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Section 1 1.0 Context 5
Introduction to personal planning 2.0 Introduction 63.0 A Person Centred Approach 7
4.0 Personal Learning Planning (PLP) 8
Section 2 1.0 Integrated Support Planning 11 - 12
Integrated support planning (ISP) 2.0 How to complete the ISP template 13
3.0 ISP template 14 - 18
Section 3 1.0 Requests for assessment 21
The duty to assess additional support needs 2.0 Administrative pathway and timeline 22
3.0 CSP Letter 1a 23
4.0 CSP Letter 2 and Form 24 -25
Section 4 1.0 Introduction 29
The Co-ordinated Support Plan (CSP) 2.0 CSP procedures 29 - 30
3.0 Criteria for a CSP 31
4.0 Establishing the CSP 32
5.0 Preparing the CSP 33 - 34
6.0 Administrative pathway & timeline 35
7.0 CSP Letter 1b 36
8.0 CSP Letter 2 & Form 37 - 38
9.0 CSP Letters 3a & 3b 39 - 40 10.0 How to complete the CSP template 41 - 42
11.0 CSP template 43 - 47
12.0 CSP Letters 4 & 5 49 - 50
13.0 Time limits 51
14.0 Time limit exceptions 51
15.0 Actions required when time limits cannot be met 52
Section 5 Mediation and Resolving Disputes 55
Mediation and Resolving Disputes
Section 6 1.0 Criteria for CSPs 59Co-ordinated Support Plans (CSP), 2.0 Purpose of ISPs 59
Integrated Support Plans (ISP) 3.0 Use of term significant 59
and related matters 4.0 When to use a CSP and when an ISP 60
5.0 Home and host authority 60
6.0 Questions arising from practice 61
Section 7 65 - 100
Arrangements for school leavers who have additional support needs
Section 8 103 - 145
Examples of Integrated Support Plans and Co-ordinated Support Plans
Contents page
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SECTION 1INTRODUCTION TO PERSONAL PLANNING
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1.0 Context
The evolution of our system for individual planning has taken account of a number of developments,
including the Education (Additional Support for Learning) (Scotland) Act 20041. Other developmentsinclude:
Personal learning planning provides a universal system for all pupils. Where a pupil has
additional support needs then his or her personal plan will include relevant personal aims and
targets as appropriate.
Coordinated Support Plans (CSPs) were introduced when the Additional Support for Learning
(Scotland) Act 2004 was implemented in November 2005. CSPs represent a means of formalising
an agreed involvement of services other than education in support of a pupil who has additional
support needs.
Person-centred planning is an approach, including a set of techniques, that locates power and
responsibility with pupil and parent for making personal plans, with support from services.
This approach has been progressively successfully developed in a large number of Fife schools
since 2001. It has positively transformed the process of review meetings and has set a new
standard for parental and pupil participation.
Integrated assessment and intervention are in development between childrens services in Fife.
This aims to introduce single shared assessment across agencies.
The specification for our system is as follows:
Complements personal learning planning
Reflects the principles and techniques of person-centred planning
Converts readily to a CSP in appropriate cases
Represents the school component in integrated interagency assessment
Is simple and workload friendly
These revisions build on existing polices and practices, and do not mark a significant change in approach.
It is a strength of Fife schools to work well with parents, pupils and a range of support agencies in planning
and review.
1Leaflet 2 in the Inclusion series.
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3.0 A person centred approach
Person centred planning is an approach to organising meetings to support effective communication and
social inclusion. It builds on existing best practice in parent and pupil involvement.
Core Features
Supporting pupils and their families starts with listening carefully to what is important to them
Those participants invited to the meeting are negotiated with the pupil and parents; this may
involve members of the wider family support network and a restricted number of professionals
who will work together in partnership
The active participation of relevant staff and, where appropriate, support services is encouragedand coordinated
Assessment information from pupils, parents, school staff and support services is integrated
Professionals help support the agreed action plan
A key person is empowered to co-ordinate school support
Everyone at the meeting has a chance to come up with ideas and suggestions
Action planning is recorded openly and the plan made accessible to all participants
- where appropriate using graphics and pictures as well as words
Agreed actions in successful plans are followed up by a committed support team
Pupils and parents are central in deciding with whom the plan is shared
The Education Service offers ongoing training and buddy support for staff who have responsibility for review
meetings in schools.
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4.0 Personal Learning Planning (PLP)
All pupils in schools - nursery, primary, secondary and special will be involved in a personal learning
planning process to record achievements and identify next steps in learning. This emphasises theimportance of involving pupils in setting personal goals in a way that will motivate their engagement in the
learning process.
Personal Learning Planning similarly aims to involve parents in a central role and encourages good
communication between home and school.
Personal Learning Planning involves a continuous gathering of information to inform learning and address
barriers. Through a cycle of planning, teaching and assessment, teachers will be able to identify any
difficulties and needs that a pupil may have and adapt teaching to support progress.
Target setting will be integral to PLP for all pupils. IEP targets can be set, as SMART targets, by pupil and
teacher within the PLP. These targets will be individual according to the pupils needs.
Specific guidance on a Fife approach to personal learning planning is available in circular 141/06/AF/AM
dated 14 November 2006.
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SECTION 2INTEGRATED SUPPORT PLANNING (ISP)
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1.0 Integrated Support Planning (ISP)
Where a pupil needs additional support, and requires an additional level of planning, beyond the targets that
can be set within a PLP, an ISP may be introduced. An ISP will co-ordinate planning with other agencies andacross different support provisions within education. The Family Support Plan may be used as an alternative
to an ISP for those children in nursery or early primary. This would be developed into an ISP at a later date.
All children and young people who are looked after will require an ISP. This plan will become the
educational component of any shared information and assessment with our partner agencies. Some looked
after children will only require their ISP to be reviewed annually whilst others will require more regular
review.
The use of the integrated support planning process will form the educational componenet of any interagency
planning and assessment eg when there are identified care and welfare or child protection issues.
It may contain confidential information that would not be appropriate for the PLP. The ISP should be
used as the basis for an application to Primary Behaviour Support, 2nd and 3rd Tier Secondary Behaviour
Support, ARMG.
This plan has been designed to:
complement personal learning planning
reflect the principles and tools of person centred planning
convert readily to a formal Co-ordinated Support Plan (CSP), in appropriate cases
represent the educational component in integrated interagency assessment
be user and workload friendly
Responsibility for identifying a concern about a particular pupil and for deciding to introduce an Integrated
Support Plan (ISP) lies with the class teacher(s)/pupil support teacher and school management in
consultation with pupil and parent(s). The decision may be reached without formality after appropriate
consultation (e.g., during parents evening).
Some pupils may require this level of integrated planning for a short period of time but a small number will
require additional support and planning throughout their schooling to make good progress. The frequency
of planning meetings will be at least annual and will be agreed by the participants and co-ordinated by a
key person in school who has been identified for the pupil.
The ISP incorporates:
biographical details of the pupil and information about those involved in the planning
assessment profile - using information from previous education planning
eg PLPs or Person Centred Planning, or from other agencies eg LAC review
educational objectives - school and shared
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outline of factors giving rise to additional support needs
outline of support required and the persons providing it
parental and pupil views consent to share information with other agencies
Parental and pupil feedback will be gathered as part of the individual planning process. On a regular basis
feedback on the planning process should also be discussed at the SLG. This process will ensure continued
good practice and identify areas for development. The ASN Registry will, twice a year, ask for a collation of
this feedback.
Planning at all stages is a dynamic process building on previous teaching, learning and assessment.
Previous plans and targets should be reviewed and inform future planning.
The Integrated Support Plan has a similar format, and shared fields with the Co-ordinated Support Plan
(CSP) to speed and simplify movement between these two plans.
A template for the Integrated Support Plan and guidelines on how to complete the template are attached
to this section.
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2.0 How to complete the Integrated Support Plan (ISP) template
This template reflects the main fields in the statutory format for the Co-ordinated Support Plan (CSP).
Schools will find the template helpful if information requires to be transferred from an ISP to a CSP.
How to complete the template electronically:
The template has been prepared to include a series of fields that should be completed (if they apply).
These fields have a dark grey appearance. Users can navigate the fields by pressing the F11 button on their
keyboard. To insert information, click on the grey field and begin typing.
The grey fields are unlimited in size so will contain as much information as you need to provide. This also
means that the page size is not controlled. You may wish to insert or delete page breaks to prevent
information being split across pages.
To insert a page break:1. Click where you want to start a new page.
2. On the Insertmenu, click Break.3. Click Page break.
To delete a page break:1. Select the page break (double click anywhere on it in print layout*)
2. Press DELETE
* you may find it useful to use print layout to check how the document will print.
Click on the Viewmenu, click print layout. You can see page breaks and other
formatting by clicking on the show/hide button on the standard toolbar.
How to complete the template in handwriting:
Before printing the template for completion in handwriting you will need to ensure that the boxes are of
adequate size to contain all the information you need to record. To do this, click on the particular grey fieldin the box and press the return or enter key.
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For reference only - available electronically
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For reference only - available electronically
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For reference only - available electronically
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For reference only - available electronically
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For reference only - available electronically
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SECTION 3THE DUTY TO ASSESS ADDITIONAL SUPPORT NEEDS
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1.0 Requests for assessment of Additional Support Needs
Responsibility for identifying a concern about a particular pupil lies with the class teacher(s)/pupil support
teacher and school management in consultation with pupil and parent(s). A pupils additional support needswould, in the majority of cases, be identified through the schools regular planning and review process.
Schools are however required, on request of parents/carers, to assess whether a pupil has additional
support needs, unless the request is unreasonable.
The procedures to be used by schools in assessing a pupils additional support needs, in these
circumstances, reflect the requirements of the Education (Additional Support for Learning) (Scotland) Act
2004, and the accompanying Code of Practice Supporting Childrens Learning.
An administrative pathway and time line that indicate the specific time limits for assessment and theCo-ordinated Support Plan as set out in the Code of Practice are attached. It is essential that schools,
and support agencies, work within the time limits.
Where there is a request, in writing or following a meeting to assess whether a pupil has additional
support needs the school must acknowledge the request through CSP Letter 1a- which should be
copied, for information, to the Additional Support Needs Register).
The headteacher (or depute headteacher) will normally be the Contact Person for parents.
If parents make a request, in writing or at a meeting, for their child to be assessed to establish if they have
additional support needs, relevant advice and information should be sought, and taken into account, from:
educational psychology service
appropriate agencies eg health services,
other sources within the authority eg social work
any information supplied on behalf of the child or young person eg a privately commissioned report
the views of the child and their parents3or the young person.
Schools must consult relevant other agencies through CSP Letter 2 and Formand have atimeframe of 10 weeks for the assessment to be completed.
The outcome of these assessments should be shared with the parents, within the 10 week timeframe
established in the code of practice, and agreement reached on the appropriate level of planning and support
required for the pupils identified additional support needs.
3The term parent(s) is used to indicate parent, guardian or any person having legal responsibilities.
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2.0 Assessment of Additional Support Needs
and the Co-ordinated Support Plan Administrative Pathway and Timeline
Request from parents for assessment to establish
whether a pupil has additional support needs*
Planning meeting agrees that consideration shouldbe given to whether a CSP should be established*
(see Section 4 for specific guidance)
WEEK 1
The Assessment/CSP Contact Person will be the headteacher or depute head with responsibility for
additional support needs
The headteacher nominates the Assessment/CSP Co-ordinator (usually an existing keyworker)
The headteacher/depute confirms, in writing, to parents/young person the intention to establish if the pupil hasadditional support needs (CSP Letter 1a)
and/or if a CSP is required (CSP Letter 1b) (copied to the Additional Support Needs Register)
The Assessment/CSP Co-ordinator contacts any outside agencies whom it is agreed may need to provide
more information or additional assessment. CSP Letter 2 & Form
by WEEK 4
The headteacher/depute convenes a multi-agency process to decide whether to establish a CSP and sends
confirmation to parent/young person that a CSP is to be established ( letter 3a) or not (letter 3b)
Letter 3a will indicate a timeline for the rest of the process.
Both 3a and 3b will note the rights of parents and young people
WEEKS 1 - 10
If it has been required, other agencies compile assessment evidence and forward to the Assessment/CSP
Co-ordinator.
Assessment/CSP Co-ordinator: compiles school based evidence, meets with parents, child or young person
and co-ordinates planning amongst all concerned. This may already have been compiled within the ISP.
WEEKS 11 - 14
CSP Co-ordinator drafts CSP (using the template provided in Appendix 2) and copies to parents, young
person, educational psychologist and other agencies involved. CSP Letter 4
WEEKS 14 - 16
CSP contact person signs the document and sends copies to all concerned, with a copy to the education
officer and the Additional Support Needs Register. CSP Letter 5
* In the event of difficulties in agreeing whether a CSP is appropriate or with other aspects of the process,
the EO should be consulted
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3.0 CSP Letter 1a
Name of Parent / Carer / Guardian CSP 1a
Address Date
Dear (Name of Parent / Carer / Guardian),
Name of Pupil Date of Birth
School
Following your recent request on (Date) I can confirm our intention to assess if (Name of Pupil) has
additional support needs.
The Education (Additional Support for Learning)(Scotland) Act 2004 requires that children and young people
with additional support needs should have these needs considered in detail and, if necessary, written into a
planning document.
In order to establish what level of planning and intervention may be required we will seek the views of
relevant agencies. These were (List of agencies). If there are any other services/ agencies you wish to help
in the assessment please let me know.
I will write to you again within the next 10 weeks to inform you of the outcome of the assessment and to
arrange to discuss the way forward.
If I can be of any help in the meantime please do not hesitate to contact me at the address/phone number
above/at the foot of the page.
Yours sincerely
Headteacher / Depute Headteacher.
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4.0 CSP Letter 2 & Form
Partner Agency Contact CSP 2
Address Date
Dear (Name of Contact),
Name of Pupil Date of Birth
School
It has been agreed to establish whether (Name of pupil) has additional support needs and/or requires
a CSP.
The Education (Additional Support for Learning)(Scotland) Act 2004 places on the Education Service a
duty to seek, and take account of, the views of our partner agencies. We would request that you inform us
of your views, based on recent assessment, in relation to the additional support needs of this pupil and the
provision to which your service would envisage contributing. I attach a form for this purpose.
As you will be aware we hope to carry out the process of establishing whether (Name of Pupil) has
additional support needs and/or requires a CSP in as short a time as possible. This will build on previous
planning and assessments.
I would therefore ask you to forward this information as soon as possible but certainly no later than
(Date no later than 10 weeks later). This will allow us to comply with the timelines specified in the Act.
Please contact me if you have any concerns.
Yours sincerely
CSP Co-ordinator
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Assessment of Additional Support Needs
Co-ordinated Support Plan
Request for Information
Name of Pupil D.o B.
School
Home address
Please outline the additional support needs of this pupil, including assessments undertaken,
in relation to your service.
Please outline the provision that would be put in place to support this pupil. If possible please include
details of the practitioner who would be involved
Name:
Signature:
Date:
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SECTION 4THE CO-ORDINATED SUPPORT PLAN (CSP)
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1.0 Introduction
Context
The procedures to be used by schools in establishing a Co-ordinated Support Plan (CSP) reflect the
requirements of the Education (Additional Support for Learning) (Scotland) Act 2004, and the
accompanying Code of Practice Supporting Childrens Learning. A template for the Co-ordinated Support
Plan and an administrative pathway and time line that indicate the specific time limits set out in the Code
of Practice are attached. It is essential that schools, and support agencies, work within the time limits.
A single modular system
A child or young person who needs additional support may have personal targets embedded in their
personal learning planning. Other pupils who require more shared and co-ordinated planning will have anIntegrated Support Plan (ISP) (in the case of pre-school pupils, a Family Support Plan). The Co-ordinated
Support Plan (CSP) represents the most formal type of individual planning, reserved for the small
percentage of pupils who require such formality.
The process of developing an ISP will have included consultation and assessment involving the school,
child/young person4and their parents as well as any other agencies involved in supporting the pupil.
The format of the ISP closely reflects that of the Co-ordinated Support Plan (CSP).
4A young person is a person over school age, generally over 16,
who is not yet 18 years old and is receiving school education.
2.0 CSP Procedures
Responding to requests for a CSP
Schools are required, on request of parents/carers, to establish whether a pupil has additional support
needs or requires a CSP unless the request is unreasonable.
Where there is a request, in writing or following a meeting to establish whether a pupil requires a
CSP, the school must acknowledge the request through CSP Letter 1b - which should be copied,
for information, to the Additional Support Needs Register. The headteacher (or depute headteacher)
will normally be the CSP Contact Person for parents.
Deciding to establish a CSP
Where it is considered that the criteria may be met, a multi-agency review meeting should be held involving
parents and the child/young person. This meeting may then decide that a Co-ordinated Support Plan (CSP)
should be established. Where the pupil already has an ISP or has been assessed at parental request as in
Section 3, then the assessment and planning that has already taken place will provide the basis for the CSP.
In such circumstances the timelines for the CSP as outlined in the Code of Practice will be foreshortened.
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When considering whether to establish a CSP, relevant advice and information should be sought and taken
into account from:
educational psychology service
appropriate agencies eg health services
other sources within the authority eg social work
any information supplied on behalf of the child or young person eg a privately commissioned report
the views of the child and their parents5or the young person.
Schools must consult relevant other agencies through CSP Letter 2 and Form and have a timeframe
of 10 weeks for the assessment to be completed
Where there are difficulties in the process, in agreeing if a CSP is appropriate or in relation to the content
of a CSP, the education officer for the school should be briefed by the school and/or the educational
psychologist.
Once it has been agreed whether or not a CSP is to be established, CSP Letter 3a or 3b must be
sent. This should be done within 4 weeks of the initial request. A copy should be sent to the local
education officer and the Additional Support Needs Register.
The formal process for mediation and dispute resolution, where efforts at local level have not
achieved agreement, is contained in Section 5
Procedures in relation to Fife pupils who are educated outwith Fife
All young people educated in a school outwith Fife will require quality planning.
A proportion of these pupils may require a Co-ordinated Support Plan and the following will be relevant.
When a young person already has a CSP established:
The young person will have a Social Work Reviewing Officer who will:
take on the CSP Co-ordinator role (See Para. 5.0 of this guidance)
co-ordinate the monitoring and reviewing of the plan.
The area education officer will act as the CSP Contact Person and will therefore sign the annual review of
the CSP.
The education psychologist will attend meetings and will be available for advice throughout the process.
5The term parent(s) is used to indicate parent, guardian or any person having legal responsibilities.
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When a young person requires a CSP to be established:
Where a young person is currently being educated outwith Fife and has another planning mechanism,
and a decision to establish a CSP is made, the following will be relevant.
The area education officer, in liaison with the educational psychologist, will co-ordinate the process of
gathering the assessment and the writing of the plan. Once the CSP is finalised the Social Work Reviewing
Officer will take on the role of the co-ordinator (as above).
The area education officer will act as the CSP Contact Person and will therefore sign the finalised CSP.
The educational psychologist will be available to advise the parents and others during this process.
3.0 Criteria for a CSP
In order to establish a CSP the following criteria need to be met:
(a) the local authority is responsible for the school education of the child or young person
(b) the child or young person has additional support needs arising from:
one or more complex factors
multiple factors
(c) those needs are likely to continue for more than one year
(d) those needs require significant additional support to be provided by the local authority in the
exercise of any of their functions as well as in the exercise of their functions relating to
education, or by one or more appropriate agencies (within the meaning of section 23(2))
as well as by the local authority themselves
Complex factoris likely to have significant adverse effect on the school education of the child or youngperson.
Multiple factors- taken together - are likely to have significant adverse effect on the school education
of the child or young person. The Act does not define significant adverse effect.
Significant additional supportstands out from the continuum of possible additional support that is
available within the pupils school. An example might be a child who has motor co-ordination difficulties
and a speech and language impairment which requires regular input in school from the physiotherapist
twice a week and support from the speech and language therapist twice a week. Professional judgement
will be required.
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4.0 Establishing the CSP
Contents of a CSP
Co-ordinated Support Plans must contain (as do ISPs):
the schools conclusions as to the factor or factors from which the additional support needs of the
child or young person arises
the educational objectives sought to be achieved taking account of those factors
the additional support required to achieve these objectives; and
details of those who will provide this support
a profile - a holistic pen picture of children or young people focusing on positive aspects of
children or young people, skills and capabilities, curriculum followed, school attended, other
planning in place, favourite activities, learning style
parents and children or young peoples comments on the process and the plan
a review timetable.
Plans must also contain:
biographical and contact details of children and young people
specific contact details for their parents or those adults who have, or share, responsibility for the
care of the child or young person
the name of the school to be attended
the details of the person who will co-ordinate the CSP, and
the details of a contact person within the local authority from whom parents or young people can
obtain advice and further information*
* The CSP contact person will normally be the headteacher or depute headteacher. The DHT or HT is
signing on behalf of all those involved. Their signature is required in the final section on the last page.
Their contact details will appear in both the sections titled Education Authority Contact Points and
Parental Advice and Information.
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Targets for co-ordinated interagency support
Plans should be clear and succinct. The CSP should refer only to the targets shared by the involved
agencies. Short-term curricular targets should continue to be contained in personal learning planning.
The CSP does not contain the separate multi-agency assessment reports and information used to reach
conclusions and to plan. This information should be kept elsewhere as it could contain sensitive or
confidential aspects. The sharing of it should be sensitive to the family.
5.0 Preparing the CSP
The school should, on behalf of the education authority, prepare a draft CSP in the context of a multi-agency
planning and review process involving parents and pupil. The draft should be issued to relevant participants
for comment. A word template that includes all relevant fields for the CSP is attached.
Where a pupil already has an Integrated Support Plan the information in the ISP may be copied and pasted
to the corresponding fields in the CSP.
CSP letter 4, with a copy of the draft plan, must be sent to the parents and/or young person and the
relevant sections to the agencies involved in enough time to allow for revision.
The school, through the CSP Co-ordinator, should take account of suggested amendments to the draft and
prepare a final version of the CSP.
A final copy of the CSP must be sent to the parents and/or young person with CSP Letter 5.
This process must be completed within 16 weeks of an initial request or decision to begin the
procedure. CSP Letter 5 and the CSP should be copied to the Additional Support Needs Register
and the local education officer.
Role of the CSP Co-ordinator
The CSP Co-ordinators responsibilities mirror those of the ISP keyworker. It is likely that, in most cases,
the keyworker will become the Co-ordinator. The Co-ordinator is responsible for monitoring that theservices required to deliver the additional support are in place, that all involved, including parents and
young people, know what is required of them.
The Co-ordinator should:
maintain contact with the child or young person and their family
be familiar with the child or young persons school
have working knowledge of relevant services, policies and practices
have experience of working with children/young people with additional support needs
have experience of compiling and implementing educational support plans
be able to work with other agencies
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Reviewing the CSP
The school must link with the pupil, parents and relevant agencies to: keep under consideration the adequacy of the CSP
formally review the CSP at least every 12 months - making amendments as necessary.
Following a review the updated CSP should be forwarded to the Additional Support Needs Register and
copied to the local Education Officer.
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6.0 Assessment of Additional Support Needs
and the Co-ordinated Support Plan Administrative Pathway and Timeline
Request from parents for assessment to establishwhether a pupil has additional support needs*
(see Section 2 for specific guidance)
Planning meeting agrees that consideration shouldbe given to whether a CSP should be established*
WEEK 1
The Assessment/CSP Contact Person will be the headteacher or depute head with responsibility for
additional support needs
The headteacher nominates the Assessment/CSP Co-ordinator (usually an existing keyworker)
The headteacher/depute confirms, in writing, to parents/young person the intention to establish if the pupil hasadditional support needs (CSP Letter 1a)
and/or if a CSP is required (CSP Letter 1b) (copied to the Additional Support Needs Register)
The Assessment/CSP Co-ordinator contacts any outside agencies whom it is agreed may need to provide
more information or additional assessment. CSP Letter 2 & Form
by WEEK 4
The headteacher/depute convenes a multi-agency process to decide whether to establish a CSP and sends
confirmation to parent/young person that a CSP is to be established ( letter 3a) or not (letter 3b)
Letter 3a will indicate a timeline for the rest of the process.
Both 3a and 3b will note the rights of parents and young people
WEEKS 1 - 10
If it has been required, other agencies compile assessment evidence and forward to the Assessment/CSP
Co-ordinator.
Assessment/CSP Co-ordinator: compiles school based evidence, meets with parents, child or young person
and co-ordinates planning amongst all concerned. This may already have been compiled within the ISP.
WEEKS 11 - 14
CSP Co-ordinator drafts CSP (using the template provided in Appendix 2) and copies to parents, young
person, educational psychologist and other agencies involved. CSP Letter 4
WEEKS 14 - 16
CSP contact person signs, on behalf of all involved, the document and sends copies to all concerned, with a
copy to the education officer and the Additional Support Needs Register.
(Please note there is no requirement for a parental signature on a CSP), CSP Letter 5
* In the event of difficulties in agreeing whether a CSP is appropriate or with other aspects of the process,the EO should be consulted
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7.0 CSP Letter 1b
Name of Parent / Carer / Guardian CSP 1b
Address Date
Dear [Name of Parent / Carer / Guardian],
Name of Pupil Date of Birth
School
Following our recent consultation/meeting on [Date] I can confirm our intention to establish whether a
Co-ordinated Support Plan (CSP) is required for [Name of Pupil].
The Education (Additional Support for Learning)(Scotland) Act 2004 requires that children and young people
with additional support needs should have these needs considered in detail and, if necessary, written into a
planning document.
In order to establish whether the CSP is required we will seek the views of relevant agencies. These were
[List of agencies]. If there are any other services/ agencies you wish to help in the assessment and
preparation for this plan please let me know.
I will write to you again within the next 4 weeks to inform you whether or not we propose to establish a CSP.
If I can be of any help in the meantime please do not hesitate to contact me at the address/phone number
above/at the foot of the page.
Yours sincerely
Headteacher / Depute Headteacher.
This letter should be copied to the Additional Support Needs Register.
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8.0 CSP Letter 2 & Form
Partner Agency Contact CSP 2
Address Date
Dear [Name of Contact],
Name of Pupil Date of Birth
School
It has been agreed to establish whether [Name of pupil] has additional support needs and/or requires
a CSP.
The Education (Additional Support for Learning)(Scotland) Act 2004 places on the Education Service a
duty to seek, and take account of, the views of our partner agencies. We would request that you inform us
of your views, based on recent assessment, in relation to the additional support needs of this pupil and the
provision to which your service would envisage contributing. I attach a form for this purpose.
As you will be aware we hope to carry out the process of establishing whether [Name of Pupil] has
additional support needs and/or requires a CSP in as short a time as possible. This will build on previous
planning and assessments.
I would therefore ask you to forward this information as soon as possible but certainly no later than
[Date no later than 10 weeks later]. This will allow us to comply with the timelines specified in the Act.
Please contact me if you have any concerns.
Yours sincerely
CSP Co-ordinator
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Assessment of Additional Support Needs
Co-ordinated Support Plan
Request for Information
Name of Pupil D.o B.
School
Home address
Please outline the additional support needs of this pupil, including assessments undertaken,
in relation to your service.
Please outline the provision that would be put in place to support this pupil. If possible please include
details of the practitioner who would be involved
Name:
Signature:
Date:
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9.0 CSP Letter 3a
Name of Parent / Carer / Guardian CSP 3a
Address Date
Dear [Name of Parent / Carer / Guardian],
Name of Pupil Date of Birth
School
I am writing to advise you that we propose to establish a Co-ordinated Support Plan for [Name of Pupil].
This letter is to inform you about how we will compile the plan and of the timescales involved. The letter also
informs you of your rights in relation to the Education (Additional Support for Learning)(Scotland) Act 2004.
We have contacted relevant agencies for their views and assessments. We will draft a plan based on
your views, the contributions from relevant agencies and the information from previous discussions and
assessments during the next few weeks. We will send you this draft plan as soon as possible and arrange
to discuss this with you. We will contact you with a date for this meeting in the near future.
We will do all that we can to agree, with you, the way forward for {Name of Pupil]. If you have any concerns
with the process or the progress of drawing up the CSP please contact the school.
We will seek to resolve any disagreements. Where this has not been possible then an education officer or
educational psychologist may be able to help.
The Education (Additional Support for Learning) (Scotland) Act 2004 gives you the right to mediation
services where disagreement cannot be resolved between parents and education service staff.
If you remain unhappy in relation to matters relating to the preparation of the CSP you may refer to the
Additional Support Needs Tribunal. Please let me know if you would like more information about either
mediation services or the Additional Support Needs Tribunal.
Yours sincerely,
Headteacher / Depute Headteacher
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CSP Letter 3b
Name of Parent / Carer / Guardian CSP 3b
Address
Date
Dear [Name of Parent / Carer / Guardian],
Name of Pupil Date of Birth
School
I am writing to advise you that we do not propose to establish a Co-ordinated Support Plan for [Name ofPupil].
The letter informs you of your rights in relation to the Education (Additional Support for Learning)(Scotland)
Act 2004.
We have consulted relevant agencies for their views and assessments. We have considered your views as
well as information from our previous discussions and from our assessments. If you would like to discuss
this decision please feel free to contact me.
We will do all that we can to agree, with you, the way forward for {Name of Pupil]. We will seek to resolve
any disagreements. Where this has not been possible then an education officer or educational psychologist
may be able to help.
The Education (Additional Support for Learning) (Scotland) Act 2004 gives you the right to mediation
services where disagreement cannot be resolved between parents and education service staff.
If you remain unhappy in relation to matters relating to the CSP you may refer to the Additional Support
Needs Tribunal. Please let me know if you would like more information about either mediation services
or the Additional Support Needs Tribunal.
Yours sincerely,
Headteacher / Depute Headteacher
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10.0 How to complete the co-ordinated support plan template
The template has been prepared in accordance with the statutory format as prescribed by The Additional
Support for Learning (Co-ordinated Support Plan) (Scotland) (Amendment) Regulations 2005.Therefore, the format of the template should not be amended.
1. How to complete the template electronically:
The template has been prepared to include a series of fields which should be completed (if they apply).
These fields have a dark grey appearance.
Users can navigate the fields by pressing the F11 button on their keyboard.
To insert information click on the grey field and begin typing (if there is an existing Fife ISP for the child or
young person, information may be copied and pasted into the corresponding field in the CSP template).
Guidance on the type of information which should be provided at each field is available in the Procedures
for Establishing a Co-ordinated Support Plan which accompanies this document.
The grey fields are unlimited in size so will contain as much information as you need to provide. This also
means that the page size is not controlled. You may wish to insert or delete page breaks to prevent
information being split across pages.
To insert a page break:
4. Click where you want to start a new page.
5. On the Insertmenu, click Break.
6. Click Page break.
To delete a page break:
3. Select the page break (double click anywhere on it in print layout*)
4. Press DELETE.
*you may find it useful to use print layout to check how the document will print. Click on the View menu,
click print layout. You can see page breaks and other formatting by clicking on the show/hide button on
the standard toolbar.
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2. How to complete the template in handwriting:
Before printing the template for completion in handwriting you will need to ensure that the boxes are of
adequate size to contain all the information you need to record. To do this, click on the particular grey field
in the box and press the return or enter key.
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For reference only - available electronically
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For reference only - available electronically
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For reference only - available electronically
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For reference only - available electronically
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12.0 CSP Letter 4
Name of Parent / Carer / Guardian CSP 4
Address
Date
Dear [Name of Parent / Carer / Guardian],
Name of Pupil Date of Birth
Please find enclosed a draft copy of the Co-ordinated Support Plan for [Name of Pupil]. This plan has been
prepared by the school on behalf of the education authority. I have also copied this to [List of those involvedin compilation].
I would like to invite you to a meeting to discuss and finalise this plan on [Date] at [Time] here at school.
If you wish to contact me before that please do not hesitate to do so.
Yours sincerely
CSP Co-ordinator
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CSP Letter 5
Name of Parent / Carer / Guardian CSP 5
Address Date
Dear [Name of Parent / Carer / Guardian],
Name of Pupil Date of Birth
School
Please find enclosed the finalised copy of the Co-ordinated Support Plan (CSP) for [Name of Pupil].
I have sent copies to [List of contributors to the plan].
We will review this plan at least annually but if you wish an earlier review please contact us. If at any time
you have any concerns please feel free to contact us at the school.
If at any point you are unhappy with issues relating to the CSP please contact the school and we will do all
that we can to agree, with you, the way forward.
We will seek to resolve any disagreements. Where this has not been possible then an education officer
or educational psychologist may be able to help.
The Education (Additional Support for Learning) (Scotland) Act 2004 gives you the right to mediation
services where disagreement cannot be resolved between parents and education service staff.
If you remain unhappy in relation to any matters relating to the CSP you may refer to the Additional Support
Needs Tribunal. Please let me know if you would like more information about either mediation services or
the Additional Support Needs Tribunal.
Yours sincerely,
CSP Co-ordinator
This letter should be copied to the Additional Support Needs Register.
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Co-ordinated Support Plans Timings and Counted Days
13.0 Time limits
As you will be aware from Supporting childrens learning - code of practice there are specific timescales
relating to the assessment of additional support needs and to the establishment of co-ordinated support
plans (CSP). These are:
Where a request is made to assess whether a child/young person has additional support needs
this should be completed in 10 weeks
Where a request is made to establish a CSP a decision as to whether a CSP will be established
should be communicated in writing within 4 weeks.
There is a sixteen week timescale to complete the CSP.
This is measured from the time of the first request to establish whether a CSP is required.
In exceptional circumstances the school can write to the family to ask for an extension of up to
a total of 24 weeks (from the first request).The reasons for this request would need to be clearly
stated.
In relation to the annual review (see 15.0 overleaf).
14.0 Time limit exceptions
There are a number of time limit exceptions in relation to CSPs and their preparation. (These were outlined
in subsequent legislation - Scottish Statutory Instrument 2005 No 518 The Additional Support for Learning
(Co-ordinated Support Plan) (Scotland) Amendment Regulations 2005). The education authority need not
comply with the time limit if it is impractical to do so because:
the request to establish a CSP was made only one week prior to a holiday of longer than 4 weeks;
the childs parent or the young person indicate that they wish to provide advice or information to
the education authority/school after the expiry of the time limit and the education authority/school
has agreed to consider this advice before establishing whether it would be required or is stillrequired;
the childs parent or the young person has made an assessment request and the process of
assessment or examination cannot take place or the results are not available before the expiry
of the time limit;
the education authority/school has sought advice or information from an appropriate agency or
person and they have not provided the advice or information before the expiry of the time limit;
the education authority/school has requested help from an appropriate agency and this agencyhas not responded before the expiry of the period of the time limit;
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exceptional personal circumstances affect the child or the childs parent or the young person
during the period of the time limit;
the child or the childs parent or the young person is absent from the area of the education authority for a continuous period of not less than four weeks during the period of the time limit;
the child or the young person fails to keep an appointment for an assessment or examination
during the period of the time limit; or
in exceptional circumstances; after receiving advice or information or views from an
appropriate agency or child or the childs parent or the young person or a response from an
appropriate agency it is necessary for the education authority to seek further advice or information
or views and these cannot be obtained before the expiry of the time limit.
15.0 Actions required when time limits cannot be met
Where the educational authority/school becomes aware that a time limit cannot be complied with they must:
establish a date by which a copy of the plan or decision that a plan is not required must be given
to the appropriate people;
inform those involved, in writing, of the reason why the time limit cannot be complied with and the
new date for completion or decision.
The new date established in these circumstances must not exceed the time limit by longer than is
reasonably necessary and by not more than:
24 weeks starting on the date when information of the initial proposal was sent;
20 weeks starting from the expiry date of the previous co-ordinated support plan
20 weeks from the time a request is made to review the CSP when this request is made earlier
than the annual review date. This may be due, for example, to a change in circumstances.
It has been clarified that the weeks of the Christmas, Easter and October holidays areincluded in thetimescales. However when there is a holiday of longer than four weeks (summer) the appropriate timescale
would become 24 weeks, rather than the normal 16, from the time of the initial request to completion.
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SECTION 5MEDIATION AND RESOLVING DISPUTES
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MEDIATION AND RESOLVING DISPUTES
The Education (Additional Support for Learning) (Scotland) Act 2004 outlines the rights and responsibilities
of young people and their parents, the importance of partnership working and the requirement for schools toensure that pupils and parents are at the centre of the planning process. This is mirrored in the emphasis on
person centred approaches in this standard circular for Individual Record-Keeping and Planning in schools.
The Education (Additional Support for Learning) (Scotland) Act 2004 states that: It is expected that most
disagreements will be resolved at school and education authority level with only a small number going to
formal review procedures. This reflects existing good practice in Fife, where it is a strength of schools to
work in partnership with parents and to resolve any miscommunication or difficulties in the least intrusive
way.
It is recognised, that there are times when parents disagree with the decisions made in school and can bedissatisfied. The effective management of these situations is essential.
Dealing with an issue/difficulty at class level may be supported by the principal teacher
Many situations may be managed effectively by the headteacher or another member of the
management team. In some cases the educational psychologist may take a role in supporting the
school and the parents reach a consensus
In a few cases where the school has not been able to resolve the difficulties it will be appropriate
to involve the area education officer. The involvement of the education officer and/or the
educational psychologist will normally ensure an agreement is reached
In a very few cases it may become necessary to involve an education officer from another area.
Education senior management should be informed of progress in any case that is referred to an education
officer.
In addition, the Education (Additional Support for Learning) (Scotland) Act 2004 introduces three formal
routes that parents of children with additional support needs may use to resolve a disagreement with the
Education Authority. These are mediation, independent adjudication and the use of Additional Support
Needs tribunals6
.
The details of these processes are contained in Supporting Childrens Learning - Code of Practice.
If a parent/carer of a child or young person with additional support requests one of these processes,
the Education Authority has a duty under the act to provide these.The first point of contact in each of
these situations would be the Education Support Officer who can be contacted at Rothesay House on:
08451 555 555 Ext 444224.
When the education service become involved in an ASN tribunal the area Education Officer will lead
the case and liaise with those involved to complete the necessary paperwork and to present the case.
The Education Support Officer will support the Education Officer in this process.
6Leaflet 5 in the inclusion series.
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SECTION 6CO-ORDINATED SUPPORT PLANS (CSP),
INTEGRATED SUPPORT PLANS (ISP)
AND RELATED MATTERS
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CO-ORDINATED SUPPORT PLANS (CSP), INTEGRATED SUPPORT PLANS (ISP)
AND RELATED MATTERS
1.0 Criteria for CSPs
A CSP must be established when the following four criteria are met:
1. an education authority are responsible for the school education of the child or young person,
2. the child or young person has additional support needs arising from:
(i) one or more complex factors, or
(ii) multiple factors,
3. those needs are likely to continue for more than a year, and
4. those needs require significant additional support to be provided by one or more appropriate
agencies in addition to the education service.
The CSP will contain the assessment and planning relating to the work that will be carried out by the
different agencies, including the education service, to address the specific educational objectives. This work
will require co-ordination although different parties may undertake work in relation to any shared objective.
2.0 Purpose of ISPs
An ISP is similar in format and process to the CSP without the requirement to meet specific timescales or
use standard letters.
The ISP will contain the assessment and planning done by partners within the education service to meet the
SMART objectives contained within. These partners may include different staff within the school (LSS, BSS,
DHT) or between settings (mainstream and off-campus, mainstream and special schools or school staff and
staff from other support services eg ASIST, ICT assessment team, English as an additional language).
Where a child/young person has not met the criteria for a CSP, for example where it is perceived the needs
are not likely to continue for more than a year, the work of our partner agencies would be contained in the
ISP.
The clear intention of this planning mechanism is to ensure that all parties are aware of the work being
done to support the child/young person and therefore plan together to ensure support tasks integrate with
each other.
3.0 Use of the term significant
There are clearly times when the decision to establish a CSP will be straightforward given the level of
intervention by other agencies and the long term nature of the child/young persons needs.
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6.0 Questions arising from practice
Q. What date do we use on the back of the CSP / ISP?
A. The date the plan is finalised. This will normally be at a meeting with the family.
Q. Who should sign the CSP?
A. The CSP contact person should sign the CSP. This will normally be a headteacher or depute
head with responsibility for additional support. The keyworker/co-ordinator will work closely with
the family and other professionals to draft the plan. At the point of it being finalised the HT/DHT
should sign the CSP. He/she is then responsible for ensuring that this plan is monitored,
evaluated and reviewed over time.
Q. Why is there nowhere for parents to sign the CSP?
A. The document was designed nationally and does not include space for parental signature.
There is an explicit assumption that the plan has been drafted with parents and an implicit
assumption that at point of finalisation and signature parents have approved the content.
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SECTION 7ARRANGEMENTS FOR SCHOOL LEAVERS
WHO HAVE ADDITIONAL SUPPORT NEEDS
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1 Introduction 1.1 Scope of this guidance
1.2 Interagency co-operation1.3 Education authority and school duties
2 Good practice in preparation for school leaving 2.1 School - level co-ordination
2.2 Cycle of planning2.3 Early information
2.4 Open meetings 2.5 Leaflets for parents and pupils
3 Transition/moving on planning assesment 3.1 Purpose of the transition/moving on
planning assessment3.2 Organising the transition/moving on
planning assessment 3.3 Joint Education/Social Work transition form
3.4 Liaison with Adult Services (Social Work) 3.5 Convening the meeting
3.6 Pupil participation 3.7 Reports for the meeting
3.8 A basis for a meeting agenda 3.9 Recommendations from the meeting
3.10 Where parents could not attend 3.11 Where consensus is not confirmed
4 Review meetings 4.1 Time of review meetings 4.2 The purpose of the meeting
Appendix A Legislation and associated circulars of guidance
Appendix B List of key agencies
Appendix C Information for parents/pupils:
(1) Post school transition leaflet for parents
(attached as PDF)
(2) Moving on leaflet for pupils
Appendix D Standard basis for letters to notify parents of
transition planning/future needs assessment
Appendix E Calendar checklist
Appendix F (1) Transition arrangements for school leavers
(Social Work) (2) Post school transition form
(3) Personal Care form (4) Guidance notes on forms
Appendix G Framework for transition/moving on planning
Contents
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1. Introduction
1.1 Scope of this guidance
This guidance outlines transition/moving on planning arrangements for pupils aged 14 years and over who
have additional support needs. Pupils likely to benefit from such planning include those for whom significant
support or special arrangements have been provided in school. It is expected that schools should convene
transition/moving on planning meetings for those pupils who have additional support needs and require
extra consideration or support post-school.
This guidance describes arrangements for transition/moving on planning (Section 3) and subsequent review
meetings (Section 4), designed to plan and co-ordinate provision between several agencies with the active
participation of the young person and his/her parents. The relevant legislation and associated circulars of
guidance are summarised in Appendix A.
1.2 Inter-agency co-operation
Fife Councils social strategy intends to maximise joint planning between relevant agencies in meeting the
needs of all young people. This circular refers to provision and services which are the responsibility of a
range of agencies and has been drawn up by a working group which is representative of such agencies.
Pupils who have a Co-ordinated Support Plan, and many of those who have an Integrated Support Plan,
will already have an inter-agency team involved with them. This team will, as part of their review and
planning cycle, consider issues relating to the pupils post school transition. A list of key agencies is given
in Appendix B.
1.3 Education authority and school duties
Under the Education (Additional Support for Learning) (Scotland) Act 2004 - the ASL Act - the education
authority has a number of duties in relation to transition planning. These include:
at least 12 months prior to the expected school leaving date, request, and take account of,
information and advice from appropriate agencies likely to make provision for the child or young
person when he/she leaves school
no later than 6 months before the child or young person is expected to leave school provide
information to whichever appropriate agency or agencies, as the authority think appropriate, may
be responsible for supporting the young person once he/she leaves school, if the childs parent or
young person themselves agrees.
These duties apply to all the children or young people who have additional support needs.
These are education authority duties. Individual schools are agents of the authority and are therefore
responsible for ensuring that the guidance and procedures are followed.
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2. Good practice in preparation for school leaving
2.1 School-level co-ordination
A named member of the school staff should be given responsibility for co-ordinating and timetabling
transition/moving on planning meetings and ensuring good practice in preparation. In mainstream
secondary schools, this should be co-ordinated through the school liaison group (or equivalent).
2.2 Cycle of planning
It is important that planning for transitions is an essential part of the cycle of planning and review in which
a pupil is involved. Personal Learning Plans, Integrated Support Plans, Co-ordinated Support Plans and
Person Centred Planning will all contribute to the transition from school to post-school. Good practice will
be to incorporate transition planning into the review cycle for the pupil.
2.3 Early information
It is good practice for schools at the earliest possible stage, to make parents and pupils aware of services
and entitlements for which they may be eligible at the post-school stage. This includes the Social Work
Service, Careers Scotland, voluntary agencies, benefits and allowances. This will most effectively be
achieved if a keyworker from within the school provides such information within informal consultations with
pupil/parents. The parent information leaflet Appendix C (i) will be helpful at this stage.
2.4 Open meetings
One way of providing early information is through annual open meetings for parents which offer an
opportunity for the school to outline the transition planning process, and to introduce key contributors such
as Careers Scotland, the Social Work Service and college staff in an informal way. Where there are a
number of pupils who have additional support needs, schools should make such open meetings available
each year to such pupils and their parents.
2.5 Leaflets for parents and pupils
The leaflet for parents/staff7was issued to schools on 10 October 2006 as part of a series on inclusion and
is attached as a pdf file. A model base for a pupil information leaflet is offered in Appendix C (ii) and is
available in electronic form, to be adapted and customised for local use.
C (i) Post school transition leaflet for parents
C (ii) Moving On leaflets for pupils
These leaflets should be made available routinely to parents and to pupils who have additional support
needs.
7Leaflet 7 in the Inclusion series.
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3. Transition/moving on planning assessment
3.1 Purpose of the transition/moving on planning assessment meeting
The outcomes from a transition/moving on planning meeting become part of the planning cycle at school
level. The school is responsible for making copies of the minuted outcomes available to pupil, parents and
relevant agencies in all cases.
The purpose of the meeting is to inform appropriate agencies and to seek and take account of their views
of the pupils needs and to co-ordinate and clarify future planning options, many of which will be outwith the
responsibility of the school. The programme for the latter period of the pupils school attendance should be
designed to best prepare the pupil for such future options and this may include some involvement in such
options.
The meeting should take place in the context of previous on-going networks of consultation, review and
planning between the young person, parents and relevant agencies. Individual agencies with no prior
knowledge will require an introductory summary of the pupils circumstances. Agencies should be invited to
attend only where they have a significant role in advising on future options. The meeting should be as small
in size and as informal as possible and should be pupil and parent centred. Encouragement should be given
to parents to contribute to the discussion.
It is important that the focus of the meeting should be primarily forward-looking and that it reviews the pupils
school performance in order to inform future planning.
3.2 Organising the transition/moving on planning assessment meeting
It is recommended that an initial transition meeting takes place around 18 months before the pupils
statutory leaving date. It is the schools responsibility to initiate this procedure and to notify Social Work
Services, Health Services and any other agencies, as appropriate, of pupils who are between 141/2 and
15 and who may require their services. Where it is likely that a pupil will stay on at school beyond their
statutory leaving date it is anticipated that continuing regular reviews will be held and fuller consideration
of transition issues should be deferred to a review no later than 12 months prior to the actual leaving date.
The school should notify parents, the Social Work Service, Health services and any other appropriate
agencies of a schedule of dates for meetings with maximum notice.
The ASL Act requires the education authority to seek and take account of advice from the appropriate
agencies no later than 12 months prior to the pupils expected leaving date. The Act also requires the
authority to pass on information to other agencies 6 months prior to transition.
When the school is uncertain about whether a particular support agency should be present at the meeting
it is good practice to consult with the agency at this stage, perhaps in relation to all pupils on the schedule.
A standard letter to give prior notice of the meeting to parents is offered in Appendix D.
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3.3 Joint Education/Social Work transition form
Schools have duties, in relation to the Education (Additional Support for Learning) (Scotland) Act 2004, to
seek and take account of the views, advice and information from Health, Social Work and other appropriate
agencies. They also have a duty, under the same act, to provide agencies with information to support the
consideration of post school provision for the young person.
A transition form has been designed to facilitate the sharing of relevant and purposeful information
between the Education and Social Work Services. Schools should complete the Post-School Transition
form (Appendix F(ii)) and, if appropriate, the Personal Care form (Appendix F(iii)). These forms should be
completed in consultation with the young person. Both forms and accompanying guidance notes are
available electronically.
3.4 Liaison with Adult Services (Social Work)
In the case of pupils who will present significant resource planning implications for the Adult Services, it will
be the responsibility of the social worker (Children and Families Team or Children with Disabilities Team) to
flag this up to the Adult Services Team.
3.5 Convening the meeting
The school will be responsible for convening and minuting the transition/moving on planning meeting.
Where a pupil has an ISP or a CSP it will be advantageous to combine the review with a transition/moving
on planning meeting.
Those invited to attend will include
parents
pupil
school staff,
* careers adviser
and the minimum necessary representation from the:
Children and Families Team
relevant further education provision
educational psychologist
community paediatrician (school doctor)
therapists
other relevant parties such as the Housing Service and Community Services
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3.6 Pupil participation
Best practice is achieved when the meeting is designed to be person centred. In order to be person centred
it is necessary to ensure that, as far as possible, the pupil contributes actively and meaningfully to the
meeting and feels that the resulting plan reflects what is important to them. This is best achieved when the
pupil has been prepared for the meeting by being involved in ongoing consultations.
The use of communication aids eg talking mats, photographs will support fuller participation for some pupils.
It may be considered in exceptional circumstances that it is not appropriate for a pupil with very complex
needs to attend the meeting. However, the pupils views, eg what they like/dislike etc should be considered
and the pupils parents/carers should remain at the centre of decision making.
3.7 Reports for the meeting
The school should provide a written report for the transition/moving on planning meeting. This report will be
based on previous meetings and planning, up to date school experience and assessment and views from
PCP meetings where these have taken place. Parents should be invited to contribute a written report if
they so wish.
Schools may consult with the community paediatrician (school doctor), relevant therapists, educational
psychologist and careers adviser, as appropriate, about individual pupils. In relevant cases (eg where
written advice based on their particular responsibility is required) the appropriate agency should provide
a written report. It is good practice for any written reports to be circulated in advance to participants.
3.8 A basis for a meeting agenda
The convenor of the meeting should consider the following issues in forming a basis for discussion:
review of pupils progress (reports from parents and others involved)
the proposed school programme for the latter period of the pupils compulsory school education
any appropriate contributions from other agencies during the pupils remaining period at school
where relevant, the opinion of the Social Work Service
possibilities for after the statutory school leaving date, including
continued attendance at school
further education and the possibility of bridge or link courses while still at school
open employment, vocational training or supported employment
Social Work Service provision
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3.9 Recommendations from the meeting
The school should forward to the pupil and parents the relevant documents outlining the recommendations
of the transition/moving on planning meeting (Appendix G). This document should detail recommendations
for future actions (before and after the pupil leaves school) and should identify who is responsible for taking
these forward. The educational psychologist will, on request, offer advice and support to school staff in
preparing this document. This document will normally serve as an action minute of the meeting; where there
is further information/discussion that would be helpful to note, this should be recorded in a separate minute
of the meeting. For all pupils, it is the responsibility of the schools senior management to ensure that
action points from the meeting are implemented.
The school is responsible for sending the recommendations from the transition/moving on planning meeting
directly to the pupil, parents, educational psychologist, and other agencies. (This is a statutory requirement
for a pupil who has a CSP). The Recommendations from the Transition/Moving On Planning Meeting
document (Appendix G) sets out a minimum specification for this document. The recommendations will
form part of the pupils individual educational planning and should be made available to college or training
providers.
3.10 Where parents could not attend
If parents are unable to attend the meeting, the school should offer another meeting. If this is not possible,
or if the parents do not wish to attend, then the meeting should go ahead and the school should inform
parents of its outcome. All agencies should then be individually available to parents for consultation on
request by school or parents.
3.11 Where consensus is not confirmed
Where there is not agreement on recommendations in the meeting, the minute should reflect the respective
views of participants; a copy of this minute should be forwarded by the school to the Head of Education.
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4. Review meetings
4.1 Timing of review meetings
After the transition/moving on planning meeting regular review meetings should be held as part of a cycle
of review and planning. A final meeting should be held no later than 2/3 months before the pupil is due to
leave school.
4.2 The purpose of the meeting
The purpose of the meeting will be to consider the following possible points:
outcome of/progress towards recommendations and actions from the transition planning
the likely requirement for providers (e.g. further education and/or Social Work Service and/or
Health Services) to make plans for appropriate future provision.
requirements for provision and support for the pupil
the provision of information for a Personal Learning and Support Plan if entering further education.
This would build on from the current school planning eg PLP, ISP, PCP, CSP
possibilities for after the statutory school leaving date
the provision of information which may be relevant to assessments for allowances
(eg Disabled Students Allowance) or special examination arrangements post-school. advice to the pupil and his/her family on benefits, grants etc
if the pupil has a CSP, its discontinuance.
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Appendix A Legislation and associated circulars of guidance
The legislative context is defined in two Acts:
1. The Further and Higher Education (Scotland) Act 1992places a duty on Boards of Management of
Further Education Colleges to respond to a request from the Education Authority to provide information
and advice on the provision available and relevant in relation to any child with additional support needs
that would be required after he/she reaches school leaving age.
Colleges of Further Education negotiate and agree a Personal Learning and Support Plan for all
students who have learning difficulties, (as defined in the Further and Higher Education (Scotland) Act
1992).
SOEID Circulars FE1/94 and 13/95 give advice to colleges of Further Education for Students with Learning Difficulties and highlight areas which are the responsibility of Local Authorities and Health
Boards.
Where complexities arise relating to resourcing, the headteacher or psychologist can seek clarification
from the Education Service (Education Support Officer).
2. The Education (Additional Support for Learning ) (Scotland) Act 2004.
This Act defines additional support needs and places a duty on the Education Authority to
establish procedures for identifying and meeting the needs of children and young people
with these needs. Other agencies eg NHS, Social Work have a duty to help education
meet these needs.
The Act also introduced the Co-ordinated Support Plan. This statutory planning mechanism allows
education to plan long term with colleagues from other agencies.
The Act and Regulations require an Education Authority to:
seek and take account of relevant advice and information from other appropriate agencies no later
than 12 months prior to a child, or young person, ceasing education.
(In practice this will mean around 18 months)
seek and take account of the views of the child, the childs parent or the young person
pass information to appropriate agencies not later than 6 months prior to a child or young person
leaving school.
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Appendix B List of key agencies:
1. Education Service Management:
Relevant Senior ManagerEducation Service
Rothesay House
Glenrothes
KY7 5PQ
Tel: 08451 55 55 55 Ext 444207
3. Community Paediatrician (school doctor)
Dr Z. Claise,
Associate Specialist,
Community Child Health,Carnegie Clinic,
Dunfermline KY12 8DP.
5. Education Support Officer
Education Service
Rothesay House
Glenrothes
KY7 5PQ
Tel: 08451 55 55 55 Ext 444224
2. Fife Council Psychological Service
Principal PsychologistAuchterderran Centre
Cardenden
KY5 0NE
Tel: 08451 55 55 55 Ext 442083
4. Social Work: Adult Services
Social Work Service
Fife House
North Street