Person Centred Plan 2
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|Insert photo here |
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|My name is: |
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|I was born on: |
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|Preferred name: |
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|Key person/lead professional: |
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|INFORMATION ABOUT ME AND MY FAMILY |
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|Date of birth: |
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|Year Group: |
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|Gender: |
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|Ethnicity: |
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|Religion: |
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|Parent/Carer Name(s) and home address: |
|(Indicate parental responsibility) |
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|Home Phone: |
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|Mobile: |
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|Email: |
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|Home language: |
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|Parental preferred method of communication: |
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|Any special requirements to consider: |
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|To support me I have: (seating/resources etc.) |
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|Current education setting and full contact details: |
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|Lead practitioner and contact details (may be different to the referrer / key worker): |
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|Social Care status (if applicable): |
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|Child/ young person’s UPN, NHS and Social Care number: |
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|Does the child have an Early Help Assessment? |
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|Primary SEN: |
|(One type only from this DfE list) |
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|SpLD/ SLCN/ ASD/ SEMH/ PMLD/PD MLD/ SLD/ HI/ VI/ MSI |
|Other SEN: |
|(Please number in order.) |
|SpLD/ SLCN/ ASD/ SEMH/ PMLD/ MLD/ SLD/ PD/HI/ VI/ MSI |
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|The professionals involved in my life are: |
|Name |
|Agency |
|Contact number |
|Email |
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Background/family information
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All about me…..
|Information that helps to support my well-being and learning: |
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|Currently I am in staffing ratios of __: __. |
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|To enhance the staffing ratios to support my learning and development, my setting receives _ _ (hours) Early Intervention Allowance. |
|These hours are being utilised to: |
|Resources for example staffing, planning, group size, visual |This gives me the opportunity to: |
|supports: | |
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My Development Profile
|Personal Social and Emotional Development: |
|Support plan |Making Relationships : |Self-confidence and Self Awareness: |Managing Feelings and Behaviour: |
|APDR 1 : | | | |
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|Date: | | | |
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|Support plan |Making Relationships : |Self-confidence and Self Awareness: |Managing Feelings and Behaviour: |
|APDR 2: | | | |
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|Date: | | | |
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|Physical Development |
|Support plan |Moving and Handling: |Health and Self Care: |
|APDR 1: | | |
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|Date: | | |
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|Support plan |Moving and Handling: |Health and Self-Care: |
|APDR 2: | | |
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|Date: | | |
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|Communication and Language: |
|Support plan |Listening and Attention: |Understanding: |Speaking: |
|APDR 1: | | | |
|Date: | | | |
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|Support plan: |Listening and Attention: |Understanding: |Speaking: |
|APDR 2: | | | |
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|Date: | | | |
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|Development at Home: |
|Date: |
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|Characteristics of Effective Learning: |
|Date: |
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|Playing and Exploring |Active learning |Creating and Thinking Critically |
| |Being involved and concentrating |Having their own ideas |
|Finding out and exploring |[pic]Maintaining focus on their activity for a |[pic]Thinking of ideas |
|[pic]Showing curiosity about objects, events and |period of time |[pic]Finding ways to solve problems |
|people |[pic]Showing high levels of energy, fascination |[pic]Finding new ways to do things |
|[pic]Using senses to explore the world around them |[pic]Not easily distracted |Making links |
|[pic]Engaging in open-ended activity |[pic]Paying attention to details |[pic]Making links and noticing patterns in their |
|[pic]Showing particular interests |Keeping on trying |experience |
|Playing with what they know |[pic]Persisting with activity when challenges occur|[pic]Making predictions |
|[pic]Pretending objects are things from their |[pic]Showing a belief that more effort or a |[pic]Testing their ideas |
|experience |different approach will pay off |[pic]Developing ideas of grouping, sequences, cause|
|[pic]Representing their experiences in play |[pic]Bouncing back after difficulties |and effect |
|[pic]Taking on a role in their play |Enjoying achieving what they set out to do |Choosing ways to do things |
|[pic]Acting out experiences with other people |[pic]Showing satisfaction in meeting their own |[pic]Planning, making decisions about how to |
|Being willing to 'have a go' |goals |approach a task, solve a problem and reach a goal |
|[pic]Initiating activities |[pic]Being proud of how they accomplished something|[pic]Checking how well their activities are going |
|[pic]Seeking challenge |- not just the end result |[pic]Changing strategy as needed |
|[pic]Showing a 'can do' attitude |[pic]Enjoying meeting challenges for their own sake|[pic]Reviewing how well the approach worked |
|[pic]Taking a risk, engaging in new experiences, |rather than external reward or praise | |
|and learning by trial and error | | |
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|Scales of wellbeing and involvement : |
|Date: |
|Well-being |Involvement |
|[pic]No assessment |[pic]No assessment |
|[pic]Extremely low |[pic]Extremely low |
|[pic]Low |[pic]Low |
|[pic]Moderate |[pic]Moderate |
|[pic]High |[pic]High |
|[pic]Extremely High |[pic]Extremely High |
|Number of Plan / Review|Date |Involved / Attended |
|1st Support Plan(APDR | | |
|meeting) | | |
|2nd Support plan (APDR | | |
|meeting) | | |
|3rd Support Plan(APDR | | |
|meeting) | | |
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This plan will be reviewed within 3 months of the date it is finalised.
|Agreed Actions |
|Date: APDR: |
|What specific actions, strategies, interventions, |Responsible ? |By when, where, and how |Assessment measures / tools (e.g.|
|equipment, resources and support will be in place?| |frequently? |observation, independent |
| | | |recording, reading assessments, |
| | | |child questionnaire) |
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|Personalised Learning Plan |
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|Date: Cycle: |
|Identified area(s)of need to target: |
|Parents Aspirations: |
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|Long Term desired learning outcomes: |
| Short Term outcome(s) before the next review i.e. the progress we would like to see: |
|1. |
|2. |
|3. |
|What do you want me to learn |What will I do? |What will the adult do? |Resources |
| |When will I do it? | | |
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|How Characteristics of effective learning are demonstrated through the short term outcomes: |
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|Evaluation: |
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|Next steps: |
| Review of Actions from: (Cycle/date) |
|Review Date: |
|Record of (1st, 2nd, 3rd etc.) Review meeting held on DD MM YYYY to evaluate the impact of targeted teaching, support and interventions and progress|
|towards achieving the agreed Outcomes. |
|Appendices should also be updated as part of the review process. |
|Actions |Progress made |Action |Person responsible |
| | |(e.g. refine the Outcome or support) | |
|1. | | | |
|2. | | | |
|3. | | | |
|4. | | | |
-----------------------
My Person Centred SEN Support Plan
Commenced on:
my Education, Health and care
What’s important to me…
Great things about me…
Important people…
Good support is…
.
It’s important to my development that…
It doesn’t help me if…
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