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Individual Record Keeping and Planning for Pupils Who Need Additional Support

Contents
Section 1 Introduction to personal planning Section 2 Integrated support planning (ISP) Section 3 The duty to assess additional support needs Section 4 The Co-ordinated Support Plan (CSP) Section 5 Mediation and Resolving Disputes Section 6 Co-ordinated Support Plans (CSP), Integrated Support Plans (ISP) and related matters 1.0 2.0 3.0 4.0 1.0 2.0 3.0 1.0 2.0 3.0 4.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0 11.0 12.0 13.0 14.0 15.0 Context Introduction A Person Centred Approach Personal Learning Planning (PLP) Integrated Support Planning How to complete the ISP template ISP template Requests for assessment Administrative pathway and timeline CSP Letter 1a CSP Letter 2 and Form Introduction CSP procedures Criteria for a CSP Establishing the CSP Preparing the CSP Administrative pathway & timeline CSP Letter 1b CSP Letter 2 & Form CSP Letters 3a & 3b How to complete the CSP template CSP template CSP Letters 4 & 5 Time limits Time limit exceptions Actions required when time limits cannot be met

page 5 6 7 8 11 - 12 13 14 - 18 21 22 23 24 -25 29 29 - 30 31 32 33 - 34 35 36 37 - 38 39 - 40 41 - 42 43 - 47 49 - 50 51 51 52 55

Mediation and Resolving Disputes

1.0 2.0 3.0 4.0 5.0 6.0

Criteria for CSPs Purpose of ISPs Use of term significant When to use a CSP and when an ISP Home and host authority Questions arising from practice

59 59 59 60 60 61 65 - 100

Section 7 Arrangements for school leavers who have additional support needs Section 8 Examples of Integrated Support Plans and Co-ordinated Support Plans

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Individual Record Keeping and Planning for Pupils Who Need Additional Support

Individual Record Keeping and Planning for Pupils Who Need Additional Support

SECTION 1
INTRODUCTION TO PERSONAL PLANNING

Individual Record Keeping and Planning for Pupils Who Need Additional Support

Individual Record Keeping and Planning for Pupils Who Need Additional Support

1.0 Context The evolution of our system for individual planning has taken account of a number of developments, including the Education (Additional Support for Learning) (Scotland) Act 20041. Other developments include: Personal learning planning provides a universal system for all pupils. Where a pupil has additional support needs then his or her personal plan will include relevant personal aims and targets as appropriate. Coordinated Support Plans (CSPs) were introduced when the Additional Support for Learning (Scotland) Act 2004 was implemented in November 2005. CSPs represent a means of formalising an agreed involvement of services other than education in support of a pupil who has additional support needs. Person-centred planning is an approach, including a set of techniques, that locates power and responsibility with pupil and parent for making personal plans, with support from services. This approach has been progressively successfully developed in a large number of Fife schools since 2001. It has positively transformed the process of review meetings and has set a new standard for parental and pupil participation. Integrated assessment and intervention are in development between childrens services in Fife. This aims to introduce single shared assessment across agencies. The specification for our system is as follows: Complements personal learning planning Reflects the principles and techniques of person-centred planning Converts readily to a CSP in appropriate cases Represents the school component in integrated interagency assessment Is simple and workload friendly These revisions build on existing polices and practices, and do not mark a significant change in approach. It is a strength of Fife schools to work well with parents, pupils and a range of support agencies in planning and review.

Leaflet 2 in the Inclusion series.

Individual Record Keeping and Planning for Pupils Who Need Additional Support

2.0 Introduction This guidance builds on current best practice in Fife schools and reflects changes within the Additional Support for Learning (Scotland) Act (2004) as well as developments in Integrated Assessment between agencies.
The following two principles will underpin all stages of planning: Parents and pupils are active participants in a person centred approach The least intrusive form of assessment and intervention is used This guidance provides a simple, coherent and manageable framework of planning for individual pupils who need additional support2. It comprises three modules within a single system: Personal Learning Planning - a universal, inclusive foundation, differentiated to suit individual needs Integrated Support Plan - an interagency framework Coordinated Support Plans - for a small number of pupils whose needs arise from complex or multiple factors, who require a more formal interagency plan

There will be variation between schools in the approach they take to planning and record keeping. So, for example, Personal Learning Planning in a special school may include more detail than would be expected in a secondary school. This guidance sets out a minimum specification for planning that each school must meet. This section sets out the features of a person centred approach as fundamental to all planning processes and introduces the first module of the planning system. The sections that follow provide guidance on modules 2 and 3.

Leaflet 3 in the Inclusion series. 6

Individual Record Keeping and Planning for Pupils Who Need Additional Support

3.0 A person centred approach Person centred planning is an approach to organising meetings to support effective communication and social inclusion. It builds on existing best practice in parent and pupil involvement. Core Features Supporting pupils and their families starts with listening carefully to what is important to them Those participants invited to the meeting are negotiated with the pupil and parents; this may involve members of the wider family support network and a restricted number of professionals who will work together in partnership The active participation of relevant staff and, where appropriate, support services is encouraged and coordinated Assessment information from pupils, parents, school staff and support services is integrated Professionals help support the agreed action plan A key person is empowered to co-ordinate school support Everyone at the meeting has a chance to come up with ideas and suggestions Action planning is recorded openly and the plan made accessible to all participants - where appropriate using graphics and pictures as well as words Agreed actions in successful plans are followed up by a committed support team Pupils and parents are central in deciding with whom the plan is shared The Education Service offers ongoing training and buddy support for staff who have responsibility for review meetings in schools.

Individual Record Keeping and Planning for Pupils Who Need Additional Support

4.0 Personal Learning Planning (PLP) All pupils in schools - nursery, primary, secondary and special will be involved in a personal learning planning process to record achievements and identify next steps in learning. This emphasises the importance of involving pupils in setting personal goals in a way that will motivate their engagement in the learning process. Personal Learning Planning similarly aims to involve parents in a central role and encourages good communication between home and school. Personal Learning Planning involves a continuous gathering of information to inform learning and address barriers. Through a cycle of planning, teaching and assessment, teachers will be able to identify any difficulties and needs that a pupil may have and adapt teaching to support progress. Target setting will be integral to PLP for all pupils. IEP targets can be set, as SMART targets, by pupil and teacher within the PLP. These targets will be individual according to the pupils needs. Specific guidance on a Fife approach to personal learning planning is available in circular 141/06/AF/AM dated 14 November 2006.

Individual Record Keeping and Planning for Pupils Who Need Additional Support

SECTION 2
INTEGRATED SUPPORT PLANNING (ISP)

Individual Record Keeping and Planning for Pupils Who Need Additional Support

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Individual Record Keeping and Planning for Pupils Who Need Additional Support

1.0 Integrated Support Planning (ISP) Where a pupil needs additional support, and requires an additional level of planning, beyond the targets that can be set within a PLP, an ISP may be introduced. An ISP will co-ordinate planning with other agencies and across different support provisions within education. The Family Support Plan may be used as an alternative to an ISP for those children in nursery or early primary. This would be developed into an ISP at a later date. All children and young people who are looked after will require an ISP. This plan will become the educational component of any shared information and assessment with our partner agencies. Some looked after children will only require their ISP to be reviewed annually whilst others will require more regular review. The use of the integrated support planning process will form the educational componenet of any interagency planning and assessment eg when there are identified care and welfare or child protection issues. It may contain confidential information that would not be appropriate for the PLP. The ISP should be used as the basis for an application to Primary Behaviour Support, 2nd and 3rd Tier Secondary Behaviour Support, ARMG. This plan has been designed to: complement personal learning planning reflect the principles and tools of person centred planning convert readily to a formal Co-ordinated Support Plan (CSP), in appropriate cases represent the educational component in integrated interagency assessment be user and workload friendly Responsibility for identifying a concern about a particular pupil and for deciding to introduce an Integrated Support Plan (ISP) lies with the class teacher(s)/pupil support teacher and school management in consultation with pupil and parent(s). The decision may be reached without formality after appropriate consultation (e.g., during parents evening). Some pupils may require this level of integrated planning for a short period of time but a small number will require additional support and planning throughout their schooling to make good progress. The frequency of planning meetings will be at least annual and will be agreed by the participants and co-ordinated by a key person in school who has been identified for the pupil. The ISP incorporates: biographical details of the pupil and information about those involved in the planning assessment profile - using information from previous education planning eg PLPs or Person Centred Planning, or from other agencies eg LAC review educational objectives - school and shared

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Individual Record Keeping and Planning for Pupils Who Need Additional Support

outline of factors giving rise to additional support needs outline of support required and the persons providing it parental and pupil views consent to share information with other agencies Parental and pupil feedback will be gathered as part of the individual planning process. On a regular basis feedback on the planning process should also be discussed at the SLG. This process will ensure continued good practice and identify areas for development. The ASN Registry will, twice a year, ask for a collation of this feedback. Planning at all stages is a dynamic process building on previous teaching, learning and assessment. Previous plans and targets should be reviewed and inform future planning. The Integrated Support Plan has a similar format, and shared fields with the Co-ordinated Support Plan (CSP) to speed and simplify movement between these two plans. A template for the Integrated Support Plan and guidelines on how to complete the template are attached to this section.

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Individual Record Keeping and Planning for Pupils Who Need Additional Support

2.0 How to complete the Integrated Support Plan (ISP) template This template reflects the main fields in the statutory format for the Co-ordinated Support Plan (CSP). Schools will find the template helpful if information requires to be transferred from an ISP to a CSP. How to complete the template electronically: The template has been prepared to include a series of fields that should be completed (if they apply). These fields have a dark grey appearance. Users can navigate the fields by pressing the F11 button on their keyboard. To insert information, click on the grey field and begin typing. The grey fields are unlimited in size so will contain as much information as you need to provide. This also means that the page size is not controlled. You may wish to insert or delete page breaks to prevent information being split across pages.

To insert a page break: 1. Click where you want to start a new page. 2. On the Insert menu, click Break. 3. Click Page break. To delete a page break: 1. Select the page break (double click anywhere on it in print layout*) 2. Press DELETE
* you may find it useful to use print layout to check how the document will print. Click on the View menu, click print layout. You can see page breaks and other formatting by clicking on the show/hide button on the standard toolbar. How to complete the template in handwriting: Before printing the template for completion in handwriting you will need to ensure that the boxes are of adequate size to contain all the information you need to record. To do this, click on the particular grey field in the box and press the return or enter key.

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Individual Record Keeping and Planning for Pupils Who Need Additional Support

For reference only - available electronically


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Individual Record Keeping and Planning for Pupils Who Need Additional Support

For reference only - available electronically

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Individual Record Keeping and Planning for Pupils Who Need Additional Support

For reference only - available electronically


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Individual Record Keeping and Planning for Pupils Who Need Additional Support

For reference only - available electronically

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Individual Record Keeping and Planning for Pupils Who Need Additional Support

For reference only - available electronically


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Individual Record Keeping and Planning for Pupils Who Need Additional Support

SECTION 3
THE DUTY TO ASSESS ADDITIONAL SUPPORT NEEDS

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Individual Record Keeping and Planning for Pupils Who Need Additional Support

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Individual Record Keeping and Planning for Pupils Who Need Additional Support

1.0 Requests for assessment of Additional Support Needs Responsibility for identifying a concern about a particular pupil lies with the class teacher(s)/pupil support teacher and school management in consultation with pupil and parent(s). A pupils additional support needs would, in the majority of cases, be identified through the schools regular planning and review process. Schools are however required, on request of parents/carers, to assess whether a pupil has additional support needs, unless the request is unreasonable. The procedures to be used by schools in assessing a pupils additional support needs, in these circumstances, reflect the requirements of the Education (Additional Support for Learning) (Scotland) Act 2004, and the accompanying Code of Practice Supporting Childrens Learning. An administrative pathway and time line that indicate the specific time limits for assessment and the Co-ordinated Support Plan as set out in the Code of Practice are attached. It is essential that schools, and support agencies, work within the time limits. Where there is a request, in writing or following a meeting to assess whether a pupil has additional support needs the school must acknowledge the request through CSP Letter 1a - which should be copied, for information, to the Additional Support Needs Register). The headteacher (or depute headteacher) will normally be the Contact Person for parents. If parents make a request, in writing or at a meeting, for their child to be assessed to establish if they have additional support needs, relevant advice and information should be sought, and taken into account, from: educational psychology service appropriate agencies eg health services, other sources within the authority eg social work any information supplied on behalf of the child or young person eg a privately commissioned report the views of the child and their parents3 or the young person. Schools must consult relevant other agencies through CSP Letter 2 and Form and have a timeframe of 10 weeks for the assessment to be completed. The outcome of these assessments should be shared with the parents, within the 10 week timeframe established in the code of practice, and agreement reached on the appropriate level of planning and support required for the pupils identified additional support needs.

The term parent(s) is used to indicate parent, guardian or any person having legal responsibilities. 21

Individual Record Keeping and Planning for Pupils Who Need Additional Support

2.0 Assessment of Additional Support Needs and the Co-ordinated Support Plan Administrative Pathway and Timeline
Request from parents for assessment to establish whether a pupil has additional support needs* Planning meeting agrees that consideration should be given to whether a CSP should be established* (see Section 4 for specific guidance)

WEEK 1 The Assessment/CSP Contact Person will be the headteacher or depute head with responsibility for additional support needs The headteacher nominates the Assessment/CSP Co-ordinator (usually an existing keyworker) The headteacher/depute confirms, in writing, to parents/young person the intention to establish if the pupil has additional support needs (CSP Letter 1a) and/or if a CSP is required (CSP Letter 1b) (copied to the Additional Support Needs Register) The Assessment/CSP Co-ordinator contacts any outside agencies whom it is agreed may need to provide more information or additional assessment. CSP Letter 2 & Form by WEEK 4 The headteacher/depute convenes a multi-agency process to decide whether to establish a CSP and sends confirmation to parent/young person that a CSP is to be established (letter 3a) or not (letter 3b) Letter 3a will indicate a timeline for the rest of the process. Both 3a and 3b will note the rights of parents and young people WEEKS 1 - 10 If it has been required, other agencies compile assessment evidence and forward to the Assessment/CSP Co-ordinator. Assessment/CSP Co-ordinator: compiles school based evidence, meets with parents, child or young person and co-ordinates planning amongst all concerned. This may already have been compiled within the ISP. WEEKS 11 - 14 CSP Co-ordinator drafts CSP (using the template provided in Appendix 2) and copies to parents, young person, educational psychologist and other agencies involved. CSP Letter 4 WEEKS 14 - 16 CSP contact person signs the document and sends copies to all concerned, with a copy to the education officer and the Additional Support Needs Register. CSP Letter 5

* In the event of difficulties in agreeing whether a CSP is appropriate or with other aspects of the process, the EO should be consulted

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3.0 CSP Letter 1a Name of Parent / Carer / Guardian Address CSP 1a Date

Dear (Name of Parent / Carer / Guardian), Name of Pupil School Date of Birth

Following your recent request on (Date) I can confirm our intention to assess if (Name of Pupil) has additional support needs. The Education (Additional Support for Learning)(Scotland) Act 2004 requires that children and young people with additional support needs should have these needs considered in detail and, if necessary, written into a planning document. In order to establish what level of planning and intervention may be required we will seek the views of relevant agencies. These were (List of agencies). If there are any other services/ agencies you wish to help in the assessment please let me know. I will write to you again within the next 10 weeks to inform you of the outcome of the assessment and to arrange to discuss the way forward. If I can be of any help in the meantime please do not hesitate to contact me at the address/phone number above/at the foot of the page. Yours sincerely

Headteacher / Depute Headteacher.

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4.0 CSP Letter 2 & Form Partner Agency Contact Address CSP 2 Date

Dear (Name of Contact), Name of Pupil School Date of Birth

It has been agreed to establish whether (Name of pupil) has additional support needs and/or requires a CSP. The Education (Additional Support for Learning)(Scotland) Act 2004 places on the Education Service a duty to seek, and take account of, the views of our partner agencies. We would request that you inform us of your views, based on recent assessment, in relation to the additional support needs of this pupil and the provision to which your service would envisage contributing. I attach a form for this purpose. As you will be aware we hope to carry out the process of establishing whether (Name of Pupil) has additional support needs and/or requires a CSP in as short a time as possible. This will build on previous planning and assessments. I would therefore ask you to forward this information as soon as possible but certainly no later than (Date no later than 10 weeks later). This will allow us to comply with the timelines specified in the Act. Please contact me if you have any concerns. Yours sincerely

CSP Co-ordinator

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Assessment of Additional Support Needs Co-ordinated Support Plan Request for Information Name of Pupil School Home address D.o B.

Please outline the additional support needs of this pupil, including assessments undertaken, in relation to your service.

Please outline the provision that would be put in place to support this pupil. If possible please include details of the practitioner who would be involved

Name: Signature: Date:

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Individual Record Keeping and Planning for Pupils Who Need Additional Support

SECTION 4
THE CO-ORDINATED SUPPORT PLAN (CSP)

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1.0 Introduction Context The procedures to be used by schools in establishing a Co-ordinated Support Plan (CSP) reflect the requirements of the Education (Additional Support for Learning) (Scotland) Act 2004, and the accompanying Code of Practice Supporting Childrens Learning. A template for the Co-ordinated Support Plan and an administrative pathway and time line that indicate the specific time limits set out in the Code of Practice are attached. It is essential that schools, and support agencies, work within the time limits. A single modular system A child or young person who needs additional support may have personal targets embedded in their personal learning planning. Other pupils who require more shared and co-ordinated planning will have an Integrated Support Plan (ISP) (in the case of pre-school pupils, a Family Support Plan). The Co-ordinated Support Plan (CSP) represents the most formal type of individual planning, reserved for the small percentage of pupils who require such formality. The process of developing an ISP will have included consultation and assessment involving the school, child/young person4 and their parents as well as any other agencies involved in supporting the pupil. The format of the ISP closely reflects that of the Co-ordinated Support Plan (CSP). 2.0 CSP Procedures Responding to requests for a CSP Schools are required, on request of parents/carers, to establish whether a pupil has additional support needs or requires a CSP unless the request is unreasonable. Where there is a request, in writing or following a meeting to establish whether a pupil requires a CSP, the school must acknowledge the request through CSP Letter 1b - which should be copied, for information, to the Additional Support Needs Register. The headteacher (or depute headteacher) will normally be the CSP Contact Person for parents. Deciding to establish a CSP Where it is considered that the criteria may be met, a multi-agency review meeting should be held involving parents and the child/young person. This meeting may then decide that a Co-ordinated Support Plan (CSP) should be established. Where the pupil already has an ISP or has been assessed at parental request as in Section 3, then the assessment and planning that has already taken place will provide the basis for the CSP. In such circumstances the timelines for the CSP as outlined in the Code of Practice will be foreshortened.

A young person is a person over school age, generally over 16, who is not yet 18 years old and is receiving school education.

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When considering whether to establish a CSP, relevant advice and information should be sought and taken into account from: educational psychology service appropriate agencies eg health services other sources within the authority eg social work any information supplied on behalf of the child or young person eg a privately commissioned report the views of the child and their parents5 or the young person. Schools must consult relevant other agencies through CSP Letter 2 and Form and have a timeframe of 10 weeks for the assessment to be completed Where there are difficulties in the process, in agreeing if a CSP is appropriate or in relation to the content of a CSP, the education officer for the school should be briefed by the school and/or the educational psychologist. Once it has been agreed whether or not a CSP is to be established, CSP Letter 3a or 3b must be sent. This should be done within 4 weeks of the initial request. A copy should be sent to the local education officer and the Additional Support Needs Register. The formal process for mediation and dispute resolution, where efforts at local level have not achieved agreement, is contained in Section 5 Procedures in relation to Fife pupils who are educated outwith Fife All young people educated in a school outwith Fife will require quality planning. A proportion of these pupils may require a Co-ordinated Support Plan and the following will be relevant. When a young person already has a CSP established: The young person will have a Social Work Reviewing Officer who will: take on the CSP Co-ordinator role (See Para. 5.0 of this guidance) co-ordinate the monitoring and reviewing of the plan. The area education officer will act as the CSP Contact Person and will therefore sign the annual review of the CSP. The education psychologist will attend meetings and will be available for advice throughout the process.

The term parent(s) is used to indicate parent, guardian or any person having legal responsibilities. 30

Individual Record Keeping and Planning for Pupils Who Need Additional Support

When a young person requires a CSP to be established: Where a young person is currently being educated outwith Fife and has another planning mechanism, and a decision to establish a CSP is made, the following will be relevant. The area education officer, in liaison with the educational psychologist, will co-ordinate the process of gathering the assessment and the writing of the plan. Once the CSP is finalised the Social Work Reviewing Officer will take on the role of the co-ordinator (as above). The area education officer will act as the CSP Contact Person and will therefore sign the finalised CSP. The educational psychologist will be available to advise the parents and others during this process. 3.0 Criteria for a CSP In order to establish a CSP the following criteria need to be met: (a) the local authority is responsible for the school education of the child or young person (b) the child or young person has additional support needs arising from: one or more complex factors multiple factors (c) those needs are likely to continue for more than one year (d) those needs require significant additional support to be provided by the local authority in the exercise of any of their functions as well as in the exercise of their functions relating to education, or by one or more appropriate agencies (within the meaning of section 23(2)) as well as by the local authority themselves Complex factor is likely to have significant adverse effect on the school education of the child or young person. Multiple factors - taken together - are likely to have significant adverse effect on the school education of the child or young person. The Act does not define significant adverse effect. Significant additional support stands out from the continuum of possible additional support that is available within the pupils school. An example might be a child who has motor co-ordination difficulties and a speech and language impairment which requires regular input in school from the physiotherapist twice a week and support from the speech and language therapist twice a week. Professional judgement will be required.

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4.0 Establishing the CSP Contents of a CSP Co-ordinated Support Plans must contain (as do ISPs): the schools conclusions as to the factor or factors from which the additional support needs of the child or young person arises the educational objectives sought to be achieved taking account of those factors the additional support required to achieve these objectives; and details of those who will provide this support a profile - a holistic pen picture of children or young people focusing on positive aspects of children or young people, skills and capabilities, curriculum followed, school attended, other planning in place, favourite activities, learning style parents and children or young peoples comments on the process and the plan a review timetable. Plans must also contain: biographical and contact details of children and young people specific contact details for their parents or those adults who have, or share, responsibility for the care of the child or young person the name of the school to be attended the details of the person who will co-ordinate the CSP, and the details of a contact person within the local authority from whom parents or young people can obtain advice and further information* * The CSP contact person will normally be the headteacher or depute headteacher. The DHT or HT is signing on behalf of all those involved. Their signature is required in the final section on the last page. Their contact details will appear in both the sections titled Education Authority Contact Points and Parental Advice and Information.

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Targets for co-ordinated interagency support Plans should be clear and succinct. The CSP should refer only to the targets shared by the involved agencies. Short-term curricular targets should continue to be contained in personal learning planning. The CSP does not contain the separate multi-agency assessment reports and information used to reach conclusions and to plan. This information should be kept elsewhere as it could contain sensitive or confidential aspects. The sharing of it should be sensitive to the family. 5.0 Preparing the CSP The school should, on behalf of the education authority, prepare a draft CSP in the context of a multi-agency planning and review process involving parents and pupil. The draft should be issued to relevant participants for comment. A word template that includes all relevant fields for the CSP is attached. Where a pupil already has an Integrated Support Plan the information in the ISP may be copied and pasted to the corresponding fields in the CSP. CSP letter 4, with a copy of the draft plan, must be sent to the parents and/or young person and the relevant sections to the agencies involved in enough time to allow for revision. The school, through the CSP Co-ordinator, should take account of suggested amendments to the draft and prepare a final version of the CSP. A final copy of the CSP must be sent to the parents and/or young person with CSP Letter 5. This process must be completed within 16 weeks of an initial request or decision to begin the procedure. CSP Letter 5 and the CSP should be copied to the Additional Support Needs Register and the local education officer. Role of the CSP Co-ordinator The CSP Co-ordinators responsibilities mirror those of the ISP keyworker. It is likely that, in most cases, the keyworker will become the Co-ordinator. The Co-ordinator is responsible for monitoring that the services required to deliver the additional support are in place, that all involved, including parents and young people, know what is required of them. The Co-ordinator should: maintain contact with the child or young person and their family be familiar with the child or young persons school have working knowledge of relevant services, policies and practices have experience of working with children/young people with additional support needs have experience of compiling and implementing educational support plans be able to work with other agencies
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Reviewing the CSP The school must link with the pupil, parents and relevant agencies to: keep under consideration the adequacy of the CSP formally review the CSP at least every 12 months - making amendments as necessary. Following a review the updated CSP should be forwarded to the Additional Support Needs Register and copied to the local Education Officer.

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6.0 Assessment of Additional Support Needs and the Co-ordinated Support Plan Administrative Pathway and Timeline
Request from parents for assessment to establish whether a pupil has additional support needs* (see Section 2 for specific guidance) Planning meeting agrees that consideration should be given to whether a CSP should be established*

WEEK 1 The Assessment/CSP Contact Person will be the headteacher or depute head with responsibility for additional support needs The headteacher nominates the Assessment/CSP Co-ordinator (usually an existing keyworker) The headteacher/depute confirms, in writing, to parents/young person the intention to establish if the pupil has additional support needs (CSP Letter 1a) and/or if a CSP is required (CSP Letter 1b) (copied to the Additional Support Needs Register) The Assessment/CSP Co-ordinator contacts any outside agencies whom it is agreed may need to provide more information or additional assessment. CSP Letter 2 & Form by WEEK 4 The headteacher/depute convenes a multi-agency process to decide whether to establish a CSP and sends confirmation to parent/young person that a CSP is to be established (letter 3a) or not (letter 3b) Letter 3a will indicate a timeline for the rest of the process. Both 3a and 3b will note the rights of parents and young people WEEKS 1 - 10 If it has been required, other agencies compile assessment evidence and forward to the Assessment/CSP Co-ordinator. Assessment/CSP Co-ordinator: compiles school based evidence, meets with parents, child or young person and co-ordinates planning amongst all concerned. This may already have been compiled within the ISP. WEEKS 11 - 14 CSP Co-ordinator drafts CSP (using the template provided in Appendix 2) and copies to parents, young person, educational psychologist and other agencies involved. CSP Letter 4 WEEKS 14 - 16 CSP contact person signs, on behalf of all involved, the document and sends copies to all concerned, with a copy to the education officer and the Additional Support Needs Register. (Please note there is no requirement for a parental signature on a CSP), CSP Letter 5

* In the event of difficulties in agreeing whether a CSP is appropriate or with other aspects of the process, the EO should be consulted

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7.0 CSP Letter 1b Name of Parent / Carer / Guardian Address CSP 1b Date

Dear [Name of Parent / Carer / Guardian], Name of Pupil School Date of Birth

Following our recent consultation/meeting on [Date] I can confirm our intention to establish whether a Co-ordinated Support Plan (CSP) is required for [Name of Pupil]. The Education (Additional Support for Learning)(Scotland) Act 2004 requires that children and young people with additional support needs should have these needs considered in detail and, if necessary, written into a planning document. In order to establish whether the CSP is required we will seek the views of relevant agencies. These were [List of agencies]. If there are any other services/ agencies you wish to help in the assessment and preparation for this plan please let me know. I will write to you again within the next 4 weeks to inform you whether or not we propose to establish a CSP. If I can be of any help in the meantime please do not hesitate to contact me at the address/phone number above/at the foot of the page. Yours sincerely

Headteacher / Depute Headteacher.

This letter should be copied to the Additional Support Needs Register.

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8.0 CSP Letter 2 & Form Partner Agency Contact Address CSP 2 Date

Dear [Name of Contact], Name of Pupil School Date of Birth

It has been agreed to establish whether [Name of pupil] has additional support needs and/or requires a CSP. The Education (Additional Support for Learning)(Scotland) Act 2004 places on the Education Service a duty to seek, and take account of, the views of our partner agencies. We would request that you inform us of your views, based on recent assessment, in relation to the additional support needs of this pupil and the provision to which your service would envisage contributing. I attach a form for this purpose. As you will be aware we hope to carry out the process of establishing whether [Name of Pupil] has additional support needs and/or requires a CSP in as short a time as possible. This will build on previous planning and assessments. I would therefore ask you to forward this information as soon as possible but certainly no later than [Date no later than 10 weeks later]. This will allow us to comply with the timelines specified in the Act. Please contact me if you have any concerns. Yours sincerely

CSP Co-ordinator

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Assessment of Additional Support Needs Co-ordinated Support Plan Request for Information Name of Pupil School Home address D.o B.

Please outline the additional support needs of this pupil, including assessments undertaken, in relation to your service.

Please outline the provision that would be put in place to support this pupil. If possible please include details of the practitioner who would be involved

Name: Signature: Date:

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9.0 CSP Letter 3a Name of Parent / Carer / Guardian Address CSP 3a Date

Dear [Name of Parent / Carer / Guardian], Name of Pupil School Date of Birth

I am writing to advise you that we propose to establish a Co-ordinated Support Plan for [Name of Pupil]. This letter is to inform you about how we will compile the plan and of the timescales involved. The letter also informs you of your rights in relation to the Education (Additional Support for Learning)(Scotland) Act 2004. We have contacted relevant agencies for their views and assessments. We will draft a plan based on your views, the contributions from relevant agencies and the information from previous discussions and assessments during the next few weeks. We will send you this draft plan as soon as possible and arrange to discuss this with you. We will contact you with a date for this meeting in the near future. We will do all that we can to agree, with you, the way forward for {Name of Pupil]. If you have any concerns with the process or the progress of drawing up the CSP please contact the school. We will seek to resolve any disagreements. Where this has not been possible then an education officer or educational psychologist may be able to help. The Education (Additional Support for Learning) (Scotland) Act 2004 gives you the right to mediation services where disagreement cannot be resolved between parents and education service staff. If you remain unhappy in relation to matters relating to the preparation of the CSP you may refer to the Additional Support Needs Tribunal. Please let me know if you would like more information about either mediation services or the Additional Support Needs Tribunal. Yours sincerely,

Headteacher / Depute Headteacher

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CSP Letter 3b Name of Parent / Carer / Guardian Address CSP 3b

Date

Dear [Name of Parent / Carer / Guardian], Name of Pupil School Date of Birth

I am writing to advise you that we do not propose to establish a Co-ordinated Support Plan for [Name of Pupil]. The letter informs you of your rights in relation to the Education (Additional Support for Learning)(Scotland) Act 2004. We have consulted relevant agencies for their views and assessments. We have considered your views as well as information from our previous discussions and from our assessments. If you would like to discuss this decision please feel free to contact me. We will do all that we can to agree, with you, the way forward for {Name of Pupil]. We will seek to resolve any disagreements. Where this has not been possible then an education officer or educational psychologist may be able to help. The Education (Additional Support for Learning) (Scotland) Act 2004 gives you the right to mediation services where disagreement cannot be resolved between parents and education service staff. If you remain unhappy in relation to matters relating to the CSP you may refer to the Additional Support Needs Tribunal. Please let me know if you would like more information about either mediation services or the Additional Support Needs Tribunal. Yours sincerely,

Headteacher / Depute Headteacher

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10.0 How to complete the co-ordinated support plan template The template has been prepared in accordance with the statutory format as prescribed by The Additional Support for Learning (Co-ordinated Support Plan) (Scotland) (Amendment) Regulations 2005. Therefore, the format of the template should not be amended. 1. How to complete the template electronically: The template has been prepared to include a series of fields which should be completed (if they apply). These fields have a dark grey appearance. Users can navigate the fields by pressing the F11 button on their keyboard.

To insert information click on the grey field and begin typing (if there is an existing Fife ISP for the child or young person, information may be copied and pasted into the corresponding field in the CSP template). Guidance on the type of information which should be provided at each field is available in the Procedures for Establishing a Co-ordinated Support Plan which accompanies this document. The grey fields are unlimited in size so will contain as much information as you need to provide. This also means that the page size is not controlled. You may wish to insert or delete page breaks to prevent information being split across pages. To insert a page break: 4. Click where you want to start a new page. 5. On the Insert menu, click Break. 6. Click Page break. To delete a page break: 3. Select the page break (double click anywhere on it in print layout*) 4. Press DELETE. *you may find it useful to use print layout to check how the document will print. Click on the View menu, click print layout. You can see page breaks and other formatting by clicking on the show/hide button on the standard toolbar.
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2. How to complete the template in handwriting: Before printing the template for completion in handwriting you will need to ensure that the boxes are of adequate size to contain all the information you need to record. To do this, click on the particular grey field in the box and press the return or enter key.

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For reference only - available electronically

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For reference only - available electronically


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For reference only - available electronically

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For reference only - available electronically


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For reference only - available electronically

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12.0 CSP Letter 4 Name of Parent / Carer / Guardian Address CSP 4

Date

Dear [Name of Parent / Carer / Guardian], Name of Pupil Date of Birth

Please find enclosed a draft copy of the Co-ordinated Support Plan for [Name of Pupil]. This plan has been prepared by the school on behalf of the education authority. I have also copied this to [List of those involved in compilation]. I would like to invite you to a meeting to discuss and finalise this plan on [Date] at [Time] here at school. If you wish to contact me before that please do not hesitate to do so. Yours sincerely

CSP Co-ordinator

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CSP Letter 5 Name of Parent / Carer / Guardian Address CSP 5 Date

Dear [Name of Parent / Carer / Guardian], Name of Pupil School Date of Birth

Please find enclosed the finalised copy of the Co-ordinated Support Plan (CSP) for [Name of Pupil]. I have sent copies to [List of contributors to the plan]. We will review this plan at least annually but if you wish an earlier review please contact us. If at any time you have any concerns please feel free to contact us at the school. If at any point you are unhappy with issues relating to the CSP please contact the school and we will do all that we can to agree, with you, the way forward. We will seek to resolve any disagreements. Where this has not been possible then an education officer or educational psychologist may be able to help. The Education (Additional Support for Learning) (Scotland) Act 2004 gives you the right to mediation services where disagreement cannot be resolved between parents and education service staff. If you remain unhappy in relation to any matters relating to the CSP you may refer to the Additional Support Needs Tribunal. Please let me know if you would like more information about either mediation services or the Additional Support Needs Tribunal. Yours sincerely,

CSP Co-ordinator This letter should be copied to the Additional Support Needs Register.

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Co-ordinated Support Plans Timings and Counted Days 13.0 Time limits As you will be aware from Supporting childrens learning - code of practice there are specific timescales relating to the assessment of additional support needs and to the establishment of co-ordinated support plans (CSP). These are: Where a request is made to assess whether a child/young person has additional support needs this should be completed in 10 weeks Where a request is made to establish a CSP a decision as to whether a CSP will be established should be communicated in writing within 4 weeks. There is a sixteen week timescale to complete the CSP. This is measured from the time of the first request to establish whether a CSP is required. In exceptional circumstances the school can write to the family to ask for an extension of up to a total of 24 weeks (from the first request).The reasons for this request would need to be clearly stated. In relation to the annual review (see 15.0 overleaf). 14.0 Time limit exceptions There are a number of time limit exceptions in relation to CSPs and their preparation. (These were outlined in subsequent legislation - Scottish Statutory Instrument 2005 No 518 The Additional Support for Learning (Co-ordinated Support Plan) (Scotland) Amendment Regulations 2005). The education authority need not comply with the time limit if it is impractical to do so because: the request to establish a CSP was made only one week prior to a holiday of longer than 4 weeks; the childs parent or the young person indicate that they wish to provide advice or information to the education authority/school after the expiry of the time limit and the education authority/school has agreed to consider this advice before establishing whether it would be required or is still required; the childs parent or the young person has made an assessment request and the process of assessment or examination cannot take place or the results are not available before the expiry of the time limit; the education authority/school has sought advice or information from an appropriate agency or person and they have not provided the advice or information before the expiry of the time limit; the education authority/school has requested help from an appropriate agency and this agency has not responded before the expiry of the period of the time limit;

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exceptional personal circumstances affect the child or the childs parent or the young person during the period of the time limit; the child or the childs parent or the young person is absent from the area of the education authority for a continuous period of not less than four weeks during the period of the time limit; the child or the young person fails to keep an appointment for an assessment or examination during the period of the time limit; or in exceptional circumstances; after receiving advice or information or views from an appropriate agency or child or the childs parent or the young person or a response from an appropriate agency it is necessary for the education authority to seek further advice or information or views and these cannot be obtained before the expiry of the time limit. 15.0 Actions required when time limits cannot be met Where the educational authority/school becomes aware that a time limit cannot be complied with they must: establish a date by which a copy of the plan or decision that a plan is not required must be given to the appropriate people; inform those involved, in writing, of the reason why the time limit cannot be complied with and the new date for completion or decision. The new date established in these circumstances must not exceed the time limit by longer than is reasonably necessary and by not more than: 24 weeks starting on the date when information of the initial proposal was sent; 20 weeks starting from the expiry date of the previous co-ordinated support plan 20 weeks from the time a request is made to review the CSP when this request is made earlier than the annual review date. This may be due, for example, to a change in circumstances. It has been clarified that the weeks of the Christmas, Easter and October holidays are included in the timescales. However when there is a holiday of longer than four weeks (summer) the appropriate timescale would become 24 weeks, rather than the normal 16, from the time of the initial request to completion.

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SECTION 5
MEDIATION AND RESOLVING DISPUTES

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MEDIATION AND RESOLVING DISPUTES The Education (Additional Support for Learning) (Scotland) Act 2004 outlines the rights and responsibilities of young people and their parents, the importance of partnership working and the requirement for schools to ensure that pupils and parents are at the centre of the planning process. This is mirrored in the emphasis on person centred approaches in this standard circular for Individual Record-Keeping and Planning in schools. The Education (Additional Support for Learning) (Scotland) Act 2004 states that: It is expected that most disagreements will be resolved at school and education authority level with only a small number going to formal review procedures. This reflects existing good practice in Fife, where it is a strength of schools to work in partnership with parents and to resolve any miscommunication or difficulties in the least intrusive way. It is recognised, that there are times when parents disagree with the decisions made in school and can be dissatisfied. The effective management of these situations is essential. Dealing with an issue/difficulty at class level may be supported by the principal teacher Many situations may be managed effectively by the headteacher or another member of the management team. In some cases the educational psychologist may take a role in supporting the school and the parents reach a consensus In a few cases where the school has not been able to resolve the difficulties it will be appropriate to involve the area education officer. The involvement of the education officer and/or the educational psychologist will normally ensure an agreement is reached In a very few cases it may become necessary to involve an education officer from another area. Education senior management should be informed of progress in any case that is referred to an education officer. In addition, the Education (Additional Support for Learning) (Scotland) Act 2004 introduces three formal routes that parents of children with additional support needs may use to resolve a disagreement with the Education Authority. These are mediation, independent adjudication and the use of Additional Support Needs tribunals6. The details of these processes are contained in Supporting Childrens Learning - Code of Practice. If a parent/carer of a child or young person with additional support requests one of these processes, the Education Authority has a duty under the act to provide these.The first point of contact in each of these situations would be the Education Support Officer who can be contacted at Rothesay House on: 08451 555 555 Ext 444224. When the education service become involved in an ASN tribunal the area Education Officer will lead the case and liaise with those involved to complete the necessary paperwork and to present the case. The Education Support Officer will support the Education Officer in this process.
6

Leaflet 5 in the inclusion series.

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SECTION 6
CO-ORDINATED SUPPORT PLANS (CSP), INTEGRATED SUPPORT PLANS (ISP) AND RELATED MATTERS

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CO-ORDINATED SUPPORT PLANS (CSP), INTEGRATED SUPPORT PLANS (ISP) AND RELATED MATTERS 1.0 Criteria for CSPs A CSP must be established when the following four criteria are met: 1. an education authority are responsible for the school education of the child or young person, 2. the child or young person has additional support needs arising from: (i) one or more complex factors, or (ii) multiple factors, 3. those needs are likely to continue for more than a year, and 4. those needs require significant additional support to be provided by one or more appropriate agencies in addition to the education service. The CSP will contain the assessment and planning relating to the work that will be carried out by the different agencies, including the education service, to address the specific educational objectives. This work will require co-ordination although different parties may undertake work in relation to any shared objective. 2.0 Purpose of ISPs An ISP is similar in format and process to the CSP without the requirement to meet specific timescales or use standard letters. The ISP will contain the assessment and planning done by partners within the education service to meet the SMART objectives contained within. These partners may include different staff within the school (LSS, BSS, DHT) or between settings (mainstream and off-campus, mainstream and special schools or school staff and staff from other support services eg ASIST, ICT assessment team, English as an additional language). Where a child/young person has not met the criteria for a CSP, for example where it is perceived the needs are not likely to continue for more than a year, the work of our partner agencies would be contained in the ISP. The clear intention of this planning mechanism is to ensure that all parties are aware of the work being done to support the child/young person and therefore plan together to ensure support tasks integrate with each other. 3.0 Use of the term significant There are clearly times when the decision to establish a CSP will be straightforward given the level of intervention by other agencies and the long term nature of the child/young persons needs.

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There will be other times when the decision about whether a CSP should be established may require more reflection. This reflection will revolve around how significant the additional support needs are and therefore how significant the additional support required to meet these needs is. Neither the act nor the code define significant however Chapter 4 of Supporting Childrens Learning - Code of Practice is helpful. When discussing the establishment of a CSP the code [Chapter 4 Para.16] states: The use of the term significant signals that the scale of support, whether it is in terms of approaches to learning and teaching (eg adaptation or elaboration of the curriculum) or personnel or resources, or a combination of these, stands out from the continuum of possible additional support. Judgements about significance have to be made taking account of the frequency, nature and intensity of the support, and the extent to which that support is necessary for the achievement of the educational objectives which will be included in the plan. Recent judgements in the courts have confirmed this interpretation. The important point here is the relationship between the significance of the involvement of other agencies in relation to the actual educational objectives that will be contained within the plan. As the code states [Chap 4 Para.17]: ..it is not possible to generalise as to what should count as significant and consideration has to be given to circumstances in individual cases. At all times, in the process of deciding whether or not to establish a CSP, the views of the child/young person and their parents should be sought and account should be taken of them. 4.0 When to use a CSP and when an ISP We establish CSPs for those pupils who meet the criteria set out within the ASL Act and the Code of Practice. These criteria relate to the significance of need for additional support, to the duration of needs and the direct sustained involvement of another agency. For other pupils who require additional support but do not meet the criteria for a CSP, we will plan their needs for integrated service delivery through an ISP. 5.0 Home and host authority The Code of Practice (Chap 4 para 6) states that: a child or young person may attend a school under the management of an education authority other than the education authority for the area to which the child or young person belongs. The former education authority are referred to here as the host education authority, the latter as the home education authority. Therefore for pupils in Fife schools from other education authorities Fife is the host authority. If the education authority for the childs home area places the child in Fife then the home authority are responsible for the decision making and co-ordination in relation to a CSP. If a child is attending a school outwith their home education authority as the result of a placing request then the host education authority (Fife) is fully responsible for the decision making and co-ordination in relation to a CSP.
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6.0 Questions arising from practice Q. What date do we use on the back of the CSP / ISP? A. The date the plan is finalised. This will normally be at a meeting with the family. Q. Who should sign the CSP? A. The CSP contact person should sign the CSP. This will normally be a headteacher or depute head with responsibility for additional support. The keyworker/co-ordinator will work closely with the family and other professionals to draft the plan. At the point of it being finalised the HT/DHT should sign the CSP. He/she is then responsible for ensuring that this plan is monitored, evaluated and reviewed over time. Q. Why is there nowhere for parents to sign the CSP? A. The document was designed nationally and does not include space for parental signature. There is an explicit assumption that the plan has been drafted with parents and an implicit assumption that at point of finalisation and signature parents have approved the content.

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SECTION 7
ARRANGEMENTS FOR SCHOOL LEAVERS WHO HAVE ADDITIONAL SUPPORT NEEDS

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Contents
1 Introduction 2 Good practice in preparation for school leaving 1.1 Scope of this guidance 1.2 Interagency co-operation 1.3 Education authority and school duties 2.1 2.2 2.3 2.4 2.5 School - level co-ordination Cycle of planning Early information Open meetings Leaflets for parents and pupils

3 Transition/moving on planning assesment 3.1 Purpose of the transition/moving on planning assessment 3.2 Organising the transition/moving on planning assessment 3.3 Joint Education/Social Work transition form 3.4 Liaison with Adult Services (Social Work) 3.5 Convening the meeting 3.6 Pupil participation 3.7 Reports for the meeting 3.8 A basis for a meeting agenda 3.9 Recommendations from the meeting 3.10 Where parents could not attend 3.11 Where consensus is not confirmed 4 Review meetings Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G 4.1 Time of review meetings 4.2 The purpose of the meeting Legislation and associated circulars of guidance List of key agencies Information for parents/pupils: (1) Post school transition leaflet for parents (attached as PDF) (2) Moving on leaflet for pupils Standard basis for letters to notify parents of transition planning/future needs assessment Calendar checklist (1) Transition arrangements for school leavers (Social Work) (2) Post school transition form (3) Personal Care form (4) Guidance notes on forms Framework for transition/moving on planning

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1. Introduction 1.1 Scope of this guidance This guidance outlines transition/moving on planning arrangements for pupils aged 14 years and over who have additional support needs. Pupils likely to benefit from such planning include those for whom significant support or special arrangements have been provided in school. It is expected that schools should convene transition/moving on planning meetings for those pupils who have additional support needs and require extra consideration or support post-school. This guidance describes arrangements for transition/moving on planning (Section 3) and subsequent review meetings (Section 4), designed to plan and co-ordinate provision between several agencies with the active participation of the young person and his/her parents. The relevant legislation and associated circulars of guidance are summarised in Appendix A. 1.2 Inter-agency co-operation Fife Councils social strategy intends to maximise joint planning between relevant agencies in meeting the needs of all young people. This circular refers to provision and services which are the responsibility of a range of agencies and has been drawn up by a working group which is representative of such agencies. Pupils who have a Co-ordinated Support Plan, and many of those who have an Integrated Support Plan, will already have an inter-agency team involved with them. This team will, as part of their review and planning cycle, consider issues relating to the pupils post school transition. A list of key agencies is given in Appendix B. 1.3 Education authority and school duties Under the Education (Additional Support for Learning) (Scotland) Act 2004 - the ASL Act - the education authority has a number of duties in relation to transition planning. These include: at least 12 months prior to the expected school leaving date, request, and take account of, information and advice from appropriate agencies likely to make provision for the child or young person when he/she leaves school no later than 6 months before the child or young person is expected to leave school provide information to whichever appropriate agency or agencies, as the authority think appropriate, may be responsible for supporting the young person once he/she leaves school, if the childs parent or young person themselves agrees. These duties apply to all the children or young people who have additional support needs. These are education authority duties. Individual schools are agents of the authority and are therefore responsible for ensuring that the guidance and procedures are followed.

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2. Good practice in preparation for school leaving 2.1 School-level co-ordination A named member of the school staff should be given responsibility for co-ordinating and timetabling transition/moving on planning meetings and ensuring good practice in preparation. In mainstream secondary schools, this should be co-ordinated through the school liaison group (or equivalent). 2.2 Cycle of planning It is important that planning for transitions is an essential part of the cycle of planning and review in which a pupil is involved. Personal Learning Plans, Integrated Support Plans, Co-ordinated Support Plans and Person Centred Planning will all contribute to the transition from school to post-school. Good practice will be to incorporate transition planning into the review cycle for the pupil. 2.3 Early information It is good practice for schools at the earliest possible stage, to make parents and pupils aware of services and entitlements for which they may be eligible at the post-school stage. This includes the Social Work Service, Careers Scotland, voluntary agencies, benefits and allowances. This will most effectively be achieved if a keyworker from within the school provides such information within informal consultations with pupil/parents. The parent information leaflet Appendix C (i) will be helpful at this stage. 2.4 Open meetings One way of providing early information is through annual open meetings for parents which offer an opportunity for the school to outline the transition planning process, and to introduce key contributors such as Careers Scotland, the Social Work Service and college staff in an informal way. Where there are a number of pupils who have additional support needs, schools should make such open meetings available each year to such pupils and their parents. 2.5 Leaflets for parents and pupils The leaflet for parents/staff7 was issued to schools on 10 October 2006 as part of a series on inclusion and is attached as a pdf file. A model base for a pupil information leaflet is offered in Appendix C (ii) and is available in electronic form, to be adapted and customised for local use. C (i) Post school transition leaflet for parents C (ii) Moving On leaflets for pupils These leaflets should be made available routinely to parents and to pupils who have additional support needs.
7

Leaflet 7 in the Inclusion series.

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3. Transition/moving on planning assessment 3.1 Purpose of the transition/moving on planning assessment meeting The outcomes from a transition/moving on planning meeting become part of the planning cycle at school level. The school is responsible for making copies of the minuted outcomes available to pupil, parents and relevant agencies in all cases. The purpose of the meeting is to inform appropriate agencies and to seek and take account of their views of the pupils needs and to co-ordinate and clarify future planning options, many of which will be outwith the responsibility of the school. The programme for the latter period of the pupils school attendance should be designed to best prepare the pupil for such future options and this may include some involvement in such options. The meeting should take place in the context of previous on-going networks of consultation, review and planning between the young person, parents and relevant agencies. Individual agencies with no prior knowledge will require an introductory summary of the pupils circumstances. Agencies should be invited to attend only where they have a significant role in advising on future options. The meeting should be as small in size and as informal as possible and should be pupil and parent centred. Encouragement should be given to parents to contribute to the discussion. It is important that the focus of the meeting should be primarily forward-looking and that it reviews the pupils school performance in order to inform future planning. 3.2 Organising the transition/moving on planning assessment meeting It is recommended that an initial transition meeting takes place around 18 months before the pupils statutory leaving date. It is the schools responsibility to initiate this procedure and to notify Social Work Services, Health Services and any other agencies, as appropriate, of pupils who are between 141/2 and 15 and who may require their services. Where it is likely that a pupil will stay on at school beyond their statutory leaving date it is anticipated that continuing regular reviews will be held and fuller consideration of transition issues should be deferred to a review no later than 12 months prior to the actual leaving date. The school should notify parents, the Social Work Service, Health services and any other appropriate agencies of a schedule of dates for meetings with maximum notice. The ASL Act requires the education authority to seek and take account of advice from the appropriate agencies no later than 12 months prior to the pupils expected leaving date. The Act also requires the authority to pass on information to other agencies 6 months prior to transition. When the school is uncertain about whether a particular support agency should be present at the meeting it is good practice to consult with the agency at this stage, perhaps in relation to all pupils on the schedule. A standard letter to give prior notice of the meeting to parents is offered in Appendix D.

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3.3 Joint Education/Social Work transition form Schools have duties, in relation to the Education (Additional Support for Learning) (Scotland) Act 2004, to seek and take account of the views, advice and information from Health, Social Work and other appropriate agencies. They also have a duty, under the same act, to provide agencies with information to support the consideration of post school provision for the young person. A transition form has been designed to facilitate the sharing of relevant and purposeful information between the Education and Social Work Services. Schools should complete the Post-School Transition form (Appendix F(ii)) and, if appropriate, the Personal Care form (Appendix F(iii)). These forms should be completed in consultation with the young person. Both forms and accompanying guidance notes are available electronically. 3.4 Liaison with Adult Services (Social Work) In the case of pupils who will present significant resource planning implications for the Adult Services, it will be the responsibility of the social worker (Children and Families Team or Children with Disabilities Team) to flag this up to the Adult Services Team. 3.5 Convening the meeting The school will be responsible for convening and minuting the transition/moving on planning meeting. Where a pupil has an ISP or a CSP it will be advantageous to combine the review with a transition/moving on planning meeting. Those invited to attend will include parents pupil school staff, * careers adviser and the minimum necessary representation from the: Children and Families Team relevant further education provision educational psychologist community paediatrician (school doctor) therapists other relevant parties such as the Housing Service and Community Services

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3.6 Pupil participation Best practice is achieved when the meeting is designed to be person centred. In order to be person centred it is necessary to ensure that, as far as possible, the pupil contributes actively and meaningfully to the meeting and feels that the resulting plan reflects what is important to them. This is best achieved when the pupil has been prepared for the meeting by being involved in ongoing consultations. The use of communication aids eg talking mats, photographs will support fuller participation for some pupils. It may be considered in exceptional circumstances that it is not appropriate for a pupil with very complex needs to attend the meeting. However, the pupils views, eg what they like/dislike etc should be considered and the pupils parents/carers should remain at the centre of decision making. 3.7 Reports for the meeting The school should provide a written report for the transition/moving on planning meeting. This report will be based on previous meetings and planning, up to date school experience and assessment and views from PCP meetings where these have taken place. Parents should be invited to contribute a written report if they so wish. Schools may consult with the community paediatrician (school doctor), relevant therapists, educational psychologist and careers adviser, as appropriate, about individual pupils. In relevant cases (eg where written advice based on their particular responsibility is required) the appropriate agency should provide a written report. It is good practice for any written reports to be circulated in advance to participants. 3.8 A basis for a meeting agenda The convenor of the meeting should consider the following issues in forming a basis for discussion: review of pupils progress (reports from parents and others involved) the proposed school programme for the latter period of the pupils compulsory school education any appropriate contributions from other agencies during the pupils remaining period at school where relevant, the opinion of the Social Work Service possibilities for after the statutory school leaving date, including continued attendance at school further education and the possibility of bridge or link courses while still at school open employment, vocational training or supported employment Social Work Service provision

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3.9 Recommendations from the meeting The school should forward to the pupil and parents the relevant documents outlining the recommendations of the transition/moving on planning meeting (Appendix G). This document should detail recommendations for future actions (before and after the pupil leaves school) and should identify who is responsible for taking these forward. The educational psychologist will, on request, offer advice and support to school staff in preparing this document. This document will normally serve as an action minute of the meeting; where there is further information/discussion that would be helpful to note, this should be recorded in a separate minute of the meeting. For all pupils, it is the responsibility of the schools senior management to ensure that action points from the meeting are implemented. The school is responsible for sending the recommendations from the transition/moving on planning meeting directly to the pupil, parents, educational psychologist, and other agencies. (This is a statutory requirement for a pupil who has a CSP). The Recommendations from the Transition/Moving On Planning Meeting document (Appendix G) sets out a minimum specification for this document. The recommendations will form part of the pupils individual educational planning and should be made available to college or training providers. 3.10 Where parents could not attend If parents are unable to attend the meeting, the school should offer another meeting. If this is not possible, or if the parents do not wish to attend, then the meeting should go ahead and the school should inform parents of its outcome. All agencies should then be individually available to parents for consultation on request by school or parents. 3.11 Where consensus is not confirmed Where there is not agreement on recommendations in the meeting, the minute should reflect the respective views of participants; a copy of this minute should be forwarded by the school to the Head of Education.

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4. Review meetings 4.1 Timing of review meetings After the transition/moving on planning meeting regular review meetings should be held as part of a cycle of review and planning. A final meeting should be held no later than 2/3 months before the pupil is due to leave school. 4.2 The purpose of the meeting The purpose of the meeting will be to consider the following possible points: outcome of/progress towards recommendations and actions from the transition planning the likely requirement for providers (e.g. further education and/or Social Work Service and/or Health Services) to make plans for appropriate future provision. requirements for provision and support for the pupil the provision of information for a Personal Learning and Support Plan if entering further education. This would build on from the current school planning eg PLP, ISP, PCP, CSP possibilities for after the statutory school leaving date the provision of information which may be relevant to assessments for allowances (eg Disabled Students Allowance) or special examination arrangements post-school. advice to the pupil and his/her family on benefits, grants etc if the pupil has a CSP, its discontinuance.

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Appendix A Legislation and associated circulars of guidance The legislative context is defined in two Acts: 1. The Further and Higher Education (Scotland) Act 1992 places a duty on Boards of Management of Further Education Colleges to respond to a request from the Education Authority to provide information and advice on the provision available and relevant in relation to any child with additional support needs that would be required after he/she reaches school leaving age. Colleges of Further Education negotiate and agree a Personal Learning and Support Plan for all students who have learning difficulties, (as defined in the Further and Higher Education (Scotland) Act 1992). SOEID Circulars FE1/94 and 13/95 give advice to colleges of Further Education for Students with Learning Difficulties and highlight areas which are the responsibility of Local Authorities and Health Boards. Where complexities arise relating to resourcing, the headteacher or psychologist can seek clarification from the Education Service (Education Support Officer).

2. The Education (Additional Support for Learning ) (Scotland) Act 2004. This Act defines additional support needs and places a duty on the Education Authority to establish procedures for identifying and meeting the needs of children and young people with these needs. Other agencies eg NHS, Social Work have a duty to help education meet these needs. The Act also introduced the Co-ordinated Support Plan. This statutory planning mechanism allows education to plan long term with colleagues from other agencies. The Act and Regulations require an Education Authority to: seek and take account of relevant advice and information from other appropriate agencies no later than 12 months prior to a child, or young person, ceasing education. (In practice this will mean around 18 months) seek and take account of the views of the child, the childs parent or the young person pass information to appropriate agencies not later than 6 months prior to a child or young person leaving school.

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Appendix B List of key agencies: 1. 3. 5. Education Service Management: Relevant Senior Manager Education Service Rothesay House Glenrothes KY7 5PQ Tel: 08451 55 55 55 Ext 444207 Community Paediatrician (school doctor) Dr Z. Claise, Associate Specialist, Community Child Health, Carnegie Clinic, Dunfermline KY12 8DP. Education Support Officer Education Service Rothesay House Glenrothes KY7 5PQ Tel: 08451 55 55 55 Ext 444224 2. Fife Council Psychological Service Principal Psychologist Auchterderran Centre Cardenden KY5 0NE Tel: 08451 55 55 55 Ext 442083

4.

Social Work: Adult Services Social Work Service Fife House North Street Glenrothes KY7 5LT Tel: 08451 55 55 55 Ext 442622

Careers Scotland Centres Careers Scotland Opportunity Centre 320 High Street Cowdenbeath KY4 9NT Tel: 01383 602377 Careers Scotland Opportunity Centre 12 Whytescauseway Kirkcaldy KY1 1XF Tel: 01592 583345 Careers Scotland Opportunity Centre 15 East Port Dunfermline KY12 7JG Tel: 01383 602378 Careers Scotland Opportunity Centre Greig Institute Forth Street Leven KY8 4PF Tel: 01334 659383 Careers Scotland Opportunity Centre Unicorn House Glenrothes KY7 5NS Tel: 01592 583344 Careers Scotland Opportunity Centre 54 Crossgate Cupar KY15 5HS Tel: 01334 659382

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CHILDREN & FAMILIES INFORMATION TEAM LEADER - LONG TERM Team Leader (Disabilities) Social Work Office 390 South Street Glenrothes Tel: 01592 55 55 55 Ext: 445735 Team Leader (Long Term) Social Work Office 12 Station Road Leven Tel: 01592 55 55 55 Ext: 460503 Team Leader (Long Term) Social Work Office 70 Stenhouse Street Cowdenbeath Tel: 01592 55 55 55 Ext: 402071 Team Leader (Long Term) Social Work Office East Fergus Place Kirkcaldy Tel: 01592 55 55 55 Ext: 470501 Team Leader (Long Term) Social Work Office Castlehill Cupar Tel: 01592 55 55 55 Ext: 450324 Team Leader (Long Term) Social Work Office Park Road Rosyth Tel: 01592 55 55 55 Ext: 493751 Team Leader (Long Term) Social Work Office 390 South Street Glenrothes Tel: 01592 55 55 55 Ext: 445734 Team Leader (Long Term) New City House 1 Edgar Street Dunfermline Tel: 01383 609349

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YOUR QUESTIONS

After talking to your teacher write down some of the questions you want to ask, or get someone to ask for you, at the meeting.

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What is this meeting for? Why are we having this meeting? What you are going to be doing between now and leaving school What you might like to do when you leave school and where you might do this What support you might need when you leave school Here are some questions to think about Have you decided what you want to do when you leave school

What are we going to talk about?

To talk about your future To help plan for when you leave school To meet other people who will help us plan for your move from school.

Who would you like to be at this meeting?

You Your parent(s) /carer(s) Your teacher

Do you need any support to make this happen?

You might also like to invite / Do you want to invite? Do you want to live at home or move into a flat/house?

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The careers adviser A social worker The educational psychologist Someone from College.

Would you need help with your living?

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Appendix D Standard basis for letter to notify parents of transition/moving on planning meeting Dear [PARENTS NAME] Transition / Moving On Planning Meeting As [PUPILS FIRST NAME] approaches the time of being old enough to leave school and has additional support needs we would recommend holding a transition/moving on planning meeting. This meeting would plan for services which may be required on leaving school. I enclose a leaflet for you about this. We intend holding the transition/moving on planning meeting for [PUPILS FIRST NAME] on [DATE]. Further meetings will review the plans made. I should like to discuss with you which agencies might have a contribution to make to [PUPILS FIRST NAME] future plans. In the meantime, if you or [PUPILS FIRST NAME] would like to give your views, please contact me no later than two weeks before the meeting.

Encl parents leaflet - C (i)

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Appendix E CALENDER CHECKLIST FOR SCHOOLS Transition /moving on planning * for pupils whose statutory leaving date is December or May of the following school session Calendar 18 months prior to statutory leaving date identify pupils requiring Transition/Moving On Planning meetings next session schedule Transition/Moving On Planning & Information Evening dates notify the following agencies of names, addresses and dates of birth of pupils along with dates of their meetings: Psychological Service Careers Scotland School Medical Service Social Work Service (SWS) Team Leader Children & Families or Children with Disabilities, Senior Manager Adult Services College representative (if appropriate) Other professionals eg OT, SALT

complete transition form and forward to Children & Family or Children with Disabilities Team SWS (as per appendix F(ii)) (SWS notify schools whether or not they intend to visit families) send letter (appendix D) to parents enclosing Fife Council Post school transition leaflet (appendix C(i)) No later than12 months prior to statutory leaving date and also 12 months prior to actual leaving date collate information and write school report 3 weeks prior to meeting, send to parents post school transition leaflet (appendix C(i)) and a letter of invitation 2 - 3 weeks prior to meeting Careers Adviser will arrange to see the pupils concerned 1-2 weeks prior to meeting send school report to parents and all involved agencies prior to meeting prepare pupil for meeting eg discuss format, personnel, purpose, review school report (appropriate leaflet Moving On - Appendix C (ii))

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Appendix F

PROCESS AND PROCEDURES

TRANSITION ARRANGEMENTS FOR SCHOOL LEAVERS WHO HAVE ADDITIONAL SUPPORT NEEDS

Social Work and Education Services

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Contents 1 2 3 4 5 6 Introduction Notification of Meetings Transition/Moving On Planning Meetings Assessing Need and Funding Post School Provision The Transition Planning Group Membership of the Transition Planning Group

Appendix Arrangements for School Leavers who have Additional Support Needs - Fife Council Education Service

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1.0 INTRODUCTION All Social Workers and Health Workers who work with young people with additional support needs who are still attending school, should ensure they have a copy of Fife Education Services Arrangements for School Leavers who have Additional Support Needs (appendix 1). This explains the process of statutory meetings and recordings for school leavers. This guidance is based on the requirements of The Education (Additional Support for Learning) (Scotland) Act, 2004. The young people who are supported through these Transition arrangements will be young people assessed by social workers and health workers as requiring support to access and participate in adult services. 2.0 NOTIFICATION OF MEETINGS 2.1 It is the responsibility of the school to initiate the Transition/Moving On Planning Arrangements using the relevant Post School Transition forms and to notify the Social Work Service of those children who are between eighteen months and one year of leaving school. 2.2 A schedule of dates for Transition/Moving On Planning and Review Meetings will be sent out to the relevant Team Leader (Children and Families), and the relevant team leader Adult Services, giving maximum notice. 2.3 Review Meetings are held annually if the young person is staying on at school. 2.4 The young persons Final Transition/Moving On Planning Meeting is held two or three months before the young person leaves school. 3.0 TRANSITION/MOVING ON PLANNING MEETING (see process map)

3.1 If the young person is under 16, a Social Worker from the Children and Families Team will attend the Transition/Moving On Planning Meeting following receipt of the Post School Transition Form. If the young person is over 16, a Social Worker from the Children and Families Team and a Social Worker from the Adults team will attend the meeting. See Appendix 1 - Arrangements for School leavers who have Additional Support Needs (appendices F/F11) 3.2 The Social Worker attending the Transition/Moving On Planning Meeting should ensure they have met, or contacted, the young person and their family prior to the meeting. 3.3 The social workers should contact the school to confirm their intention to attend the Transition/ Moving On Planning Meeting and to request that they receive written reports prior to the meeting. 3.4 The school will forward minutes and recommendations of the Transition/Moving On Planning Meeting to all relevant parties.

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3.5 Where the young person is under 16 and plans to leave school within the next year and there are likely to be significant resource or support implications, the social worker from the Children and Families Team must make a referral to the Adult Services Team following Transition/Moving On Planning Meeting, including any relevant reports/information. The Adults Team will allocate a Social Worker at least 3 months prior to school leaving date. 3.6 For some young people it will be relevant for joint working to take place in order to plan for post school provision and will mean that the young person is open to both teams for a period of time. To ensure best practice, a Case Co-ordinator will be identified from either the Children and Families or Adult Services Team. 4.0 ASSESSING NEED AND FUNDING POST SCHOOL PROVISION (see process map) 4.1 When a young person is referred or transferred to an Adult Services Team the Social Worker (Adults) should complete a full Assessment of Need with the young person and their family. This will be carried out in consultation with the Children and Families Team if they have involvement and a person centred care plan will be developed. The assessment of need will identify resource and support implications for the young person in accessing post school provision. 4.2 It is the responsibility of the Adult Services Social Worker to liaise with other relevant agencies ie health and other service providers, to identify locally based resources to meet the needs of the young person. 4.3 Where there is a need for specialist support and/or additional funding the Social Worker must complete a FR1 (Funding Request form) and submit to the chair of the Transition Planning Group (see 5). Funding requests for Fife In College Support Service (FICSS) do not require to be submitted through an FR1. Young people who require the support of FICSS to attend Further Education Courses will be notified to the Transition Planning group twice yearly by representatives from local colleges Requests for funding for Transport and short breaks will be accessed through local team budgets and do not require to be submitted to the Transition Planning Group.

4.4 As far as possible an appropriate resource or service should have been identified and funding secured before the Final Transition/Moving On Planning meeting takes place to ensure a smooth transition from school to adult service provision.

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5.0 THE TRANSITION PLANNING GROUP (see process map) 5.1 The Transition Planning Group is a multi-agency group, which will meet on a six-weekly basis and include representation from Social Work, Health and Education 5.2 The Transition Planning Group will consider the social and health care needs and support required by young people when accessing post school provision. Where complex care packages are required to meet needs, the group will consider funding implications for Social Work and for Health. Funding requests will be submitted to the Social Work Adult Commissioning Group for approval. Funding for health care/nursing support will be pursued through the health representative

5.3 The Transition Planning Group will collate information about the needs of young people with additional support needs on a Fife Wide basis. This will assist in the planning, development and commissioning of resources for the near future. 6.0 MEMBERSHIP OF THE TRANSITION/MOVING ON PLANNING GROUP SOCIAL WORK Service Manager Adult Services East (Chair) Service Manager Children and Families Team Leader Adult Services East Team Leader Adult Services West Team Leader Adult Service Central Team Leader Direct Payments Team Leader Supported Living Service Team Leader Children and Families (Disabilities Team) HEALTH Transition Nurse EDUCATION Education Support Officer

Learning Disabilities Service, Fife Wide

Education Service (Additional Support Needs)

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Appendix F(iv) Guidance notes for the completion of the post - school transition form / personal care Information NB: These forms will be provided electronically. Post-school transition form (Appendix F(ii)) The purpose of the Transition Form is to aid communication and thereby support transition by identifying each young persons needs, and to comply with current legislation (ASL / DDA) for those with additional needs. It is important that the member of school staff, who knows the young person best, completes the Transition Form, ideally with the young person present. Regardless of whether the young person has signed it, the contents of the Transition Form may be shared with him/her at college or other post-school provider. College provision As the college bursary system allows people under the age of 18 to study several courses at NC/NQ level ie up to 3 different courses, the transition form will help to provide the young person with the appropriate course. It is not used to discriminate or choose between young people since colleges are committed to the delivery of inclusive education. The completed Transition Form should be included with the young persons application to college. Confidentiality All information will be treated confidentially in accordance with the Data Protection Act. Information will be shared with relevant post-school providers (recruitment staff, guidance, learning support and course leaders) to assist the process of meeting young peoples needs. Completion of the post-school transition form - to be completed by school staff and young person Section 1 Please PRINT the name of the person in school who knows the young person best (eg Guidance or Learning Support) with a contact telephone number (or email address) in case further information is required. Section 2 Please indicate the young persons future career goals and preferred course, if known. It is equally helpful to know if no clear career goal has been formed and comment on this if appropriate.

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Section 3 Please comment on the young persons strengths, interests and achievements within school and the wider community including for example: Areas of particular ability or interests, Extra curricular activities such as sport or volunteering, Community Involvement Section 4 This section will be helpful in identifying particular abilities, or needs, in relation to these key personal qualities: Approach to learning: What is the most effective learning strategy for this young person? she/he learns well or does not learn effectively on own/in groups/from written notes/ by practical activity etc Please comment on young persons learning style. Social relationships: Please comment on significant aspects of relationships with other adults or peers, which may affect the young persons transition to college. Please note that this information should be discussed with the young person, if possible. Working with others: How does the young person interact with others? Please comment on: Interpersonal skills Ability to work under direction Ability to work in a group Problem solving: Is the young person able to act on his/her own initiative and address problems systematically? Attendance: Please give percentage for final year at school to date. If there is a high level of non-attendance, please give reasons. Punctuality: Please indicate if there is a problem and again give reasons.

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Section 5 Additional support needs For some young people this section contains the information vital to a good transition. For others this section is wholly inapplicable. Only complete this section if the young person has an additional support need, ie learning/behaviour/medical/personal support at school, or should have been receiving it, or is in your view likely to need such support at college or other post-school provider. If the young person has Additional Support Needs please provide the names and contact details of any relevant key people eg key worker social worker; psychologist etc Section 6 Additional information If you wish to add further general information, please do so here. For example, your views as to the appropriateness of the course, young persons participation in extra curricular activities or any relevant personal circumstances. ` Section 7 In the absence of the young persons signature, please indicate if the young person was unable or chose not to sign the form. Personal care form (Appendix F(iii)) Confidential Information This form should be completed by member of school staff and young person School should send the form to the relevant college or other post-school provider and to the relevant Social Worker and the Team Leader of the local Social Work team. Please note: If the young person is under 16 years of age and if there is no named Social Worker the form should be sent to the Team Leader of the local Children and Families Team in the first instance. If the young person is over 16 years of age and there is no named Social Worker the form should be sent to the local Adult Services Manager in the first instance. November 2006

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GOOD PRACTICE EXAMPLES


INTEGRATED SUPPORT PLANS AND CO-ORDINATED SUPPORT PLANS

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CSPS & ISPS PRACTICE EXAMPLES The intention is that an ISP should provide an at a glance profile of a child/young person. Each section should therefore be clear, succinct and transparent to all those who will be accessing the information/plan. All sections should be updated each time the ISP is updated. If there is no change in, for example, the Profile it is still important to produce the document in full as a statement of the situation at that point in time. 1. HEADINGS Some schools have added a logo or photograph and this personalises the document. It is recognised that schools may wish to change the layout but it is essential that all the relevant information and fields are retained.

North Queensferry Primary School The Brae, North Queensferry. Fife. KY11 1JH

Pitteuchar West Primary School Inverary Avenue, Glenrothes. Fife. KY7 4QL

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2. CSP INITIAL INFORMATION BOX CO-ORDINATED SUPPORT PLAN for (Childs name) Home address: Contact telephone number: Date of birth: Gender: Preferred language/form of communication: Some single spoken words, however predominantly non-verbal including: eye pointing, gesture, some signing, use of symbols and low-tech communication aids School currently attended: (Name) Nursery Date of entry to current school: May 06 3. NOTE OF REVIEW MEETING OR CONSULTATION NETWORK It would be helpful to include a record of all professionals involved in the note of review meeting section in addition to those present, consulted and who have sent apologies. Please note the name and contact details of the Keyworker. 4. PROFILE Much of this information may already be available from the young childs/young persons Personal Learning Plan. This section should give an up to date and rounded view of the child/young person. It should inform any new reader of the how the child presents within their educational context (e.g. strengths, difficulties, educational levels, interests). Reference will be made in this section to any care or health issues that are relevant. It will also be important to reflect issues around self esteem, ability to learn, relationships etc. It may be useful to use the four capacities from Curriculum for Excellence (successful learners, confident individuals, responsible citizens and effective contributors) when completing this section. Educational levels should be included here 5-14, Elaborated Curriculum, SQA, NQ. Once written this section may need to be updated through the review process but should not need to be significantly amended at each review. Where person centred planning has been used the giftedness poster, MAP or PATH could be digitally photographed and copied into this section.

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4.1 X began attending nursery in April 2006 and has settled in well. She is very keen to communicate and interact with adults and peers, and is making progress within the 3-5 early years curriculum. X is a confident and intelligent young girl with a good imagination and a strong desire to learn. She is also patient and persistent all/most of the time. X enjoys being in the nursery environment and in particular socialising with the people in it. She is keen to engage in 2-way communication with others and can share her feelings, intents, and needs. X is aware of what she wants and is capable of making clear choices. She has recently begun demonstrating her emerging early literacy skills through making deliberate marks on paper. X can communicate her emotions, intents, needs and wants. She is also aware of what she wants to do and is capable of making her own choices. Nursery School

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4.2 X is a very happy girl and is very sociable X is a 2nd twin she lives at home with Mum, Dad, other twin, little sister and a new baby expected soon. She says she enjoys swimming, drawing, wheelchair dancing, music & singing, drama, listening to stories, playing with friends and family, staying over with family. She is currently in P2 following 5-14 curriculum working within Level A in all areas. X is currently receiving Support for Learning input for Reading She is making progress in all areas of the curriculum In school X says she likes counting, reading numbers, reading and Soundbites (phonics) & learning new words, busy start with Mum, music singing & instruments, circle time, lunchtime and school dinners, playing with friends. She says she finds it difficult when other children dont hear her or go away and play other things Her teachers report that she particularly enjoys construction and drawing Xs concentration span fluctuates, she will listen to a story for roughly 15 minutes X says she likes to see what others are doing in class or when she is practicing her walking Previously X attended Early Education group, then a shared placement with * and Nursery. For the last six months of her Nursery education she had a shared placement with Nursery and Craighalbert Centre for Children with Motor Impairments She has continued to have involvement with Craighalbert on a termly basis, spending one week each term on periodic placement X has access to all areas of school She is dependent on adult supervision/support at all times in school X uses her wheelchair for short distances and on level surfaces She requires an adult to push her for longer distances or on slopes She wears splints She transfers to K-Walker always assisted She has supported seating, slated stool and sits cross legged on floor Power chair used in school training & going to gym Toileting requires assistance using a rotunda to ease access to toilet Lunch supervision required to support and supervise seating/posture/eating Support in playground for social interaction and supervision She has adapted transport to and from school X is involved in Person Centred Planning

Agencies currently involved within Education are FACCT, Moving and Handling, Psychological Service and Sensory Support Service (Visual Impairment) Primary School

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4.3 X is a bright boy with a good general knowledge. He prefers hands-on activities to written work. He is very able orally and this is not reflected in his written work. X is very good at assembling flat packs and will help mum at home. He likes art and construction activities and will build some very complex models. He has a good general knowledge and will engage in adult conversation with ease. X has a very active imagination and has excellent ideas to put into his imaginative writing. During a recent meeting with the educational psychologist, it became clear that X has a very poor self-image in terms of both his behaviour and learning. He believed he was the poorest in class academically and the worst behaved. He also has a strong sense of who he thinks likes or dislikes him and can react either very positively or negatively to this . All staff are revising how they interact with X with this in mind. X can irritate other children by playing tricks that he thinks are amusing but clearly other do not share his view. Often X cannot handle the consequences of his actions. As a result of this type of attitude and behaviour, X would frequently leave the class, refuse to go back into class after a break or would have to be asked to leave the class as he was having a detrimental effect on the other children. Due to the children being bussed to their respective Campuses, X found waiting for the bus and being with others on a bus, very difficult to handle. He often came in very unsettled. His mother has since organised a taxi for him in conjunction with Fife Council. This has had a very positive effect on X as he, generally speaking, is now coming in more settled. Having assessed his learning recently, the following points were highlighted: X commented that sometimes the words jumped about when he was reading He found it very difficult to find his place again if he became distracted when reading The paper was bright and hurt his eyesHe prefers to read at home with a bedside light not the main light and often played music He was more receptive in the morning and definitely responded better to assessmentsHis scores were more appropriate for his age in both accuracy and comprehension in the morning X is working within Level B in Reading, Level B in Writing and Level C in Maths Mainstream Primary School

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4.4 X has settled really well into school. He is very sociable and has made lots of friends. He also interacts well with adults and communicates effectively. Mum and dad reported that X really loves school. The Headteacher highlighted that X is a lovely boy; he always undertakes tasks given with enthusiasm and confidence, letting someone know if he gets stuck. However he does tire easily. He is coping well with class work although he has significant difficulties with recording. Fine and gross motor skills are delayed. (In Griffith Assessment locomotor development was considered to be around 2 years 6 months). X uses a pencil grip for writing tasks. Class teacher limits writing/recording of work-scribing or accepting verbal responses when appropriate. The ASN Teacher provides additional support in writing encouraging X to use familiar sounds in emergent writing. Whilst X has good sight vocabulary he is very unsure of initial sounds and requires support to develop phonological awareness. Mum commented that X can find phonic homework tasks quite difficulty and sometimes gets frustrated. Dad also added that X often confuses similar shaped sounds such as e and g. X demonstrates very good listening and talking skills. Number work is developing steadily. X participates well in mental maths tasks. Again, recording answers is providing very difficult but class teacher implements support strategies as required. Drawing and letter formation skills are also developing steadily but require a great deal of support. X tires easily in P.E. activities. All those present agreed that while X could get onto a classroom chair the design of the chair prevents him from being able to sit comfortably. His back is not supported at any time. It was agreed that an appropriate chair is required as a matter of urgency. Lowered door handles have been installed to allow X to access areas of the school independently. Class teacher has completed an Occupational Therapy questionnaire. Mum said that X had an appointment to attend the clinic. Mainstream Primary School

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4.5 Xs practical skills are an area of strength. He has good oral communication skills and enjoys physical activities. He can take responsibility for organising and completing practical tasks. X does not particularly enjoy school but has widened his circle of friends within the school setting. X requires support to further develop his social competencies and to adopt appropriate behaviours and benefits from firm boundaries being set and to adopt appropriate behaviours and benefits from firm boundaries being set and expectations of behaviour being discussed explicitly. Xs self-confidence is fragile and access to a supportive, secure environment enables him to build on his developing self-confidence. Recognition of his success and achievements also enhances his self-esteem. He requires access to a differentiated curriculum, small group teaching and support to access his Intermediate 1 curriculum. X benefits from having a clearly identified key worker to manage his support and maintain good communication links with home. Secondary School ASN Dept

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4.6 Assessment Profile X is currently in S3 following 3 standard grade subjects, 3 Access courses, a natural connections course and additional classes in technical/home economics and art at the Off-Campus Support Centre. When X is motivated by a subject he can be focused and very hard working. X demonstrates good general knowledge and can express his opinion clearly. He has a very strong sense of what is fair and can be caring and supportive to younger pupils experiencing difficulties. X is a very enthusiastic football player and in general is an active young person who enjoys being outdoors. He has developed an interest in different art activities and enjoys practical subjects like cooking and woodwork. Curriculum English Maths Science Physical Education Technical Home Economics Art & Woodwork Natural Connectors Areas for development X has benefited from consistency in his education placement through the several changes in care arrangements. However, there have been some very unsettled and challenging episodes in school where he has found it difficult to accept adult guidance and he has also got involved in physical fighting with other pupils. He will continue to require additional consideration from subject and support staff to help him: improve his focus and concentration on academic tasks accept adult authority and guidance keep calm maintain positive peer relationships Secondary School Access3 Access 3 Access 3 Standard Grade Standard Grade Standard Grade Certificate of completion

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5. FACTORS GIVING RISE TO ADDITIONAL SUPPORT NEEDS The factors giving rise to additional support needs fall into four overlapping themes, some or all of which may apply: learning environment, family circumstances, disability or health need and social and emotional factors. These may include medical diagnoses (eg ASD/ADHD), home circumstances (eg bereavement, family break-up), developmental issues, specific learning difficulties, EAL, or behaviour issues. These factors should be clearly and precisely outlined in this section. It may be useful to use the four capacities from Curriculum for Excellence (successful learners, confident individuals, responsible citizens and effective contributors) when completing this section. This section should explicitly state any barriers to learning that a child/young person may have. These factors should be checked for current accuracy and updated if appropriate through the cycle of planning and review. Where person centred planning has been used the giftedness poster, MAP or PATH could be digitally photographed and copied into this section. 5.1 Significant complex Communication Disorder Epilepsy Cortical Dysplasia Congenital bilateral perisylvian syndrome

5.2 Tourettes Syndrome severity of tics, vocal tics and psychological tics Behaviour Support Speech & Language Therapy (Consultant Psychiatrist) Primary School

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5.3 Communication Social Interaction Self Help Toileting Reacts to changes in routine Referred to F.A.S.T. - blood test has already been done Regular checkups by Paediatrician Primary School

5.4 X does not have a diagnosis for the condition, which has resulted in delayed growth. X has excess fluid at the top of his spine. He undergoes an MRI scan and follow-up checks every six months to ensure that fluid build up does not increase. An under developed pitruarty gland does not communicate as it should to his thyroid gland. X takes Growth Hormones and Thyroxin. Thyroxin can cause hyperactivity or lethargy. Blood tests are carried out every 3 months to monitor dosage. X has a squint in his right eye. He is due to get glasses, which may help with tracking and impact positively on reading development. Mainstream Primary School

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5.5 X has ADHD and a diagnosis of ODD and has a history of refusing to engage with support staff. His lack of self-regulation and impulsiveness leads to confrontation. Social immaturity can lead to inappropriate behaviours. He has poor literacy skills which has a significant effect on his self esteem. X has not had a positive education experience having experienced multiple exclusions from three different primary schools. These factors all contribute to a fragile self-esteem and a feeling of social exclusion from the cultures within school. Secondary School - ASN Dept

5.6 LAC Info 3. Factors giving rise to additional support needs Pupils Name is a Looked After Child. He/she continues to need support with his/her behaviour. He/she has made a positive start to name of present School but continues to need close supervision. ADDITIONAL INFORMATION 4. Additional Information Very recently Pupils Name was appointed a Social Worker. He/she has also been allocated a new carer. It is vital that he/she makes a positive transition to his/her new situation to ensure his/her long-term needs are met Secondary School - ASN Dept

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6. REVIEW OF SHORT-TERM TARGETS This section should directly refer to and evaluate the targets as outlined in the previous action plan. If the child/young person has a Personal Communication Passport it will be important to review and update both the passport and the ISP at the same time. This section can also be used to minute the meeting including peoples contributions, views etc. Where there are conflicting views it will be important to note these here. (This minute would not need to include the information conveyed in the other sections of the ISP only that which cannot easily be contained in the Profile, Factors.. etc) Whist reviewing targets it will also be beneficial to include in this discussion an evaluation of the school based interventions (especially when an application to ARMG, JAT etc may be being considered). 6.1 Targets 1 and 2 Target 3 Target 4 There has been a marked improvement in this area with an improved attendance of approximately 84% at present. Any problems with uniform are now minimal and infrequent. No progress to date with this target. Several meetings have taken place outwith the school with ICS. This has come to a standstill at present. Mainstream Secondary School 6.2 Xs mum to arrange a meeting with the headteacher to discuss Xs progress in school. This took place and strategies were put in place to support X. The school to continue to monitor Xs behaviour and attitude. Regular contact with mum, Educational Psychologist, LS and Management was established to regularly check on Xs progress. Xs mum to consider giving permission for X to meet with the Educational Psychologist. The educational psychologist has met with both X and his mum regularly and the meetings have been very successful. Mainstream Primary School
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6.3 Visual timetable introduced. There has been a mixed response by X. He does not always want to co-operate. Mrs C, ASN auxiliary supports him with this. Quiet area now established which X has used quite a few times. Nursery staff will sit with X in this area and read him a book to calm him down. Calming activities used successfully after gym when required. Mainstream Primary School

6.4 Target: To ensure smooth transition Successful - is really enjoying the move to High School Target: To further improve writing and reading Encouraging use of Kurzweil in History for reading and co-writer in English for writing. Target: To supports memory recall CD Rom provided by German Department to aid learning of vocabulary. Results in assessments indicate improvement in this area. Target: To improve organisation e.g. noting homework in diary Since teaching staff were made aware there have been no recent punishments for this. Secondary School

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7. ACTION PLANS Educational Objectives


Educational objectives should be included in this section in addition to specific actions from the meeting.

Additional Support Required


This should state what support/ strategy should be in place to achieve the educational objective, as opposed to restating the educational objective. This section should document how the support will be provided eg attends phonological awareness training; weekly meeting between CT and parent; arrives in school 5 mins early/late. Not just the what but the how.

Persons providing the additional support


In a CSP this should be the role of the person involved and not their name. For an ISP it is appropriate to use both the persons name and their role.

Where person centred planning has been used the MAP or PATH could be digitally photographed and copied into this section.

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7.1 ACTION PLAN Educational Objectives


PROVIDE OPPORTUNITIES FOR A CHANCE OF SUCCESS IN SCHOOL. SUPPORT TRANSITION TO HIGH SCHOOL

Additional Support Required


Liaison to draw up a formal contract with rules for time out, active times and a reward system. Continue 2 outreach sessions working with a small group of children X is comfortable with. Work on anger management strategies. Discuss In reach support at next panel meeting on *. Social Work Assistant support twice monthly. Build up a relationship and trust with X hopefully through a mutual interest in history. Reduced timetable mornings only until February 2008. Build in time out in the timetable. X to have his lunch in school and his mum is to collect him about 1.00pm. Time out area in main corridor. Use of SuccessMaker maths to stretch his maths skills after he has completed his work set by his teacher. Transition meeting with High School staff.

Persons providing the additional support


HT, Class teacher, auxilliary

Behaviour Support

Social Work Assistant

Staff

Class teacher

HT, Class teacher, High School staff. Date:

Date of next review: February 2008 Note copied to: - Mother - Social Worker - Depute Rector, High School - Home/School Link Officer, High School - Educational Psychologist - Head Teacher, Behaviour Support

Signed by key person:

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7.2 LEARNING PLAN Educational Objectives


here set out the educational objectives for the child/young person taking account of the factors giving rise to additional support needs to develop his independence skills and functional movement, to facilitate the activities of daily living.

Additional Support Required


here set out the additional support required by the child/ young person to achieve each of the educational objectives Programme designed in liaison with OT to provide support and advice regarding equipment needs and activities to maintain and develop Xs functional needs. Symbolised Timetable

Persons providing the additional support

1. To help X manage transition between activities. SUCCESS CRITERIA X will be able to move between different activities with no anxiety. 3. To self-regulate behaviour in different contexts around the school. SUCCESS CRITERIA will be behaving appropriately around the school. X will take his turn to talk to Ted during Circle time X will recognise 2D shape (square, circle, rectangle, triangle)

Speech & Language Therapist in consultation with the class teacher.

Implement strategies to develop appropriate skills to self-regulate behaviour

Educational Psychologist and Behaviour Support in consultation with the Class Teacher.

Mrs Y will practice the experience with X in a 1-to-1 situation. Gradually introduce another child to provide a mini-circle time, building up to X contributing to large group circle time. Mrs Y will play shape games with X (matching & sorting) and will use appropriate vocabulary during activities.

Mrs Y SfL Auxiliary

Primary Mainstream School

Functional Movement Develop independence with clothes fastenings. Continue to develop pencil control.

Close home/school links.

Family School Staff Advice and support from Occupational Therapist if needed. Special School

Work and teach table activities.

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7.3 ACTION PLAN Educational Objectives


To help support X and his transition to High School. To alleviate Xs stress/anxiety by discussing strategies and procedures to support his transition. To alert Viewforth staff of Xs needs and be involved in a plan shared by all. Extra visits to the High School Meet the teachers in advance Have a buddy system in place Attendance at a small group session run by Family Matters outwith school. To help support X in understanding his emotions To help build relationships with peers To help X resolve conflict

Additional Support Required


Create a passport for X in order that all new staff and X are aware of strategies and procedures.

Person providing the additional support


LSS Mum- Mrs D X

Adults to facilitate

ICS worker X to facilitate visits Depute Rector-arrange meeting teacher/arranging buddy Family Matters

X will need transportation to and from Westbridge Mill Close liaison with school and home

Mum Mrs D Mrs D

Continue with curricular Progress Complete homework tasks Sit level D reading test X and his mum to work together Mrs. Hutchison to facilitate when Aaron is ready X and his mum Mrs. H-Class teacher

Primary Mainstream School

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7.4 ACTION PLAN

Primary Mainstream School


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7.5 ACTION PLAN

Primary Mainstream School

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7.6 Educational Objectives


(the educational objectives that require co-ordination of support for the child/young person, taking into account of the factors giving rise to additional support needs) To futher assess Xs learning and try to establish any specific difficulties To establish resources that would enable X to achieve more success in his learning, such as Dark blue overlay to help X with his reading A writing slope to aid his handwriting A coloured ruler to allow him to keep his place while reading New reading books to help motivate X to read and increase his level of self-confidence To maintain regular contact with mum through letter, meetings or phone calls To continue to transport X by taxi to Capshard Campus until the end of the Spring term, when it will be reviewed All staff dealing with X to be aware of how they interact with him, given his sensitivity to some staff members

Additional Support Required


(the additional support required by the child/young person to achieve each of the educational objectives)

Person providing the additional support


(specify the persons by whom the additional support shall be provided)

LS staff to carry out further assessments

Mrs A (Headteacher) Miss B (Class Teacher) Ms C (LS Teacher) Mr D (Educational Psychologist) Mrs A (Headteacher) Mrs E (Depute Headteacher)

X to be involved, along with LS/MT to look at reading resources

MT and Educational Psychologist to keep mum up to date with Xs progress Transport to Capshard Campus

Mrs A (Headteacher) Mrs C (Depute Headteacher) Mr D (Educational Psychologist) Miss B (Class Teacher) Ms H Mr McL and Transportation Department All staff

All staff dealing with X

Mainstream Primary School

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8. COMMENTS The original set of questions was intended as prompts to support the feedback process. The intention was to evaluate the planning process to ensure full involvement and support future practice. The questions are re-stated below: Did you feel involved in the planning? Did you feel people listened to your views? Were your childs views listened to? Was the process OK? Were the right people involved? Did those present know enough? Does the plan reflect your views?

Schools may not feel they need to use the above questions but gather feedback on the planning process in their own way. This might be done within the meeting, immediately afterward or at a later date. It could be done face to face, over the phone or via written feedback. This feedback would normally be taken by the keyworker. There is a need to be sensitive as to whether the feedback should be published and circulated with the ISP. The important issue, at this point, is to gather feedback not on the work done to meet needs but on the planning process including the meeting. On a regular basis feedback on the planning process - both parental and pupil - should be discussed by the SLG. This process will ensure continued good practice and identify areas for development. Parental feedback should, at times, be recorded to support this process. 8.1 PARENTAL COMMENTS We were very involved in the plan discussing it with (HTs name) at various times. We feel we are listened to and our views are always taken into consideration. Everybody from class teacher to (child)s social worker were involved. Everbody that works with the (child) knows him very well. This plan reflects our views fully.

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The comments above are directly relevant here. The pupil questions, for use to prompt discussion are: Did you feel involved in the planning? Did you feel people listened to your views? Were your parent(s)/carer(s) views listened to? Were the right people involved? Did those present know enough? Do you like the plan? Does it show your views?

It may be appropriate to ask: What has gone well - in this planning process? What could have been done better? Whilst it is recognised that it is not necessary to record feedback from every meeting it will be important over a term or year to do so. This could be done using symbols, by mind-mapping, using appropriate software eg Kidspiration or in writing. This feedback can then be discussed at SLG. When gathering feedback it may be helpful to discuss with the child / young person how the planning process has, or will, help support them in relation to the four capacities from Curriculum for Excellence (successful learners, confident individuals, responsible citizens and effective contributors). 8.2 CHILDS COMMENTS I think this is a good plan to help me. I like getting help in class from Y. My teacher has listened to my ideas about what helps me get on in class. I really enjoy school now.

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ACTION PLAN Educational Objectives


To further improve writing and reading

Additional Support Required


(i) LS support for phonics and reading (ii) Encourage use of laptop and co-writer in English and Kurzweil for reading in History Help to record homework and dates for tests by all Reader / scribe for tests

Person providing the additional support


S for L and class teachers S for L and class teachers

To improve organisation To encourage X to ask for help for assessments To support Xs memory recall

X Class teachers and S for L staff X to notify Mrs Y/Mrs Z or Miss W re imminent tests so arrangements can be made discreetly Class teachers and S for L staff

Use of strategies encouraged by all eg CD with German vocabulary

Date of next review: Note copied to:

Signed by key person: Date: Signed by parent(s)/carer

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PARENTAL COMMENTS Did you feel involved in the planning? parent/carer comment Did you feel people listened to your views? parent/carer comment Were your childs views listened to? parent/carer comment Was the process OK? parent/carer comment Were the right people involved? parent/carer comment Did those present know enough? parent/carer comment Does the plan reflect your views? parent/carer comment PUPILS COMMENTS Did you feel involved in the planning? pupil comment Did you feel people listened to your views? pupil comment Were your parent(s)/carer(s) views listened to? pupil comment Were the right people involved? pupil comment Did those present know enough? pupil comment Do you like the plan? Does it show your views? pupil comment

INTEGRATED SUPPORT PLAN REVIEW TIMETABLE Date Integrated Support Plan made/amended: Insert Date (delete as applicable) Date of next review: Insert Date (within 12 months from the date the Plan was made/amended)

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X Primary School Nursery Class

Integrated Support Plan

Pupil Date of Birth Support Plan Opened October 2007

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INTEGRATED SUPPORT PLAN


Note of review meeting or consultation held on: 2 October 2007 at * Nursery Pupils Name : X School : Primary School DoB : X Stage : Nursery

Date of Entry to Current School : August 2007

What is the childs preferred means of communication (eg signing, lip speaking, using communication aids or symbols, audio equipment, Braille)? Gesture, leading adults, some individual words and speech sounds

Parent / Carer: X Relationship to the Child: Parents

Present: parents, DHT, Nursery Teacher, Educational Psychologist, Pre-School Ed. Home Visitor, Learning Support, Principal Teacher.

Consulted: Community Paediatrician

Apologies: 1 Factors giving rise to Additional Support Needs The FAS Team assessed and diagnosed X with an Autistic Spectrum Disorder in August 2007. This assessment concluded that he has significant difficulties associated with the triad of impairments.

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2 Assessment Profile Areas of strength: Appears to be happy and settled in Nursery environment Communicates his wants and needs through gestures, by leading others by the hand and very occasional words. At the early stages of using and understanding Sign - a - Long. Recognises familiar adults and responds by approaching them, taking their hands and showing recognition in changes of facial expression. Can follow some basic instructions Is able to choose activities and accepts adult direction in the nursery environment. He is beginning, in a limited way, to try new activities suggested to him eg standing astride a bike and lifting a hoop. He sometimes doesnt respond as soon as this suggested, but goes to the activity later. He enjoys picking up plastic stepping-stones and laying them in rows. Also goes to the building bricks. Takes part in parallel play and tolerates others playing alongside eg in sand or water tray. Recently tolerated other children playing with his personal books, while he played alongside. Appears to enjoy participating in interactive games, joining with other adults and peers, eg ring - a - ring - a - roses. He can anticipate all fall down and sits down independently. He has held hands with peers during this game. Is beginning to show some awareness of time passing - when tidy up music is played, he seems to know that mum will be coming and takes an adult by the hand to the door or window as if to look for her. Appears to enjoy together time and, once he has walked round the room once, will happily sit on the lap of an adult and allow his hands to be clapped etc. Shows his recognition of familiar songs in that if a new song is sung, he goes to the door and taps the handle to leave. If a familiar song is then sung, he will return from the door and settle on the adult lap once more. Independently mobile Areas of on-going concern: At the very early stages of developing communication skills - requires much adult input in this area. Mum feels that it is essential that X be given the tools he needs to communicate so that he does not become frustrated. At home, frustration has led to self - harming behaviour such as head - bashing. Has limited interest in interacting with adults and peers other than when he wants something Play can be very repetitive Has a narrow range of interests, can be quite inflexible - keen to pursue his own agenda Occasionally sensitive to loud noises and can be reluctant to join in group activities at times eg listening to stories. It is important to note that this has been improving during his time in nursery. Requires adult support with toileting and all aspects of self- care.

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3 Review of Short-Term Targets X has a high level of additional ASN Auxiliary support in nursery, to support him to communicate with others, to scaffold interactions and to enhance his access to a wider range of play activities. He has established good relationships with both the ASN Auxiliaries working with him, (it was initially a worry that he might respond adversely to changes of support worker.) and seems happy and settled in the nursery environment. Through facial expressions, he now shows that he recognises members of staff who work with him. Training for staff has been planned regarding raising awareness and understanding of ASD and strategies to support children who present with these types of difficulties. This training will have a particular focus on Xs needs and how best to meet them in the nursery environment. ASIST will also be asked to support staff in working with X. Although X is settled and coping better than anticipated with the noise and activity levels, he is still fixated on solitary sensory play and there have only been occasional examples of peer interaction. eg X will accept items from other children, but doesnt initiate such contact and gives only limited responses... He shows enjoyment when playing outside and has recently tried to get on to a bike Review of Short Term Targets (ctd.) Training in alternative approaches to develop Xs communication has been requested from the Speech and Language Therapy Service. (Addendum: initial discussions with Speech and Language Therapy re training will take place on October 31) The use of Boardmaker symbols has been introduced. It is not clear whether X has responded to these so far. A personalised visual timetable will be trialled to support him to begin accessing a wider range of activities in the nursery.

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ACTION PLAN Educational Objectives


X and staff continue to develop effetive strategies for communication

Additional Support Required


Initial discussions with Speech and Language Therapy Service re Staff training in developing communication will take place on October 31 Continued one to one support from Nursery staff and ASN Aux iliary staff. X will attend Masterton 5 afternoons per week after the October break Involved professionals (E.P., SALT, E.H.V.) to support school staff to devise specific PLP targets for* Involved professionals (E.P., E.H.V.) to work with parents and school staff on November INSET day to raise awareness of issues and practice relating to ASD and * in particular Request for ASD training for nursery/support staff to be made to ASIST School staff to visit * ASN Provision re specific approaches when working with children on the Autism Spectrum

Person providing the additional support


SaLT and school staff

X continues to develop awareness and understanding of his environment, himself and his peers and begins to develop knowledge of basic concepts. (specific details are outlined in his Personal Learning Plan (PLP) targets)

Involved Professionals and nursery/support staff

X continues to develop his ability to participate in Nursery activities, to show his pleasure and dislikes, and his interest in peers and adults

Learning support

DHT, Primary School

Date of next review: Note copied to: parents and all appropriate staff Signed by parent(s)/carer

Signed by key person: Date:

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ACTION PLAN Educational Objectives


1. Continue to improve speech, language and articulation through further development of word retrieval skills phonological awareness skills expressive language skills receptive language skills fine and gross motor skills short term memory skills 2. Continue to make progress within the 5-14 curriculum (see PLP for detail) 3. Continue to maintain relationships with peer group at X Primary School to facilitate inclusion and transfer the development of his skills into the mainstream classroom

Additional Support Required


Placement in Speech and Language Class for 3 days a week from February 08

Person providing the additional support


SALC staff

Occupatinal Therapist attached to SALC Placement in Speech and Language Class with close liaison between staf there and at X Primary School Close liaison between SALC and school staff, with specific focus on implementing SALC strategies into his P3 class, eg visual prompts and symbols; cued articulation. An additional day at X Primary School from February 08 SALC staff and class teacher at X Primary School

SALC staff and class teacher at X Primary School

Date of next review: Note copied to:

Signed by key person: Date: Signed by parent(s)/carer

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