EHCP Outcomes into IEPs

This is a big task that many schools face. In light of current reforms the role of the SNEDco has changed considerably, and it is the class teachers who are now much more responsible for the teaching and learning of children with SEND.

I did a training a few months ago around the statutory requirements, and was interested during my research to see that an Individual Education Plan (IEP) is not statutory, yet you do need to be ensuring that the outcomes from the Education, Health and Care Plan are being worked on.  So, you can call it a different name, but effectively it is the same thing. This book By Cherryl Drabble is a brilliant go to. https://www.amazon.co.uk/d/Books/Bloomsbury-CPD-Library-Supporting-Children-Educational-Disabilities/1472928091/ref=sr_1_1?ie=UTF8&qid=1488711406&sr=8-1&keywords=drabble+SEN.

In this process I find considering the following really useful, it supports the whole team to consider the impact that the individual planning is going to make. Remember, the child is at the centre of this, what do they think, what would they like support with, what direction do they want to go in?

Challenge	Impact Statement	EHCP Outcome	Target	Adult Support	Environmental Supports
In this box, outline what the child has said (ideally) or the team have established as being a challenge that would benefit from thinking and work.	What would it look like for the child or young person if this wasn’t a challenge anymore?	What is the EHCP outcome that this links with	Be SMART Specific Measurable Agreed upon Realistic Time based	What are the adults going to be doing- physical prompting, verbal cues, modelling, nothing? Plan for this, and ensure that this is not part of the target.	What resources or environmental factors need to be considered? Are visual resources needed, does the child need a different seat in class, do they need to have a sensory diet plan?

Example of what this may look like:

Jenny has spoken with her class teacher about how hard she finds it to play with the other girls on the playground at lunch, there are often arguments. This is making her feel really upset and not want to come to school.

Jenny will have the social skills to interact and play with others, and learn that you have to follow others ideas at times. Relationships are two way dynamics. She will be happier, and enjoy school again.

Jenny will build and sustain relationships.

During playtime Jenny will approach one peer each day and ask her/him to play a board game with her for 10 minutes during the next half term.

Provide the setting and the resources. Practice a social script. Observe from a distance, try and let Jenny and the peer deal with conflict in the first instance. If there is an incident, carry out some comic book strip conflict resolution to support Jenny’s understanding of all peoples feelings.

A selection of board games chosen by the class. A space to play. A social story about playing with others. Comic Book Strip strategy.