are long term and Adaptations put in place to access the curriculum require specialist The views of the child/young person resources or The views of the parent/carer provision to Resilience factors and risk factors achieve long term Long term implications for education and emplyment positive outcomes. B.2 Learning and Progress Progress towards realistic and appropriate outcomes has only been achieved as the result of much additional intervention and support, over and above that which is usually provided Action already Evidence of “assess – plan – do – review” cycles over time (at taken using a least 2 terms) that includes; Co-ordinated The involvement of appropriate external services Approach Measured and evidence based analysis of assessments The child/young with clear summary that informs effective planning and person’s needs outcomes, so that the impact of interventions has been have been explored evaluated and provision subsequently adapted when and supported necessary. through a The involvement of the child/young person in assessment and planning approach, including The involvement of parents/carers in assessment and the use of external planning services. All Involvement and support from the wider community planning has had Person-centred planning approaches the child/young Clear outcomes being identified and monitored person at the heart Strengths based approach taken in the gathering and in a person-centred analysis of information
are long term and require specialist resources or provision to achieve long term positive outcomes. B.2 Learning and Progress Progress towards realistic and appropriate outcomes has only been achieved as the result of much additional intervention and support, over and above that which is usually provided Adaptations put in place to access the curriculum The views of the child/young person The views of the parent/carer Resilience factors and risk factors Long term implications for education and emplyment Action already taken using a Co-ordinated Approach The child/young person’s needs have been explored and supported through a approach, including the use of external services. All planning has had the child/young person at the heart in a person-centred Evidence of “assess – plan – do – review” cycles over time (at least 2 terms) that includes; The involvement of appropriate external services Measured and evidence based analysis of assessments with clear summary that informs effective planning and outcomes, so that the impact of interventions has been evaluated and provision subsequently adapted when necessary. The involvement of the child/young person in assessment and planning The involvement of parents/carers in assessment and planning Involvement and support from the wider community Person-centred planning approaches Clear outcomes being identified and monitored Strengths based approach taken in the gathering and analysis of information
Guidance_and_Criteria_for_EHC_Needs_Assessments_%28updated_Aug_18%29.docx