b 10.04.1998 This document to be included with the request for an EHC needs assessment Aspect Threshold Criteria Evidence from setting/other Checklist Long term, 2nd percentile or lower () in core attainment Written summary of CYP’s learning need(s). [ ] complex and area. EY: the CYP should be at a developmental level of half his/her low incidence [ ] chronological age, as shown in EYFS Tracker or similar. need S/CA: records of school-based standardised assessments (for [ ] examples see ). S/CA: levels of progress or other levels over time (throughout their schooling or the last 3 years). Details of measure(s) used, date, and [ ] analysis identifying areas of particular difficulty. Essential Evidence must include CYP’s views about the challenges s/he [ ] experiences. Written record of standardised assessments. [ ] Interventions Additional support in place above and EY: timetable of support including cost showing how the Inclusion [ ] and support beyond the first two levels of the . is being used. If appropriate, support recommended by S/CA: timetable of support including cost of Element 2 (delegated) and and relevant professionals. Element 3 funding (high to meet the Graduated Approach- [ ] Use of evidence based approaches. targeted and personalised levels. Setting has initiated parent/carer and CYP Description of support that has taken place (REHC 7). [ ] involvement, and gained their views. Essential CYP requires personalised support for 50% Evidence of parent/carer and CYP involvement (REHC 2b and REHC [ ] or more of their time in the setting. 3). Evaluation Detail of progress with evidence of it being CYP’s record showing outcomes and evidence of at least two monitored and evaluated: reviews over a six month period. To include evidence of changes of and progress [ ] Use of Plan, Do, Review cycle outcomes and support made as a result of first review. Recorded on outcome focused EY: Early Years Foundation Stage tracker (REHC 6). such as provision maps or IEPs [ ] Essential
b 10.04.1998 This document to be included with the request for an EHC needs assessment Aspect Threshold Criteria Evidence from setting/other Checklist Long term, complex and low incidence need 2nd percentile or lower () in core attainment area. Essential Written summary of CYP’s learning need(s). [ ] EY: the CYP should be at a developmental level of half his/her chronological age, as shown in EYFS Tracker or similar. [ ] S/CA: records of school-based standardised assessments (for examples see ). [ ] S/CA: levels of progress or other levels over time (throughout their schooling or the last 3 years). Details of measure(s) used, date, and analysis identifying areas of particular difficulty. [ ] Evidence must include CYP’s views about the challenges s/he experiences. [ ] Written record of standardised assessments. [ ] Interventions and support Additional support in place above and beyond the first two levels of the . If appropriate, support recommended by and relevant professionals. Use of evidence based approaches. Setting has initiated parent/carer and CYP involvement, and gained their views. CYP requires personalised support for 50% or more of their time in the setting. Essential EY: timetable of support including cost showing how the Inclusion is being used. [ ] S/CA: timetable of support including cost of Element 2 (delegated) and Element 3 funding (high to meet the Graduated Approach- targeted and personalised levels. [ ] Description of support that has taken place (REHC 7). [ ] Evidence of parent/carer and CYP involvement (REHC 2b and REHC 3). [ ] Evaluation and progress Detail of progress with evidence of it being monitored and evaluated: Use of Plan, Do, Review cycle Recorded on outcome focused such as provision maps or IEPs Essential CYP’s record showing outcomes and evidence of at least two reviews over a six month period. To include evidence of changes of outcomes and support made as a result of first review. [ ] EY: Early Years Foundation Stage tracker (REHC 6). [ ]
2018-06-08_Guidelines_for_Assessment_for_EHC_Cognition_and_Learning.docx