Tania's note: Today I'd like to welcome a new columnist, Marguerite Haye. Marguerite works with local authorities as the lead for transferring Statements into EHCPs at a local authority. She has been involved in teaching for over a decade in various positions and sectors. Marguerite is currently studying for a Masters degree in Special Educational Needs and is completing the IPSEA legal training.
Today Marguerite is talking about what she's found works with transfers from her experience and we have an infographic at the end illustrating her top tips.
Transfer from Statements to Education Health and Care Plans
I am currently working in local authorities on the transfer of statements to EHCPs. I have read articles from parents and different organisations advising parents. Last year we transferred over 200 statements to EHCPs, which was a huge success. The EHC needs assessment is the essential feature of transition and it cannot be avoided or delegated by a local authority. The parents and young people were very happy with the services and personal attention I provided. I would like to share with you what worked:
- I called parents at the start of the process to introduce myself, provided my contact details and a brief discussion about the process. I would also provide parents with the details of the independent supporter.
- I agreed on a method of communication and the frequency of communication. I always kept parents and the young person informed.
- Ensure that an EHC Needs Assessment is completed promptly. No copying and pasting here!!
- I provided examples of documents that were required from parents and the young person.
- At the meeting, I listened to the parents and the young person and tried to make the process simple. Using clear plain English and explaining any parts they were unsure about. If I didn’t know the answer, I would find out and let them know as soon as possible.
- When discussing the content of the EHCP ensuring it reflected a positive image of the young person as well as the needs.
- When writing the EHC plans, I ensured the EHC plan is specifying needs, provision and outcomes.
- Working closely with the Senco or the person responsible at the school for the EHCP. Sharing the workload with them. Being proactive.
- Being flexible with all involved in the process.
- Challenging colleagues when their assessments were vague and not specific.
- I ensured the final EHCP was transparent and clear, legal and reflected what information was gleaned from the assessments.
My next column will address what I faced as challenges and there were days when I was pulling out my hair!
**NOTE** This infographic is free for you to download, print and share. You don't need to ask us first but do leave a comment about where you plan to use it, so we know it's useful.
Marguerite can recognise individual learning abilities and uses her initiative to tailor learning programs to meet individual need.
Through effective leadership, Marguerite promotes an appropriate culture, empowers staff and demonstrates high standards.
Marguerite has built connections with parents, young people and professionals alike in her career
Latest posts by Marguerite Haye (see all)
- Tips for spotting the signs of dyslexia in a child or young person - November 27, 2017
- Book review: Special Educational Needs and Legal Entitlement - November 2, 2017
- SEND Tribunal will rule on EHCP health and social care issues in extended trial - October 27, 2017