Page1 Full Name Ed Special Needs Preferred Name Ed Date of Birth 01.03.2005 Gender Male Address & contact details 1 Main Road Chesham HP75 7AA United Kingdom Home Language English Ethnicity White-British Educational Setting Primary School Telephone 07123456789 Key Contact Mrs SEN Parent(s)/Carer(s) with Parental Responsibility Mrs Mummy SEN Relationship to Child/Young Person Mother Address & contact details 1 Main Road Chesham HP75 7AA United Kingdom Telephone 07123456789 Email None provided Add picture of child here
Transcript
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Full Name Ed Special Needs Preferred Name Ed
Date of Birth 01.03.2005 Gender Male
Address & contact details
1 Main Road Chesham HP75 7AA United Kingdom
Home Language English
Ethnicity White-British
Educational Setting Primary School
Telephone 07123456789 Key Contact Mrs SEN
Parent(s)/Carer(s) with Parental Responsibility
Mrs Mummy SEN
Relationship to Child/Young Person
Mother
Address & contact details
1 Main Road Chesham HP75 7AA United Kingdom
Telephone 07123456789
Email None provided
Add picture of child here
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Ed’s Mum felt that the following are what is
important for him:
Coming to school; reading; and talking
about things.
Ed felt these were the most important things
to him:
Handwriting; getting work done;
playing on the computer and his family
- making sure that they don’t hurt
themselves and keep well.
Ed’s Mum felt that the following were the best
ways to support him:
Talking through what he is doing; researching
things on the internet; writing down ideas;
planning things out together; NOT bribing him
with sweets and chocolate; and explaining the
consequences clearly.
Ed felt these were the best ways to support
him:
Handwriting; help in writing tests; help in
Maths; teachers and teaching assistants; and
being asked questions.
Ed’s Mum felt that the following were the
things people like most about Ed:
Good personality – adults appreciate this;
and being helpful for others, although not
always when he is asked to help.
Ed felt these were the things people like
about him:
How he is able to make people laugh; the
fact that he is gentle; and that he doesn’t
hurt other people.
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(To include family story, Ed’s story, brief history including medical needs, aspirations – education, health, independent living
(Parent/Carer’s or Young Person’s), what is working well now, what is not working so well)
Ed is taught in a class of 25 pupils and is taught by two teachers who work as a job share. The class is supported full time by an experienced Higher Level Teaching Assistant
who has a positive relationship with both Ed and his Mother. She supports Ed throughout playtime and lunchtime. There are another 2 pupils in the class with EHC Plans and
two other pupils with SEN Support Plans. Eight pupils including Ed are eligible for Pupil Premium funding. The Key Stage Two building is a busy building with 10 classrooms,
housing 9 classes and the Computing suite. When Ed struggles with social situations or needs time with his Learning Mentor or LSA there are other rooms available but he is
unable to go into these areas unsupervised to calm down or think due to the all the other children’s belongings being here and Ed has a tendency to investigate these. This
means that the Ed requires a high level of individual supervision.
Ed lives with his Mother. When Ed was 5 his father left home and he has built a close relationship with mother ever since. Ed has some health problems, which require him to
take daily medication, despite this he still has a relatively high level of absence due to illness. His mother is very supportive of Ed and the school. Social difficulties at his
previous school and the school’s proximity to his home led to poor attendance and the family have worked very closely with school to ensure that his attendance improves.
1. Ed has a historic negative attitude to learning. He is working hard with the support of adults in the school to change this attitude and despite slow progress in some areas is becoming increasingly proud of his successes and is recognising the positive impact they can have on him. Ed lacks self confidence and struggles to make friends and prefers the company of adults. The PRU are helping in this area and his LSA is working with him to initiate games that he can play with his peers. Ed has a tendency to bottle things up and will not speak to adults about problems he might be having in school. The close relationship he has with his mother and the relationship they have with the school helps with this and problems are swiftly dealt with.
2. Whilst Ed is working below age related expectations he also has difficulties with organization and problem solving. An example of this is his glasses, he will lose them regularly throughout the day and will rarely notice that they are missing. Ed struggles with lessons such as PE where he is required to be more active and also interact more closely with other pupils. When he is faced with such problems he will simply remove himself from the situation until an adult intervenes.
3. Ed faces difficulties with regards social situations and interaction with others. Ed struggles to make same age friendships and play appropriate games, preferring to play ball games with an adult. He is beginning to join in with games that an adult is instigating although this does require an incentive. In the classroom, Ed struggles most when asked to work in a group. He will often simply refuse to participate in the activity until an adult intervenes.
4. Ed is very eager to please and work with adults. He has a sense of humour that adults appreciate more so than other children of his age and has a strong understanding of sarcasm which, despite his age, he uses appropriately. In written work Ed has a solid vocabulary and an imaginative writing style and when motivated can produce very good written work.
5. Ed is keen to be more successful in school and recognizes that he finds it more challenging that other children. He is very eager to be a part of the school and with
the support of adults is becoming better at intergrating in group activities. When Ed faces challenges he used to react in a negative manner to attract the attention of
adults and he now says that the support he is having is helping him realize that there are alternatives to the poor choices he has made in the past. Ed enjoys his PRU
placement and gets a lot both academically and socially from this experience.
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Ed
Mrs Tass
Teacher
Teacher
Mrs Much
LSA
Cousin
Mum
Coach (football club)
Miss Keys
SENCO
Miss Jones PRU
Miss Main
LSA
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Role/Designation Name Contact Details Last involvement/ advice given date
Pupil Referral Unit Teacher in Charge
Kelly Jones Primary Pupil Referral Unit 25 Main Street Chesham Buckinghamshire HP55 7LT Tel: 01844 345678 Email: [email protected]
Ongoing
GP Dr Adam Michaels Medical Practice High St Chesham Bucks HP77 9HH 0844 123456
Ongoing
Educational Psychology Eddie Psych Educational Psychology Service Learning, Skills & Prevention County Hall Walton Street Aylesbury Buckinghamshire HP20 1UZ Tel 01296 123456 Fax 01296 123456
07.01.14
Cognition and Learning Miss Spelling Cognition & Learning Team Buckinghamshire Learning Trust Unit 9 The Abbey Centre, Aylesbury HP19 9NS 01296 123456
02.12.12
Paediatrician Dr Mary Allbright Community Paediatrics 35 High Street Chesham HP77 9WE Tel: 0844 123456
14.09.2012
CAMHS Dick Byrne Child and Family Services Child and Adolescent Mental Health Service
14.05.2012
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The Medical Centre, London Road, Chesham Bucks, HP55 1BD 01296 1234546
Date and Type of Meeting Attendees Agreed Priorities/Outcomes/Actions
14 Feb 2014 Attendance and Behaviour Plan review
Ed, Mummy (Mum), Christine Stone (Attendance), Jenny Keys (SENCo)
Reasons for absences were reviewed and both Mum and Ed assured us that his attendance would be much better now he was happier in school and attending the PRU. Behaviour Plan was reviewed and everyone agreed it was going well. Actions in place to continue in summer term.
27.05.2014 Update meeting between all parties
Mummy (Mum), J Jones (PRU), K Tass (Primary)
Targets for Ed to work on were shared. A behaviour plan for Ed’s Lunchtimes was drawn up.
05.10.2014 Mum, SENCo Support plan written.
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Ed is able to communicate incredibly well but on an adult level.
Ed is often unable to realise when the situation requires him to speak differently to different people. E.g. children and adults.
Ed wants to learn and is eager to receive additional support.
Ed has a good vocabulary and imagination which enables him to produce good written work when motivated.
Ed’s self esteem has become a barrier to his learning.
Ed is a young carer.
Ed wants to have friends.
Ed hasn’t got many peer group friends.
He is still upset by his previous school experience.
Ed does not have any physical difficulties Medical condition and ongoing medical
appointments.
Ed enjoys his football activities.
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This part of the plan must be reviewed/updated at three times annually, but it may require more frequent reviews depending on the child/young person’s response to the interventions and progress made. Updated pages may be appended to this SEN Support Plan.
Child’s Name: DoB: Year Group: Start date: Review due date:
Ed Special Needs 14.01.2005 5 04.09.2014 December 2014
Long Term Outcomes (if/as appropriate)
Ed will access the End of Key Stage Assessments at an age appropriate level by the end of Year 6.
Ed will work without support or distraction to complete written tasks by the end of Year 6.
Ed will behave appropriately towards school staff at all times by the end of Year 6.
1:6 7 minutes Mrs Tass £43 Relationships formed with Year 3 pupils.
To be aware of the consequences of his actions. (PRU)
Social Skills – Learning Mentor
As needed – 20 minutes per week average
1:1 20 minutes Miss Jones £520 Less incidents recorded.
To ensure that Ed can respond to questions about the content of a book.
Daily Reading 10 minutes Daily
1:1 10 minutes Mrs Main £65
+4 APS in reading overall progress in reading age (1 month in excess of chronological age) but not accelerated
To behave positively in learning activities.
Behaviour Chart 5 minutes Daily for rewards
1:1 25 minutes Mrs Main £162.50 Less incidents recorded.
To behave positively with others and engage in play with his peers
Playtime and Lunchtime Support
20 minutes + 60 minutes daily
1:1 400 minutes Mrs Main £2600 Integration back into school at lunchtime has been successful.
To ensure Ed makes a sub level of progress. To ensure Ed remains on task (PRU)
Support in core subjects – Literacy, Numeracy and Science
1 hour 3x per week
1:6 120 minutes Mrs Main/Mrs Woodward
£195 per subject £130 for Science
+4 APS in reading overall progress in reading age (1 month in excess of chronological age) but not accelerated, overall progress in spelling age (1 month in excess of chronological age) but not accelerated.
See individual PRU outcomes
PRU outreach 1 session per week 1:1 1 hour PRU Moved to inreach throughout the Summer term.
How parents/carers can support this plan: Reinforcing positive feedback from school
Total Time 10 hours and 42 minutes
Total Cost (£) £3910.50
Any Health or Social Care assessed needs and provision made:
This document should be circulated to everyone involved in supporting the child/young person as soon as possible after being agreed
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5
Pupil Name: Ed Special Needs Yr Group: 5 Category of SEN: SEMH Author: Miss Keys
Latest Reading Age/date: July 2014 7:02 SEN Support Date Commenced: Sept 2013 Last Updated: Oct 2014
Strengths/Capabilities • Writing with imaginative vocabulary • Social skills with adults
Being able to play imaginatively on his own
Recommended Teaching/Support Strategies • Reward chart, merits, stickers, raffle tickets etc. (anything like this works!) • Giving him jobs to keep him busy.
Ensuring an adult always keeps an eye on him at all times (even when getting coats etc)
Difficulties
Ed tries to seek attention from his peers and adults where he can be that positive or negative.
Ed finds working in a group or pair very difficult. He often struggles to see the other person’s viewpoint. He lies about incidents, even when an adult has witnessed it (he will still protest his innocence).
Ed finds it very difficult to play well with other children and will barge into a game.
Ed has shown some disturbing behavior including voices in his head.
Desired Outcomes: Progress towards Outcomes Notes
To remain on task without adult intervention for 5 mins
To ask if he can join in with a group activity/game (and not barge in).
To make at least one sub level of progress per year.
