Education, Health & Care
Plans Guidance
In keeping with EHC Plans being a new way of working for schools, families and
professionals, these Guidance Notes are a living document subject to constant
review.
Please provide feedback and comments to:
Romany Wood-Robinson
romanys@blueyonder.co.uk
Next review date: 1st February 2015
Version 1.2 issued 18th December 2014
Page 1 of 19
Contents
Principles page 3
Section 19 of the Children and Families Act 2014 requires local authorities to have regard to a set of
core principles when carrying out their functions under Part 3 of the Act.
Facts page 4
Some facts about the Education, Health & Care Plans (EHCPs) and who can apply for one.
The forms and how to use them page 5
Providing advice and guidance for completing each section of the EHC Plan and supporting
documentation:
1.
2.
3.
4.
5.
6.
7.
My Personal Profile (optional)
How to Keep Me at the Centre of My Plan – including the planning process (optional)
The Role of the Lead Professional (optional)
EHC Plans – Format of Section A
EHC Plans – How to complete Section A
EHC Plans – Overview of Sections B-K (including The Importance of Outcomes - page 9)
Arrangements for Review / Key Transition Points / Demographic information
The optional documents may be used to support parents, children and young people with their plan.
The Code of Practice is clear that all EHCPs must include sections A-K and they must be labelled
separately from each other using the letters A-K.
The process page 11
New assessments (page 12) for Education, Health & Care plans, covering the statutory processes in
assessing and completing an EHC Plan:



Requesting an assessment
Drafting the EHC Plan
Finalising the EHC Plan
Transferring (page 17) from a Statement to an EHC Plan, covering statutory processes in transferring
from a Statement of SEN to an EHC Plan:



Drafting the EHC Plan
The Transfer Review Meeting
Finalising the EHC Plan
Useful contacts page 19
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Principles
Section 19 of the Children and Families Act 2014 requires local authorities to have regard to a set of
core principles when carrying out their functions under Part 3 of the Act. When they are conducting
assessments and completing EHCPs, local authorities must have regard to:




The views, wishes and feelings of children and their parents, or the young person
The importance of the child and their parents, or the young person, participating as fully as
possible in decisions
The importance of the child and their parents, or the young person, being provided with the
information and support they need in order to participate in decision making
The need to support parents, children and young people so that children and young people
achieve the best possible educational and other outcomes
Note should be made of Section 9.84 of the SEN Code of Practice:
‘The local authority is not under the same conditional duty to name the provider but must have
regard to the general principle in section 9 of the Education Act 1996 that children should be
educated in accordance with the parents’ wishes, so long as this is compatible with the provision of
efficient instruction and training and does not mean unreasonable public expenditure.‘
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Facts
The majority of children and young people with SEN or disabilities will have their needs met within
local mainstream early years’ settings, schools or colleges through the resources delegated to them
by SEN Support funding.
SEN Support: where a child or young person has been identified as having special educational
needs, schools should put in place a four part cycle of Assess, Plan, Do, Review. This is a graduated
approach to understanding the child or young person’s needs and removing their barriers to
learning.
Sometimes a child or young person needs a more intensive level of specialist help that cannot be
met from the resources available and this is the time to consider an EHC needs assessment.
Some children may require an EHCP assessment very early on and in these cases the local authority
should liaise with the appropriate professionals and start the process without delay.
Anyone can contact the SEN Team to ask for advice on the best route to requesting an EHC needs
assessment; this will most often be through a multi-agency meeting with those involved, at the
educational setting (e.g. school). Following this meeting, either the educational setting or the
parents may submit a request.
If the young person is over 16, they can ask for an assessment themselves.
An EHCP brings the child or young person’s Education, Health & Social Care needs into a single, legal
document. The child or young person must have special educational needs to be eligible for a plan.
Section A is the views, interests and aspirations of the child and his or her parents, or the young
person. Section A is not ‘appealable’ in the sense that a child or young person’s aspirations cannot
be challenged by law – however, Section A must be included within an EHCP. Aspirations underpin
the remaining sections B-K.
The EHCP may run from birth until the age of 25. However this will vary according to individual
circumstances and it would be expected that EHCPs will evolve over time.
If the young person goes to university, the EHCP will cease as the funding for university currently
comes from the Disabled Students Allowance (DSA).
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The forms and how to use them
This chapter contains advice and guidance for completing supporting documents and EHCP sections
A-K.
1.
2.
3.
4.
5.
6.
7.
My Personal Profile (optional)
How to Keep me at the Centre of my Plan (optional)
The Role of the Lead Professional (optional)
EHC Plans – Format of Section A
EHC Plans – Overview of Sections B-K (including The Importance of Outcomes - page 9)
EHC Plans – Over view for Sections B-K
Arrangements for Review / Key Transition Points / Demographic information
How the boxes work:
All the empty boxes in these documents are expandable. If these forms are completed by hand,
please continue on a separate sheet of paper and label each section clearly.
The boxes are also optional; if the questions or views being asked aren’t appropriate to your
circumstances, you don’t have to complete them and they can be left empty.
1. My Personal Profile
This document is completed at the end of the EHC Plan process and is intended to be a handy
reference that summarises important points about the child or young person; it is a one page profile.
It may be used within an educational setting, but likewise can be available for anyone who is
involved in supporting the child or young person; perhaps at an after-school club or weekend
activity.
2. How to Keep Me at the Centre of My Plan – including the planning
process
The purpose of this document is to agree, with the child/young person and their family, how the EHC
planning process will be managed. This document is also optional, but some parents and young
people may find it a helpful way to manage planning their EHC Plan and assessments.
This includes gathering the information and views from the child/young person and their parents
(How are my views going to be collected). For a very young child, the parents will offer views and
advocate on behalf of the child.
The document may be written in the first person (I, me) to support the EHC planning process in
placing the child or young person as the most central to the EHC needs assessment – their views are
paramount. If it is to be written in the first person, case must be taken that these are indeed the
words of the child or young person.
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This agreement should be offered to the child/young person and the family at the beginning of the
EHC Plan assessment process, and ideally finalised during the final Multi-Agency Meeting.
Like the EHC Plan’s Section A, there are three versions of this document to reflect the development
of the child/young person. These are: Early Years (age 0 to 5), School Age (age 5 to 14+) and
Preparing for Adulthood (age 14+ to 25).
Families may choose to bring an advocate to meetings; an advocate is someone who speaks on the
family’s behalf or perhaps attends as a support. Their role differs from that of a Lead Professional.
3. The Role of the Lead Professional
Anyone can be a Lead Professional. It is important that it is someone the family trusts and who is
available to take on the role (e.g. Portage, Speech & Language Therapist, a family member, SENCo
or Independent Supporter – to name a few possibilities).
The role is available for the entire lifetime of an EHC Plan, although who takes this role will change
over time as the child grows and circumstances change.
Some families may not want to have a Lead Professional; it is optional.
The Role of the Lead Professional





The Lead Professional is a contact point for parents and families
The Lead Professional would hear concerns from parents and help to signpost them in terms
of services or facilitate communication with others as needed
The Lead Professional would keep an overview of the case and be included in
communication about what is happening
The Lead Professional has a good understanding of the whole situation and are best placed
to understand any concerns or issues
The Lead Professional would support families in ensuring actions agreed are carried out
Skills / Competencies required
The Lead Professional is a person who the parent, carer and/or young person feel comfortable
working with - and vice versa.
The Lead Professional may have some professional or therapeutic expertise from which the family
can learn as they navigate their path through SEND support.
It is helpful for the Lead Professional to know and understand the background of the family. This can
be particularly helpful for the family in reducing the need to re-tell their story.
Following meetings, the Lead Professional is able to re-visit the discussion with the family and
reassure them about agreed actions, rationale and next steps (as appropriate).
The Lead Professional will raise concerns with relevant services as/if appropriate although they are
not accountable for the actions of other professionals or services.
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4. EHC Plans – Format of Section A
To allow the child’s parents or the young person to contribute their views in their own words and
have these included in their plan, Section A has been separated out into a stand-alone document.
There are three versions of the Section A document to cater for the needs of the different year
groups and development of the child: Early Years, School Age and 14+:
Early Years EHCP (age 0 to 5)
 This plan goes from age 0 until the child starts school in the year of their 5th
birthday
School Age EHCP (age 5 to 14+)
 This plan continues throughout education until Year 9 (age 14+) when the
child/young person starts to contribute more to their plan
 At this point, parents usually advocate for the child/young person. However, if
they are ready, able and willing to advocate for themselves, then please
encourage this
Preparing for Adulthood EHCP (age 14+ to 25)
 The transition from children’s to adult services begins in Year 9 (14+), with the
transition being complete when the young person turns 16.
 At this point (in Year 9), the young person is expected to begin to advocate for
themselves (or have support to do so) as they move towards adulthood and
independence.
Sections B-K of the EHC Plan should focus on supporting the child or young person to achieve the
aspirations set out in this section. Historical information should be kept to a minimum.
5. EHC Plans – completing Section A - The views, interests and aspirations
of the child and their parents, or of the young person
Section A is the most personal part of the EHC Plan because it describes the views, interests and
aspirations of the child or young person (and their family). Without this information it is very
difficult to write meaningful Outcomes in the EHC Plan (Section E). Aspirations, views and interests
will change over time as the young person grows and develops.
When completing this form it is important to acknowledge when a child or young person is using
their own words (I, me) or someone is writing on their behalf.
When completing Section A, families should only complete the parts that are relevant. It is OK to
leave empty boxes.
Some children and young people may communicate in ways that are very personal to them, hence
the box labelled “How I communicate and express myself and my wishes”. It’s important that these
are noted, whether the communication is sign language or perhaps a particular behaviour (e.g.
removing themselves from a stressful situation).
EHC Plans use Outcomes to describe a child or young person’s path to their Aspirations. The
Importance of Outcomes is covered on page 9.
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6. EHC Plans – Overview of Sections B-K
All EHC Plans must include sections A-K and they must be labelled separately from each other using
the letters. In addition to the guidance below, please refer to pages 164-169 of the SEND Code of
Practice for further detail.
A.
B.
C.
D.
E.
F.
G.
H.
Views, interests and aspirations
Special Educational Needs
Health Needs
Social Care Needs
Outcomes
Special Educational Provision
Any Health provision reasonably required
1 Social Care provision under S2 of Chronically Sick and Disabled Persons Act 1970
2 Any other Social Care provision
I. Placement
J. Personal Budget
K. Advice and information received
Section B: The child or young person’s strengths and Special Educational Needs
(SEN)
The child’s or young person’s strengths, what they are able to do, and their special educational
needs must be specified. The content of this section draws upon the professional advice attached in
Section K (advice and information). SEN may include needs for health and social care provision that
are treated as special educational provision because they educate or train a child or young person.
Section C: The child or young person’s health needs which relate to their SEN
The EHC Plan must specify any health needs identified through the EHC needs assessment that relate
to the child or young person’s SEN.
If the child or young person has other health needs that are not related to the SEN then these should
also be included in the section unless there is a good reason not to include them.
Section D: The child or young person’s social care needs which relate to their
SEN or to a disability
The EHC Plan must specify any social care needs identified through the EHC needs assessment which
relate to the child or young person’s SEN, or which require provision for a child or young person
under 18.
Other Social Care needs which are not linked to the child or young person’s SEN may also be
specified in this section.
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Section E: The outcomes sought for the child or the young person
EHC Plans use Outcomes to describe a child or young person’s path to their Aspirations.
Outcomes are a description of the benefit or difference made to an individual as a result of an
intervention. Outcomes are not a description of provision or services.
Outcomes should be challenging and be based on high expectations of what a child or young person
can achieve.
Outcomes should be written in a way that helps children and young people towards the
achievement of their aspirations. The plan should be clear how SMART outcomes link to longer term
aspirations.
SMART = Specific, Measureable, Achievable, Realistic, Time bound
Outcomes can relate jointly across education, health and social care. For young people over 17, the
education and training outcomes need to be separately identified, because it is only these that
determine when a plan is ceased for those over 18.
Section E should also describe steps towards meeting outcomes, arrangements for monitoring
progress towards those outcomes and forward plans for key changes in education health and/or
social care.
The Importance of Outcomes
Outcomes underpin and inform the detail of EHC Plans and will usually set out what needs to be
achieved by the end of a phase or stage of education to enable the child or young person to move
on to the next stage.
These Outcomes are then supported by the Provision to meet them. For instance, for a young child
with a speech impairment, or other social communications difficulty:
Aspiration:
Peter wants to have lots of friends to play with
Outcome:
Peter is understood by his friends and plays with them in the after school
club everyday (timeframe = end of Year 2)
Provision:
Time with a speech and language therapist (to include duration, frequency
and who will provide the service)
Outcomes may be written as though they have already been achieved – this makes them more
compelling. If they are to be written in the first person (I, me) then they must have been said by the
child or young person. Outcomes should also be SMART (specific, measurable, achievable, realistic
and time bound).
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Section F: The special educational provision required by the child or the young
person
This section must specify the special educational provision necessary to meet each and every SEN of
the child or young person; it details appropriate provision for each identified SEN and quantifies that
provision as necessary.
Provision should be described in such a way as to leave no room for doubt about what is to be
provided, by whom, and how it will be delivered. Where health or social care provision educates or
trains a child or young person, it must appear in this section.
This section should be specific, and not include terms such as ‘regular, often, access to, now and
again, when required’ etc
Section G: The health provision required by the child or the young person
This section must also be detailed, specific and where possible quantified in terms of the type of
support and who will provide it (which commissioning body).
It must be clear how the provision will support the Outcomes.
Section H1: The social care provision required by the child or the young person
This section must also be detailed, specific and where possible quantified in terms of the type of
support and who will provide it (which commissioning body).
It must specify all the services assessed as being needed under S2 of the Chronically Sick and
Disabled Persons Act 1970 (CSDPA) for a child/young person under the age of 18.
It must be clear how the provision will support the Outcomes.
Section H2: Any other social care provision required by the child or the young
person
If social care needs have been identified in Section D, but it is not considered that there is a duty to
meet these needs under S2 of CSDPA, provision to meet those needs should be included here.
This includes any services being provided under The Children’s Act 1989 or The Care Act 2014.
Section I: Placement
The name and type of the school, maintained nursery school, post-16 institution or other institution
to be attended by the child or young person, and the type of that institution must be named in this
section. This must only be included in the final EHC Plan.
The Authority must name the educational institution requested unless they believe that the child or
young person’s attendance would:



Not meet their special educational needs
Be incompatible with the efficient education of others
Be incompatible with the efficient use of resources
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Achieving for Children must check with the educational institution that they are able to meet the
child or young person’s needs before confirming the placement.
Section J: Personal Budget (including arrangements for direct payments)
The special educational needs and outcomes that are to be met must be specified and agree with
the parents or young person.
The parents or young person will be asked, and may then request, the option of a personal budget.
This section includes detailed information on any Personal Budget that will be used to secure
provision in the EHC Plan.
Section K: Contributors to the Education, Health and Care Plan and Advice and
Information
This section includes – and lists - all the advice and information gathered during the EHC needs
assessment.
7. Arrangements for Review / Next Key Transition Points / Child or Young
Person demographic information
The final three parts of the EHC Plan are:



Arrangements for Review
Key Transition Points
Child or Young Person’s demographic information (including contact details)
The Arrangements for Review detail the next review date for the EHC Plan – this must take place
within a year of the date of the final EHC Plan.
The Key Transition Points are usually from nursery to primary school, primary to secondary school,
secondary school on to college/higher education, apprenticeships and employment.
The final section is the name, address and contact details for the family. This will usually include GPs
and other contact details.
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The process
Statutory timescales for EHC needs assessment and Plan development
(from page 154 of the SEND Code of Practise)
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New assessments for Education, Health & Care Plans
Requesting an Assessment
The school/college/educational setting should have already involved the parents, children or young
person and anyone else involved in a multi-agency meeting to discuss the impact and outcomes of
the SEN Support. Consideration is given to section 9.14 of the SEND Code of Practice and this will
enable everyone involved to decide whether to submit a request for an EHC needs assessment.
Once this has been agreed, the school/college/educational setting will:




Complete the new ‘request for an EHC needs assessment’ form
Support the parents and child/young person in completing their sections (and signpost them
to additional support if required – see Useful Contacts)
Collate the additional supporting information including the minutes of the meeting/s
Submit the paperwork to either Kingston or Richmond SEN Team
The forms are available from:
http://www.richmond.gov.uk/home/services/children_and_family_care/send/about_send.h
tm
http://www.kingston.gov.uk/info/200326/special_educational_needs_and_disability_send/
1074/education_health_and_care_assessments_plans_and_reviews
From New Request to Decision (to assess for an EHC Plan)
The SEN Team write to the parents or young person, school/college/educational setting and
professionals to acknowledge receipt of the request and that they are considering whether to make
an assessment.
The total time allocated is 6 weeks from receipt of the request to the decision being shared with the
parents/young person as to whether or not an EHC needs assessment will be undertaken (there are
some valid exceptions).
The EHCP Co-ordinator will review the documentation and if a multi-agency meeting has not been
held, they may organise one to gather more information and discuss the process. The multi-agency
meeting will include the family, child or young person and may include the school/college and other
professionals involved as appropriate.
The parents or young person will be asked to complete Section A and the school/college/educational
setting will be asked to complete the Request/Advice Form to bring to the multi-agency meeting – or
they may complete these during the meeting.
Additional paperwork will be offered to the parents or young person:



Guidance Notes for EHC Plans (= this document)
How to Keep Me at the Centre of My Plan – including the planning process (optional)
My Personal Profile (optional)
All of the above information will be shared during the multi-agency meeting.
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Following the multi-agency meeting and any requests for further information or clarification, the
EHCP Co-ordinator will collate and share the information with the parents/young person. The EHCP
Co-ordinator will then present the request to the SEN Panel.
The SEN Panel will make a decision regarding whether or not to carry out an EHC needs assessment:
Deferred
If the answer is to defer the decision because further information is required, the EHCP Co-ordinator
will seek this further information and, once this is received, present this to the next SEN Panel.
No
If the answer is No, then the EHCP Co-ordinator will call the parents / young person to talk through
the decision not to proceed to EHC needs assessment, and offer a multi-agency meeting in an early
years /school/college/educational setting to agree an SEN support plan. The EHCP Co-ordinator will
attend this meeting. A letter will also be sent to the parents/young person to inform them of this
decision. The letter will include information about the right to appeal and contact details for an
independent mediation advisor. The educational setting and other professionals will also receive a
copy of this letter.
Yes
If the answer is Yes, the ECHP Co-ordinator will contact the parents or young person and the
educational setting to discuss an appropriate meeting date. A letter will be sent to the parent or
young person, the educational setting and other involved professionals to confirm the decision and
the date of the meeting. This meeting will discuss the EHC needs assessment summary.
Everyone will have 6 weeks from the date of the letter in which to provide any further information,
assessments, reports or advice to the EHCP Co-ordinator.
Drafting the EHC Plan
At the end of these 6 weeks, the EHC Co-ordinator chases any further advice or missing reports. The
reports will be collated and checked (for quality controls and potential safeguarding).
The summary of the EHC needs assessment is drafted and sent to the parents, educational setting
and other professionals involved – along with a reminder of the date for the EHC review meeting.
The family will be asked to complete three documents to bring to the Multi-Agency Meeting: These
are:



EHC Plan Section A - The views, interests and aspirations of the child and their parents, or
the young person
How to Keep Me at the Centre of My Plan – including the planning process (optional)
My Personal Profile (optional)
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The EHC Review meeting
The professionals involved with the child/young person and their family are invited to this meeting
and are expected to attend. This meeting includes the parents/carers and, where possible, the child
or young person. The EHCP Co-ordinator or the Lead Professional will attend and may lead the
meeting.
At this meeting everyone:




Discusses and agrees the needs, outcomes and considers the support required
Reviews the ‘How to Keep Me at the Centre of My Plan’ form
Discusses the type of school and the parent’s or young person’s preference for school or
college
Agrees changes to the draft EHC summary
and the parents or young person state whether or not they wish to request a Personal Budget.
Within one week of this meeting the EHC Co-ordinator will schedule the case to be presented for the
next available SEN Panel.
The EHCP Co-ordinator will present the case to the SEN Panel who provide advice and moderation
with regard to the level of resources and the type of placement.
No
If the answer is No, then the EHCP Co-ordinator will call the parents / young person to talk through
the decision not to proceed to an EHC Plan and a meeting is offered in the educational setting to
agree a SEN Support Plan. The EHCP Co-ordinator will attend this meeting. A letter will also be sent
to the parents/young person and school/professional to inform them of this decision and to notify
them of their right to appeal and offer access to an independent mediation advisor.
Finalising the EHC Plan
Yes
If a plan is agreed, a letter and the Draft EHC Plan is sent to the parents/ young person and the
school/college/educational setting to inform them of this decision and the process for finalising the
EHC Plan.
The parents/young person has 15 days in which to respond to the Draft EHC Plan and to inform the
EHCP Co-ordinator about their preferred school/college placement (if not already known). The
parents/young person may seek advice from an external independent source (e.g. Independent
Supporters, Information Advice & Support, or another advocate).
If a Personal Budget has been a requested, the EHCP Co-ordinator will confirm the indicative
Personal Budget. The EHCP Co-ordinator will also ask a Support Broker to work with the
family/young person to help to define how the Personal Budget will be used (what services and
support to commission, and how the Personal Budget will be managed). The Support Broker, from
either KCIL in Kingston, or RUILS for Richmond, will help to complete Section J of the EHC Plan.
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The EHCP Co-ordinator will consult the parent’s/young person’s preference of school/college, from a
list of maintained or specialist independent schools. The school/college has 15 days in which to
respond.
If the preferred educational establishment is unable to offer a place, the EHCP Co-ordinator will
consult with alternate educational establishments until a place has been confirmed.
The EHC plan is finalised and issued with a letter, which will have information about the right to
appeal , and offer access to an independent mediation advocate. Copies are sent to the
school/college/educational establishment and other involved professionals.
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Transferring Statements of SEN to Education, Health & Care
Plans
The EHCP Co-ordinator will liaise with the school regarding dates for the pupil’s/student’s Transfer
Review Meeting. In turn, the school liaises with the parents/young person to agree a date for the
Transfer Review Meeting.
The school will also ensure the Transfer Review Meeting date is agreed with all other involved
professionals and will notify all parties of the date by which reports must be received.
The parents or young person will be asked to complete Section A and be offered additional
paperwork:



Guidance Notes for EHC Plans (= this document)
How to Keep Me at the Centre of My Plan – including the planning process (optional)
My Personal Profile (optional)
The school may support the parents and child/young person in completing their sections and/or
signpost them to additional support if required – see Useful Contacts.
The school will then send all the reports to the EHCP Co-ordinator to collate, check and arrange for a
Draft EHC Plan to be prepared.
Drafting the EHC Plan
The EHCP Co-ordinator will review the Draft EHC Plan and ensures it passes quality assurance checks;
then sends the Draft EHC Plan, the reports and a letter confirming the Transfer Review Meeting to
the parents, young person, school and other professionals two weeks before the Transfer Review
Meeting.
The Transfer Review Meeting
The professionals involved with the child/young person and their family are invited to this meeting
and are expected to attend. This meeting includes the parents/carers and, where possible, the child
or young person. The EHCP Co-ordinator or the Lead Professional will attend and may lead the
meeting.
At this meeting everyone:





Discusses and agrees the needs, outcomes and considers the support required
Reviews the ‘How to Keep Me at the Centre of My Plan’ form
Agrees changes to the draft EHC summary
Discusses the young person’s possible preferences for school, college, further education,
apprenticeships, training (depending on the age of the child/young person)
The parents or young person state whether or not they wish to request a Personal Budget.
Within two weeks of the meeting, the school will send the completed Transfer Review Meeting
report and minutes to the EHCP Co-ordinator.
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Within two weeks of receiving and reviewing the paperwork from the school, the EHCP Co-ordinator
will send out the Draft EHC Plan to the parents/young person for their approval.
Finalising the EHC Plan
The parents/young person has 15 days in which to respond to the Draft EHC Plan and to inform the
EHCP Co-ordinator as to their preference of school/college placement (if not already known). The
parents/young person may seek advice from an external independent source (e.g. Independent
Supporter, Information Advice & Support, or another advocate).
If a Personal Budget has been a requested, the EHCP Co-ordinator will confirm the indicative
Personal Budget. The EHCP Co-ordinator will also ask a Support Broker to work with the
family/young person to help to define how the Personal Budget will be used (what services and
support to commission, and how the Personal Budget will be managed). The Support Broker, from
either KCIL in Kingston, or RUILS for Richmond, will help to complete Section J of the EHC Plan.
The EHCP Co-ordinator will consult the parent’s/young person’s preference of school/college, from a
list of maintained or specialist independent schools. The school/college has 15 days in which to
respond.
If the preferred educational establishment is unable to offer a place, the EHCP Co-ordinator will
consult with alternate educational establishments until a place has been confirmed.
The plan is finalised and issued with a letter which information about the right to appeal and offers
access to an independent mediation advocates. Copies are sent to the school/college/educational
establishment and other involved professionals.
Romany Wood-Robinson
Jacqui Parker
Lynn Majakas
Paul Mowat
Version 1.2 issued 18th December 2014
Contributors
Richmond SEND Family Voice
Principal SEN Case Officer, Kingston SEN,
AfC
Principal SEN Case Officer, Richmond SEN,
AfC
SEND Programme Manager, AfC
Page 18 of 19
Useful Contacts
SEN Teams
Email
Telephone
Address
Email
Telephone
Website
Address
Email
Telephone
Website
Address
Name
Telephone
E-mail
Website
Kingston
sen-rbk@achievingforchildren.org.uk
0208 547 6632
Assessment and Support for
Learning Service
Guildhall 2
Kingston upon Thames
KT1 1EU
Richmond
AfC.SEN.Team@richmond.gov.uk
020 8891 7541 / 020 8891 7591
42 York Street
Twickenham
TW1 3BZ
Independent Support Partnership (ISP)
Kingston
Richmond
independent.support@richmondaid.org.uk
020 8831 6076
http://www.richmondaid.org.uk/services-disabled/independent-supportpartnership/
Kingston Centre for Independent
Disability Action and Advice Centre
Living (KCIL)
4 Waldegrave Road
River Reach
Teddington
31 - 35 High Street
TW11 8HT
Kingston upon Thames
KT1 1LF
Information, Advice and Support Services (IASS) for SEND
Kingston
Richmond
anne.frayda@enhanceable.org
children@enhanceable.org
020 8547 6200
0208 831 6179
http://www.enhanceable.org/SENDIASS.htm
The Moor Lane Centre
Windham Croft Centre for Children
Moor Lane
20 Windham Road
Chessington
Richmond
Surrey
TW9 2HP
KT9 2AA
Parent Carer support groups
Kingston
Richmond
L.E.A.D. Kingston
Richmond SEND Family Voice
Listening, Engaging, Advocating, for
Working in partnership to give families a
Disability
voice…
0208 547 6201
07758 305 472
children@enhanceable.org
richmondsendfamilyvoice@outlook.com
www.leadkingston.org.uk
www.richmondsendfamilyvoice.org
Version 1.2 issued 18th December 2014
Page 19 of 19