Tania's note: Today I'd like to welcome a new columnist, Marguerite Hayes. Marguerite works with local authorities as the lead for converting 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 an 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 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 a method of communication and the frequency of the communication. I always kept parents and young person informed.
- Sending parents and young person a copy of the pre-populated EHCP before the meeting. Given them the opportunity to view the template and contribute from the start.
- I provided examples of documents that were required from parents and the young person.
- At the review 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.
- I discussed what assessments are required. This was difficult at times because the assessments need to provide information to allow the young person to achieve their outcomes. Not assessments just for the sake of it!
- If assessments were required, then I would often hold another meeting with parents to discuss the content and how this would be included in the EHCP.
- Once I had written the draft, I would call parents to inform them I would be issuing the formal draft and explain how they could make amendments if required.
- Quality EHCPs are more important that quantity and we (me and my team) became more experienced we were able to issue more within the 20 weeks.
- Working closely with the SenCo or the person responsible at the school for the EHCP. Sharing the workload with them. Being proactive. If they sense an assessment is required,making the request early to prevent further delays.
- Being flexible with all involved in the process.
- I ensured the final EHCP was transparent and clear and reflected what we discussed at the meeting(s).
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.
Latest posts by Marguerite Haye (see all)
- Irlen syndrome: a screener’s perspective - June 6, 2017
- Two-thirds of parents were happy with their 2015 EHCP experience… - April 4, 2017
- Supporting a child with Addison’s Disease at school - December 2, 2016