session every
day by the specialist teaching assistant who has been
trained by the therapist
An individually designed daily programme covering these
areas to be delivered on a 1:1 basis (except where the
specific targets require interaction with others, e.g. turn
taking in conversations)
The F/T specialist TA.
SALT and Teacher of the Deaf.
16
see SEND COP, July 2014,
para 6.17) until they are at least
age and ability appropriate.
c.
c1
The above programme delivered daily (1 session of
10mins)
The F/T specialist TA (BSL Level
3).
Training for the F/T specialist TA ensure success of the
programme
SALT
Copies of the SALT programme for Kirsty’s father
SALT
The language being taught in the individual sessions will
also be included in some of the classroom teaching so
that Kirsty gets as much practice as possible. Some of the
more advanced language used by the teacher will be
simplified for Kirsty by the teacher and interpreted, as
necessary for Kirsty by the F/T specialist TA
Early years staff and/or class
teachers and F/T specialist TA
Orally presented information, will always be supplemented
in visual form (e.g. gesture, sign, photographs, pictures
and props)
Early years staff and/or classroom
teacher / specialist TA (BSL level
3)
Direct help from a specialist SALT every two weeks for 45
minutes (including 10 minute liaison time with class
teacher and TA)
SALT
Outcome: By the end of Key Stage 1, Kirsty’s personal, social and emotional development will be age and ability
appropriate and will be maintained at that level or above.
Section E
Steps towards achieving
outcomes
Kirsty will behave appropriately
for her age when mixing with
other children and adults and
Section F
Special educational provision..
Who will be responsible?
Kirsty will have an improved ability to communicate with
other children through the programmes outlined in
sections b1 and b2 above.
Those identified above in section
b.
17
will have confidence to make
friends with other children in her
age group.
Kirsty’s peers to have 4 introductory sessions of deaf
awareness training that is integrated and practised in the
classroom and around the school. Additional sessions to
be provided as required.
Teacher of the Deaf and class
teacher
Using time-tabled activities and break times, ensure a
minimum of 2 opportunities per day for Kirsty to work and
play in 1:1 situations and small groups.
Support from an adult to facilitate
interaction / communication when
required.
Structured social skills programmes tailored to, and
prioritising, Kirsty’s individual needs to be delivered
weekly in blocks of 4 weeks – at least one block per term.
Educational psychologist to write /
recommend programme and train
specialist TA in delivery
c2
Kirsty will maintain her current
good levels of motivation, selfesteem and confidence in her
desire to learn new tasks.
An introduction to all new tasks and learning that is in
carefully managed steps to ensure steady good progress
which is recognised and acknowledged by the teacher.
Class teacher, specialist TA with
advice from educational
psychologist.
c3
Kirsty will be successful in
knowing what she should do
when she feels angry, frustrated
etc when she is playing or
working with other children.
Class teacher and F/T specialist
TA with advice and support from
educational psychologist.
c4
Kirsty will have an
understanding of her own
deafness at an age appropriate
level and take some
responsibility for ensuring
others understand her needs in
relation to deafness.
A programme to help Kirsty:
 talk about her feelings in different situations
 learn different ways of responding
 a behaviour management plan so that all those
working with Kirsty respond to the behaviour they want
to change (e.g. sulking and tantrums as identified in
section 4) in the same way.
Opportunities for Kirsty to meet with other deaf children
and deaf adults.
Strategies for Kirsty to use and practise to make known
her needs as a deaf person.
Specialist TA / Teacher of the Deaf
Teacher of the Deaf to advise and
signpost to the Local Offer
18
c5
Kirsty will feel confident to join
groups of children of her own
age in her area, e.g. Rainbows
The leader of the Rainbows will be given information,
resources and information about deafness as well as
Kirsty’s individual needs
Teacher of the Deaf
d.
Outcome: By the end of Year 4, Kirsty will achieve academic outcomes which reflect her true ability for learning once the
barriers arising from her auditory neuropathy, deafness and attendant language difficulties are broken down.
Section E
Section F
Steps towards achieving
Special educational provision
Who will be responsible?
outcome
d1 Kirsty will access the National
Appropriate differentiation of the Core and Foundation
The class teacher with advice from
Curriculum at her age
subjects in the National Curriculum.
the education psychologist and the
appropriate and ability level as
Teacher of the Deaf.
indicated by her performance on
the non-verbal assessments,
A School Targets Plan (STARS) with short term targets,
Class teacher in liaison with
i.e. at least at the level of other
based on the outcomes identified in this EHC Plan, which SENCO, and / or Teacher of the
children in her class.
will be monitored and reviewed half termly.
Deaf, educational psychologist.
d2 Kirsty will make measurable and
adequate progress in reading,
writing and spelling and maths,
year on year, so that she
achieves, at least, an average
performance level for other
children in her year group
The delivery of the School Targets Plan (STARS) through
daily individual and small group programmes in reading,
writing, spelling and maths.
Class teacher with advice from the
Teacher of the Deaf to devise the
targets and programme
Additional time built into lessons to make sure Kirsty has
understood the new topics and any new ideas and
information associated with them ( Kirsty requires more
time than most children to make sense of new information
as her working memory is easily overloaded).
F/T Specialist TA delivering the
daily sessions. The class teacher
through her daily / weekly plans
and teaching.
Kirsty’s learning sessions where she has to ‘listen’ to a
member of staff giving a class lesson must be well spaced
throughout the school day as Kirsty tires very easily with
the amount of effort she has to put into listening. She
should have some ‘down time’ and her level of tiredness
monitored.
Class teacher and F/T specialist
TA.
19
Summary of special educational provision for Kirsty
Outcome
Step
a1, a2, a4,
a5, c1, c4, d1,
d2
a1, a2,a3, b1,
b2, c1, c2, c3,
d1, d2
b1, b2
What is being funded?
a4, d1, d2
Radio aid for whole class teaching and group work
1 session of 1 hour every two weeks from Teacher of the Deaf.
Full time specialist TA (BSL Level 3)
Specialist SALT to deliver 1x 45 minute speech and language session every two weeks plus I hour each half term for
monitoring and liaison with education setting staff.
20
SECTION G. Health provision required by Kirsty
SEND COP (July 2014) requirement: Provision should be detailed and specific
and normally quantified including who will provide it. It must be clear how it will
support the achievement of outcomes, including the health needs to be met and
the outcomes to be achieved through provision secured through a personal
(health) budget. Health provision may include specialist support and therapies,
including medical treatments and delivery of medications, nursing support,
specialist equipment and continence supplies. The local authority and CCG may
also choose to specify other health care provision reasonably required by the
child or young person which is not linked to their health or disabilities
Related to SEN
Audiology provision to ensure Kirsty can make best use of the hearing she has
and the amplification systems she uses:

Kirsty's hearing loss, the effects of auditory neuropathy spectrum disorder, and her
use of hearing aids will continue to be monitored with quarterly reviews by the
audiology service until her hearing levels are stable. The frequency of reviews may
then be reduced to an annual minimum.

Hearing aid review appointments will include hearing tests, tests of middle ear
function, and checks to ensure the hearing aids are fitted and working as well as they
should be (including questionnaires and real ear measurements where the frequency
response of the hearing aid is measured inside the ear whilst the child is wearing
them).

Hearing aids will be re-programmed or upgraded when necessary, such as when
new earmoulds are fitted, if hearing levels change, or if new technology is available
that is likely to be of benefit to Kirsty. In case of faulty or broken hearing aids
between routine appointments repairs/replacement equipment will be provided within
24 hours of notification. Earmould replacement will be provided as necessary. New
earmoulds will be returned to the family within 3 days post-impressions. Batteries will
be provided by the audiology service as necessary in person or by postal service.
Unrelated to SEN
To re-establish good bedtime routines so that Kirsty can sleep through the night

The health visitor has provided a sleep plan which Kirsty’s father is implementing.
The health visitor will continue to monitor this on a regular basis (weekly in the first
instance) until a good sleeping pattern has been established.
21
To ensure all school staff know how to prevent an occurrence of her nut allergy
and the steps to take should she have an allergic reaction

The early years setting has a written action plan to respond to any emergency
situation that might arise and two staff members have received training in the use of
the EpiPen.

The health visitor will provide similar advice and training to staff in Kirsty’s new
school and an action plan for the occurrence of any allergic reaction will be drawn up
before she starts there.
SECTION H1. Social care provision required for Kirsty under Section
2 of the Chronically Sick and Disabled Persons Act, 1970.
SEND COP states social care provision must be detailed and specific and should
normally be quantified and include services to be provided for the parent carers
of disabled children, following an assessment of their needs under sections
17ZD-17ZF of the Children Act 1989., e.g. in terms of support and who will provide
it (including where this is to be secured through . Must be clear how the
provision will support the achievement of outcomes. Provision must be specified
for every need specified in Section B
No additional provision identified by Kirsty, her family or professionals as being required
under this Act and at this point.
SECTION H2. Any other social care provision required by Kirsty
SEND COP states social care provision must be detailed and specific and should
normally be quantified and include services to be provided for the parent carers
of disabled children, following an assessment of their needs under sections
17ZD-17ZF of the Children Act 1989., e.g. in terms of support and who will provide
it (including where this is to be secured through. Must be clear how the provision
will support the achievement of outcomes. Provision must be specified for every
need specified in Section B
The accompanying care plan (dated 29/10/13) of Kirsty’s supervision order is monitored
by her allocated social worker. As part of this plan a communication support worker is
working with Kirsty’s father and grandmother to help them communicate better with
Kirsty and to show them how to help Kirsty develop her speech, language and
communication - this links to the outcomes described above and the support from the
Teacher of the Deaf.
22
SECTION I. Name and Type of School
Kirsty will attend the following type of educational setting:
This information must only appear in the final plan
SECTION J. Personal budget arrangements for Kirsty
SEND COP states if there is a personal budget, the details of how the personal
budget will support particular outcomes; the provision it will be used for
including any flexibility in its usage and the arrangements for any direct
payments for education, health and social care.
Kirsty’s father does not want to access any personal budget monies at this stage.
The table below is merely an example of a possible way of recording the details
required if a personal budget is being accessed
SEND COP says the Plan must set out the sources and amounts of funds being
used to buy provision specified, as well as the way they are to be managed.
Outcome
Step
What is being funded?
Annual
Cost
Funding
Agency
Comments
(e.g. note if all or part of
funding required as a
personal budget)
23
SIGNATURES
Signed_________________________ (Lead officer)
Date___________
Signed_________________________ (Parent / carer)
Date ___________
24
SECTION K. Advice and information received for Kirsty’s assessment
SEND COP: The advice and information gathered during the EHC needs assessment MUST be attached (in appendices).
There should be a list of this advice, who provided it and when it was provided.
The following reports are appended in this section
Agency
Role /
(if appropriate) position
Father
Education
Education
Education
Social Care
Health
Health
Health
Child
Teacher of
the Deaf
Nursery
Manager
Educational
psychologist
Social
worker
Senior
audiologist
Specialist
speech and
language
therapist
Paediatrician
Written by
David Taylor
Kirsty Taylor
Christine Jones
Date of
Report
Comments
Proforma completed at initial meeting. Further comments added
and signed at later meetings.
TA acted as scribe.
Thelma Williams
Ian Jordan
Harry Timpson
Dipesh Patel
Marie Vincent
Dr Marian Vine
The above table and the appended reports are required to complete Section K and the EHC Plan. However, some
professionals suggested it would be helpful to have the various standardised tests from the different reports collated in one
place with a short explanation of what was being measured and the meaning of the test scores. It was felt that this would
help non-professionals and professionals from different backgrounds have a better understanding of the needs of the pupil
25
and therefore help create a better plan. Thereafter such a table would help to monitor progress. NatSIP offers the table
below to meet this request.
Date
Assessment name
Hearing / Vision
August
Pure tone
2013
audiogram (PTA)
Tympanometry
McCormick
Test
Focus / what it
measures
Findings / results
Level (and type) of Bilateral sloping sensorineural
hearing (loss)
hearing loss which is moderate
in the low-mid frequencies and
profound in the high
frequencies.
Movement of ear
drum and middle
ear
Toy Aided
speech
discrimination
(tested with live
voice)
What this means
Kirsty has been fitted with bilateral hearing
aids which need to be worn consistently all
waking hours to ensure she has access to
the full range of speech sounds.
PTA determines level of
hearing loss but is unable to
determine the extent to which
auditory neuropathy impacts
on Kirsty's ability to hear
speech clearly.
Hearing aids work best in close proximity
to the sound source and in good acoustic
environments. Hearing aids are of limited
benefit hearing sounds from a distance, in
group situations, and when there is
background noise. Kirsty’s would benefit
from using a radio aid to help ensure she
makes progress.
Within normal ranges
No signs of middle ear congestion.
At 65dBA (voice only) = 2/12
At 65dBA (with lipreading) =
4/12
At 65dBA (with sign) = 12/12
Tested only at normal conversational voice
levels. Kirsty knows the names of and
responds appropriately to all toys used in
the test and scores 100% when using sign.
With voice alone she scores just 2 out of
12 (below chance) and 4 out of 12 with
lipreading.
These results are consistent with our
understanding of auditory neuropathy
26
spectrum disorder which causes much
poorer speech discrimination abilities than
would be expected from the hearing loss
alone.
Kirsty is still young and her lipreading
ability will continue to improve but at the
moment whilst learning new vocabulary
lipreading is of limited benefit to her.
Speech / language / communication
October
The New Reynell
The level at which
2013
Developmental
Kirsty understands
Language Scales – spoken language
Comprehension
Cognitive development
October
British Ability
2013
Scales, Second
Edition (BAS II)
Standard score=69 (below the
baseline of an age equivalent
comprehension age of 2 years
Cognitive skills as
follows
Verbal
comprehension
Receptive language, 1st percentile
understanding of
oral instructions
involving basic
language concepts
Naming
vocabulary
Expressive
language,
knowledge of
names
10th percentile
Kirsty’s understanding of spoken language
at 4 years old was below the level
expected of a child of 2 years.
Kirsty is much stronger in some areas of
learning, understanding and problem
solving than others. Kirsty’s verbal ability to
understand and solve problems using
words is very low. Her verbal
comprehension skills (understanding of
words) were at the 1st percentile when she
was assessed by the educational
psychologist in August 2013. This means
that she finds it very hard to take part in
and learn anything from activities which are
presented only through speaking.
However, her ability to understand pictures
and use them to solve simple tasks
(pictorial reasoning ability) was above
average (at the 67th percentile)
27
Picture similarities
Pattern
construction
Non-verbal
67th percentile
reasoning shown by
matching pictures
that have a common
element or concept
Non-verbal
reasoning and
spatial visualisation
in reproducing
designs with
coloured blocks
58th percentile
Educational attainment
Social, emotional, behavioural
Independence
Social care assessments
Others
28