215: Case Study Essay

Paige Allen Tuesday 14th April 2015
Support Children with Disabilities and SEN

Units 215.2.2, 215.2.3, 215.3.1, 215.3.3, 215.3.4, 215.4.1, 215.4.2, 215.4.4, Implicit 215.4.3 & 215.1.5

Obtain an IEP/EHCP and use it as a case study. You should highlight and annotate certain areas and then complete a reflective account to show how it is used.

Give details of:
The nature of the particular disability and/or SEN.
The special provision required.
Where the information comes from (e.g. child/young person; family members; colleagues; external support agencies; other).
What the barriers to participation are.
What you do to remove these barriers (including
how you work with others such as e.g. child/young person; family members; colleagues; external support agencies; other).
Adaptations that are made to the environment, the activities, the working practice and resources.
How you support pupils in the use of specialist aids and equipment.
Working in partnership with pupils and others to review ad improve the activities and experiences of this child/young person.

For the purpose of this unit I have created an EHCP.

EHCP
The imaginary child in my EHCP will be known as 'Child A'.

Child A's EHCP
Name of child: Child A Last Name
Address: 123, Some Street, Somewhere, N0T R34L, Kent.
D.O.B: 11.03.08
Name of school: Primary School
NHS No.:123 456 789
Language: English
Ethnicity: White, British

Parents/Careers names: Mother and Father Last Name
Contact No.: 01234 567 890
Address: As Above
Email: [e-mail]

Is this child/young person looked after? No
Full Care Order, Interim Care Order or Section 20 N/A
Social Worker N/A
Contact number N/A
Email address N/A

All about Child A
Child A is not yet able to give his views directly, so this information has been provided by his parents and the professionals working with him.
How have Child A and his family participated in the development of this plan? Child A’s parents attended a Family Meeting with EHC Caseworkers.
Child A met with the Community Paediatrician and the Educational Psychologist as part of their respective assessments and observations of Child A.
Child A’s parents have had regular contact with his current school. Child A’s story:
Child A and his one older sister, Child B, all live at home with Mum and Dad. It was first noticed that Child A had additional needs when he started nursery, where he didn’t settle or mix with the other children. Child A was diagnosed with Autistic Spectrum Disorder (ASD) in 2011; he also experiences a lot of difficulties with anxiety. While there are some things that are known triggers for the anxiety, such as being touched, it is often not clear what has caused it. This means that some of Child A’s behaviour, actions and reactions can also be inconsistent and unpredictable. (Reference K2)
Child A’s views interests and aspirations:
Child A loves playing Minecraft. Using the computer, especially playing games, as well as being something Child A enjoys doing, can help him to calm down. He also loves drawing, especially dinosaurs. Child A likes to isolate himself when distressed to help him calm down. At home he will go somewhere (such as his bedroom) where he knows no-one else will
be.
Child A gets on very well with his paternal grandfather, who is known as ‘Gramps’, he enjoys going on the bus with him, though he would not enjoy this with other people. Child A is very talkative with Gramps.
Child A does not like to be touched by people, including his sister, but doesn’t mind being touched by Mum and Dad. In order to reduce being touched, Child A will sit in the passenger seat of the car, while his sibling is in the back. Noise levels in the classroom are distressing for him, so he wears ear defenders. His distress at noise can lead to tantrums where he will scream and kick on the floor. (Reference K2)
The views of child A’s parents: Within the family, everyone “lets child A be child A”.
This works.
Mum and Dad both agree that helping child A manage his anxiety is really important, that this is necessary in order for him to then be able to access the curriculum and learn as effectively as he can. Currently, his levels of anxiety at school are so high that they appear to be preventing him from actually learning. Child A can be flexible, when his level of anxiety allows.
The school have been supportive, and have tried everything they can, including some of Mum’s suggestions, to help Child A. Mum feels the school have done well with Child A and have done their very best to support him, but it is not working any more. Mum fears Child A will not cope going into Year 4, as he is not coping now. Mum feels that his needs would be better met in a smaller class of children. Mum thinks that learning might work better for Child A if it is in smaller chunks over a period of time, that this could allow time and space for him to calm down and reduce his levels of
anxiety.
Mum and Dad just want what is best for Child A. (Reference K2) How to communicate with Child A and engage him in decision making:
It’s always best to allow Child A time to calm down when he is distressed or anxious. It’s better to use simple words, phrases or sentences. If he hasn’t understood, he can get frustrated, so rather than just repeating, it’s best to restructure the phrase or sentence in a simpler way. Visual cues can be helpful, but this is not consistent. He can sometimes verbalise his fears such as ‘go away, I don’t want you’ – these are signs he is becoming anxious. Child A’s eye contact can be limited, and he does not like new or strange people. (Reference K2)

Child A’s support network:
Child A is primarily supported by his parents, but also has a very good relationship with his paternal grandfather.

Strengths and Special Educational Needs
The needs that have been identified in the EHC Assessment (in priority order, where possible) in the following areas:
(1) Communication and Interaction
Strengths:
 Child A is very talkative with his paternal grandfather. (Reference K2)
 Child A has the ability to communicate effectively with adults, but this is usually only evident when there is something he particularly wants to say. (Reference K3)
 Child A can speak clearly in sentences and he does not have any difficulties with his expressive language, however, he chooses when and who he speaks to. (Reference K5)
Special Educational Needs:
Child A has social interaction and social communication difficulties associated with a diagnosis of Autistic Spectrum Disorder (ASD).
 Child A can sometimes be hard to understand, so it is sometimes necessary to work out what he actually means. (Reference K2)
 It is very difficult to hold a to and fro conversation with Child A as he is usually fixated on what he wants to say and will not listen or respond to what others are saying to him.
 When Child A becomes distressed his communication reduces to one or two repeated phrases e.g. “I can’t”, “I can’t do it” and he will say these phrases with increased volume.
 Child A rarely initiates interaction with his peers and they are becoming increasingly wary of interacting with him. (Reference K3)
 Child A has little interaction with other children and some of his peers can be wary of joining in with him; this could be as a result of his unpredictable behaviour.
 Child A makes little or no eye contact with his teacher when speaking to her. (Reference K4)
 Child A is a quiet, shy boy who finds reciprocal social communication difficult. He can get frustrated if he does not understand or he will become shy and withdraw himself. (Reference K5)
(2) Social, Emotional and Strengths: Mental Health
 Child A will only allow others to ‘play’ with him when he needs their help. For example, when stuck on Minecraft, he will seek Diane’s help, but will want her to go away as soon as she has done what is needed.
 Child A will play alone when left to his own devices, but gets on better with girls than boys at school. Mum and Dad have actively encouraged social play at home, though nothing has been a complete success. (Reference K2)
 Child A is able to participate in small group games with other children.
(Reference K4) Special Educational Needs:
Child A has significant difficulties with anxiety; he also has some difficulties in social interaction, associated with his diagnosis of ASD.
 Child A’s behavioural and emotional stability in school are rather erratic and periods of distress are becoming more frequent. If Child A is challenged, he will become distressed and will often try to hide, hit out or throw objects which are close to him.
 Child A will go outside on the playground happily, but he prefers to be on his own and tends to skirt on the edge of the playground.  Any adult or peer attempt to engage him in play on the playground is rejected and often interaction with him in this manner can trigger distress.
 Child A is becoming increasingly distressed by situations where there are a lot of people such as assemblies, hymn singing and arriving at school.
 Child A’s play can be very repetitive; there are toys and resources with which he can become fixated upon and they are used as objects of comfort. (Reference K3)
 Child A is a very emotional, sensitive boy who can become anxious easily. He can lash out by pushing people away or throwing things.
(Reference K5)
(3) Cognition and Learning
Strengths:
 Child A can recognise numbers up to 100. He is able to use practical resources, such as a number line or Numicom to complete addition and subtraction problems to 30. Child A is able to say if a number is more or less than a given number.
 Child A enjoys working on shape and he can name regular 2D and some 3D shapes. (Reference K3)
 Child A is able to copy some activities shown to him by a teacher and appears pleased when he participates well in activities. (Reference K4)
Special Educational Needs:
Child A’s sensory, anxiety and communication difficulties are a barrier to him accessing learning and developing his cognitive skills.
 Child A gets very anxious about going to school, it is usually really difficult to get him to go. (Reference K2)
 Child A displays heightened levels of distress when confronted with literacy and mathematical activities, even those of a practical nature.  Child A’s progress assessed against the National Curriculum descriptors indicate that he has made no progress in reading or writing from July 2013 to May 2014, remaining at 1C for reading and working towards level 1 for writing. He has made progress of two sub-scales in maths during the same time period, improving from 1b to 2c. (Reference K3)
 Child A’s reading skills show inconsistencies with significant gaps in knowledge.
 Child A is inconsistent with his ability to engage as well as the extent to which he complies with requests.
 Child A seems adamant when he does not want to join in or comply.
 He can experience a high level of anxiety and reducing this is a priority before any meaningful teaching can begin. (Reference K4)
(4) Sensory and/or Physical
Strengths:
 Child A has a healthy appetite, he eats most things.  He usually sleeps well. (Reference K2)
 Child A has good fine motor skills; his pencil and scissor control is well developed. (Reference K3)
 Child A is fit and healthy and has no known allergies; he is not on any regular medication. There are no concerns regarding Child A’s hearing or vision. Child A is independently mobile. (Reference K5)
Special Educational Needs:
Child A has sensory difficulties and some difficulties with gross motor skills and spatial awareness.
 Child A is accident prone, especially when he is lashing out, as he does not recognise that he can/will hurt himself. (Reference K2)
 Child A is particularly sensitive to light, noise and sound. He uses ear defenders in school to block out sound and reduce his anxiety. Child A is also very sensitive to touch, he does not like to get glue on his hands nor does he like to get his hands wet; he will often refuse to wash his hands. If it is raining Child A does not like to get his hair wet.
 Child A can move in an awkward way, often falling over or bumping into things.
 Child A was scheduled to have a course of Physiotherapy treatment in school; however the impact of this treatment was limited due to Child A refusing to engage with the Physiotherapist. (Reference K3)
 Child A uses equipment at school in a sensory way; he will rub the equipment on parts of his body. (Reference K4)
(5) Independence Strengths:
 Child A is able to dress himself and go to the toilet himself.  Child A is getting better with showering, which he didn’t like to do, by having toys in the shower that make it into more of a fun activity.
 Child A has learnt how to safely cross the road (he waits for Mum, and holds Mum’s hand), (Reference K2)
Special Educational Needs:
Child A has limited independence skills, some of which are compounded by his difficulties with anxiety.
 Though Child A is able to dress himself and go to the toilet, he can only actually do so when his anxiety levels are low enough.  Washing hands remains difficult, but Mum and Dad think they will also try to introduce a fun element into it, to see if this works as it has with showering.
 Though Child A has learnt how to safely cross the road he does not appear to comprehend why this is necessary – he doesn’t recognise that moving cars are dangerous. (Reference K2)
 Child A’s independence and self-help skills are below those expected of a child of his age. (Reference K3)
 Child A can run off and often trips; he lacks awareness of the needs of others which can present a safety problem.
 Child A can be slow to get changed for P.E. lessons and is dependent on adult help. (Reference K4)
 Child A is still developing his self-care skills. He needs help with washing, cleaning, cutting up his food etc. (Reference K5)
Summary of Special Educational Needs
From the summary of advices above, the authority concludes that Child A has the following special educational needs, in priority order:
 social interaction and social communication difficulties associated with a diagnosis of Autistic Spectrum Disorder;
 significant difficulties with anxiety;
 barriers accessing learning, related to anxiety and communication difficulties;  sensory difficulties;
 some difficulties with gross motor skills and spatial awareness;  limited independence skills.
Health Needs which relate to SEN
From the summary of advices above, the authority concludes that Child A has the following health care needs, in priority order:
Child A has a diagnosis of Autistic Spectrum Disorder. He will need periodic reviews by the Community Paediatrician Team.
Social Care Needs which relate to SEN
From the summary of advices above, the authority concludes that Child A has the following social care needs, in priority order:
There is no Social Care provision reasonably required by the learning difficulties or disabilities which result in Child A having Special Educational Needs.

Outcomes
The outcomes and provision outlined below have been identified from the advice of the following professionals who contributed to this assessment.
 Educational Psychologist  A Primary School
 Community Paediatrician
Child A’s Special Educational Needs Coordinator (SENCo) will prepare an Individual Education Plan. It will give details of the short-term targets set for the next twelve months. These targets are the short steps of learning, which will help Child A make progress towards the long-term outcomes. In a special school this may be addressed through Provision Mapping or by other means.
Summary Table
Outcome
Provision to be provided by

Education
Health
Care
To develop his social interaction skills so that he is able to engage in reciprocal and cooperative activities with others.

For Child A to develop his ability to cope with new challenges, demands and transitions in order to reduce his anxieties and to enable him to access learning activities in all areas of the curriculum.

For Child A to develop his ability to follow adult direction, his literacy and numeracy skills to enable him to participate in a range of learning opportunities in an educational environment.

To reduce Child A’s sensory sensitivities so he can increase his toleration of sensory stimuli, access more play and learning activities and be less distressed by care routines.

To improve gross motor skills and spatial awareness so that Child A is safer when involved in physical activity.

For Child A to develop his self care and independence skills including toileting, dressing, feeding and safety so that he is consistently less reliant on adult support.

Regular reviews to assess the impact of Child A’s ASD on his learning and development.

Communication and Interaction: Outcomes and Provision
E1) Outcome to be achieved by end of;
Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4
Year...
To develop his social interaction skills so that he is able to engage in reciprocal and cooperative activities with others.
Short steps to enable Child A to meet the outcome
 To be able to use language appropriately for social interactions with adults and peers.
 To be able to cooperate with peers to complete set activities.

By whom
Special Educational
Provision
A programme to develop his social interaction skills with short daily sessions, extending in duration as Child A progresses. This should include
 support from adults to provide opportunities for play alongside peers, in order to facilitate interaction and language skills;
 access to small teaching groups about social interaction and friendship skills.
 access to small teaching groups about social interaction and friendship skills.

Members of school staff*

Daily integration across the curriculum in order to generalise skills.

Key resources required
Access to a wide range of learning/play activities.

Use of rewards for desired behaviours e.g. time on the computer, iPad, whiteboard activities.

Use of visual cues e.g. timetables, objects of reference, signs and symbols.
*for example: Senior leadership team, Teachers, Teaching assistants, Learning support assistants

Social, Emotional and Mental Health: Outcomes and Provision
Outcome to be achieved by end of;
Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4
Year...
For Child A to develop his ability to cope with new challenges, demands and transitions in order to reduce his anxieties and to enable him to access learning activities in all areas of the curriculum.
Short steps to enable Child A to meet the outcome
 To be able to demonstrate he feels safe and secure in his educational environment.
 To be able, with adult support, to recognise signs of becoming anxious.  To be able to regulate feelings of anxiety using a safe space, transitional object or similar, with adult support.
Draft EHC Plan AB 18/8/14
 To be able to prepare for anticipated changes, with adult support.
 To be able to demonstrate increased confidence in his own abilities.

By whom
Special Educational
Provision
A programme to develop self awareness and ability to express feelings.

Members of school staff*

A pre-warning of changes to help Child A to adapt to new activities, these should be reinforced and repeated as appropriate.

Daily sessions, delivered individually or in small groups when possible according to the activity and objective. Targets from this programme should be integrated throughout the school day and opportunities to generalise skills provided regularly.

Key resources required
Transitional objects or similar.

Access to a safe space.

Use of visual cues e.g. a timer, visual timetable or similar.

Adult support to monitor anxiety levels.
*for example: Senior leadership team, Teachers, Teaching assistants, Learning support assistants

Cognition and Learning: Outcomes and Provision
Outcome to be achieved by end of;
Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4
Year...
For Child A to develop his ability to follow adult direction, his literacy and numeracy skills to enable him to participate in a range of learning opportunities in an educational environment.
Short steps to enable Child A to meet the outcome
 To be able to engage and sustain concentration for short periods of time for learning activities, increasing gradually over time with adult support.  To be able to follow adult direction in an appropriate manner.  To be able to follow classroom routines consistently.
 To be able to wait for adult attention following set routines as appropriate.  To be able to choose from two presented activities.
 To be able to complete literacy and numeracy activities that have been differentiated and broken down into small clear steps for his needs.
 To be able to read several 3 and 4 sound words in a sentence consistently without refusal.
 To be able to demonstrate understanding of what he has read.  To be able to complete subtraction problems consistently without refusal.  To be able to identify relationships between basic number concepts and operations.

By whom
Special Educational Provision
A programme to develop ability to follow adult direction, this should include:
 use of ‘first and then’ strategies to encourage engagement, including rewards for desired behaviours e.g. time on the computer, iPad, whiteboard activities;  opportunities to use alternative ways to present knowledge if writing is a barrier to engagement;
 the use of visual or verbal tasks to begin classroom task rather than a written task to reduce Child A’s reluctance to begin an activity.

Members of school staff*

Pre-warning of changes so Child A can adapt to new activities.

A daily differentiated programme for literacy and numeracy  use of a chaining approach which relies on high adult including: modelling at the start with a high level of prompt;  opportunities for repetition and over learning.

Sessions delivered daily, as part of curriculum delivery, with an adult in small groups or in short sessions individually, according to the activities and objectives.

Key resources required
Access to adult support as appropriate.

Use of visual cues e.g. timetables, objects of reference, signs and symbols,

Use of a small step approach to writing with access to writing frames, mind maps. Use of phonics approach to reading where possible or use of sight readings as appropriate.
*for example: Senior leadership team, Teachers, Teaching assistants, Learning support assistants

Sensory and/or Physical: Outcomes and Provision
Outcome to be achieved by end of;
Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4
Year...
To reduce Child A’s sensory sensitivities so he can increase his level of tolerance of sensory stimuli, access more play and learning activities and be less distressed by care routines.
Short steps to enable Child A to meet the outcome

 To gradually take part in adult-led, sensory-based learning and play activities, extending range and duration as Child A progresses.
 To introduce further play elements to care routines to encourage Child A to be less distressed by the routine.

By whom
Special Educational
Provision
A programme to increase levels of sensory toleration.
Members of school staff*

A programme to reduce sensory distress with care routines.
Parents
Health Provision
A referral to Occupational Therapy service for completion of a sensory profile and to provide advice to setting staff and parents, may be required.
Members of school staff*
Key resources required
A range of multi sensory activities and resources.

Adult support for sensory activities.

Access to a quiet environment.
*for example: Senior leadership team, Teachers, Teaching assistants, Learning support assistants

Outcome to be achieved by end of;
Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4
Year...
To improve gross motor skills and spatial awareness so that Child A is safer when involved in physical activity.
Short steps to enable Child A to meet the outcome
 To take part regularly in play and learning activities that incorporate physical coordination and spatial awareness, with adult support where necessary.

By whom
Special Educational
Provision
A programme to improve gross motor skills and spatial awareness.
Members of school staff*

Opportunities for one-to-one support with physical activities to negotiate risk.

Health Provision
A re-referral to Physiotherapy Services for assessment and to provide advice to setting staff and parents, may be required when Child A’s anxiety has reduced sufficiently for him to engage in the assessment.
Members of school staff*
Key resources required
A range of multi sensory activities and resources.

Access to activities and resources that focus on gross motor skills.

Independence: Outcomes and Provision
Outcome to be achieved by end of;
Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Year...
For Child A to develop his self care and independence skills including toileting, dressing, feeding and safety so that he is consistently less reliant on adult support.
Short steps to enable Child A to meet the outcome
 To be able to dress for P.E. lessons without adult support, but with adult supervision.
 To be able to follow a toileting routine including washing hands with adult support and supervision as appropriate.
 To be able to use knife, fork and spoon as appropriate for feeding, with adult support initially.
 To be able to recognise and respond to dangers appropriately.

By Whom
Special Educational
Provision
A programme to develop his self care skills including toileting, dressing, feeding and safety awareness, with adult support at school and at home.

Members of school staff*

Parents

Several opportunities a day, at school and at home, to practise the targeted self care skills with adult support at appropriate times. Adult support decreasing in relation to his cognitive development and understanding.

A programme to develop safety awareness, with adult support provided on a risk assessed basis according to the activity.

Key resources required
Access to adult support for self care needs, reducing according to skill development and rate of independence.

An appropriate risk assessment and staff ratio according to the activity.

Adult support, decreasing as appropriate.
*for example: Senior leadership team, Teachers, Teaching assistants, Learning support assistants

SEN Provision
Teaching approaches and arrangements to support the programmes and arrangements outlined above:
1. Teaching arrangements, classroom organisation and support for Child A should incorporate those that are suitable for pupils with ASD and associated communication, social interaction and speech and language difficulties, including:
 access to the national curriculum with some differentiation for his SEN;  access to trained teaching staff who have experience in adapting the curriculum for children with special educational needs on the autistic spectrum;
 opportunities for small group and/or one-to-one support (as appropriate) to help to develop his basic learning skills;
 access to a noise reduced environment;
 use of a chaining approach which relies on high adult modelling at the start with a high level of prompting;
 opportunities for repetition and over learning of skills and knowledge;  access to a safe space with use of transitional object when distressed;  access to calming activities which may be physical, rhythmic and repetitive;  opportunities and support to generalise his learning;
 use of visual cues e.g. visual instruction schedule, ‘first’ and ‘then’ schedule, objects of reference, sand timer, social stories;
 rest periods built into his timetable;
 use of verbal and visual reminders to encourage Child A to listen and focus;  pre-warning Child A of any anticipated changes so that he can adapt accordingly;  use of praise for good work and reward systems for desired behaviours e.g. time on the computer;
 use of preferred activities to motivate, engage and encourage Child A e.g. dolls;  use of a small step approach to writing with access to writing frames, mind maps and use of a keyboard as appropriate;
 use of phonics approach to reading where possible or use of sight readings as appropriate;
 opportunities to use alternative ways to present knowledge if writing is a barrier to engagement.
2. All of Child A’s programmes will have clear objectives, which are well recorded, monitored and evaluated with the setting of new objectives as appropriate.
3. There will be close home/school liaison.
4. The support for Child A may be provided flexibly (individually, in small groups and in the classroom) as appropriate.
5. The support for Child A should not be unduly intrusive and should not result in over-reliance and he should be encouraged to work increasingly independently.
6. There are no recommendations for any exclusions to the National Curriculum / Post 16 course of study. However, Child A’s Head Teacher will monitor this and recommend any change, if it is required.

Health Outcomes and Provision
Outcome to be achieved by end of;
Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4
Year...
Regular reviews to assess the impact of Child A’s Autistic Spectrum Disorder on his learning and development.

By Whom
Health Provision
Child A requires regular medical assessment as necessary. This will be provided by South East Healthcare NHS
Foundation Trust.
Community Paediatric
Team

Social Care Outcomes and Provision
There is no Social Care Provision relating to section 2 of the Chronically Sick and Disabled Persons Act 1970.

Social Care Outcomes and Provision
There is no Social Care Provision reasonably required by the learning difficulties or disabilities which result in Child A having Special Educational Needs.

Arrangements for Review
The lead professional responsible for convening the review of this plan:
The Headteacher at Child A’s school has responsibility for ensuring that this plan is reviewed.
Frequency of review
This EHC Plan will be reviewed on an annual basis, on or near the anniversary date of this Plan.
Progress towards the specified outcomes will be planned for and tracked in the intervening months through the setting and monitoring of clearly specified and achievable short-term targets by:
 School staff  Community Paediatrician
These short-term targets will be shared with and understood by Child A and appended to his plan so that any regular progress monitoring is considered in light of the longer term outcomes and aspirations he wishes to achieve. Child A will be involved in the setting of new targets and in monitoring them
People to be involved in the review:
 Child A
 Child A’s parents  School SENCo
 Community Paediatrician  Educational Psychologist

Next Key Transition Points
 Early years to Key Stage 2
07/01/14
 Transition from Key Stage 2 to 3
07/01/18
 Transition from Key Stage 3 to 4
07/01/21
 Year 9 Transition Review
07/01/21
 Leaving secondary education
07/01/23

Personal Budget – Including arrangements for Direct Payments This section provides information on any Personal Budget that will be used to secure provision in the EHC Plan and to meet the outcomes details in the plan
Have the family made a request for a Personal Budget? No

Contributors to the Education, Health and Care Plan and Advice and Information
Name
Title
How did they contribute
Report Attached?
Child A Last Name
Child
Gave views to parents in advance of the
Family Meeting
Views recorded in K2
Mother and Father Last Name
Parents
completed family meeting
Yes
Ms S Co
SenCo, Primary School
Provided advice
Yes
Mrs Psych
Educational Psychologist
Provided advice
Yes
Dr Childs
Community Paediatrician
Provided advice
Yes

Signature on behalf of KCC:....................................................