William Reading

Date of Birth: 10/10/2013

Education, Health & Care plan

Please feel free to doodle on me or replace me with a picture of your own choice.

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 These are the sections in my plan
Statutory Contents
section
All about me
A Child / young person (CYP) contact information
Placement
I Education placement
All about me
A Parent / carer contact information
A Child / young person’s views
A Parent / Carer views
A My story so far
Special Educational Needs & Provision
B Special educational needs
F Provision
F Provision Year 9+
Health Needs & Provision
C Health needs related to the child / young person’s SEN
Any health issues that impact on learning or being in a learning
environment.
G Health provision
Which health professionals will assist and what they will provide.
Social Care Needs & Provision
D Social care needs related to the child / young Person’s SEN
H1 Social care provision made under Chronically Sick and Disabled Act 1970
H2 Any other social care provision related to the child / young person’s SEN
Outcomes & Review
E Outcomes
Child / young person’s targets/outcomes having had the benefit of the
recommended provision and suppport.
E Arrangements for monitoring progress and review
Personal Budget
J Personal Budget
Alternative ways to fund specific provision required in the plan.
Advice and information
K Contributions
A list of all the advice and information used to build the plan – numbered
K1, K2 etc
Signature page

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 Section A
William’s contact information

Surname Reading Other William Ian (Will)

names
Address including Wesley House, 40 Westgate Street, Shouldham, PE33 0BJ
postcode
Date of Birth 10/10/2013 Gender M

Religion CofE Ethnicity W/B

Language English Interpreter N

child/young person required
hears at home (Y/N)
Is Child/Young Y UPN V926242616008
Person taught in the number
correct year group
for their age?
Primary Special Communication and Additional Sensory processing
Educational Need Interaction needs difficulties

Diagnoses Autism Spectrum Legal care

Disorder status

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 Section I
Education placement
Current education information
Educational setting’s Churchill Park Academy
name and address King’s Lynn
Type of setting Maintained Special Academy

Use for Transfer only

Transfer education information
Educational setting’s N/A
name and address
Type of setting

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 Section A
Parent / Carer contact information

Surname and title Mrs Reading Other names Katie

Address including Same as William

postcode (if
different from child)
Home tel. number 01366 347892

Mobile tel. number 07711 397228

Work tel. number N/K

Email address [email protected]

Home Language English Communication N/A

needs eg
interpreter, BSL,
N/A

Surname and title Mr Reading Other names Matthew

Address including Same as William

postcode (if
different from child)
Home tel. number 01366 347892

Mobile tel. number 07583 988758

Work tel. number N/K

Email address N/K

Home Language English Communication N/A

needs eg
interpreter, BSL,
N/A

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 Section A
William’s views
How has the William does not yet have sufficient maturity or verbal
child/young person communication skills to respond to questions about his likes,
contributed to this dislikes and the type of support he needs. William’s views are
plan? provided by his parents.

Tell us about your family,

school and friendships

Will likes some aspects of school but there are some aspects he cannot tolerate. He enjoys
the company of one of his teaching assistants in particular. He has no friendships with
peers.

Will likes to go to the school hall to do sensory circuits, he likes the library to read or work
on his iPad. He likes the staff lounge where it is quiet. He struggles to be in the classroom
when all his other peers are there.

What do you enjoy? Who

with? What are you good at?

Will loves screens and working on iPad apps which is his preferred method of learning. He
loves trains and enjoys anything about trains; books, films, apps or songs.

What do you find difficult?

What do you need to help you?

Will’s ability to communicate verbally is very limited. He does communicate his frustrations
verbally but this often escalates to behaviours which are challenging e.g. shouting, being
loud, scratching, biting and hitting. He has removed his clothes in public on several
occasions when he is really stressed and upset. Usually there is a short period of time
before this when he goes quiet and looks upset when someone can intervene and distract
or divert his attention however this means that a trusted adult has to be constantly aware of
his needs and be available to monitor how he is responding to the environment around
him.

Will’s ability to cope with his environment affects everything. He can cope with certain
situations with a lot of preparation and 1:1 support. This means that going to new or busy
places is challenging without adequate support and preparation, as we can’t predict how
Will will manage.

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 Section A
William’s views

What are your aspirations,

goals, wishes, hopes and
ambitions?

I am not sure of Will’s aspirations.

He has said several times that he wants to go on an aeroplane again soon.

How do you want to be given

information?
e.g. talking, signing, pictures,
technology

Will responds well to simple verbal commands, he likes to access information via
technology and likes visual images.

How can we involve you in decision

making and make sure that your
choices are listened to and
understood?

This is difficult to answer on Will’s behalf but at this stage in his development as his parents
we feel that we are in the best position to ensure that his voice is heard.

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 Section A
Parent / Carer views
How have the parents/carers contributed Parents have updated their views for the
to this plan? 2023 annual review.

What is William good at in the following areas?

Speaking, listening and joining in
Limited verbal communication, mainly echolalia. Struggles with listening, he finds simple
two-word commands easier to follow. Will likes to join in if he understands what’s going on,
something that he struggles to do with his peer group or at playground time.
For example, Will likes to kick a ball but he can’t join in football as he wants to have the ball
all the time.

Knowledge, skills and understanding

Will enjoys technology ie iPads.
He has a good memory and can memorise songs, books, films, excerpts from TV shows
which he often uses to communicate his needs. Eg “make me undizzy flop” from Bing
Bunny, means “make me feel better” or “oh Thomas my wheels have fallen off” from
Thomas the Tank Engine, means he feels tired or out of sorts.

Feelings and friendships

Will is a very affectionate loving little boy who loves cuddles. He loves his family very
much. He does not have any identifiable friendships but he has affection for family
members, family friends and for our dog Danny.
Hearing, seeing, physical and independent skills
Will has good hearing, he is sensitive to sudden noises. He often wears ear defenders to
help him cope with this and carries them with him.

He is physically sensitive to unplanned/unpredictable touch. He copes with situations such

as mum cleaning his teeth by counting 1,2,3 then stop. Then we can repeat this 1,2,3 stop
until the process is finished. We have been able to use this approach to getting a hair cut
as well which has been successful.

Will is physically very active and needs to be kept active throughout the day or he gets very
frustrated. His recent OT assessment identified that he has some weaknesses in his upper
body and hands although he loves to exercise, run and walk, he tires quicker than other
children.

He has significant sensory needs and struggles with being able to identify where his body
is in space (proprioceptive) and he lacks confidence with balance.

His fine motor skills are also poor so he struggles to hold a pen, do up buttons or put his
shoes on. He needs help with all his self-care needs.

He also struggles to plan and think ahead so he finds it hard to be independent as he can’t
organise himself to know or break down tasks into an order, in able to complete them.

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 Will has been continent through the day for some time but remains in pull ups at night as
we have been unable to get him dry. He goes through phases when he avoids going to the
toilet and soils at night.

Will is a very messy eater and refuses to use cutlery except a spoon when absolutely
required.

Will dislikes washing and drying his hands and needs support to clean his hands after
using the toilet.

What are your aspirations, goals, wishes, hopes and ambitions for William?

I would like Will to stay in mainstream education and have meaningful relationships with his
peers.

I would like him to develop a set of skills eg self-care, verbal, intellectual, conversational.
Social – in keeping with other children of his age.

I would like him to be able to develop interests beyond the narrow range he currently
demonstrates. To read a book, draw a picture, hold a pencil and write.

I want him to be able to develop as a little boy so that in his later childhood there is a real
prospect of him developing in line with his peers. At present he is far behind them and I
worry immensely about this gap widening not shortening.

What would you like William to be able to do?

In the next 12 months In the next 5 years

• Access education in mainstream • Access education and engage in a

setting with support full curriculum
• Be able to engage in curriculum such • To be able to write, speak,
as forest school, PE, school trips as communicate with others and be able
well as formal teaching to communicate his needs
• Be supported at breaktimes and • Have a friendship group/positive
lunchtimes relationships with peers
• Start to read • Have interests and enjoy activities
• Start to express his needs more outside of school
regularly and clearly
• Start to develop language to describe
his sensory needs
• Develop a friendship

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 What skills does William need to develop to make these things happen?

Speech and language skills

Listening/communication skills

Ability to sit in class

Ability to be in playground

Ability to learn self-management strategies/ manage overwhelming feelings

Who and what would help or support William to achieve this?

He needs a dedicated adult in school with him who can:

1. Build a trusting relationship with him
2. Help him access the curriculum
3. Who can support and encourage his day to day activities
4. Who can help Will develop self-awareness around his sensory needs so he can
learn to employ strategies to help him cope rather than getting stressed
5. Who can model good language, manners, turn-taking, sharing, showing empathy
and social skills

Speech and language therapy – to continue to develop his communication skills

Educational psychology/psychological support via autism specialist for advice for school
about approaches to learning

Support and advice from specialist schools – for advice about learning and consistent
management approaches

Regular occupational therapy sessions for sensory integration difficulties.

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 Section A
My story so far
William’s history including the views of parents / carers and professionals about
their needs now and in the future.
Please keep information current but include relevant history.

William lives at home with his parents, older brother and twin sister.

William has a diagnosis of Autism Spectrum Disorder (ASD) which was diagnosed in
October 2017 (K4). He has had support from speech and language therapy since 2017.

William typically demonstrates difficulties in the triad of impairments associated with ASD,
namely social interaction, social communication and rigidity of thinking and difficulties with
social imagination.

William is highly dysregulated within his school environment and he has been assessed as
having a number of sensory challenges which impact on his ability to self-regulate. There
have been many recorded incidents of physical outbursts, aggressive behaviour and
emotional distress.

William experiences significant and substantial special educational needs that are likely to
have an impact throughout his statutory education and present a barrier to accessing the
teaching and learning that is available to the majority of children in mainstream school.

William attends Churchill Park Academy.

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 Section B
Special Educational Needs
Communication and Interaction
Need Doc ref & Identified SEN from co-ordinated assessments
Reference page no
B1 K3 page 3 In line with his diagnosis of Autism Spectrum Disorder, William
K10 has difficulties with social interaction and receptive and
expressive language development. This affects his ability to
interact with others and access the curriculum independently.

William has limited interactions with others and his speech is

often echolalic using lines from film and TV programmes.

William has difficulty engaging in play with other children.

William’s limited social communication and interaction skills with
his peers leaves him at risk of becoming socially isolated from
his classmates. He needs support from adults to engage in
appropriate social interactions.

William has limited expressive and receptive language skills.

Without support, he finds it difficult to understand the language
used within an educational setting. This could lead to frustration,
behaviours that challenge, and social isolation. William requires
a lot of processing time to respond to an instruction or question.

William will use meaningful echolalia and some novel utterances

in his spoken language to make his wants and needs known. His
use of Echolalia requires adults to interpret the meaning. For
example, William may say “I’ve run out of petrol” to indicate that
he is tired. Picture Exchange Communication System (PECS) is
no longer his primary means of communication.

William has difficulty communicating his needs during times of

high emotional distress. This can cause him to become further
distressed, leading to behaviours that challenge.
William is able to ask for “space” when he is feeling unregulated
and will ask familiar adults for help with things such as putting
his ear defenders on.

William has difficulties with attention and listening. He needs

adult support to focus his attention. William can attend to adult-
led activities in small groups of 2-3 peers for a period of 10
minutes.

William is able to sit in whole class circle and attend to whole

class teaching for up to 15mins (within a small class of 10)
William is able to follow 2 part instructions given sufficient

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 Communication and Interaction
Need Doc ref & Identified SEN from co-ordinated assessments
Reference page no
processing time and space. William will follow instructions for
familiar staff and those he likes. William’s receptive language is
at blanks level 1. Children at Blank Level 1 are talking about
things in front of them or that have only just been taken away.

William finds it difficult when something out of the normal routine

is done and will take weeks to months to adjust to a new part of
the routine.

Cognition and Learning

Need Doc ref & Identified SEN from co-ordinated assessments
Reference page no
B2 K1 page 6 For William his relationships with adults are the key to him
K9 accessing learning and the curriculum. William will complete
learning tasks with familiar adults and those that he likes and
who have spent time building a good working relationship with
him prior to putting demands on him.

William is at a very early stage of formal learning although it is

noted that he enjoys maths and has a good memory.

William is working at age 4 years 7 months in maths recently

(2023) assessed via Sandwell assessment. He has excellent
counting skills and can count beyond 20 but doesn’t always
have the understanding behind this. William is beginning to use
phonics to help him to read and is interested in words in the
environment. He is able to read a very simple phonics book
containing cvc words. William is able to form letters but prefers
to overwrite and is developing his confidence.

Social, Emotional and Mental Health

Need Doc ref & Identified SEN from co-ordinated assessments
Reference page no
B3 K1 page 8 William finds it difficult to regulate his behaviour in school and
K7 page 8 this affects his ability to access the curriculum.
K9
William finds changes to routine very difficult to manage and will
take days or months to become familiar with any new routines.

William can become highly anxious and distressed. He requires

adult support to manage his sensory and emotional needs.

William can isolate himself when he is feeling uncomfortable or

worried.

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 Social, Emotional and Mental Health
Need Doc ref & Identified SEN from co-ordinated assessments
Reference page no
William likes adults to learn certain scripts to help him feel less
anxious eg. At lunch time he likes adults to say “almost home
time, school first then home” he will then reply with “I’m going to
watch xx when I get home, I like home” the adult replies “I like
home too” At times of heightened anxiety he will repeat this
several times until he feels better.

William is anxious out and about in the community especially if

going somewhere new. Unless he has warning and preparation
prior to the visit via social stories and pictures he will refuse to
go. William could be very vulnerable out in the community due
to his anxiety.

William will often express his feelings, frustrations and emotions

through inappropriate behaviour. Williams struggles to
understand boundaries with regards to what he should and
should not be doing. William is not always ‘self-aware’.

William does not show an awareness of others’ feelings and

emotions.

Sensory and/or Physical

Need Doc ref & Identified SEN from co-ordinated assessments
Reference page no
B4 K1 page 7 William displays a range of sensory challenges that impact on
K7 page 8 his ability to regulate his behaviour and access learning.
K5 page
15 William has difficulty with proprioceptive and vestibular stimuli
K8 page 5, which cause him to have reduced body awareness. This makes
8, 9 it difficult for him to judge and control his movements. It also
K9 leads to him having postural insecurity which affects the
development of his motor skills.

William seeks rotary type movements such as spinning and

twirling or hanging upside down from the chair. It is likely that
William has an increased tolerance for movement and to get
vestibular sensations he seeks to resist gravity in unusual ways.

William seems to be hyper-reactive to auditory, visual and light

touch input.

William does not enjoy sensory massage, unexpected touch or

holding hands. He enjoys singing but does not like adults
singing when it is not singing time. William will sometimes ask
trusted adults for a hug and will give them a very tight “bear
hug” often launching himself onto them!

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 Sensory and/or Physical
Need Doc ref & Identified SEN from co-ordinated assessments
Reference page no
William does not enjoy messy play but has begun to tolerate
painting. He enjoys cooking but not getting his hands dirty.

William is very sensitive to noise and wears his ear defenders

all day at school. The sound of the fire alarm causes William
great distress.

William seems to be hypo-reactive to vestibular and deep

pressure tactile information. This means that William will crave
deep pressure such as cuddles, crashing onto soft surfaces and
chewing objects in order to get more information about the
position of his body.

These issues may also contribute to negative behaviours such

as biting, hitting and tantrums.

William has difficulties with some aspects of self-care. His poor

fine motor skills make it difficult for him to hold a pen, do up
buttons or put his shoes on. William is a very messy eater and
refuses to use cutlery except a spoon when absolutely required.

William dislikes washing and drying his hands and needs

support to clean his hands after using the toilet.

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 Section F
Provision
Communication and Interaction – B1
Provision/Support Needed Who is going to How often will it be
provide the provided?
support?
William will be supported by a suitably Suitably trained Available throughout the
trained and experienced key worker. No and/or school day
more than two adults will share the role of experienced Key
key worker to ensure that William has a workers
consistent level of support and that the
adults who work with him are familiar with
his needs and able to form a positive and
trusting relationship with him.
William will have skilled adult mediation Teaching and Throughout the day
from his key workers who will be familiar support staff who
with his needs and who will have formed have experience
a trusting relationship with him. They will teaching children
be available throughout the day to with ASD and
encourage William to learn independently communication
and with his peers whenever possible. needs.
William’s key workers will support him to Teaching and At least once a day during
develop turn-taking skills with one other support staff who play times
child initially. This can be a short game have experience
that has clearly defined turns that William teaching children
has chosen, such as rolling a ball back with ASD and
and forth, taking turns on a marble run, communication
etc. needs.
William will have daily one-to-one or very Teaching and Daily for up to one hour.
small group work facilitated by his key support staff who
worker(s). His key workers will have have experience
specialised training in supporting learners teaching children
with language and social communication with ASD and
difficulties to develop William’s listening, communication
joint-attention, and his receptive and needs.
expressive language skills.
William will be supported to use visual Teaching and Throughout the school day
strategies to focus his attention to adult- support staff who
led activities. For example, “First and have experience
Then” boards including a motivating teaching children
reward for completing a task or visual with ASD and
timetables to help him attend to communication
classroom routines throughout the school needs.
day.
Visual strategies will be implemented that Teaching and During lessons
will support William’s understanding of the support staff who
school environment and routines and his have experience

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 Communication and Interaction – B1
Provision/Support Needed Who is going to How often will it be
provide the provided?
support?
attention to adult-led activities. Visual teaching children
strategies can include: with ASD and
• A ‘choice’ board including photos communication
or symbols of appropriate choices needs.
available to him in school, such as
toys, resources, places, etc. By
providing visual choices, William
does not have to think of the
options on his own. The visual
choices will help William to focus
on the appropriate options rather
than get distracted by other options
that may not be appropriate or
available.
• A visual timetable with symbols
appropriate for William and
presented in a clear and
accessible manner.
• A "first/then" approach using
rewards to support William to
attend to class activities.
• Start/finish boxes are used so that
activities are structured with a clear
start and finish to the activity to
help him successfully complete
them. Children should be
encouraged to work from left to
right, so place the start box on the
left and the finish box on the right.
All adults working with William will accept Teaching and Throughout the school day
the language he uses and give value to support staff who as opportunities arise
what he says by responding to his have experience
intended meaning. They will continue to teaching children
model language for William that they with ASD and
would like him to use. For example, if communication
William needs help, model the word ‘help’ needs.
for him. Signs or symbols can also be
used to support this.
Key adults supporting William will create Teaching and Throughout the school day
a total communication environment that support staff who
facilitates William’s understanding of have experience
spoken language. teaching children
Key adults will break down instructions with ASD and
into simple sequences with visual communication
supports. needs.

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 Communication and Interaction – B1
Provision/Support Needed Who is going to How often will it be
provide the provided?
support?
Key adults supporting William will keep
their language at a level that he will
understand to best help him understand
the environment around him.

William will be provided with opportunities

to develop BLANKS Level 2&3
understanding in 1:1, small group and
whole class activities.
At least 3X per week
Staff will provide small group ‘Attention
Autism’ activities for William to help
develop his attention and social
communication skills.
When William asks for “space” when he is Teaching and Throughout the school day
unregulated adults will ensure that other support staff who as William requires
children keep away from him until he is have experience
calm again. teaching children
with ASD and
communication
needs.

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 Cognition and Learning – B2
Provision/Support Needed Who is going to How often will
provide the support? it be provided?
Teaching staff will carry out regular assessments Teaching and At least termly
of William’s learning so that he can be supported support staff who
to make progress from his starting point. have experience
teaching children
with ASD and
communication
needs.
Planned teaching approaches will be adapted to Teaching and During lessons
take account of William’s social communication support staff who
differences, his high level of dysregulation, his have experience
current levels of development and his need for a teaching children
high level of structure and predictability, with with ASD and
visual cues to support understanding. communication
needs.
William will be supported by a suitably trained and Teaching and Available
experienced key worker. No more than two adults support staff who throughout the
will share the role of key worker to ensure that have experience school day
William has a consistent level of support and that teaching children
the adults who work with him are familiar with his with ASD and
needs and able to form a positive and trusting communication
relationship with him. needs.

Any staff working with William will be aware that

relationships are key to his success with learning
tasks. They will spend time building a good
relationship with him before putting demands on
him.
Teaching and curriculum delivery will be informed Teaching and During lessons
by an understanding of the learning style of support staff who
children whose needs lie on the autistic spectrum. have experience
Strategies and approaches that are most effective teaching children
to William will be identified through careful with ASD and
observation and review of his responses to the communication
support that he receives. needs.
William will be supported by a curriculum that is Teaching and During lessons
adapted to include his special interests such as support staff who
trains. William will be able to choose a motivating have experience
reward after attempting a set activity. teaching children
with ASD and
communication
needs.
William will have movement breaks as needed Teaching and During lessons
during lessons. support staff who
have experience
teaching children

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 Cognition and Learning – B2
Provision/Support Needed Who is going to How often will
provide the support? it be provided?
with ASD and
communication
needs.
William will be gradually introduced to more highly Teaching and During lessons
structured small-group learning activities support staff who
facilitated by his key worker who will have an have experience
understanding of the needs of children with social teaching children
communication difficulties and high levels of with ASD and
dysregulation. communication
needs.
William will receive a high level of additional adult Teaching and Throughout the
support in the form of his key workers, who will be support staff who school day
deployed skilfully to provide plenty of have experience
opportunities for reinforcement of his teaching children
communication skills by careful questioning and with ASD and
comment about what he is doing; thus extending communication
his understanding of language and encourage needs.
spoken language and encouraging an exploratory
‘problem solving’ approach to play and learning.

Social, Emotional and Mental Health – B3

Provision/Support Needed Who is going to How often will it be
provide the provided?
support?
See also Communication and Interaction above.

William will be supported by a suitably trained Teaching and Available throughout

and experienced key worker. No more than support staff who the school day
two adults will share the role of key worker to have experience
ensure that William has a consistent level of teaching children
support and that the adults who work with him with ASD and
are familiar with his needs and able to form a communication
positive and trusting relationship with him. needs.
All staff must be briefed about William’s Teaching and Half termly
needs including MSAs and other adults who support staff who
interact with him at unstructured times. have experience
The co-production of a detailed One-Page teaching children
Profile will take place and be regularly with ASD and
updated. This profile will be shared with all communication
relevant staff and will ensure that everyone needs.
knows of William’s personal needs and
preferences.
William will access a calm ‘low-arousal’ Teaching and During lessons
learning environment where the needs of support staff who

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 Social, Emotional and Mental Health – B3
Provision/Support Needed Who is going to How often will it be
provide the provided?
support?
children with neurodevelopment differences have experience
are understood. This should include teaching children
continued access to a personalised work with ASD and
station. The SPELL approach promoted by communication
the National Autistic Society provides a needs.
helpful framework for thinking about William’s
need for calm and predictability.
William will have adult mediated Teaching and During playtime and
opportunities to develop cooperative play support staff who lunch times.
skills. William will have the support of his key have experience
worker at playtimes and lunchtimes to help teaching children
him interact with peers. with ASD and
communication
needs.
Clear and consistent routines and Teaching and Throughout the school
expectations at home and at school will support staff who day
ensure that William feels calm and safe, and have experience
that he is able to learn successfully and teaching children
develop new social skills. with ASD and
communication Prior to and during
Routines will be followed and any changes in needs. any changes to
routine will be prepared for in advance. routine.
William will be told of any changes to
expected routines in advance whenever
possible and given support to manage his
feelings where changes happen Prior to any transitions
unexpectedly. such as change of
class or use of new
Prior to any transitions to new classes rooms or facilities.
William will have the opportunity to visit the
new class and meet staff who will work with
him there in advance.

Teachers will work with William and his

family to develop a transition plan to support
him during this change.
William will have reasonable adjustments Teaching and At transitions
made to support his difficulties with support staff who
transitions. For example, where helpful, he have experience
will be able to start and leave school a few teaching children
minutes before or after other children to with ASD and
avoid large gatherings of pupils. School will communication
work with family to arrange this. needs.
William will have access to a ‘safe space’ in Teaching and During lessons
school. support staff who

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 Social, Emotional and Mental Health – B3
Provision/Support Needed Who is going to How often will it be
provide the provided?
support?
have experience
teaching children
with ASD and
communication
needs.
Staff will reinforce what William does well Teaching and Throughout the school
using behaviour specific phrases to shape support staff who day as needs arise.
prosocial behaviour and promote self- have experience
confidence. teaching children
with ASD and
communication
needs.
All staff working with William will be familiar Teaching and Throughout the school
with his needs and will work to form a support staff who day
supporting relationship with him. William’s have experience
teachers and Key workers will become teaching children
familiar with what triggers William’s anxiety with ASD and
and will support him by diverting his attention communication
onto a calming activity or helping him to use needs.
a safe space to calm at these times.
Adults will give William the time and space to Teaching and Throughout the school
feel comfortable and gradually include him support staff who day
into class and group activities. have experience
teaching children
with ASD and
communication
needs.
Adults will learn and use certain scripts to Teaching and Used throughout the
help William feel less anxious eg. At lunch support staff who day
time he likes adults to say “almost home have experience
time, school first then home” he will then teaching children
reply with “I’m going to watch xx when I get with ASD and
home, I like home” the adult replies “I like communication
home too”. needs.
Prior to any trips and
William will be provided with social stories visits.
and photographs to help him to prepare for
any trips and visits.

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 Sensory and/or Physical – B4
Provision/Support Needed Who is going to How often will
provide the support? it be provided?
All staff working with William will be aware that he Teaching and As
has sensory needs. Staff supporting William will support staff who recommended
continue to act on the specialist advice provided have experience by sen-Si
by senSi Ltd. (K Doc 5 and 6) and EPSS OT (K teaching children
Doc 8) This advice provides detailed information with ASD and
on how best to support William’s sensory sensory needs.
challenges as well as how to develop his self-care
skills.
William will be supported by a suitably trained and Teaching and Available
experienced key worker. No more than two adults support staff who throughout the
will share the role of key worker to ensure that have experience school day
William has a consistent level of support and that teaching children
the adults who work with him are familiar with his with ASD and
needs and able to form a positive and trusting sensory needs.
relationship with him.
School will support William to access a sensory Teaching and Throughout
diet, providing regularly timetabled beneficial support staff who lessons as
sensory activities into William’s school day to help have experience advised by OT
with focus and attention. teaching children
with ASD and
William will take part in a sensory circuit program sensory needs. Daily for up to
to help modulate arousal levels ready for learning. 30 minutes

Staff will follow advice given in Occupational

Therapist report (K Doc 8).
All staff supporting William will be aware that Teaching and As needed
some negative behaviours may indicate sensory support staff who throughout the
overload and discomfort. William’s key workers have experience day
will become familiar with his triggers and support teaching children
him to use a safe and calm space as needed. with ASD and
sensory needs.
Reasonable adjustments will be made to William’s Teaching and During
day to help him avoid sensory overload. He will support staff who lunchtimes
be supported to eat his lunch early, when the hall have experience
is quieter. teaching children
with ASD and
sensory needs.
William will continue to have access to a quiet Teaching and Available
space. He will be supported to use ear defenders support staff who throughout the
throughout the day. have experience day as needed
teaching children
As the sound of the fire alarm causes William with ASD and Prior to and
great distress he will be supported with a period of sensory needs. after fire drills
calming planned in for when fire drills happen.

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 Sensory and/or Physical – B4
Provision/Support Needed Who is going to How often will
provide the support? it be provided?
William will have support to develop self-care Teaching and As needs arise
skills. William’s key workers will help him to use support staff who
visual supports to become more independent at have experience
dressing and undressing for PE. He will have teaching children
support to eat with cutlery and maintain hygiene. with ASD and
sensory needs.
William will be supported to engage in fine motor Teaching and As
activities to help develop his hand strength and support staff who opportunities
dexterity. have experience arise during
• Try to use pencil grips to help support teaching children lessons
handwriting grasp. However, if Will with ASD and
continues to dislike these try using chunkier sensory needs.
pens.
• Before handwriting activities try to
encourage Will in handwriting wake up
exercises.
• Take regular breaks between handwriting
activities.
• Consider additional ways to record work if
handwriting becomes difficult.
• Ensure that Will is sat in a functional
seating position for handwriting tasks – feet
should be flat on the floor, thighs and
forearms should be horizontal and the desk
should be below elbow height. If Will
appears to be slumping in his chair, a foam
wedge and/or a move ‘n’ sit cushion may
improve this.

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 Section F
Provision Year 9+
Preparing for Adulthood – higher education / employment

• What post 16 pathways have been explored and identified for the child/young person?
(i.e. Further education, training such as supported internships, apprenticeships,
traineeships).
• What arrangements have been made in the last year regarding support in finding a job?
(i.e. work experience, work opportunities, job coaches etc).
• Discussions with young person and family regarding financial support to access the
workplace (i.e. Job Centre Plus Access to Work funding; 16-19 bursary, Personal
Independent Payments etc).
Provision/Support Needed Who is going to How often will
provide the support? it be provided?
To be considered from Yr9 onwards

Preparing for Adulthood – independent living

• Where does the young person want to live in the future, who with and what support will
they need?
• Local housing options, support in finding accommodation, housing benefits and social
care support.
Provision/Support Needed Who is going to How often will
provide the support? it be provided?
To be considered from Yr9 onwards

Preparing for Adulthood – being as healthy as possible in adult life

• Transition arrangements in place or needed from children’s to adult health services.

Provision/Support Needed Who is going to How often will
provide the support? it be provided?
To be considered from Yr9 onwards

Preparing for Adulthood – participating in society

• Planning and arrangements in place for the young person to access social and
community activities and support in developing and maintaining friendships and
relationships.
Provision/Support Needed Who is going to How often will
provide the support? it be provided?
To be considered from Yr9 onwards

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 Section C
Health needs related to the child /
young person’s SEN
Communication and Interaction
Need Doc ref & Identified health needs which impact on learning and
Reference page no education
Needs related to SEN are described in parts A and B

Cognition and Learning

Need Doc ref & Identified health needs which impact on learning and
Reference page no education
Needs related to SEN are described in parts A and B

Social, Emotional and Mental Health

Need Doc ref & Identified health needs which impact on learning and
Reference page no education
Needs related to SEN are described in parts A and B

Physical and/or Sensory

Need Doc ref & Identified health needs which impact on learning and
Reference page no education
Needs related to SEN are described in parts A and B

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 Section G
Health Provision
Communication and Interaction
Provision/Support Needed Who is going to How often will
provide the support? it be provided?
N/A

Cognition and Learning

Provision/Support Needed Who is going to How often will
provide the support? it be provided?
N/A

Social, Emotional and Mental Health

Provision/Support Needed Who is going to How often will
provide the support? it be provided?
N/A

Sensory and/or Physical

Provision/Support Needed Who is going to How often will
provide the support? it be provided?
N/A

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 Section D
Social care needs related to the child /
young person’s SEN
Communication and Interaction
Need Doc ref & Identified Social Care needs which impact on learning and
Reference page no education
None identified

Cognition and Learning

Need Doc ref & Identified Social Care needs which impact on learning and
Reference page no education
None identified

Social, Emotional and Mental Health

Need Doc ref & Identified Social Care which impact on learning and
Reference page no education
None identified

Sensory and/or Physical

Need Doc ref & Identified Social Care needs which impact on learning and
Reference page no education
None identified

Section H1 1

– Social care needs related to their SEN

SEN related social care need
Provision/support needed Who is going to How often will
provide the support? it be provided?
N/A

Section H2 2

SEN related social care need

Provision/support needed Who is going to How often will
provide the support? it be provided?
N/A

1 Provision under the Chronically Sick and Disabled Persons Act 1970

2 Any other social care provision needs related to the CYP’s SEN

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 Section E
Outcomes
This section sets out the outcomes that have been identified for the child or young
person by the end of KS 2
Communication and Interaction B1
Outcomes Steps towards this being achieved Involvement
E H C
William will develop • William will communicate his ☒ ☐ ☐
expressive and receptive thoughts, needs and feelings to
language skills that enable adults.
confident interaction with • During times of emotional
others. distress, William will be able to
express his wants and needs to a
key adult.
• William will follow and respond to
Blank Level 2 questions with 80%
success during small group and
whole class activities.
• Follow and respond to Blank
Level 3 questions with 80%
success during structured 1:1
activity.
William will develop mutually • William will be able to engage in ☒ ☐ ☐
rewarding play and social social interactions with his peers
communication skills to enable without adult support.
him to participation in play and • William will be able to engage in
learning at home, in school simple turn-taking activities with a
and in the community. peer with adult support for a period
of five minutes.
• William will be able to attend to
adult-led small group activities for
periods of 5 minutes with adult
support.

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 Cognition and Learning B2
Outcomes Steps towards this being achieved Involvement
E H C
William will work with trusted • William will develop his ☒ ☐ ☐
and familiar adults to engage understanding of number to
with learning tasks and make include adding and taking away.
progress in literacy and maths • William will continue to develop
skills. his phonic reading skills to enable
him to access both environmental
words and stories.

Social, Emotional and Mental Health B3

Outcomes Steps towards this being achieved Involvement
E H C
William will develop a range of • William will indicate or describe ☒ ☐ ☐
strategies to enable him to how he is feeling to a trusted adult
regulate with adult support • William will use a safe space
when he feels he needs to.
• William will manage expected
changes to his day.

Sensory and/or Physical B4

Outcomes Steps towards this being achieved Involvement
E H C
William will feel safe in his • William will take part in a sensory ☒ ☐ ☐
learning environment and activities and be able to indicate
manage his sensory needs when he is overwhelmed.
• William will know that sensory
activities can help him feel better.
William will develop his fine • William will eat with a fork and ☒ ☐ ☐
and gross motor skills to spoon
enable him to develop self- • William will dress and undress
care skills. independently.
• William will develop legible
handwriting.

Preparing for Adulthood year 9 onwards

Outcomes Steps towards this being achieved Involvement
E H C
☐ ☐ ☐

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 Section E
Arrangements for monitoring progress
William’s Special Educational Needs and Disability Co-ordinator (SENDCo) will work with
her/his teacher, teaching assistant and/or keyworkers, and her/his parents/carers to agree
short-term targets for the next 12 months.

The targets may be addressed through individual learning plans, ‘pupil passports’, ‘one page
profiles’ or other means and need to be monitored within the setting once a term.

At the point of transfer between educational settings an Annual Review meeting will be held
which includes consideration of transition arrangements.

Arrangements for an Education, Health and Care

Plan review
This Plan will be reviewed (Check where appropriate)

☐ Early years – a minimum of 6 monthly

☒ Reception year upwards – a minimum of every 12 months

Progress should be monitored according to the guidance in the SEND Code of Practice 2015
and in line with the setting’s usual policies for monitoring pupil progress following the
graduated approach/SEN support plan.

The review will be arranged by the education provider in conjunction with the Local Authority
taking into account key transitions.

The educational setting must submit a written report of the annual review meeting for
consideration by the Local Authority within two weeks or the end of term, whichever is the
earlier. A copy of the report with all the advice will be sent to those concerned including the
parents for information.

The following people (as appropriate) should be invited to the review:

William
Parent / carers
Educational staff
Social Worker
EHCP Co-ordinator
Educational Psychologist
Health and sensory support professionals involved
Future providers William may be thinking of transferring to

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 Section J
Personal Budget

Personal Budget Yes No

Has a personal budget been requested? ☐ ☒
Has a personal budget been agreed? ☐ ☒
A: Direct Payment ☐ ☒
B: Notional Arrangement (LA or educational setting holds budget and ☐ ☒
commissions the specified support
C: Third Party Arrangements (Funds are paid to and managed by an ☐ ☒
individual or organisation on behalf of the parents or young person)
D: A combination of the above ☐ ☒

Description of the provision to meet Annual Weekly/monthly

the needs and outcomes to be met by cost if appropriate
PB
Include ref. for the need & outcome
Education N/A
Health N/A
Social Care N/A
Other N/A
Total available as a PB
How and when
will my budget
be reviewed?

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 Section K
Advice and information

Contributions

Name and agency / Contact details Date of report

position and ref no
Educational Psychology and Specialist
Sean O’Donoghue Support
K1
Educational Level 1 Carrow House, 301 King Street,
11/08/2020
Psychologist Norwich
01603 307550
Lauren Hopkins Educational Psychology and Specialist
Occupational Therapist Support
K2
Level 1 Carrow House, 301 King Street,
06/07/2020
Norwich
01603 307550
Herbert Matthes Block
Olivia Ampofo Northgate Hospital, Northgate Street, Great
K3
Speech and Language Yarmouth,
19/02/2020
Therapist NR30 1BU 01493 808630
[email protected]
Dr Fawi
St James, Extons Road K4
Community Consultant
Kings Lynn PE30 5NU 27/09/2017
Paediatrician
Moira Veira • senSI Treatment Richmond Lodge
K5
Adanced Occuaptional The Common, Norwich Road, Mulbarton, 22/03/2019
Therapist
NR14 8JW
Susan Von Gordon • senSI Treatment Richmond Lodge
K6
Senior Occupational The Common, Norwich Road, Mulbarton, August 2019
Therapist
NR14 8JW
K7
Kayley Lodge
• St Martin at Shouldham School 17/12/2019
SENDCo

Educational Psychology and Specialist

Lauren Hopkins Support,Level 1, Carrow House, 301 King K8
Occupational Therapist Street, Norwich, NR1 2TN 26/11/2020

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 Only to be used after an annual review:

When amending William’s Education, Health and Care Plan in August 2023, the local
authority took into consideration the evidence and advice set out in these appendices.

Name and agency / Date of report

Contact details
position and ref no
Ellie Weatherall Churchill Park Academy K9
Headteacher King’s Lynn 09/06/2023
Norfolk and Waveney Children and Young
Molly Lucas People's Health Services, K10
Speech therapist Cambridgeshire Community Services (CCS) 07/12/2022

Dates of William’s final Education, Health and Care Plans

Issue No. Date of Issue Reason for Issue
1. 10/09/2020 First Final
2. 25/03/2021 Amended following annual review
3. 18/05/2022 Amended following annual review
4. 21/08/2023 Amended following annual review

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 Signature page
Education

Amanda Walsh and Samantha McCallum

Head of Statutory SEND

Signature: Date: 21/08/2023

An authorised officer of the Authority

NB Further signatures are required if provision is to be funded through Health and / or

Social Care

Health

Name: _____________________________ Position: __________________________

Signature: ________________________ Date: ___________________________

An authorised officer of the Clinical Commissioning Group

Social Care

Name: _____________________________ Position: __________________________

Signature: ________________________ Date: ___________________________

An authorised officer from Social Care

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