zilongwang/ReadingBank huggingface dataset:
Health provision Section H1: The social care provision which must be made for a child or young person under 18 resulting from section 2 of the Chronically Sick and Disabled Persons Act 1970 (CSDPA) Social Care provision (including type of placement if relevant) Section H2: Any other social care provision reasonably required by the learning difficulties or disabilities which result in the child or young person having SEN. Social Care provision (including type of placement if relevant) Section I: Placement Name of setting: Address of setting: Type of setting: Personal Budget Section J: Personal Budget - Including arrangements for Direct Payments This section provides information on any Personal Budget that will be used to secure provision in the EHC plan to meet outcomes detailed in the plan Have the family made a request for personal budget Not requested of the Local Authority Section J: Education Outcome needing additional resource Education Support arrangements Funding Source Allocation Education Services as outlined within the plan if applicable Education Services as outlined within the plan if applicable Education Services as outlined within the plan if applicable
Total £ Section J: Health Outcome needing additional resource Health Support arrangements Funding Source Allocation Health Services as outlined within the plan if applicable Health Services as outlined within the plan if applicable Total £ Section J: Social Care Outcome needing additional resource Care Support arrangements Funding Source Allocation Social Care Provision as section 2 of the Chronically Sick and Disabled Persons Act 1970 (CSDPA) outlined within the plan if applicable Total £ Section J: The social care provision reasonably required by the child or young person having SEN 12 month outcome needing additional resource Care Support arrangements Funding Source Proposed allocation Social Care Services (Respite etc.) Total £ Arrangements for Review This Education Health and Care Plan will be reviewed at least annually. Each service will be responsible for reviewing their part of the plan and may hold more frequent reviews of particular parts of the plan. This will be reflected in the annual review of the plan. The Lead Professional responsible for reviewing this plan will be: SENCO Contact details: Frequency of review: People to be involved or provide reports for the annual review: SENCO Other setting staff Parents Professionals involved with Next Key Transition Points Key Transition Date Section K: Report and Assessments
Section K: Appendices – Advice and Information Appendix Type of information and advice Name and role Date Parental/YP advice 1.1 1.2 1.3 1.4 Education advice 2.1 2.2 2.3 2.4 Health advice 3.1 3.2 3.3 3.4 Social care advice 4.1 4.2 4.3 4.4 Other advice 5.1 5.2 5.3 5.4
Remember the Fall Council, Holiday Extravaganza, Breast Cancer Awareness Month and National Nut Month. November: “Steps to Healthy Holiday Eating”: Program Topic Remember to fall back one hour, 2013 Holiday Extravaganza, Veteran’s Day and Thanksgiving. December: How was your year? We are going to evaluate 2013. Are you better now than at the beginning of the year? Christmas Party AEHC Mission Statement The mission of this organization shall be to empower individuals and families to improve their quality of living through continuing EDUCATION, LEADERSHIP DEVELOPMENT, and COMMUNITY SERVICE. Recipe: Avocado, Potato and Grilled Chicken Salad Fresh avocado with red potatoes, chicken, and a lemon-yogurt dressing are a winning combination for this main-dish salad. INGREDIENTS: • 3-4 medium red potatoes • 1 fresh, ripe avocado* • 1 tsp juice • 4 green onions, chopped • ½ medium red bell pepper, chopped • 8 oz frozen pre-cooked grilled chicken strips (about 8 strips), thawed, cut into bite-size pieces • 1 tbsp olive oil • 1 tbsp cider vinegar • ½ cup lemon non-fat yogurt • 1/8 tsp ground black pepper DIRECTIONS:
Email Unique Pupil Number Ethnicity: Year Group Is the Child /Young Person a Looked After Child/Young Person? If yes, name of Social Worker Name of setting Date of C/YP’s admission Attendance % 3. People who work with me Name Role Contact Details No./E-mail) Attendance (Yes/No) Report attached
Communication and Interaction: Outcomes and Provision E1 Outcome: By the end of Key stage X Will be able to: sign all the letters of the alphabet F1 Special educational provision towards the outcomes What needs to happen and who will support this? When and how often will this happen? Resources required (for example, programmes) EXAMPLE: practising of BSL finger spelling practising of finger spelling with key worker Family to support finger spelling with Daily 5 minutes every day after registration Finger spelling chart Letters of the alphabet Signalong DVD How will I know the steps/actions being taken are helping me to achieve my outcome? I will be able to sign all the letters of the alphabet to my teacher confidently Thinking and learning: Outcomes and Provision E2 Outcome: By the end of Key stage X Will be able to: F2 Special educational provision
If yes, please give reason. Over 16yrs: Who does young person want involved? Name: Relationship: Contact: Parent / Carer Name(s): Relationship to child / young person: Address if different from child/ young person: Who is the primary carer? Relationship to child / young person: Parent Carer Telephone no. Parent Carer Email: Does the person have a Health Care Plan? Yes / No If yes, name of consultant/ health professional Name of GP: GP Contact no. GP Contact No. GP Email: GP Address: GP Commissioning Authority: Does the child / young person have an allocated social worker? Yes / No If yes, update to be provided Name: Contact no. Team: Will the child / young person be transferred to a new team this academic year? Yes / No If yes, which team: when: Is the child / young person LAC (Looked After Child) Yes / No Who has parental responsibility if LAC:
Telephone no: Email: Name of Virtual School Officer: Contact no. Is the child / young person at a key transitional phase? (Please tick) Pre-School / Foundation moving to Primary Primary moving to secondary school Age 14yrs Age 16yrs Age 19yrs Moving to Higher Education Does the Local Authority provide Travel Assistance? Yes / No If yes, please indicate the type of assistance provided eg Oyster Travel Card, Taxi, mileage etc. Details of those involved with the child/ young person/ young adult: Name Designation Invited to attend Yes / No Attended Yes / No Report submitted Yes / No Date of report
Full names of parents/carers: Address (if different from child/young person): Postcode: First Language (inc British Sign Language): Is an interpreter required? Help with written English? British Sign Language used? Yes No Yes No Yes No Telephone number: Mobile number: Is either parent in the Armed Forces: Yes No Do you have access to an email account?: Yes No Email address: Please advise how and when is best to contact you: Full names of anyone else with parental responsibility for the child/young person: Relationship to child/young person: Address (if different from child/young person): Postcode: First Language (inc British Sign Language): Is an interpreter required? Help with written English? British Sign Language used? Yes No Yes No Yes No Telephone number: Mobile number: Do you have access to an email account?: Yes No Email address: Please advise how and when is best to contact you: 3. Professional Involvement
Natalie (5 old) will have a sleep management strategy put in place to address her sleep problems. The strategy will be developed by a Specialist Health Visitor (SHV), working with Natalie’s parents, following an initial two hour assessment by the SHV. Weekly follow-up up support to Natalie’s parents will be provided by the SHV via telephone in 30 minute blocks. Natalie’s paediatrician will review the success of this programme at her bi-annual reviews.
The and Adolescent Mental Health Service (CAMHs) will provide Jay with a treatment programme. He will receive two 10-week blocks of cognitive behavioural therapy delivered by a child psychologist, separated by a two week review period. The programme will specifically focus on finding strategies for coping with situations that make Jay anxious and developing concrete problem-solving skills. On completion of this programme, CAMHS will review progress with Jay and his mother and decide if further programmes will be provided. A careful decision has to be made about whether health provision educates or trains. On the facts of this particular case, it has been determined that this provision is medical treatment. CAMHs will provide a therapist who will meet termly with the school counsellor at Jay’s school, in order to provide advice on the strategies detailed in Section F. The therapist and the councillor will discuss Jay’s progress and review the support provided for him. Section H1 The social care provision that must be made for Jay A personal assistant (PA) will be provided for Jay to support him to attend his drama club once a week during term time. The PA will be available for up to four hours each week and will travel to the drama group on public transport with Jay, wait for him and return home with him. Jay will be funded to attend a community based drama programme during the summer school holidays for children his age. This will run five days a week for two consecutive weeks. Section H2 Any social care provision required by Jay Jay does not require any other social care services.
A range of outcomes over varying timescales, covering education, health and care as appropriate. Provision must be specified for each and every need specified in section B. It should be clear how the provision will support achievement of the outcomes. At the same time there should not be any outcomes/provision included that have not got a corresponding need in section B. (Amend sections to add or reduce numbers of outcomes as appropriate and provision can meet more than one outcome as per example in C&I below) Outcomes must be SMART and include when the outcome will be achieved, how it will be achieved and who/which service (eg Education/SALT/Health/social care etc – not named person) will provide the provision eg By the time I am… I am able to maintain… I am able to do… This will look like… When I am in year 11 I will be able to Read and understand Harry Potter, and similar stories. Communication and Interaction Outcome: Provision to support this outcome: Cognition and Learning Outcome: Provision to support this outcome: Social Emotional and Mental Health Outcome: Provision to support this outcome:
health and social care regulations. The special educational needs and outcomes that are to be met by any direct payment must be specified. Do ……….. and/or his/her parents want to take a personal budget for his/her support? Yes / No Area Personal Budget Allocation Notional/notional & Direct payment/ Direct payment Direct payment Value (specify per week/per annum etc) To meet outcome Education Health Social Care Other (eg transport) Total
The purpose of this review is to monitor the progress towards the child or young person’s outcomes set out in the EHC plan. The review must consider whether these outcomes remain appropriate. Name of Child/Young Person Young Person’s email address (where over 16) Parents email address Date of Birth Year Group (Please specify if Educated out of chronological year group – specified in Section F) Date of issue of EHC Plan; Date of Review Meeting: Date of previous review (if applicable) Is this an interim review? If yes please give brief details? Current school setting Who attended/contributed to the review? Name Role Attended Meeting? Advice or report included? Summary of meeting Key discussion points or actions identified during the review including views on transition planning for pupils moving on to secondary school or preparation for adulthood for students in Year 9 onwards.
Year 5 EHC Review: Please confirm that discussions about the type of provision and process for transition to secondary school have been included in the Year Review meeting. Year 6 EHC Review Has the review considered the arrangements in planned or in place to support transition to secondary school? Have parents been given or sent a copy of the local guidance – Moving to Secondary School Year 9 Plus Transition Planning: SEND CoP 9.184 “All reviews taking from Year 9 at the latest and onwards must include a focus on preparing for adulthood, including employment, independent living and participation in society. This transition planning must be built into the EHC plan and where relevant should include effective planning for young people moving from children’s to adult care and health services. It is particularly important in these reviews to seek and to record the views, wishes and feelings of the child or young person” Please confirm that the review from Year 9 onwards has included: Discussion in relation to preparing for adulthood as outlined above 0utcomes linked to transition planning Has careers, advice and guidance been sought? If no confirm when this will be arranged. Please confirm that discussions regarding Post 16 provision, including employment and community participation have taken place? Is long term planning in place for moving into adulthood? Please refer to guidance for more information (Appendix 2). Personal Budget Is the child or young person currently receiving a personal budget? If yes, please confirm that this should continue. If no, have the options of having a personal budget been considered? Does the child or young person want to make a request for a Personal Budget to fund elements of provision?
Reviewing current EHCP Outcomes: (Please copy details from current EHCP document, add or delete as applicable) Ref Outcomes sought by the end of current Key Stage or phase of education. RAS Category (not applicable for special schools, and specialist centres and some Post 16 institutions) Provision and resources provided to meet this outcome (which relates to that described in Section F of the EHCP) Status of Outcome (achieved, not achieved, on target to achieve, not on target to achieve) Should the outcome remain or be removed from the EHCP? Please give evidence of progress towards this outcome. What are the barriers to progress? E1 E2 E3 E4 E5 E6 Any new Outcomes to be included in the ECHP, to be achieved by end of the Key Stage/Phase of Education:
My New Outcomes ((Please ensure these outcomes are set for the end of current Key Stage/Phase of Education. A child or young person may not require outcomes in each area). Where a child/young person is approaching the end of a key stage/phase of education, then please set outcomes to be achieved by the end of the next Key Stage/Phase of Education It is never too early to plan for Preparation for Adulthood (PfA) but providers must be planning for this from Year 9 onwards. The Four PfA outcome areas are: employment, independent living, community inclusion and health, RAS Category Provision and Resources (Please indicate the provision and resources that the educational setting, social care or health will be providing to enable this outcome to be achieved. If the educational setting is requesting an increase in resources, please be clear how this will be used to achieve the new outcomes and why the existing resource allocation is insufficient) Communication and Interaction: to PfA: Community inclusion, employment) Cognition and Learning: (Links to PfA: Employment, independent living) Social, Emotional and Mental Health: (Links to PfA: Community inclusion, good health) Sensory and Physical: (Links to PfA Independent living, good health) Independence, Self Help (Links to PfA Independent living, employment, community inclusion
Personal budget: (only applicable if a personal budget/direct payment or third party arrangement is in place) Is the personal budget in place and managed by direct payments or third party? Yes No If yes, has a financial been undertaken? If yes, please provide date of audit. Date: Yes No Transfer between phases of education: Transition Year Group Preferred Placement Parent’s/Guardian’s comments Child or Young Person’s comments Date of planned transition to next placement to take place: Early Years provider to school Option 1: Option 2: Option 3: Infant School to Junior School (if separate settings) Option 1: Option 2: Option 3: Primary/Junior School to Secondary School Option 1: Option 2: Option 3: Secondary School to a Post 16 setting or Apprenticeship (if undecided please give details of placement/provider options being considered) Option 1: Option 2: Option 3: Internal progression within FE Provision Option 1: Option 2: Option 3: Change to FE provider being considered Option 1: Option 2:
Health issues linked to Special Educational Needs – What aspects of health are acting as a barrier to curriculum access and progress. Speech /language and communication? (SLT to complete ) Communication Understanding Conversation Speech Sounds Fluency Voice Social Interaction Strengths: Preferred method of communication Special Educational Needs: Implications of communication including social communication difficulties on learning are: Cognition and Learning Community Paediatricians / Educational Psychology to complete if appropriate Strengths: Learning styles Special Educational Needs: Implications on learning are: Social Emotional Wellbeing and behaviour All to complete, if appropriate Strengths: Special Educational Needs: Implications on learning are: Sensory (OT to complete) Hearing Vision Sensory sensitivities Strengths: Special Educational Needs Implications of sensory difficulties on learning are: Fine Motor (OT to complete) Strengths: Special Educational Needs Implications on learning are: Physical Needs (Physiotherapy to complete) Motor Mobility Posture Moving and handling Strengths: Special Educational Needs Implications of physical difficulties on learning are: Self Help and Independence Daily living skills Strengths: Special Educational Needs Implications on learning are
Notional arrangements whereby the council continues to hold the funds party arrangement A combination of the *If a combined arrangement has been agreed please give details of the Section K: Advice and information (including dates) Source Evidence Parents/Carers School Educational Psychologist Speech and Language Therapist Paediatrician
Government to “bring loans in excess of $10 million to the National Assembly for ratification.” The next request of the UDP Opposition was transparency. It had been clamouring for public disclosure of government contracts including contracts with Print Belize Limited, Belize Telecommunications Limited and Jeffrey Prosser, an exclusive contract between Royal Caribbean and Government, and concession agreements for the airport and the seaport. To this end, the Opposition demanded an amendment to the Freedom of Information Act to enable “a person to make a request to the Contractor General for information in respect of a government procurement or sale contract of or above the value of US$1 million of BZ$2 million. The Contractor General shall in pursuant [sic] of a request … provide the person … a written summary of essential elements of the contract.” The request was unrequited. I will return to this point later on in this presentation. The Opposition turned next to the disposal of public assets by the Government. Specifically, their ask was “in terms of public assets, … [disposal of] public assets valued at over $2 million would be brought to the House before they are sold off for approval.” Again, this is an issue to which I will return later on.
Officials Junior Carnival Evans Head-Casino SLSC 18th November 2018 WATER 1 WATER 2 BEACH SPRINTS/FLAGS Under 8 Area Shaun Druman Wayne Ringland Dellis Smyth Jayson Waldock Sinead Gorman Tammie Barden Scrutineering Referee Harry Klouzal Referee Wayne Shepherd Referee Gavin Marshall Marshall Denise Marshall Dennis Eyre Marshall Kylie Ryan-Milroy Starter Sam Miller Starter Ben Clements Starter Harris Check Starter Starter Scott Callanghan Check Starter John Hart Chief Judge Chief Judge Jane Murphy Chief Judge Belinda Pye Course Stats Sharon Wearne Course Stats Shannon Gray Judge Shey Shirley Kane Milroy Thereza Davis Emma Murray Michelle McGreevy Matt Sommonds Kirsty Fowler Josh Emslie Mike McCabe Veronica Rogers Rod Anderson Kelly Boyd Leigh Robbins David Boyd Michael Honsley Virginia Green Teniell Jocumsen Holly Clements Cross Judge Andrea Miltiadou Caroline Helmore Cheryl Atkinson Lisa Franklin Jenny Campbell Jane Gallaway Gavin Cutler Narelle Paton Georgia Berriman Kraig Lenehan Judge Sean Alcorn Amanda Clarke Imma Adelaja Lisa Taylor Nikki Ford Dan/Karen Allsopp Leticia Gillard Bruce Cornish Lisa Burdekin Craig Lene Kirsten Schubel Luke Newman Recorder Christina Arghyros Recorder Amanda Clarke Recorder Shelby Carter Surfing Byron Bay Officials Others welcome to assist Announcer Carnival Recorder First Aide Club Maryanne/Mark Sewell
Children and Young People Disability Service New request for an Education, Health and Care Needs Assessment 1. Details of child/young person Family Name: First Name(s): Preferred Name: DOB: Ethnicity: Religion: Gender: Male Female Child Looked After: Name of Local Authority: Section: Yes No Section 20 Section 31 Address: Postcode: First Language (inc British Sign Language): Is an interpreter required? Help with written English? British Sign Language used? Yes No Yes No Yes No If you are a young person over the age of 16 making this request please provide us with your contact details below Telephone number: Mobile number: Do you have access to an email account?: Yes No Email address: Please advise how and when is best to contact you: School/college/early years setting attended:
Full names of parents/carers: Address (if different from child/young person): Postcode: First Language (inc British Sign Language): Is an interpreter required? Help with written English? British Sign Language used? Yes No Yes No Yes No Telephone number: Mobile number: Is either parent in the Armed Forces: Yes No Do you have access to an email account?: Yes No address: Please advise how and when is best to contact you: Full names of anyone else with parental responsibility for the child/young person: Relationship to child/young person: Address (if different from child/young person): Postcode: First Language (inc British Sign Language): Is an interpreter required? Help with written English? British Sign Language used? Yes No Yes No Yes No Telephone number: Mobile number: Do you have access to an email account?: Yes No Email address: Please advise how and when is best to contact you: 3. Professional Involvement
What outcomes do I need? What support do I need to achieve my outcomes? Who will do it? How often is the support going to be provided When will it be reviewed and who will review it? Sarah will be reading within 1.5 years of chronological age by end of Primary School. Reading programme devised TA training Parent training Monitoring system by class teacher Home-school link Class teacher updates parents termly Reading record with stickers to show progress Specialist Teacher support for and 4 other children with similar needs. Supported reading with the Teaching Assistant Buddy reading with a partner of Sarah's choice Two hour sessions x 3 per week One to one for 15 minutes each day weekly during library time Teacher to discuss support arrangements weekly through home/school diary. SENCo to termly review through SEN Review meetings with Sarah, her parents, TA and teaching staff.
Health Resources (Section G) Identified provision and / or support (must includes provider, name, programme description and means of accessing provision) Associated funding Additional Cost (e.g. equipment) Is this available as a personally managed budget? Yes / No Have you taken this up as a personally managed budget? Yes / No Lincolnshire Community Health Services (LCHS). One hour per week physiotherapy session delivered at the school for an initial 10 week period. £50 per week No No £ £ £ Responsible Commissioner LCHS
The ‘graduated approach’ draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles. In Nottinghamshire, it is not necessary to have an EHCP in order to access top-up funding. What do staff at the education setting want from the EHC process that could not be achieved through the further application of the graduated approach? What do the parents and the child/young person want from the EHC process? Signature of education staff (e.g. SENCO): Signature of person with parental responsibility: Date: Documents to include when making the EHC assessment request The person with PR should read the checklist with a representative from the education setting. If either the person with PR or the education setting (or both) would like to proceed with the request for an EHC needs assessment, the following documents should be completed: Summary of documents required when making a request for an EHC needs assessment. These documents should be submitted at the same time, wherever possible. Document Guidance Requests pre 18 years of age Education Health and Care Needs Assessment Request: Referral/Information from Schools OR Education Health and Care Needs Assessment Request: Referral/Information from College Completed in full The last section asks the education setting for their professional view about whether an EHC needs assessment is necessary sections are not relevant please state N/A Checklist of evidence Completed in full sections are not relevant please state N/A Information from the parent/carer and consent form Completed in full by the person with PR Please include any reports from health professionals in relation to disability, diagnosis and/or interventions. The diagnosis report may be older than 12 months. person’s views Please provide context of how these views were gained (when, with whom)
about this request The local authority decides whether an EHC needs assessment is needed. The authority must tell parents about its decision Within six weeks of the start date The EHC needs assessment takes place This starts as soon as the decision is made EITHER The local authority tells the parents of the decision not to issue an EHC plan Within 16 weeks of the start date OR The authority sends a draft EHC plan to parents Parents must respond to the EHC Within 15 days of the
plan. They can: agree that the draft is ask for ask for a Parents have the right at this point to state a preference for a school or early years setting draft EHC plan The local authority consults with the school or early years setting Within 15 days of parents’ to the draft EHC plan The authority issues the final EHC plan Within 20 weeks of the start date
Trafford Assessment Panel - EHC Needs Assessment Threshold Name of Child Date of birth Year Group Setting, school, college Date of TAP Evidence of parental Agreement Involvement Exceptional circumstances Areas of need Cognition & Learning Communication & Interaction Social, Emotional, Mental Health Sensory and/ or physical Information about the nature, extent and context of the child or young person’s SEN Evidence that progress has been made, only as a result of additional intervention and support above usually provided. Name of service/setting involved: Currently involved? (tick) Date of involvement from/to: Report date: Current of attainment and date (for all core subject areas)
Aiming High team Who will support? Nursery staff SALT OT Physiotherapist Auditory Consultant The Buddying Service will provide a Buddy Mum and dad Educational Psychology Service Sensory Impairment Team (SIT) What will they do? use Makaton, including use of signs and symbols and objects of reference. use visual schedules and timetables A programme to be carried out to address hand holding techniques, and pincer grip. SALT: provide advice, plan programmes and review targets, OT: develop and monitor a multi-sensory programme and in discussions with teaching staff Physiotherapist: provide a programme and in discussion with teaching staff take Billy outdoors, to leisure activities or can support Billy within the home EPS: will review progress and advice in liaison with other professionals at least termly, to be reviewed via the annual review process. SIT support at home weekly initially and then review When and where will this happen? daily SALT: at least every half term, subject to review. OT and physio: review at least termly Audiologist: Annual monitoring of hearing levels 2 hours weekly support during term time How will this improve things for me? Billy will develop his pretend play. Billy will understand single nouns including toys and items of clothing. Billy will wait for an adult to say “go” in a ready steady go game to develop attention and understanding skills. He will learn some Makaton signs using body prompts and tactile signing to support spoken words. to be able to mark use a spoon. develop motor skills use cause and effect toys. will be able to mark paper. Billy will be able to slide a piece into a form board. Billy will be able to attend to a 'ready steady go' game demonstrating his ability to cue into things i.e. learning to wait and anticipate. Billy will be able to use objects of reference to anticipate what is happening next. Billy will be able to make friends, have fun and learn with other children and adults through the development of his social skills.
7. Authorisation Individuals working under this patient group direction NAME DESIGNATION/ TITLE SIGNATURE DATE Each registered practitioner authorised to supply and/or administer medication under this PGD must have read, understood and signed this version of the PGD and completed the agreement to practice form before attempting to work according to it
Appendix 1 Advice for missing combined oral contraceptives (30-35mcg and 20mcg ethinylestradiol formulations) If one pill has been missed (more than 24 hours and up to 48 hours late) If two or more pills have been missed (more than 48 hours late) Continuing contraceptive cover The missed pill should be taken as soon as it is remembered. The remaining should be continued at the usual time. Minimising the risk of pregnancy Emergency contraception (EC) is not usually required but may need to be considered if have been missed earlier in the packet or in the last week of the previous packet. Continuing contraceptive cover The most recent missed pill should be taken as soon as possible. The remaining pills should be continued at the usual time. Condoms should be used or sex avoided until seven consecutive active pills have been taken. This advice may be overcautious in the second and third weeks, but the advice is a backup in the event that further pills are missed. Minimising the risk of pregnancy If pills are missed in the first week 1–7) If pills are missed in the second week (Pills 8–14) If pills are missed in the third week (Pills 15–21) EC should be considered if unprotected sex occurred in the interval or in the first week of pill taking. No indication for EC if the pills in the preceding 7 days have been taken consistently and correctly (assuming the pills thereafter are taken correctly and additional contraceptive precautions are used). OMIT THE INTERVAL by finishing the pills in the current pack (or discarding any placebo tablets) and starting a new pack the next day. Adapted from Faculty of Family Planning and Reproductive Health Care Clinical Effectiveness Unit. Faculty Statement from CEU CEU Statement (May 2011)
Please detail any information which is relevant PART C: Views of the Parent Carers and Child / Young Person What are the / young person views What are their expectations for the future? What are the parent views of the pupil’s progress? Their future expectations / aspirations PART D: Recommendations Review of targets and outcomes Target and outcome area Have the term targets been met? Have the long term outcomes been reached? Special Educational needs Communication and Interaction Y/N Y/N
My Future ….. Careers: Something that would help me to do this is: Anything else I would like you to know: Signed …………………………………………………… Date: ………………………………..
Outcome: Steps towards the outcome What needs to happen? Who will support this? When and how often will this happen? Resources required (for example, programmes) How will I know the steps/actions being taken are helping me to achieve my outcome? The special educational provision required by the child or the young person
so that so that so that This is what I need to support me to achieve the outcomes above. How often will this happen? Who will provide this support? Resources/ Annual Cost Type of provision Section F (Educational) Section G (Health) Section H1/H2 (social care) MY PLAN: Outcomes and Provision Sensory and physical needs OBJECTIVES Leading to OUTCOMES (Section E) ALL needs identified for education in summary of needs MUST be linked to an outcome. so that
Signed: Davina Stubbs (Duly authorised Officer – on behalf of Luton Borough Council – Education) Date: Signed: Child/Young Person Date: Date: Signed: Name: (Duly authorised Officer – on behalf of Health Commissioners) Date: Signed: Name: (Duly authorised Officer – on behalf of Luton Borough Council – Social Care) Date:
SECTION A The identified Special educational Needs – What do you consider the child/young person’s difficulties to be which are acting as barriers to curriculum access and progress. You may wish to complete more than one section. Communication and Interaction Cognition and Learning Social, Emotional and Mental Health Sensory and/or Physical Needs Are there any additional significant factors – if the answer is yes please attached copies of relevant information/advice Health Yes No Home Circumstances Yes No Attendance Yes No Social Relationships Yes No SECTION B Attainment/Ability Assessments/Milestones Met – include end of Key levels Date Assessed Year Group Key Stage TA or SATS Spelling Age Speak & Listening Writing Reading Maths Science 6 2 Baseline 3 7 3 8 3
(in class, group, 1:1) Met, Not Met) Additional support: What additional support do you feel is required over and above that already provided? Type of Provision: (in class, group, 1:1) Objective of Provision Frequency and Duration Delivered by Start Date Review Date Outcomes Sought With reference to the SEN budget what are the financial implications for providing the additional support identified £___________ Professional Involvement - List details of attached reports/evidence from appropriate services Service Provided By: (Name & Role) Date of Report Date Assessed Brief Description of Evidence Attached
Horizons (LLDD provision) AMC, Beeston, Basford Hall As and when need arises Interview other than ASD L1 programme Public Services Level 1 Clifton 2 L1 Food and Drink Entry 3 Clarendon 2 E3 Catering Level 1 Clarendon 6 L1 Hair Level 1 Beeston and Clarendon 2 at each site 4 in total L1 Beauty Level 1 Beeston and Clarendon 2 at each site 4 in total L1 Early Years Level 1 Clarendon and MMW 2 at each site 4 in total L1 GCSE City 4 L2 and passing additional written tests Engineering 1 Highfields 2 L1 Automotive Entry 3 London Road 4 E3 Automotive Level 1 London Road 10 L1 Media Level 2 City 2 L2 Photography Level 1 MMW 2 L1 Art and Design Level 1 City 4 L1 Music Level 1 Clarendon 4 L1 Performing Arts Level 1 Clarendon 4 L1 Business Level 1 City and Maid Marian Way 2 at each campus 4 in total L1 Travel and Tourism Level 1 City and Maid Marian Way 2 at each campus 4 in total L1 ICT Clarendon and Maid Marian Way 2 at each campus 4 in total L1 Applied Science Level 1 Maid Marian Way 4 L1 Animal Science 1 Basford Hall 2 L1 Construction Skills Entry 3 Basford Hall 4 E3 Brickwork Entry 3 Basford Hall 2 E3 Plastering Entry 3 Basford Hall 2 E3 Tiling Entry 3 Basford Hall 2 E3 Painting and Decorating Entry 3 Basford Hall 2 E3 Carpentry and Joinery Entry 3 Basford Hall 2 E3 Construction Skills Level 1 Basford Hall 4 L1 Brickwork Level 1 Basford Hall 2 L1 Plastering Level 1 Basford Hall 2 L1 Tiling Level 1 Basford Hall 2 L1 Painting and Decorating Level 1 Basford Hall 2 L1 Carpentry and Joinery Level 1 Basford Hall 2 L1 Brickwork Level 1 Basford Hall 2 L1
To act as the main point of contact and support for UU catchment staff and local stakeholders. To act as the main point of contact with the community around Ennerdale Bridge. Any outcomes and actions will be directed by the Project Steering Group to ensure they meet the objectives of the compensatory measures package. To liaise with Regulators and stakeholders including UU, NE, EA, the Wild Ennerdale Partnership and landowners where appropriate. To engage with UU stakeholder management and other relevant NGO organisations to maintain consistent messages. To liaise with West Cumbria Rivers Trust’s Education Officer on school sessions and outreach sessions happening in the catchment. To support other physical and research measures as required. Working relationships Post holder reports to: Director of West Cumbria Rivers Trust Project Steering The project officer shall attend monthly update meetings with United Utilities along with Project Steering Group (PSG) meetings and Research Measures PSGs to inform planning of required management. Other key working relationships: Lake District National Park Authority; Farmers; Angling Clubs; The Rivers Trust; Cumbria County Council; Copeland Borough Council; National Trust; Wild Ennerdale; Woodland Trust; Forestry Commission, Riparian owners/tenants and the local community. Personal Attributes and Skills Applicants should: Have a keen interest and passion for the environment and in particular freshwater mussels; Be well organised and reliable, able to work to deadlines and pressure; Have strong people skills and the ability to share knowledge and skills with others; Be team oriented, and enjoy working with a wide cross section of the community; Possess excellent organisational skills and the ability to inspire, motivate and work in co-operation with others; Have excellent communication and inter-personal skills with the ability to engage the local community and volunteers and promote project work; and Be able to help support volunteers, partners and other organisations. Essential Requirements A degree in an environmental related discipline;
EAST HUSKER CONFERENCE VOLLEYBALL TOURNAMENT Round 1 – Thursday, October 13 @ Top 4 Seeds Round 2 – Saturday, October 15 @Wisner-Pilger Hosted by #1 Seed Saturday Main Gym #1 North Bend Saturday Auxiliary Gym Bye Game #2 Winner #2 #Bye Winner #3 Game #3 Game #4 Winner #4 #8 Loser #1 Game #1-4:30pm Winner #1 #9 Winner #2 Game #2 Hosted by #4 Seed Game #2 Winner #2 #5 HLHF Loser #5 Game #5-4:30pm Winner #5 #12 Pender Winner #7 Game #7 Game #8 Winner #8 #4Twin River #6 Game #6 Winner #6 9th Place Game #4 Hosted by #3 Seed Game #4 Champion #3Stanton 3 of 5 Loser #10 Game #10 Winner #10 #14Madison Winner #11 Game #11 Game #12 Winner #12 #6 Loser #9 Game #9-4:30pm Winner #9 Winner #1 Game #1 Hosted by #2 Seed Game #1 Winner #1 (9:15 a.m.) #7 BRLD (2:15 p.m.) Loser #13 Game #13-4:30pm Winner #13 #10 Winner #15 Game #15 Game #16 Winner #16 #2 Loser #2 Loser #14 Game #14 Winner #14 Loser #2 11th Place Game #3 #15 Logan View Game #3 3rd Place #1 Loser #1 Bye Loser #4 Winner #2 Game #2 Game #2 Winner #2 Loser #7 Loser #8 13th Place Game #4 Game #4 5th Place Loser #11 #12 Winner #1 Game #1 (9:15 a.m.) Game #1 (12:15 p.m.) Winner #1 Loser #15 #16 Bye Loser #2 15th Place Game #3 Game #3 7th #1 Loser #1
Equality Impact Assessment Action Plan Protected Characteristic Issues identified Action to be taken Expected outcomes Owner Timescale Cost implications All Inconsistency in data held which requires a breakdown of registrations by District and further analysis of the information Centralise the EHE officers and ensure a standard approach for all referrals and information capture. Better understanding of the issues facing EHE families better targeted support Better quality data resulting in better analysis Services more targeted through effective commissioning Shared learning and access to resources/ opportunities across County Hilary Alford September 2015 N/A Age, disability, Gender, race and religion Data evidences that a disproportionate numbers of children & young people who are EHE have experienced fixed term or permanent exclusions or poor attendance, Meetings with families where agreed will seek to gain a better understanding of why EHE has been chosen and to support parents having difficulty with EHE to access more resources or indeed re-enter Children accessing suitable education more quickly either in the home or back in school. Schools identified there is a heightened trend and support and training offered to those schools to better engage learners at Hilary Alford September 2015 N/A
state education high risk of permanent exclusion and poor attendance which often leads to an EHE decision for disillusioned families. Gender, Race, Religion We are aware that some communities feel that there is less of a requirement for girls to be formally educated once they reach secondary school age and further research will be undertaken on KCC’s profile Use meetings with families and surveys to try to gain an improved cultural insight it exposes that some groups of children are failing to access education appropriately in the home. Engage with Virtual Head- GRT, ISK as part of consultation to explore information and data that they may hold and to explore any discernible trends that have arisen in service delivery Better understanding of any cultural characteristics which will assist officers in identifying the best approach to take to encourage the continuance of learning for young adults of compulsory school age. Identification of services and support where families choose to EHE Hilary Alford September 2015 All Safe guarding Present policy to Partner agencies to Scott April/ May N/A
United Church Home – dba Plymouth Crossroads Lancaster New flooring, appliances and equipment for youth transitional housing facility Erie $8,300.00 Valley Community Association Inc. Buffalo Commercial appliances for community kitchen Erie $15,653.00 Wellspring Ministries of Allegany County, Inc. Belfast Food (meat and vegetables) for hot program and Emergency food boxes for clients in crises Allegany, Cattaraugus $10,000.00
Can the Current Placement Meet the CYP’s Needs as Identified in the Education Health and Care Plan? Y/N Has a new Section A been completed and attached? Y/N Has Section F the Provision Plan been completed and attached? Y/N Where required for a specific decision, has a Mental Capacity/Best Interest assessment taken place? Y/N/Not required Is Independent Travel Training or a Personal Travel Budget Appropriate? Y/N (Pre-school only) Has SCARF funding been awarded Y/N (Mainstream schools/academies only) Will the school’s spending exceed the nationally prescribed threshold (£6000) this year? Y/N If HNF has been awarded please give total amount and date of award. (FE give Total Funding amount). Amount (Schools should total Top-up + Notional SEN top-up). Can the Current Placement Meet the CYP’s Needs as Identified in the Education Health and Care Plan? Y/N Please record any disagreements Signed on behalf of the school Parent Signature Young Person Signature
15th ANNUAL EHF MEETING Woodland Grange - Leamington Spa 13th & 14th 2018 REGISTRATION : (Please type or print) Title: First Name: Family Name: Position: Organisation: Department: Mailing Address: Post Code: E-mail: Country: Phone: Fax: Do you have any kind of disability? No  Yes  Please specify: Do you have any special dietary requirements? No  Yes  Please specify: & Meeting Requirements: Full meeting (includes the conference dinner and Tuesday night accommodation) £410.00  Accommodation – night (Monday) £100.00  Day delegate Tuesday £135.00  Wednesday £135.00  Conference Dinner £55.00  Workshop Places are limited and workshops require an application form & meeting registration Basic Pathology and Cell Recognition (Tuesday) No extra fee but meeting registration required  Total £ To comply with the Data Protection Act, please indicate your consent for your details to be kept for use by the EHF I DO* / DO NOT* CONSENT Signed: ……………………… Date: ……………… *delete as required Please tick here  if you DO NOT want your details to be passed on to the trade companies present at the meeting. Please return the completed form to: A. Southgate, Northwick Park Events, NPIMR, Y Block, Northwick Park Hospital, Harrow, Middlesex. HA1 3UJ Tel: +44 (0)20 8869 3648 Fax: +44 (0)20 8869 3270 e-mail:A.Southgate@ic.ac.uk Payment is possible by: cheque (payable to Northwick Park Events) in POUNDS STERLING, drawn on a UK BANK, BACS Barclays:- Account name: Northwick Park Events. Account number: 83908747 Sort code: 20-37-21 BIC: BARCGB22 IBAN: GB48 BARC 2037 2183 9087 47
Time 11.00-12pm Master class 1 All K-12 Providing Quality digital feedback All K-12 iTunes U All with Code All K-12 iMovie English Creative uses for Cloud Art in the English Classroom Science 7-12 Inquiry based learning with data loggers and technology IT 9-10 Electronics Master Class LOTE 7-10 Making a Japanese grammar song and QR code for translation Mathematics Taste of Geogebra Master class 2 All K-12 Providing Quality digital feedback All K-12 iTunes U All with Code All K-12 iMovie Visual Art K-12 Creating Art using your iPad TAS 9-12 Analysis STEM Mathematics 7-10 Mathspace Workshop Science 7-12 Inquiry based learning with data loggers and technology Garageband
Lancashire Annual Review Report Form for EHCP's This report should be used to summarise the review meeting for all children or people with an Education, Health and Care Plan Annual review details Date of this review meeting Last review date Date of most recent EHCP Section 1 – Review of people involved Child/Young Person's Details Name (s) Surname Date of Birth Gender Year Group Pupil ID Home address Child Looked After Yes/No Setting Ethnicity Religion Details of Parent(s) or Person Responsible Name(s) Relationship Home Address Contact Number(s) address Preferred method of contact Are any of the above details different from those on the Education Health and Care Plan
People who support the Child/Young Person (currently and within the last 12 months) Name Role that they play (name of organisation where appropriate) Email address/phone number Indicate if present at the review meeting Documents provided in support of the annual review List all reports/advices gathered since the EHC needs assessment/last annual review, used in support of this review process. Type of report/advice Name of report/advice writer Role of report/advice writer Date of report/advice Date circulated to parents/ professionals/LA Educational advice Parental advice Child/young person advice Does Section A of the EHC Plan (One Page Profile) remain appropriate? Yes No (Please provide an updated One Page Profile)