Inclusion ( SEN )

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29th January 20

Annual Reviews and Transition Reviews

Annual Reviews and Transition Plans.

 

Annual Reviews.

 

The purpose of the annual review of a pupil’s statement is to make sure that at least once a year the parents, the pupil, the LA, the school and all the professionals involved monitor and evaluate the continued effectiveness and relevance of the provision set out in the statement. For children under compulsory school age the SEN Code of Practice recommends that consideration should be given to informal six-monthly reviews of the statement. These could be classed as interim reviews.  In addition, Interim or early reviews may be called if:

 

  • It is the recommendation from a previous annual review
  • Where a school identifies a pupil who is at serious risk of disaffection or exclusion
  • When a child has needs that are known to change rapidly
  • To reassure parents and professionals where there is disagreement.

 

The LA initiates the annual review process by writing to school.

 

The annual review is in four parts:

  1. Collection and collation of information
  2. Annual Review Meeting
  3. Head teacher’s report of the Annual Review Meeting
  4. LA reviews the statement in the light of the Headteacher’s report of the review meeting report, and decides whether to amend the statement or cease to maintain it.

 

 

The headteacher of the pupil’s school:

·         seeks written advice from parents and professionals

·         seeks the ascertainable views of the pupil

·         convenes review meeting

·         prepares review report.

 

Those who must be invited to the review meeting:

  • child’s parent
  • relevant teacher
  • representative of the funding LA.

 

and whenever possible:

  • the pupil.

 

and where appropriate:

  • representatives of the health services
  • representatives of social services
  • other closely involved professionals
  • in the year of transfer – a representative from the receiving school.

 

The annual review meeting:

In the light of the reports the meeting should consider:

  • the pupil’s views
  • the parents’ views
  • the pupil’s overall progress over the past year, especially in relation to each SEN
  • the pupil’s progress towards meeting the overall objectives set out in the statement
  • the successes the pupil has achieved in meeting the targets in the IEP and the objectives set out in the statement
  • National Curriculum levels including the most recent end of key stage assessment
  • the pupil’s current levels of attainment in literacy and mathematics
  • comments upon any continuing difficulties, noting successful strategies
  • any significant changes in the pupil’s circumstances
  • any changes in the pupil’s special educational needs
  • any changes to requirements for equipment, aids and access.

 

Recommendations should be recorded with reasons:

  • Does the statement remain appropriate?
  • Is the pupil fully included within their school community? And if not how can it be accomplished?
  • If the pupil is currently in specialist provision
  • Is the pupil ready to be included in a mainstream environment?
  • Is the statement still needed to achieve inclusion, either within the current school community or in mainstream?
  • What does the pupil need in order to be included successfully?
  • Is any further action required and if so, by whom?
  • Have the pupil’s needs changed?
  • Should the LEA cease to maintain the statement?
  • Should the statement be amended? If so, why and how?
  • Are there any other significant recommendations?

 

If differing opinions are expressed at the meeting then

these views should be recorded so that the LA is

aware of the views of all those present.

 

More detailed information can be accessed in Chapter 9 of the SEN Toolkit.  To access the toolkit click HERE

 

 

Transition Plans

 

Regulations require that a Transition Plan must be prepared for all young people with a statement of special educational needs following the year 9 annual review. The aim of transition planning is to help the young person prepare for a successful transition to adult life.

 

The vision for the Connexions Service is also to ensure a smooth transition from adolescence to adulthood and working life so that every young person has the best possible start in life. Its aim is to provide all teenagers with the help and support they need to participate effectively in learning and achieve their potential. The aim of the transition planning process for young people with special educational needs is therefore the same as the Connexions Service vision for all young people.

 

The first plan should be completed following the annual review of the statement held in year 9 and updated on at least an annual basis.

 

The aim of the annual review in year 9 and subsequent years is to:

  • review the young person’s statement
  • draw up and subsequently review the Transition Plan
  • Transition planning is a continuous and evolving process and therefore the Transition Plan can also change and grow over time.

 

The Transition Plan should address the following questions:

 

The Young Person

  • What further information does the young person need in order to make informed choices?
  • What local arrangements exist to provide advocacy and advice if required? Does the young person want such support?
  • How can young people be encouraged to contribute to their own Transition Plan and take positive decisions about the future?
  • What are the young person’s hopes and aspirations for the future, and how can these be met? Does the young person’s personal action plan cover these issues to their satisfaction?
  • Are there special issues relating to the location of services when they leave school that should be discussed in planning?

 

The Family

  • What do parents expect of their son’s or daughter’s adult life?
  • What can they contribute in terms of helping their child to develop personal and social skills, an adult lifestyle and to acquire new skills?
  • Will parents experience new care needs and require practical help in terms of aids, adaptations of general support during these years?

 

The School

  • What are the young person’s curriculum needs during transition?
  • How can the curriculum help young people play their role in the community; make use of leisure and recreational facilities; assume new roles in the family; develop new educational and vocational skills? What subject options should be chosen for key stage 4?
  • What, if any, key stage 4 National Curriculum flexibilities should be a feature of school provision?
  • Is there a need for special examination arrangements or concessions?

 

The Professionals

  • How can close working relationships with colleagues in other agencies be developed to ensure effective and coherent plans for the young
  • person in transition?
  • Which new professionals need to be involved in planning for transition, for example a rehabilitation medicine specialist, occupational and other therapists?
  • Does the young person have any special health or welfare needs that will require planning and support from health and social services now or in the
  • future?
  • Are assessment arrangements for transition clear, relevant and shared between all agencies concerned?
  • How can information best be transferred from children’s to adult services to ensure a smooth transition arrangement?
  • Where a young person requires a particular technological aid, do the arrangements for transition include appropriate training and arrangements for securing technological support?
  • Is education after the age of 16 appropriate, and if so, at school or at a college of further education? Or is work-based training more appropriate?

 

More detailed information can be accessed in Chapter 10 of the SEN Toolkit.  To access the toolkit click HERE