How to do a Transfer Review
or…
Everything you wanted to know
about Transfer Reviews but
were too afraid to ask.
What is the Transfer Review
report?
• Tools to use for the transfer review process to help
convert Statements of SEN into Education, Health and
Care Plans. A document which
• records pupils’, parents/carers’ views and aspirations
• records school assessment of the CYP strengths,
special educational needs, and progress since the
Statement was issued/last annual review
• Identifies clear education, health, care and preparation
for adulthood related outcomes and how these are to be
supported.
What it looks like
Section 1 –The child or young person’s assessment information
and progress since the Statement or last review
Section 2 – The advice and information gathered to inform the
transfer review.
Section 3 – Details of the review meeting and contributors to the
review
Section 4 – Recommended outcome of the transfer review-is an
EHCP required?
Section 5 – The long term and short term outcomes that are
sought for the child/young person
Section 6 –Record of provision and support required to meet the
identified outcomes for the child/young person
Section 7 –A review of any existing personal budget and direct
payments arrangements
How to complete a Transfer
Review-Preparation stage 1
The term before the transfer review is scheduled to
take place
• Identify any updated assessments that are
required
• Support child to complete the preparation for
transfer review form
• Ask parents to complete the preparation for
transfer review form and collect these in
• Alert Assessment and Planning team to any
priority cases
How to complete a Transfer
Review-Preparation stage 2
The term of the transfer review
• Schedule transfer review date meetings
with parents and LA if appropriate
• Complete sections1-2 of the transfer
review form
• Begin to formulate long term and short
term outcomes based on completed
assessments and all completed
documentation
How to complete a Transfer
Review-Preparation stage 2
• Send formal notification letter of the start
of the transfer review process to parents
two weeks before the transfer review
meeting. This triggers the 20 week
statutory time period. Use template letter
• Send information to parents and all
attending the TRM two weeks in advance
of the TRM
The transfer review process
• 20 week timescale to complete review
from the formal notification letter to
parents
• Week 1 School to send notification of
transfer review meeting date and
paperwork to parents/others attending the
meeting
• Week 3 Person centred Transfer Review
Meeting(TRM).
What is Person Centred
Planning?
• Person-centred planning offers an alternative to
traditional models, striving to place the individual at
the centre of decision-making, treating family
members as partners. The process focuses on
discovering the person's gifts, skills and capacities,
and on listening for what is really important to the
person (e.g., Snow, O'Brien & Mount). It is based on
the values of human rights, interdependence, choice
and social inclusion, and can be designed to enable
people to direct their own services and supports, in
a personalised way.
Key principles:
• The person is at the centre
• Family members and friends are full partners in
collecting information and planning
• The plan reflects what is important to the person (from
their own perspective) now and for the future
• The plan helps the person to be part of a community of
their choosing and helps the community to welcome
them (not just about the services)
• Leads to commitment – ongoing listening and learning,
further action
Department of Health, 2001
Pupil Views…..why?
The new SEN Code of Practice clearly says we must have
regard to:
•the views, wishes and feelings of the child or young
person, and their parents;
•the importance of the child or young person, and their
parents, participating as fully as possible in decisions; and
being provided with the information and support necessary
to enable participation in those decisions;
•the need to support the child or young person, and their
parents, in order to facilitate the development of the child or
young person and to help them achieve the best possible
educational and other outcomes, preparing them
effectively for adulthood.
Who are you?
• You have many roles in your life and all these roles
say who you are • Who you are changes with your relationships, eg. Do
you behave the same way with your parents as you do
with your best friend?
• Consider if you were only allowed to receive support
from others and never allowed to be a best friend, a
colleague or a lover how would your life be?
• What do you think it feels like for someone you
support?
• If you were only allowed one or two roles to live in your
life, what would it feel like?
Self Understanding
To use PC tools effectively relies partly on
some understanding of the unique individual
YOU are
What works for me? What doesn’t?
What does a good day for me look like?
What about a bad day?
What are my everyday positive rituals and
routines? How do they benefit me?
What are my gifts and skills?
What makes me feel safe?
What do people respect about me?
So how does this link to the
Transfer Review?
We need to put the child, young person or adult at
the heart of the planning – it is carried out in
alliance with family and friends and is focused on
getting real solutions for people.
Research recognises that to achieve real change,
users and carers must participate at every stage.
This marks a change in status of people who use
services, from ‘consumers’ to ‘co-producers’.
Consulting pupils directly….in itself begins to
empower learners by allowing them to hear
themselves talking about their needs. The
experience of having their views heard and
valued by an adult or peer can provide an
enormous boost to the self esteem of
students…and can make a positive
contribution to pupils’ capacity to learn
effectively.
Jelly, Fuller and Byers (2000)
Pupils views
One page profiles
• A snapshot of a person that is context
specific.
• Should give others the information they
need to know to engage with and support
the person.
• A very quick introduction to the person and
the things that matter to them.
What is important to the child?
Instead of this…..
Write this…..
Loves breaktime….
Playing games usually involving
running and skipping with Hannah and
her other close friends at break times.
Being organised
Having all her pens and pencils and
books packed in her bag the night
before school.
Making sure her tray is tidy at school.
Having friends
Walking to school with my friends
Ellen and Anna every day and sitting
with my friends Ellen, Anna and Jo at
lunchtime.
How to support a young person in
school?
Instead of this…
Write this……
Be patient with Liam
Liam may need you to repeat a task a
couple of times before he feels confident
trying it. You can tell if he is unsure
because he will look out of the window and
chew his pencil. Asking him if he has any
questions about the activity usually works
better than asking him if he understands
what to do.
Chloe needs help
with friendships
Cloe takes time getting to know people and
making friends. It helps if you can find ways
of her spending time and sitting with
different girls in the first few weeks of term.
She appreciates you asking her about how
her friendships are going in one to one
time with her. A circle of friends approach
has worked in the past.
People I know
People I like
People I love
People who are paid to
help me.
In conclusion….
Person centred planning is defined as a process of
continual listening, and learning; focused on what
is important to someone now, and for the future;
and acting upon this in alliance with their family
and friends. There are different approaches,
however, good person centred planning is always
recognisable because the person will be at the
centre; working in partnership with family and
friends, the plan will clearly identify what the
person’s capacities are, what is important to her
and what support she requires; there will be
actions that have a bias towards inclusion, and the
learning and reflecting are ongoing.
Parent / Carer Views
• Structured conversation
• Information for Families
http://www.parentlinksussex.org.uk/about-us
• Independent Support
http://www.coreassets.com/mediacentre/coreassets-independent-support-service/
• East Sussex Parent Carer Council
How to complete the Transfer
Review document
A Section by Section guide…
Guidance for completing
Section 1
• Current assessment of difficulties – What
sort of data can we use?
• Current level of progress – progress over
time.
• Strengths and skills
• Special Educational Needs identified
Section 1 – Current assessment of
difficulties
• provide a school based up to date picture
of the child /young person’s SEN
• understand their current progress
• include needs for health and social care
that are treated as SEN because they
relate to the education and training of the
child/young person.
• Where there is a known diagnosis this
should be included.
Section 1 – Current
assessment of difficulties
• Helps to specify targets and to track
progress over time
• Can support the specificity of the outcome
measures
• Not an exhaustive list
• Includes preparation for adulthood for
Year 9 and above
Section 1 – Current assessment of difficulties:
Communication and Interaction
Description of functional language skills
Developmental checklist – The Communication Trust
www.talkingpoint.org.uk
Glyne Gap P-Scales –
www.glynegap.e-sussex.sch.uk/article.php/59/expanded_p_scales
For identified SL&C needs:
 Reference to other specific assessments
 British Picture Vocabulary Scales (BPVS)
 Language Link
 Renfrew Language Scales
 Speech and Language Therapy Assessments
 Social Communication checklists
Section 1 – Current assessment of difficulties:
Cognition and Learning
• Do you know where your pupils are and the progress
they have made in terms of the following?
- Reading fluency and accuracy
- Reading comprehension
- Spelling
- Number
- Mathematical language
e.g.
•
•
•
•
•
NC Levels / Assessment of Pupil Progress (APP grids)
Early Years Outcomes
P-Scales
Standardised assessments
Pupil Voice
Section 1 – Current assessment of difficulties:
Social, Emotional and Mental Health
• Risk assessment – frequency and intensity of emotional
outbursts
• SEAL development map
• Emotional literacy questionnaires (Faupel)
• Sociogram – www.sussex.ac.uk/Users/robinb/socio.html
• Pupil Voice
• Self Esteem checklist
• Boxall Profile
• Behaviour Diaries
• ABC or STAR Observations
Section 1 – Current assessment of difficulties:
Sensory and Physical
•
•
•
•
•
•
Jump Ahead Monitoring
Observable Behaviour
OT or Physiotherapy Assessments
Developmental Checklists
Glyne Gap P-Scales
Early Support Developmental Journal
www.ncb.org.uk/early-support/resources/developmentaljournals
Section 1 – Current assessment of capabilities:
Preparing for adulthood and
Community involvement
• Employment and training
• Independent living
 -Self help & life skills e.g. dressing, cooking,
shopping;
 Road safety – awareness of danger
 Telling time / money management
 Independent travel
• Good health
• Participating in society-access to community activities
beyond school and family units
At the Transfer Review
Meeting
• a person centred approach with the young person at the
centre of the planning
• draw together all the information, discuss and decide on
the outcomes for the EHCP
• Consider whether an EHCP is still required for the next
academic year
• ensure all the key elements to contribute to the Plan are
captured
• explain any decision making processes and timescales
• discuss with parents and together draft sections 4, 5 and
6 of the transfer review report
•
Guidance for completing
Section 4
Section 4
• Consider if the education and training outcomes can be
supported from within the school/college level resources.
• Is a school or College based plan appropriate? Agree with
parents if appropriate
• However we expect most statements will transfer to EHCP
Guidance for completing
Section 5
Section 5
• Outcomes usually set out what needs to be achieved by the end of a
phase /stage of education
• Short term outcomes describe what needs to be achieved in the
shorter term(by the end of a key stage or within the next year for
example) to support the longer term outcomes
• From Year 9 onwards the nature of the outcomes reflects the need to
ensure young people are preparing for adulthood.
• There should be outcomes for forward plans such as changing
schools/education provision, moving from children’s to adult care and
/or from paediatric services to adult health.
• There can be a range of outcomes over varying timescales, but
recognising it is the education and training outcomes only that will help
determine when a plan is ceased for young people aged over 17.
Guidance for completing
Section 5
• In the education and training section
include outcomes for health and social
care that are treated as SEN because they
relate to the education and training of the
child/young person.
• In the preparing for adulthood section
outcomes may include those identified by
the transition team for the young person
Guidance for completing section 6 –
Special Educational provision : Education and training
• set out the provision/resources/arrangements
required to support the child/young person to
achieve their outcomes
• ensure all outcomes are addressed
• include provision for health and social care that
are treated as SEN because they relate to the
education and training of the child/young person
• provide detail of the type, amount and frequency
of support and level of expertise required
Guidance for completing section 6 –
Special educational provision- preparing for
adulthood
• Set out the education and training provision/
resources/arrangements required to support the
young person prepare for adulthood and achieve
their outcomes
• Do not include any health or social care
provision which forms part of an individual health
care plan, continuing care health plan or results
from a social care CIN or (Adult social care)
transition service Plan
Guidance for completing section
6 – Health
• Include provision in any individual health
care plan
• Include provision in any continuing health
care plan
Guidance for completing
section 6 – Social Care
• Include provision set out in a Child in Need
Plan( relating to disability) (Adult social
care)Transition Plan or identified from a
social care assessment under Section 2
of the Chronically Sick and Disabled
Persons Act
Guidance for completing section 6 –
Family / community support
• Include community based resources to
support identified outcomes
• Include family based resources to support
identified outcomes
This section may be particularly helpful to
support preparing for adulthood outcomes
Which of these is an effective
agreed outcome?
•
•
•
•
Eddy will attend a social skills group
Eddy will play nicely with other children
Eddy will not snatch toys from other children
Eddy will take turns without prompting when
playing joint games with up to two others
during lunchtime club.