Annual/ Interim Review Record 2014-17 for all children / young people who have a
Statement of Special Educational Need
Annual/ Interim Review Record 2014-17: The CYC Annual Review Forms to record the statutory annual review of a child or young person’s Statement of Special Educational Needs has been amended to prepare for the changes in SEND legislation and to support the move from statements to Education,
Health and Care Plans.
All settings must use this format for 2014-2017 when existing statements are being reviewed.
Date of review meeting
Statement first written
Statement update
Pupil: Surname
Forename(s)
Date of birth:
Sex: Male/Female
Address: Home tel:
Name and address of person(s) with parental responsibility:
Is the pupil ‘looked after’ by the Local Authority? : Yes/No
Is this review held in conjunction with a Personal Educational Plan (PEP)? Yes/No/n-a
Please indicate (highlight or asterisk) any changes to personal details above since last review
School attended: Admission date
Dual placement:
Year Group:
Persons invited
Role/Position
Pupil
Parent / Carer(s)
Class Teacher
days Placement start date:
Chronological year group (if different):
Views attached
Attended Apologies
Teaching assistants
(where appropriate)
Additional Teacher
Educational Psychologist
Specialist Teacher
Therapist
Senco
A copy of this document must be emailed within 10 working days of the meeting to: sendept@york.gov.uk
Meeting chaired by: Head teacher:
Position:
Signed:
Signed:
Date:
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Annual/ Interim Review Record 2014-17 for all children / young people who have a
Statement of Special Educational Need
INTRODUCTION
i: The child / young person’s views, interests and hopes for the future
If written in the first person, it should be clear whether the child or young person is being quoted directly, or if the views of the parents or professionals are being represented. The child/young person can personalise this page for example using symbols and pictures or choosing photos for each heading that may be annotated by an adult. Where a child or young person is not able to complete this section independently it is important that the likes, interests, etc are represented/recorded as accurately as possible from their point of view.
This section completed/updated on: ...
Have you filled in this section independently? Yes/No
If NO, who has supported this contribution?
Name: ...
Relationship/role: ...
How has this contribution been supported?
...
What I’m good at, interested in and enjoy:
...
What’s important to me in the future – my longer term hopes and dreams:
...
Important information you need to know about me:
...
What helps me to communicate, and make my own choices and decisions:
...
What helps me to:
 learn?
...
 be independent?
...
 play / enjoy my leisure time / spend time with friends?
...
 keep healthy?
 plan for my future?
...
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Annual/ Interim Review Record 2014-17 for all children / young people who have a
Statement of Special Educational Need
INTRODUCTION ii: The family’s views about what is important to and for their child.
This section completed/updated on: ...
Contributed by: ...
What our child is good at, interested in and enjoys:
...
What’s important for our child in the future – our longer term hopes and dreams:
...
Important information you need to know about our child:
...
How to support our child to communicate, make choices and be involved in decision making:
...
What helps our child to:
 learn?
...
 be independent?
...
 play / enjoy leisure time / spend time with friends?
...
 keep healthy?
...
 plan for the future?
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Annual/ Interim Review Record 2014-17 for all children / young people who have a
Statement of Special Educational Need
A: Current Situation
I: Details included in the Current Statement: Please indicate only what is written in the statement
Primary Need
As Agreed with LA
Additional Needs
Please select...
Specified Provision
Transport
Equipment
Teaching hours
None
LA:
Support Assistant
Bus pass hours
Midday Supervisor hours
Taxi / minibus
Other, eg
Therapists
Petrol ii. Provision / Arrangements
Briefly describe all the current arrangements for this pupil. Where appropriate, include specialist teaching and TA support for curriculum areas, behavioural support, care arrangements, extra-curricular or break-time activities, involvement of other agencies, etc.

Educational

Social, Emotional, Behavioural
Other (Health/social services, care, etc.) Management and monitoring
Does the school receive pupil premium funding for the child/young person? Yes/No
If YES, how is the pupil premium being used to support the child/young person’s learning?
...
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Annual/ Interim Review Record 2014-17 for all children / young people who have a
Statement of Special Educational Need
B: Attainment and Progress – completed by the educational setting
Educational settings must include:
1.
Previous end of Key Stage Results.
2.
Current information on levels of attainment (with dates) for Reading, Writing (English) and Maths.
3.
Details of all recent assessments
4.
Good quality information on educational progress to track development and skills from the previous Annual Review and between phases.
Assessment and tracker sheets already in use by settings to track and record progress can be used to evidence this section.
This can be done by one or more of the following ways:
 transferring information into the grid directly below
 inserting record sheets into this section of the plan
 cut and pasting clear screen shots from relevant assessments and trackers into table below.
...
Assessment date Area/subject assessed or accreditation taken Result/level
... ...
Where screenshots or records are inserted here, ensure all information is clearly referenced by source and date:
...
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Annual/ Interim Review Record 2014-17 for all children / young people who have a
Statement of Special Educational Need
C: Progress towards targets/outcomes and review of provision
This section of the Review should include contributions from all those who know or work with the child/young person.
Copies of C1 could be circulated
C.i: Review Contribution
Views contributed by: ...
Date of contribution: ...
What have been the highlights in the last year for the child/young person?
...
At the last review, this is what we planned for the child/young person to do or learn:
How did the child/young person get on and did it make a difference?
...
Actions agreed at last review:
...
What’s important in the next 3 to 5 years?
...
Were the actions completed and effective?
...
...
What support/provision is working well?
...
What are the priorities for the child/young person in the next year?
...
What would be helpful or needs to change?
...
Is there anything else you would like to say?
...
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Annual/ Interim Review Record 2014-17 for all children / young people who have a
Statement of Special Educational Need
C.ii: Views shared at the review meeting
The educational setting should complete this section as a summary record of the discussion at the review meeting.
This section completed/updated on: ...
What have been the highlights in the last year?
...
At the last review, this is what we planned for the child/young person to do or learn:
...
Actions agreed at last review:
...
What’s important in the next 3 to 5 years?
How did the child/young person get on and did it make a difference?
...
Were the actions completed and effective?
...
...
What support/provision is working well?
...
What are the priorities for the child/young person in the next year?
...
What would be helpful or needs to change?
...
Other matters discussed
...
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Annual/ Interim Review Record 2014-17 for all children / young people who have a
Statement of Special Educational Need
D: Recommendations from Annual Review
D.i: Agreed outcomes
All reviews must include long term and short term outcomes for:
 education/learning and for young people in Year 9 and above:
 preparing for adult life.
When setting outcomes, the four broad areas of special educational need (communication and interaction; cognition and learning, social, emotional and mental health difficulties, sensory and/or physical needs) should be considered. It is not necessary to have outcomes for each of these areas of need if they are not appropriate to the child/young person. Areas for setting outcomes can be personalised and could for example include: communication; planning for transition; community participation; literacy skills, physical health and well-being; personal and social development; friendship, play and leisure; independence.
Rows for additional outcomes can be added as required.
Outcomes completed/updated on: ...
Long term outcomes These will ‘normally set out what needs to be achieved by the end of a phase or stage of education in order to enable the child or young person to progress successfully to the next phase or stage.
Ref Area The child/young person will:
LTO1 ...
LTO2 ...
...
...
LTO3
LTO4
Short term outcomes Shorter term outcomes, which are specific, measurable, achievable, realistic and time bound, should be agreed and be reviewed at least annually at the child/young person’s review meeting. Shorter term outcomes can be finalised following the review if needed and then confirmed with the child, young person and family before the final copy is submitted to the local authority.
Although these outcomes may be written by an adult they should be agreed with the child or young person wherever possible and worded in accessible language.
Short Term Outcome 1 ...
Which longer term outcome does this support? ...
What am I going to do or learn? What do I want to achieve?
...
By when? ...
What or who will I need to help me?
...
Intended outcome: what difference will this make?
I will: ...
Who will monitor this, and how?
...
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Annual/ Interim Review Record 2014-17 for all children / young people who have a
Statement of Special Educational Need
Short Term Outcome 2 ...
Which longer term outcome does this support? ...
What am I going to do or learn? What do I want to achieve?
...
By when? ...
What or who will I need to help me?
...
Intended outcome: what difference will this make?
I will: ...
Who will monitor this, and how?
...
Short Term Outcome 3
Which longer term outcome does this support? ...
What am I going to do or learn? What do I want to achieve?
...
By when? ...
What or who will I need to help me?
...
Intended outcome: what difference will this make?
I will: ...
Who will monitor this, and how?
...
Short Term Outcome 4
Which longer term outcome does this support? ...
What am I going to do or learn? What do I want to achieve?
...
By when? ...
What or who will I need to help me?
...
Intended outcome: what difference will this make?
I will: ...
Who will monitor this, and how?
...
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Annual/ Interim Review Record 2014-17 for all children / young people who have a
Statement of Special Educational Need
...
...
D.ii Agreed actions
This subsection should record actions that people supporting the individual and their family need to undertake. This may include actions for providers of health and social care services, education settings, family and friends, local services. It will provide a useful reference of what needs to be followed up from a planning meeting or review. All actions should be clearly linked to needs of the individual and focus on the difference the agreed action will make for them. It can be used to support shorter and longer term outcomes. Additional rows can be added as required.
Who? What will they do?
...
...
When?
...
...
How will things improve things for me or my family?
...
...
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Annual/ Interim Review Record 2014-17 for all children / young people who have a
Statement of Special Educational Need
D.iii Maintenance of the statement – to be openly discussed
Can the pupil’s needs be met at Band 2 or below supported by a My Support Plan
YES
What provision will be required in a MSP
The recommendation to SENAP is to discontinue the statement
NO
What are the recommendations to the EHC
Panel regarding provision NB: Requests for additional resources should be referenced here to recommendations from the ‘What would be helpful or need to change’ sections in Section C. Further information to support the request can also reference here and appended to the review documentation.
The recommendation to SENAP is to maintain the statement
D.iv: Amendments
Do amendments need to be made to the statement: YES/NO
Address/Parent details
Pupil description/need
Objectives
No Yes
Please ensure that suggested wording changes are attached to the Annual Review Form to support all requests for amendments
Provision
Placement, Dual placement
Transition plan
Transport
Other
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