Statement review meetings

[bluejean-genie]

Does anyone know how long a statement review meeting should officially last?

My DS is in Year 10 but has never had a transitional meeting ! how important is this meeting?

I am asking these questions as I'm trying to reply to a letter I received today from our local community Director.

[UltraMum]

Does anyone know how long a statement review meeting should officially last?

Not in length of hours but the COP does state what should be covered by the meeting ... I'll see if I can find it in a mo...

My DS is in Year 10 but has never had a transitional meeting ! how important is this meeting?

I am asking these questions as I'm trying to reply to a letter I received today from our local community Director.

 

VERY important ... I'll check out the COP and get back to you ...

[UltraMum]

Ok: This is from the SEN Toolkit and is based on Chapter 9 of the Code

 

The annual review meeting:

In the light of the reports the meeting should consider:

the pupil?s views

the parents? views

the pupil?s overall progress over the past year,

especially in relation to each SEN

the pupil?s progress towards meeting the overall

objectives set out in the statement

the successes the pupil has achieved in meeting the

targets in the IEP and the objectives set out in the

statement

National Curriculum levels including the most recent

end of key stage assessment

the pupil?s current levels of attainment in literacy and

mathematics

comments upon any continuing difficulties, noting

successful strategies

any significant changes in the pupil?s circumstances

any changes in the pupil?s special educational needs

any changes to requirements for equipment, aids

and access.

 

Recommendations should be recorded

with reasons:

Does the statement remain appropriate?

Is the pupil fully included within their school

community? And if not how can it be accomplished?

If the pupil is currently in specialist provision ?

Is the pupil ready to be included in a mainstream

environment?

Is the statement still needed to achieve inclusion,

either within the current school community or in

mainstream?

What does the pupil need in order to be included

successfully?

Is any further action required and if so, by whom?

Have the pupil?s needs changed?

Should the LEA cease to maintain the statement?

Should the statement be amended? If so, why

and how?

Are there any other significant recommendations?

If differing opinions are expressed at the meeting then

these views should be recorded so that the LEA is

aware of the views of all those present.

[UltraMum]

The Annual Review in year 9

9:45 The aim of the annual review in year 9 and subsequent years is to:

(a) review the young person?s statement

( draw up and subsequently review the Transition Plan.

9:46 The annual review of the statement held in year 9 should involve the agencies that may

play a major role in the young person?s life during the post-school years and must involve

the Connexions Service.

Footnote:The attendance of a Connexions Personal Adviser is imposed as a condition of grant. Where there is no Connexions Service in place a Careers Service adviser should be invited.

Not quite sure what a condition of grant is

 

9:47 The annual review of the statement must consider all the same issues as at all other

reviews, and the report to the LEA should be in the same format. LEAs must also

complete the review process in the same way as for all other annual reviews and within

the same timescale.

9:48 The LEA must send the Connexions Service a list of all pupils in their area who will require

a year 9 review no later than two weeks before the start of the school year. The list must

include all pupils whether or not they are educated in a school and indicate any schools

that the children specified attend. This information will help Connexions Services to plan

attendance at year 9 reviews.

9:49 The head teacher together with the Connexions Service should facilitate the transfer of

relevant information to ensure that young people receive any necessary specialist help or

support during their continuing education and vocational or occupational training after

leaving school. For young people with specific disabilities, the role of social services

departments will be of particular importance and local authorities have specific duties

relating to other legislation. Further detailed information can be found in the SEN Toolkit.

9:50 The annual review procedure described above applies with the following additions:

the head teacher must invite the Connexions Service to provide written advice

and invite them to the review meeting, to enable all options for continuing

education, careers and occupational training to be given serious consideration

a representative of the Connexions Service is obliged, by the conditions of grant,

to attend the review

the head teacher should ensure that other providers, such as health authorities

and trusts, are aware of the particular procedures to be followed in year 9

the head teacher must invite the social services department to attend the review

so that any parallel assessments under the Disabled Persons (Services,

Consultation and Representations) Act 1986; the NHS and Community Care Act

1990; and the Chronically Sick and Disabled Persons Act 1970 can contribute to

and draw information from the review process

the head teacher must ensure that a Transition Plan is drawn up. This should be

done in consultation with the Connexions Service.

[UltraMum]

The Transition Plan

9:51 The annual review in year 9 and any subsequent annual reviews until the young person

leaves school must include the drawing up and subsequent review of a Transition Plan.

The Transition Plan should draw together information from a range of individuals within

and beyond school in order to plan coherently for the young person?s transition to adult

life. Transition Plans when first drawn up in year 9 are not simply about post-school

arrangements, they should also plan for on-going school provision, under the statement

of SEN as overseen by the LEA.

9:52 All those involved in the process should adhere to the principles that underpin the nature

of transition and transition planning and the requirements of the young people and their

families. Transition planning should be:

participative

holistic

supportive

evolving

inclusive

collaborative.

9:53 The Connexions Service is responsible for overseeing the delivery of the Transition Plan

and the Connexions Personal Adviser (PA) should co-ordinate its delivery. Further detailed

advice on the principles and processes of transition planning are set out in the SEN

Toolkit. The Connexions Framework for Assessment Planning, Implementation and Review

also contains information on transition planning and is likely to be the first port of call for

PAs (see Glossary).

9:54 In order to ensure coherence for the young person, there should not be a separate

Transition Plan and Connexions action plan. Where the young person has been involved

with a PA previously and therefore already has an action plan, the Transition Plan should

build on, update and expand this earlier plan. The action plan could, if the young person

agrees, be circulated with the reports prior to the annual review meeting in year 9.

Student involvement in decision-making during transition

9:55 The views of young people themselves should be sought and recorded wherever possible

in any assessment, reassessment or review from year 9 onwards. PAs, student

counsellors, advocates or advisers, teachers and other school staff, social workers or

peer support may be needed to support the young person in the transition process.

Chapter Three of this Code and the SEN Toolkit consider in detail the ways in which

young people can be helped to participate fully in this process.

The role of the Connexions Service

9:56 The Connexions Service will have a particular role to play in ensuring the participation and

progression of young people with SEN aged 13 ? 19. PAs should ensure that they are

aware of all young people with SEN in year 8. A representative of the Connexions Service,

in most cases this is likely to be a PA, must be invited to the year 9 annual review

meeting and, as a condition of grant, must attend, whether or not the young person is in

school. The attendance of the PA is critical to the process. PAs should be invited to all

subsequent annual reviews, and are expected to attend where appropriate.

9:57 Year 9 review meetings are the start of a process for longer-term decision-making.

Vocational guidance provided by the school or the PA should include information on key

stage 4 and post-16 options and take fully into account the wishes and feelings of the

young person concerned. The Connexions Service should assist the young person and

their parents to identify the most appropriate post-16 provision, provide counselling and

support, and have continuing oversight of, and information on, the young person?s choiceof provision. These processes will need to be carried out in partnership with the LEA?s

SEN officers and those professionals who know the young person well.

[UltraMum]

Hope that helps - bluejean-genie

[bluejean-genie]

Thanks Ultramum for all your replies.

The Ed. Centre my DS attends, wants help for both him and themselves as DS is frustrating them because of his difficult non compliant behaviour, yet this man thinks everything is fine he is even using my sons difficulties as the reason why no transitional plans were discussed or mentioned, as discussing his problems had took too long!. DS is dx with ASD and now PDA.

[UltraMum]

he is even using my sons difficulties as the reason why no transitional plans were discussed or mentioned, as discussing his problems had took too long!.

Ought to send that to Richard and Judy's 'jobs worth' section!

[Karen A]

Thanks Ultramum for all your replies.

The Ed. Centre my DS attends, wants help for both him and themselves as DS is frustrating them because of his difficult non compliant behaviour, yet this man thinks everything is fine he is even using my sons difficulties as the reason why no transitional plans were discussed or mentioned, as discussing his problems had took too long!. DS is dx with ASD and now PDA.

 

 

Sorry.......would setting another date to talk about transitional plans not be an idea ? Karen.

[bluejean-genie]

Hi Karen,

This man didn't suggested one but the Ed Centre have now said an 'interim tuition meeting' will be arranged sometime during the autumn term.

We are also going to look around a nearby NAS school on the 20th July with our PP officer.