Pathfinder Case Study: Case study text (minus headings, contact information
etc) should run to a maximum of 4 sides of A4
Pathfinder Name:
SE7 Pathfinder
Hampshire County Council Pathfinder Area
Local Authority(ies) and health
partners involved:
Key Pathfinder Contact(s):
(name, position, telephone
number and e mail address)
Brighton and Hove, East Sussex, Hampshire,
Kent, Medway, Surrey, West Sussex, NHS
Hampshire, NHS Kent and Medway, NHS
Surrey, NHS Sussex, Brighton and Hove
PACC, East Sussex PACC, Hampshire PACC,
Kent PEPS, Medway PACC, Family Voice
Surrey, West Sussex Parents Forum, VCS
partners, children, young people and parent
carers.
Felicity Dickinson
Hampshire Pathfinder Lead
01962 847996
felicity.dickinson@hants.gov.uk
Jean Haigh
SE7 SEND Pathfinder Regional Lead
01273 482967
jean.haigh@eastsussex.gov.uk
Pathfinder Testing Theme
0-25 Coordinated Assessment Process and
EHCP: end to end process map
a) Pathfinder Background/Context
Please give a brief description of the pathfinder area (up to 50 words)
SE7 is a partnership of 7 LAs, our NHS partners, our Parent Carer Forums,
our national and local VCS partners and most importantly our children and
young people and their families. SE7 is the largest pathfinder area covering
10% of children nationally and includes unitary authorities and large mixed
shire counties.
b) Overview of work
Please describe how work in this testing theme was started and now operates,
including: leadership and governance arrangements; any source materials used;
what the main actions were in starting and refining activity, who carried them out, and
how and when they were done. If possible, please include details of how the process
caters for CYP through the full, 0-25 age range. (up to 200 words)
Why Hampshire developed the work:
 Awaiting announcement of extension requirements December 2012 but
needed to progress acknowledging we did not have a full process that
was fit for implementation.
 Clarity over roles and responsibilities across agencies.
 Clarity over where the person centred approaches could feature.
 Fit with Indicative Draft Code of Practice and Regulations (published
March 2013).
 What would be different to the current approach?
How the work was developed:
 Reflected on phase one in Hampshire.
 Applied known information from the Bill and Emerging Principles in
December 2012, and then with the Regulations and Indicative Draft
Code of Practice when they were published in March 2013.
 Held five multi-agency workshops with key stakeholders so approx 20
per workshop. These included at all workshops parent carers, health,
social care, special education, schools (mainstream and special),
parent partnership, education psychology and the voluntary and
community sector.
 Applied the following principles to develop the process:

Key working approaches

Person centred planning

Multi-agency collaboration

Early opportunities to resolve disagreements

“Tell it once”
 Developed the process from inception to completion over the course of
the workshops, using an iterative approach:

SEN

Early Years

Transition

Health

Overall
 Workshops evolved the process with healthy challenge across all
stakeholder representatives.
 Process map developed by the Pathfinder Project Manager using the
software application Microsoft Visio.
Next steps:
 Testing the process from September 2013 within the age ranges 4-11
and 16-19.
 The EHC process will inform future work regarding the s139a Learning
Difficulty Assessment transition in to the EHCP format.
 The following materials will be used:

Parental and professional guidance materials.

“Our Story” format to capture the family views.

“My Story” format to capture the child or young person’s views.

From January 2014 all new requests for a statutory assessment from
birth to age 25 will be offered the opportunity to trial the EHCP process.

The process map will evolve and be informed by the trial process.

Further work is being undertaken on ways of working behind the
business process, examining integration potential across agencies, the
potential use of technology as this is currently a very paper based
process and the use of key working/assessment co-ordinators.
c) Consultation and Coproduction
Please describe how parent carers and CYP, as well as educational settings, have
been engaged in developing work in this theme. This should include the contribution
of professionals across education (including those from educational settings), health
and social care; how partners in the activity experienced the coproduction process at
the time and what feedback has been to this way of working (up to 100 words)
As in section b) above. These stakeholder groups were a part of the whole
process in developing and evolving the process map throughout its
development. Stakeholders valued the opportunity to participate and
contribute, as well as further appreciate the implications and issues related to
the forthcoming changes across the stakeholder groups.
As this was a group process there are some areas where challenge still
exists:
 Integration is not clearly evident within the process map itself, hence
further work is being undertaken as it is felt that this will occur more in
the way people work behind the process rather than be clear in the
pure business process map itself.
 A lack of a clear definition of outcomes and how we can achieve
consistency across Agencies in their specification of outcomes within
the EHCP. We are producing a discussion paper on defining outcomes,
using Preparing for Adulthood reference material, to help develop this
area.
The trial will further inform how this process works with:
 A shorter timescale of 20 weeks.
 Increased person centred and face to face meetings with parents,
carers, children and young people.
 Reduced resources and people with the forthcoming 2015 budget cuts.
 Achieving the specification of quality and consistent outcomes across
agencies.
 The highly devolved Health landscape and working consistently with a
range of Health providers across a large County where agencies area
boundaries are not co-terminous.
 The requirement for a “sign off” from Health providers for any health
provision specified within the EHCP.
 Different approaches and formats within different local authority areas –
the border issues are significant for Health and the Local Offer.
 The transition to college settings and moving in to Adult Services from
Children’s Services.
 Those young people who leave education/training and then after a
period of time decide to return to education/training and the validity of
the EHCP.
e) Wider communications
Please describe how you are keeping parent carers, CYP, and educational settings
up to date with progress in this thematic area, and any guidance on involvement in
this strand of pathfinder work. If possible, please also outline how you are preparing
these groups for full implementation. (up to 100 words)
Hampshire Parent/Carer Network (HPCN) is working with Hampshire County
Council to ensure parents/carers are involved at all stages of the Pathfinder.
Two parent/carer representatives are involved in each of the work areas to
contribute and provide feedback from the wider parent/carer audience. They
are involved in trials for the new EHCP, Personal Budgets and co-producing
the Local Offer.
The EHCP workstream within Hampshire includes all key stakeholders. The
group meets on a regular basis and this includes two parent/carers,
educational settings and the voluntary and community sector as well as all the
agencies.
Raising awareness events are planned for the Autumn of 2013, along with
letters to be sent inviting families to participate in the trial.
As the trial progresses the findings and implications will be shared and
discussed with the workstream, the Core Project Team and the multi-agency
Change Board. All key stakeholders are represented within all these groups.
f) Lessons Learned
Please provide details of key lessons learned, challenges and how they were overcome, and
the most important points to consider (where possible, in bullet point format). Of particular
value, are lessons learned about scaling up testing to prepare for full implementation. These
points should enable non-pathfinder areas to learn from the experiences of your pathfinder
(up to 200 words)
 The lessons learned regarding the end to end process will come from the trial
process over the next six to nine months.
 Co-production and working inclusively with stakeholder groups promotes an
open and transparent process and approach encouraging participation and a
healthy debate across stakeholder groups.
 The key challenges are:

The moving landscape of the Bill, Regulations and Code of Practice and
having to scale up for implementation without knowing the end
requirements as these could significantly change over the forthcoming
year.

Parent/carers expectations: They have stated that they have a strong
desire for one story, one process, one overall agreement of outcomes,
and one overall agreement of provision/personal budget to meet the
outcomes. They feel that the proposed process map does not deliver this
currently. This also links to personal budgets – Hampshire has focused on
children’s social care and an associated RAS – they want one holistic
RAS across the three agencies. They feel that the three agencies appear
to be continuing to work in their silos.
 The business innovation work that Hampshire is commencing will help inform
the EHCP and parent/carer concerns. We are examining data and metrics,
georgraphical locations and the potential for integrated working; conducting
reference site research to determine how others have overcome the
challenges of the EHCP and personal budgets; and commissioning some IT
work to explore the potential for the use of technology to further enable the
process.
g) Supporting Materials
Where appropriate, please provide or signpost the reader towards example materials such
as anonymised EHCPs, high level statements about core content of different themes and
key principles; communications materials, tools used for wider consultation etc. Of
particular interest are diagrams that can be used within the Information Packs.
Where relevant, please also include any testimonials or survey evidence from those who
have been involved in the development of single assessment process or have completed
EHCPs.
The following diagram is best printed in A3. This is the summary page. The
detailed process map is seven sides of A3. The pdf file will be attached to this
case study for further information. It is the detailed process map that stakeholders
have developed, the summary has been drawn from the detail as a one-page
overview.
Education, Health and Care Needs Assessment and Plan One Page Summary
Draft Ideal Business Process Map Version 5 – for EHCP Trial
As at 28 June 2013
LOCAL OFFER
LOCAL OFFER
www.hampshirelocaloffer.info (live first data end July 2013)
Whole process underpinned by effective Local Offer enabling parent/carers,
children and young people to navigate, search and understand services available
and how to access them across education, health and children and adults social
care. This includes mainstream and specialist services.
SEN Team co-ordinate the compilation of
“OUR STORY”
with the family (parent/carers and children and young people). Offer
face to face, letter, email, phone.
Understand family circumstances, collate existing evidence/
information, explain next steps. Question: who to do this with family?
REQUEST
Consider need to facilitate deeper discussion between
relevant provider/parent/child/young person how needs could
be met from local offer as considered special educational
needs could be met from within mainstream provision.
Record meeting.
Gather/request sufficient quality up-to-date information from
education provider. Ensure Our Story received.
Decision not to assess
SEN Team:
Is an EHC needs assessment
appropriate?
No
Yes
Ring parent/carer/young person to advise that the LA is
securing an EHC needs assessment, determine the extent
of face to face involvement they prefer, and advise of next
steps. Confirm in writing to professionals and parent/carer/
young person.
ASSESS
Send out “Our Story” including evidence/information
obtained to professionals and request sufficient, quality, upto-date assessments.
APPEAL POINT
Decision not to assess/Decision to assess
(latter not in current requirements–DfE reviewing)
Obtain mediation certificate
Proceed with appeal to first-tier tribunal
Time delay awaiting professional assessments of the child/young person
SEN Team co-ordinate and compile the outcomes of the EHC
needs assessment with close liaison with the parent/carers/
child/young person
EHC needs assessment complete - notify parent/carer/
young person of outcomes of the needs assessment and if
they propose to secure a statutory or non-statutory EHC Plan
for the child/young person.
STATUTORY EHC PLAN TO BE PROVIDED
Disagreement resolution
may be required between the
parent/carer and young person
if they cannot agree at this
point
Produce working draft of EHC Plan on basis of EHC needs
assessment with parent/carers/child/young person. Whilst
name/type of education provider cannot be stated informal
discussion regarding preferences with the parent/carer/child/
young person is useful at this point.
PLAN
Time delay awaiting parent/carer/young person representations
Compile non-statutory EHC Plan (review here
in Hampshire of current Note-in-Lieu and
Inclusion Partnership Agreement) with parent/
carer/young person and education provider
agreeing outcomes to meet needs in the context
of SEN normally available within the education
setting. Send out to parent/carer/young person
and education provider.
APPEAL POINT
Decision not to produce EHC Plan
Obtain mediation certificate
Proceed with appeal to first-tier tribunal
15 working days for
education providers
to respond to
consultation
Consult education provider(s) – parent/carer/young person
requested and/or LA recommended. Write to parent/carer/
young person to inform them of education provider(s) being
consulted
Ring parent/carer/young person to advise of
decision, options, what to expect and right to
appeal to first-tier tribunal.
Time delay awaiting education provider responses
Determine appropriate education provider if unsuitable/
incompatible and secure the name and type of provider.
Make any necessary adjustments and produce and issue
the final EHC Plan. Send to parent/carer/young person
and education provider.
At least 15 days for parent/
carers/young people to
make representations on
draft EHCP
Send final draft of EHC Plan to child’s parent/carers or the
young person. Explain suitability/compatability requirements
and notify of right to make representations on content and if
they wish to secure the name of a particular educational
provider in the EHC Plan.
NON-STATUTORY EHC PLAN TO BE
PROVIDED
APPEAL POINT
On the special educational provision
specified within the final EHC Plan
Obtain mediation certificate
Proceed with appeal to first-tier tribunal
≤ 14 working weeks to complete the EHC Plan from decision to proceed with completing an EHC needs assessment.
Exemptions apply.
Exceptional Assessment
(legality to be explored and
likely in very small numbers)
If sufficient up-to-date quality
assessment information
already exists (e.g. road
traffic accident, 0-2 age
children with significant
health needs) proceed with
a multi-agency meeting,
including parent/carers, to
agree outcomes and
develop the EHC Plan
directly. Record of meeting.
Local offer planning meeting
Decision not to assess but there are unresolved
subsidiary issues arising from the
appropriateness decision between education
provider/parent/carer/child/young person. Use of
collaborative problem solving to support
families in how the CYP needs could/should be
met. Q: Who co-ordinates and who facilitates?
Record meeting.
≤ 6 weeks for professionals
to provide advice.
Gather “My Story” from child/young person through face
to face meeting if preferred (Q: who does this?).
Ring parent/carer/young person to explain.
Offer face to face meeting. Write to confirm to
professionals and parent/carer/young person
decision not to/to assess.
20 working weeks to complete whole assessment and EHC Plan process from request for a statutory assessment. Exemptions apply.
Request received and information considered. Letter to
parent/carer/young person re request for statutory EHC
assessment.
≤ 6 working weeks to determine if an EHC needs assessment is necessary following a
request for a statutory assessment. Exemptions apply.
External request for a statutory
assessment, could be from:
- Parent/carer
- Young person themselves
- School (incl. pre-school)
- Post-16 establishment
h) Quotes
Where possible, please provide quotes from those involved in or who have participated in
this theme of pathfinder work. This could include parent carers, CYP, educational settings,
and professionals. Please provide approval for these to shared externally, and if possible,
permission for names identifying quoters to be published.
“The Hampshire Parent/Carer Network welcomes the opportunity to work in partnership with
Hampshire County Council and the Health Authority on this important agenda. By working together,
we believe there is a real opportunity to shape services which will effectively meet the needs of
disabled children and young people, and their future” - [Parent Voice and the Hampshire
Parent/Carer Network] March 2012