Person-centred reviews toolkit

Person-centred reviews toolkit

A guide for early years, schools and colleges in Wales

Toolkit

Guidance

Guidance document no: 181/2015 Date published: August 2015

Audience Overview

Action required Further information

Additional copies Related documents

Person-centred reviews toolkit

All schools, colleges and pre-school settings.

This document provides guidance on how to prepare for, organise and carry out person-centred reviews. Person-centred reviews can be used to create action plans for delivering effective support for learners (aged 0?25), as well as reviewing the effectiveness of those plans.

This is recommended good practice.

Enquiries about this document should be directed to: Support for Learners Division Infrastructure, Curriculum, Qualifications and Learner Support Directorate Welsh Government Cathays Park Cardiff CF10 3NQ Tel: 029 2082 5789 e-mail: AdditionalLearningNeedsBranch@wales..uk

This document can be accessed from the Learning Wales website at .wales

Two other guidance documents on person-centred practice documents are available from the Learning Wales website.

Developing as a person-centred organisation (2015)

Person-centred practice in education (2015)

Images reproduced by permission of Julie Barclay and Jon Ralphs (page 33).

2 Per?soCnro-cwennctorepdyrirgehvti2e0w1s5 toWoGlk2it5368 Digital ISBN 978 1 4734 4268 9

Contents

Ministerial foreword

2

Introduction

3

Person-centred reviews: what are they?

4

Benefits of person-centred reviews

5

How is a person-centred review different to a traditional

review?

6

The person-centred review: a summary of the process

8

Developing outcomes by starting with aspirations

15

Developing a workforce that can deliver person-centred

reviews

19

Who can facilitate, and what do they need to know?

21

Appendix 1: Summary of person-centred thinking tools 24

Appendix 2: Checklist for developing person-centred

outcomes

30

Appendix 3: Checklist for facilitators

31

Appendix 4: How can person-centred practices help to

inform the review process?

32

Appendix 5: Aspirations tool

33

Appendix 6: Eight-step process to develop person-centred

outcomes

34

Appendix 7: Example outcomes

42

Person-centred reviews toolkit 1

Ministerial foreword

This Welsh Government is determined to build an education system that works for all learners at all levels. More than that, the success of our reform of additional learning needs requires everyone involved to embrace the new person-centred ethos which is the cornerstone of what we are trying to do. We want more than just legislative compliance for children and young people with additional learning needs. We want professionals working in early years and in our schools and colleges to embrace their needs in a meaningful and holistic way, not just within the confines of what is legally required. Evidence from the Additional Learning Needs Reform pilot projects, the Young People's Rights to Appeal and Claim to the SENTW project in Carmarthenshire and the Real Opportunities projects have all shown that taking a person-centred approach can make a positive and lasting difference for learners and their families, as well as facilitating more effective multi-agency working. The publication of this guide and two associated documents will provide resources and further momentum to help develop this essential aspect of our reforms.

Huw Lewis AM Minister for Education and Skills

2 Person-centred reviews toolkit

Introduction

Effective support for a learner with any level of special education needs (SEN) requires planning. Once a plan is in place for a learner it needs to be reviewed at an appropriate interval to ensure what has been agreed is being delivered, and that the support provided is making a positive difference. Using a person-centred approach to create and review such plans offers a way to make sure the voices and needs of learners are heard and acted on in the planning and delivery of their support. Person-centred reviews are not new, and have been used in schools and colleges in many local authorities across Wales since 2006. To improve the outcomes of learners with special educational needs, information from the person-centred reviews can be used to inform school development plans. Information from aspirations, outcomes and needs of learners can be used to plan the development of the curriculum and the school, as well as the types of courses offered in post-16 educational settings.

Person-centred reviews toolkit 3

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