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. | | | |

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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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