Statutory Annual Review Report (from year 9)

Reviewing an Education Health and Care Plan (EHCP)

Child/Young person information

Students Name Michael Grzegorczyk Date of review 9th February 2023
Date of birth 28.12.07 School/setting Parkside Studio College
NCY 10 Is this pupil taught out Yes: No:
of phase?

Parent/Carer information
Parents/Carers Mr and Mrs Grzegorczyk Telephone number Mother: Mobile:07731 178498 Father :
Mobile:07834 456666
Home address 3, Rostrevor Gardens, Hayes. UB3 Email Address anna.grzegor@gmail.com
1AH

Social care information

Is this CYP a Yes: No: Is this child subject of a Yes: No:
Looked After If yes, what is their legal Status. Child Protection/ Child
Child or in Need Plan?
previously LAC or
special
guardianship?
Social worker Contact information
name

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 Invited to/attendance at Annual Review meeting
Were reports circulated to all invited 2 weeks in advance of the review meeting? Yes: No:

Contribution
Invited / dated
Attended
Name Role to review report
(Y/N)
(Y/N) attached.
(Y/N)
Child/Young Person: Michael Grzegorczyk Student Y N Y
Family Members: Mr and Mrs Grzegorczyk Parents Y Y Y
Education Professionals: Karl Lawrence SENCO Y Y N

Mr Fagon Form Tutor Y N Y

Health Professionals:
Social care Professionals:
Other professionals: Saira Khokar SEN Officer - LBH Y N N
Recommendations for Amendments to the current EHCP
Please advise below if there are any significant changes that need to be made to the current document that is being reviewed. (i.e. A new diagnosis, deteriorated physical
capability, discharge from a service). Please provide relevant evidence.

Amendments Requested to which Sections of the EHCP

A – Personal Details, B – Special educational
CYP & Parent/Carer Views needs
C – Health D – Social Care

E – Outcomes F - Provision

G – Health Care Provision H1and/or H2 - Social Care

Provision
Amendments made on EHCP: Yes: - Only complete form No: - Complete all sections selected above, including from Progress and
from Progress and Attainment Attainment
Remove information = Strikethrough
New/updated information = Bold

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Recommendation for a Change of Placement (Section I)
Is it recommended that the current placement is still appropriate? Yes: No:

If No, a Headteacher's report must be included, outlining the reasonable adjustments already made and why the school feel they can no longer deliver what the CYP
requires. Please refer to the SEN Code of Practice when writing this report.
Is the CYP due to move school at the end of the next academic year? Yes: No:
(i.e. nursery, year 1 - infant school, year 5, year 10 and above for Post 16 annual reviews should be held by the summer term of the year before transfer and focus
should be on the placement required for the phase transfer)

If yes, please indicate the parental/child/young person's preference for the next placement below.
Name of School/Setting/FE Placement:
Date of expected transfer:
If the young person no longer wishes to continue
with Further Education, please provide information
on their next steps:

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Section B: Review of Special Educational Needs from current EHCP
Strengths Special educational needs
Communicati Please add new Strength to be added to the EHCP. Please cut and paste from current EHCP. If there are areas of
on and need that no longer apply, please strikethrough.
Interaction Special Educational Needs:

Cognition Please cut and paste from current EHCP. If there are areas of
and Learning need that no longer apply, please strikethrough.
Special Educational Needs

Social, Please cut and paste from current EHCP. If there are
Emotional areas of need that no longer apply, please strikethrough.
and Mental Special Educational Needs:
Health Michael finds it difficult to work and play with peers, and
wants to follow his own agenda in conversation, work and
play. He can be physical with other children, not
always in a negative way, but through actions
such as swinging his arms. He finds it hard to make
and sustain new relationships and peer relationships can be
difficult, He will sometimes look at things and pick things up
which belong to someone else without asking

Sensory Please cut and paste from current EHCP. If there are areas of
and/or need that no longer apply, please strikethrough.
Physical Special Educational Needs
Needs

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 Section C – Review of Child/Young Person's Health Needs (If required)
Does the CYP receive ongoing services from any Healthcare professional? (e.g. Audiology, Ophthalmology) Please note this does not include Occupational
or Speech and Language Therapy. Include latest healthcare reports where available and recent diagnosis.

Is there a package of care in place funded by Continuing Health Care?

Yes: No:

Section D - Child/Young Person's Care Needs (If required)

If the CYP is known to Social Care, as outlined on the covering page, please provide details of their current care package.

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Current Section E & F: Review of outcomes from EHCP
This section requires you to list the outcomes from the current document being reviewed, and to discuss and record the comments and the progress made
by CYP towards each outcome. Consider whether each outcome being reviewed is still required. Have the outcomes been achieved? What needs
amending? Any additional outcomes? Parents & CYP views must be captured.
Section E - Outcome Section F - Provision Please record views from annual review such as
(specify area of need relating too) summary of progress as appropriate:
1. By the end of Key a. Speech and Language Therapy input which Teachers Comments:
Stage 4 2, Michael includes staff training and advice/strategies English - Michael is not yet working at an age
will be able to follow which are implemented in the classroom. He appropriate level in terms of his ability to follow
instructions and will require Speech and Language Therapy instructions. As per his student passport, instructions
information and programmes to be implemented on a regular are reiterated and his name is used when giving
express his needs basis by school staff. Contact from the Speech instructions. He often forgets all or part of a task, even
and ideas clearly. and Language Therapist is likely to include: after having relayed instructions back to me verbally.
 Assessment / review of Michael’s He has improved in terms of taking turns and waiting for
Michael will be able to communication skills, which may include his peers to finish, but he struggles to consistently
 Work at an age classroom or playground conditions listen, losing eye contact and becoming preoccupied by
appropriate level  Joint setting and reviewing of short term his pen, needing
according to Speech outcomes His pronunciation of “sh” has improved considerably.
and Language  Demonstration of strategies / activities
assessments; for school staff which they can then Mathematics - Michael has been making steady
 Show understanding carry out progress in his Mathematics lessons and follows
of three rules of good  Training of school staff to raise their instructions given to him. He is also able to express his
listening (good awareness and understanding of his needs as well as his ideas with the support he is given.
listening, good needs including how to implement He participates in class discussions and loves sharing
looking, brain strategies to support children with his thoughts on topics that are of particular interest to
thinking, take turns, autistic spectrum disorder(ASD) in the him. He makes an effort to listen in his lessons.
good sitting) by classroom.
explaining and giving  Individual or group sessions with Science - He still has difficulty understanding some of
examples, on three Michael with an LSA observing. These the three rules such as good listing, good looking and
occasions in one to direct therapy sessions will last for good sitting when in a group setting, even though he
one / paired / small approximately 30-45 minutes and will can identify and give examples of the three rules in a
group work without group setting. He is able to use sh and j words fluently.
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 adult support; include discussion with school staff at
 Use words beginning the end of the sessions. School staff will
with ‘sh’ in spoken need to observe these sessions in order
sentences 8/10 times to carry out follow up session on a
during a structured regular basis e.g. for 15-30 minutes at
activity without adult least three times a week.
support;  Meetings with Michael’s parents to keep
 Copy the single them informed and listen to their
sound ‘j’ accurately concerns.
4/6 times during a  Attendance at review meetings
structured activity  Training school staff to run session with
with visual support. Michael
The balance between direct and indirect therapy may
change over time and will be adjusted in order to
respond to Michael’s needs and the changing
priorities
b. Follow up practice sessions with a member of
school staff to work on his speech sound
targets.
c. Lego therapy group to help develop his
language and social skills.
d. A differentiated curriculum, taking into account
his speech, language and communication
needs in order to support him across the
school day with access to teachers and
support staff with skills in working with children
with autistic spectrum disorder (ASD) and
speech and language difficulties. Strategies to
support children with ASD form a central part
of the lesson planning and delivery.
e. Making optimum use of visual support
including practical demonstration, real objects,
pointing, gesturing, simple diagrams, photos /
pictures to support understanding.
f. Getting his attention by calling his name before
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He is still have challenges taking turns when working in
a group setting.
Business - He still needs assistance to work at the age
appropriate level and the three rules of good listening.
He is using sh words more efficiently. He also works
more effectively in groups without adult support.
MPR / PSHCE - Michael does very well when
expressing his ideas and wants verbally. When
participating in class discussions he is always willing to
share his thoughts and opinions with his peers. Even
when he is told not to. He is still having trouble
expressing his ideas and explaining them on paper.
He is able to follow instructions especially when he is
passionate about the task/topic. When he is unclear, he
will repeat to ensure he has the correct understanding.
He is prompted by the class teacher to carry out every
day routines, for example he is reminded to write the
date and title in his book and underline them.
ICT - Michael needs instructions repeated to him quite a
few times before he understands what to do. While
instruction is told to him directly he still has the tendency
to easily get distracted. Written instructions helps if he
takes the time to read it. He needs someone to stand
behind him constantly for him to attempt the work set.
P.E. / Debate - Michael can follow information when
given to him individually and he is close by. Michael
struggles to follow group instructions, particularly in PE
when there are multiple other distractions, such as
noises and sports equipment.
Michael has become independent at asking for help or
further instructions if needed which helps to regulate
 giving him instructions. any confusion or anxiety.
g. Giving instructions in chunks and gradually Michael can express his ideas in debate well and backs
building up the length of instructions to support up ideas with well-developed sentences, however
understanding. Michael can at times struggle to allow others to voice
h. Allowing extra time and providing repetitions to their own ideas without interrupting.
help him process instructions / questions then
produce his response Form tutor Comments: He still has difficulty
i. Adult to slow down what they say and stress understanding some of the three rules such as good
key words to help him understand and process listing, good looking and good sitting when in a group
information / instructions setting. However, he can give examples of good
j. Ensuring that he understood by asking him to listening, good looking, and taking turns without adult
retell what he has to do support. He is able to use sh and J words fluently.
k. Repeating key instructions / information
individually to him Student Comments: Sometimes I listen well mostly in
l. Using pictures / scaffolding to support Media, PE and STEM club. I can use words with Sh and
sequencing and narrative skills j.
m. Pre-teaching vocabulary and concepts words
related to classroom topics Parents Comments:
n. Overlearning new vocabulary to help him retain It depends on how much he likes something as to if he
and use new words engages or not.
o. If he mispronounces a word, modelling it back
to him without making it sound like a
correction. If it is unclear what he has said,
adults should encourage him to show them by
pointing / acting it out / drawing / writing.
p. Continuing to develop his phonological
awareness skills (ability to identify syllables,
sounds in words and thyme)
q. Praising him when his speech is clear, when
new words are attempted and taught strategies
are remembered.
r. Giving plenty of positive feedback for effort
Outcome Met: Outcome Not Met: Outcome partially Met:

2. By the end of Key a. Highly structured, individualised programmes Teachers Comments:

Stage 4 2, Michael to develop literacy and numeracy skills English - Michael’s reading has improved but he still

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 will demonstrate age delivered in small groups struggles with polysyllabic words, having to pause to
appropriate literacy b. Teaching and support from staff who are work out sounds before he pronounces them.
and numeracy skills. trained in meeting the needs of pupils with He is only able to spell simple monosyllabic words with
autistic spectrum disorder (ASD) and complex confidence and requires assistance with spelling more
Michael will be able to: learning and language needs. ambitious words. His handwriting is much clearer now
 Work at age related but still shows signs of letter inversions, and he is as of
expectations for yet unable to join up his writing.
reading, writing and
Maths; Mathematics - Michael makes progress in his lessons.
 Make progress He has made progress since Year 9 in his summative
across the assessments. Michael is on his way to meeting his age
curriculum, as related expectations for Maths but still has gaps in his
demonstrated in learning. These gaps are being filled through homework
teacher tasks and Intervention sessions during the school’s
assessments. Enrichment sessions

Science - When his grades were compared from

Summer two to present he is showing consistent
progress in science except for a decrease in his grade
during autumn 2. He is currently his mathematical skills
and writing is below the level expected at his age.

Business - He has made strides in regards to his

numeracy and reading skills in Business. His writing
skills have progressed. This is evident in his essays
produced in class. He has also improved in terms of his
spelling of words used at his grade level. However he
still needs assistance to help him to progress to the age
appropriate level.

MPR / PSCHE - Michael is able to read subject specific

text and comprehend the information. He can read and
pronounce most of the words correctly. However, he still
has difficulty with his spelling. At time he will try or seek
the correct spelling independently. When interacting
with numeracy in Media, Michael has no difficulty and

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 can complete the task.

ICT – Michael is able to understand reading, writing and

maths in I.T. and is make some progress in
assessments

P.E. / Debate - Michael can communicate well with

teammates in PE, he can answer some basic questions
using sporting terminology. He frequently helps put the
sports equipment away after the lesson and counts the
correct number of items back into the sports cupboard
to ensure everything is counted for.
In Debate Michael can have difficulty saying longer
words, but has the confidence to attempt them and the
positive class environment encourages him to stretch
his vocabulary.

Form tutor Comments: Based on his latest report he is

making progress across the curriculum, which is
evidenced by the teacher-assessed grades. His
understanding of mathematics and writing is below the
expectations for his age.

Student Comments: Sometimes I struggle reading

certain words and with spelling and writing. I am
struggling with mathematics. I am making progress
there was lots of green on my report card.

Parents Comments:
He keeps home and school separate in his mind.

Outcome Met: Outcome Not Met: Outcome partially Met:

3. By the end of Key a. Tasks delivered using a small steps approach Teachers Comments:
Stage 4 2, Michael that is suitable for pupils with Autistic Spectrum English - Michael has been moved to the front of the

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 will demonstrate Disorder (ASD) class, away from as many distractions as possible. The
improved attention, b. Strategies that support the attention of pupils addition of a mini whiteboard to reiterate instructions
listening and with ASD, such as an individual workstation, has improved his ability to concentrate, but he still
concentration skills, timers, visual timetables. struggles to concentrate and listen to instructions or
so that he can c. An environment where distractions are kept to content, often making inappropriate jokes which
become a more a minimum for short periods each day in order immediately cause him to lose his train of thought. He
independent learner. to aid concentration. becomes visibly frustrated when he forgets an
d. When giving whole class instructions, staff instruction, but is now quicker to ask for reinforcement
Michael will be able to: should ensure that Michael understand that of task requirements, leading to a greater volume of
 Work independently these apply to him. independent work being produced
on a task; e. Support from a teaching assistant to ensure
 Access all aspects of that he listens to instructions and information Mathematics - Michael uses his Timetable card, a
school life. and provide prompts and reminders to ensure calculator (where applicable) and any other support
that he stays focussed and completes his work materials he receives in the lesson. Michael also asks
successfully. for help when needed. He makes an effort to listen well
in lessons. However, he still has difficulty concentrating
on his tasks and requires several prompts and
reminders to stay focused.

Science - His listening skills have improved, however,

his concentration has not improved because his pens
and other stationary equipment he uses during lesson
often times distract him. He is still not able to work
independently and consistently requires prompt from the
teacher to stay on task or to use the resources provided
to access a given task.

Business - He is more able to work mostly

independently in Business. He still has room for
improvement to enhance his listening and concentration
in order to stay on task, contribute in discussions and do
extended writing. In interacting with peers he can
become overly excited and may be a bit distracted at
times.

MPR / PSHCE - Michael can be found working

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 independently and remaining focused when is enjoys
the task and can problem solve with asking the teacher
for help. However, if the tasks involves writing he will
need assistance/guidance from the teacher or a peer. If
Michael is working on a task he is less interested in he
can be found off task. There is little to no objects place
around him to distract him but he will search on the
internet which led him to losing concentration.

ICT - ICT Michael needs instructions repeated to him

quite a few times before he understands what to do.
While instruction is told to him directly he still has the
tendency to easily get distracted. Written instructions
helps if he takes the time to read it. He needs someone
to stand behind him constantly for him to attempt the
work set.

P.E. / Debate - Michael can struggle to pay attention to

key information and particularly health and safety
guidance in PE. His concentration has certainly
increased and the ability to learn new sporting skills has
improved as well. Michael is happy to learn from his
peers and often I see him stopping and watching what
his peers are doing in order to progress. Michael prefers
to work on tasks individually as he struggles to allow
other ideas from peers. When concentrated, focused
and interested on a task, Michael will complete it
individually to the best of his ability.

Form tutor Comments: He is able to work

independently on some task especially if they are Media
related or game related, however, on other task in
mathematics and science he finds it difficult to
concentrate. He can access most aspects of school life.

Student Comments: I am not able to work

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 independently except for media and stem club. I don’t
know if there are any aspects of school life I can’t
access.

Parents Comments:
He copes much better during the school day

Outcome Met: Outcome Not Met: Outcome partially Met:

4. By the end of Key a. Small group social skills activities that focus on Teachers Comments:
Stage 4 2, Michael skills such as turn taking, sharing, negotiating English - Michael has been able to work much more
will be able to work and recognising and understanding the effectively with peers in recent weeks, not losing his
and interact feelings and needs of others. temper or engaging in arguments with them. He still
appropriately with his b. Opportunities to interact with peers in makes inappropriate comments and jokes at times, but
peers. structured and unstructured situations, with is becoming quicker to identify these as inappropriate,
adult support to intercede and model social to apologise and to move on. He is still prone to giggling
Michael will be able to: skills, in order to make and maintain positive fits at inappropriate times
 Work with peers friendships.
without support from c. Using comic strip conversations to support his Mathematics - Michael gets along with his peers very
an adult; social understanding in different situations and well and receives encouragement and support from
 Interact appropriately social stories to develop his knowledge of them. He participates in small group activities and
as per Speech and specific social situation and / or skills. He engages well in discussions, without adult support,
Language Therapist needs conversational and social skills activities especially on topics in which he has great knowledge or
assessment; within a small group environment to encourage interest. Michael also enjoys being a group leader.
 Be happy in school development in these areas Michael’s ability to follow behavioural expectations in
and able to follow d. Social skills group delivered by a member of lessons and around the school have improved.
behavioural school staff with advise and monitoring from
expectations the Speech and Language Therapist when Science - He is still having difficulty negotiating and
independently; required understanding the feelings and needs of others, which
 Identify how that usually cause him to say things, which upset his peers
character(s) feel in a without him being aware. He is slowly developing
given social scenario friendship with his peers. He is happy in the school and
3/4 times during a is able to independently adhere most of the standard
structured activity operating procedures in his science lessons.
with visual support.
Business - In Business studies he still requires some

11
 support to work with peers for effective and consistent
outcome.

MPR / PSHCE - Michael can work with his peer

however, the class teacher needs to monitor to ensure
he does not go off task or say anything inappropriate.
There are times when he does not follow the excepted
behaviour in lesson and will be told to do so or warnings
are given.

ICT - He is getting better at communicating with his

peers.

P.E. / Debate - Michael can work well with his peers in

PE, he shares equipment and interacts appropriately
with them. He plays sport fairly and has made a marked
improvement self-regulating any anger or frustration into
participating with enjoyment. In debate Michael can at
times interrupt peers and say words that cause offense.
Michael is certainly happier in the smaller class size and
environment created at Parkside, and the relationship
with his peers has played a large role in that. Michael
creates opportunities to interact with peers and can
speak confidently in front of the class in debate
sessions.

Form tutor Comments: He is much better at working

with peers without adult support and is able to follow
most of the schools standard operating procedures
independently.

Student Comments: I am not usually able to work with

peers without the support of an adult. I am happy in
school and am usually able to follow the expectations of
the school independently. I can sometimes identify how
a character feel in a given situation.

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Outcome Met: Outcome Not Met:
5. By the end of Key a. All changes to be carefully planned and
Stage 4 2, Michael explained in advance so that he knows what
will show reduced will happen and why in order to reduce anxiety.
anxiety and b. Clearly stated expectations for behaviour that
increased ability to are consistently implemented throughout the
follow school day.
behavioural c. Using an individual visual or written timetable
expectations. for routine and predictability pre-warning him of
any changes to his school day such as supply
Michael will be able to: teachers, a special workshop or a therapist
 Reduce anxiety visit, trying to record any known changes to the
related to written day in his planner in advance.
work expected of him d. Adults to be aware that he may find it difficult to
in tasks. read non-verbal cues and facial expression sot
they need to directly tell him what they mean or
are feeing using a calm voice.
e. Continuing to liaise between parents and
school either face to face or through a home-
school link book to record significant things that
have happened to help adults facilitate
conversation with him as well as prepare him
for changes in events or routine.
f. Adults to explain clearly how they are feeling
e.g. “I am excited because…”
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Parents Comments:
He is now quicker at understanding and correcting his
behaviour.
Outcome partially Met:
Teachers Comments:
English - Michael still becomes anxious sometimes
when attempting longer written tasks, but is becoming
increasingly able, with support, to break these tasks
down into a series of smaller, more manageable tasks
which he is able to complete with less anxiety.
His reactions to constructive criticism or being told that
he has not produced a sufficient amount of work in a
lesson have also become increasingly mature.
Mathematics - Michael is settled and is comfortable
with the lesson routine. Clear, simple instructions and
chunking helps to significantly lower his anxiety levels
as well. He is less anxious to complete written tasks
when they are partially completed or a word bank is
provided. Michael follows behavioural expectations in
lessons and around the school.
Science - His anxiety in lesson towards written task has
been reduced significantly, however, he still gets
anxious especially when he has to do extended writing
or answer 6 marks questions
Business - He still becomes very anxious when he is
expected to do any extended writing. He meets all
behavioural expectations.
MPR / PSHCE - Michael prefers to complete tasks on
the computer or participating in a practical lesson. When
 completing any written task he does express a dislike,
but he doesn’t become defiant writing.

ICT - Yes, Michael is able to do reduce anxiety and has

increased his ability to follow school behavioural
expectations, most of the time.

P.E. / Debate - Michael has learnt how to self-regulate

his emotions in school. He rarely gets frustrated in
sport, and will keep trying a skill until he grasps it.
Michael always approaches PE with an energetic and
positive mind-set, this is fantastic to see. Michael follows
the schools behavioural expectations for PE and is very
helpful in lessons.
In a classroom environment Michael still manages any
anxiety well, but on occasions can raise his voice
towards peers, particularly if the debate is something
Michael feels passionate about.

Form tutor Comments: His anxiety towards written

work has been reduced significantly. However, he still
become anxious especially when he has to free write or
complete extended response questions.

Student Comments: I am not anxious when given

written work just sad because I have to write.

Parents Comments:
The students now understand him and are more
tolerant.

Outcome Met: Outcome Not Met: Outcome partially Met:

6. By the end of Key a. Strategies and activities to develop fine motor Teachers Comments:
Stage 4 2, Michael skills incorporated into his daily programme English - Michael’s handwriting has improved to the
will demonstrate and/or delivered as discrete activities as stage where it is predominantly legible. His letters can
improved fine motor appropriate. change size during a writing task, but the spacing
14
 skills for handwriting,
cutting and drawing.
Michael will be able to:
 Work at an age
appropriate level.
15
between letters and words is much clearer, and he is
finding it much easier to keep his letters on the line. The
accuracy of his writing reduces when he has to focus
harder on accuracy of capitalisation, punctuation and
spelling.
Mathematics - Michael’s handwriting is legible.
Michael’s motor skills are developed on a daily basis
through his writing of examples in his partially
completed notes or as he completes his tasks. His
motor skills for cutting and drawing have improved.
Michael is able to cut out pieces of paper as instructed
and glue them in his book without assistance. He has
also done quite well with drawing smooth curves while
learning about Quadratic Graphs.
Science - Michael Handwriting in lesson is still not at
the age appropriate level. He has difficulty using his
motor skills to write on in the space provided to him
when given fill in the gap questions; also, he has
difficulty writing on the lines in his notebook
Business - He has improved in his fine motor skills for
cutting, handwriting, and drawing. He however needs to
progress to operate at his grade level
MPR / PSHCE - Michael’s handwriting has remained the
same, he produced one piece of work were they was a
slight improvement. When cutting worksheets the lines
are fairly straight. When using the media equipment he
is able to hold it and adjust the settings at the same
time. At times he will need to be remained where a
specific button/feature is.
ICT – Yes, I believe he can achieve this.
 P.E. - Michael can still find it hard to perform some basic
movements in PE, such as balance, landing and co-
ordination tasks, however the progression made on his
willingness to improve these skills is great to see. In
Debate Michael often writes ideas on the board often
using illustrations to help reinforce his points.

Form tutor Comments: He is still not able to work at

his age appropriate level concerning the use of his
motor skills to draw, write or cut

Student Comments: My writing, drawing, cutting have

improved but I am not sure if it is at the age appropriate
level.

Parents Comments:
When asking him to do something it helps if he is a
given an explanations

Outcome Met: Outcome Not Met: Outcome partially Met:

Please add further boxes for additional outcomes currently in the EHCP:
(to add further boxes please copy and paste below previous box.)

Update for Section E & F: New Outcomes to add to EHCP

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Section E - Outcome Section F - Provision Involvement Who will How often will
(specify area of need relating too) provide this need to
this? happen?
E H C
1.

2.

3.

4.

Section G – Review of Child/Young Person’s Health Provision (If required)

This section sets out any health provision that is reasonably required by the learning difficulties or disabilities that result in Nom having special
educational needs.
17
 Outcome What provision/support is needed to achieve the outcome? Who is going to provide the
support and how often will it be
provided?

Section H1 & H2 - Review of Child/Young Person’s Health Provision (If required)

Section H1
Describes any social care provision that must be made for Nom (disabled child or young person under 18) under section 2 of the
Chronically Sick and Disabled Person’s Act 1970 (CSDPA).
Section H2
This section sets out details of any other social care provision reasonably required by the learning difficulties and disabilities that results in Nom
having special educational needs.
Outcome What provision/support is needed to achieve the outcome? Who is going to provide the
support and how often will it be
provided?

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Progress and levels of attainments
Provide further information when using own grading. Please indicate what year curriculum they are working within. If stating working towards, please
indicate what year this is working towards
SATS or Teacher Assessments Previous Date of previous Current level of Date of current
assessments assessments assessments please level of
provide school/college assessments
levels
English 2- Autumn 1 2 Autumn 2
Mathematics 2- Autumn 1 2 Autumn 2
Science 2 Autumn 1 1+ Autumn 2
MPR 2 Autumn 1 2 Autumn 2
Business 2 Autumn 1 3 Autumn 2
ICT 1 Autumn 1 1 Autumn 2
Others
Please specify e.g. Vocational Qualifications/GCSEs
etc

Please comment on the CYP attainments and progress in relation to their baseline and age-related expectations/majority of their
peers.
English - Michael is very close to his Y10 target of L2+, having shown a gradual improvement across the year so far. This is
nonetheless lower than the attainment level of many of his peers, as well as for his age.

Mathematics - Michael has made progress in the subject. He participates in lessons and asks for help when needed. Michael uses
the support provided in lesson to complete his tasks. Michael is on his way to meeting his age related expectations for Maths but
still has some gaps in his learning. These gaps are being filled through homework tasks and Intervention sessions during the
school’s Enrichment sessions.

Science - Based on his most previous assessment he is working towards his predicted grade as he is less than a grade below
his predicted grade for year 10, however, he is significantly below the minimum expected grade for his age

Business - His progress on the baseline assessment was significantly below the age related expectations however it was
slightly below that of the majority of his peers. The current level of assessment is more in line with that of his peers but slightly
below the age related expectations. His level of independence has improved which is the major factor driving his progress.

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MPR - Michael is making good progress in his class assessments, this could be due to the amount of detail needed when
writing his responses. However, when reviewing his preparation documents for his coursework he is working a level 1
attainment. Michael has a good understanding of the media theory but still has difficulty expanding and explaining his
reasoning. He does well at recalling some information and analysis concepts verbally.

ICT - Michael needs instructions repeated to him quite a few times before he understands what to do. While instruction is told
to him directly he still has the tendency to easily get distracted. Written instructions helps if he takes the time to reads it. He
needs someone to stand behind him constantly for him to attempt the work set.

How is the funding currently used to meet the child/young person's special educational needs?
Settings receive funding attached to an EHCP to deliver the provision outlined in that document. Settings are therefore expected to keep comprehensive
records of the interventions in place for each CYP with an EHCP. Please provide details of the support being provided, with clear description and
quantification.
(i.e. Social skills programme, 1 hour per week in a group of 3 children and 1 adult/TA scribe during literacy lessons, 5 hours per week/TA supported
movement breaks, every 30 minutes, throughout the day).
You may find it easier to supply a provision map to evidence how the funding is being used.

3 hours of teacher input per year for learning passport strategies each year
8 hours of teaching and learning support per week including support groups
Assessment for access arrangements 25% extra time
Access arrangements being implemented

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Year 9 and above
Preparing for Adulthood, Employment, Independent Living and Participation
Please ensure that what has been identified throughout this section is considered and reflected on when developing Outcomes
What are my hopes and aspirations for when I finish my education and/or training?
I would like to be a scriptwriter and film director.

To achieve this, what do I need? Please tick () all that are appropriate:
Life skills  Housing benefit 
Managing money  Supported living 
Relationships  Training 
Participation in the local community Support to remain living in my family/present home 
Employment  Further education 
Personal care Adult health support 
How to stay safe Sport and leisure
Independent travel 
What help do I need to make a smooth transition into adulthood? For example, moving into college, advocate, developing skills
for independence, independent travel training.
I will need advice and assistance when selecting College or Post 16 option and any further education or apprenticeship
required to become a script writer/film director.

Do I think I will need support after my 18th Birthday from Adult Social Care or Health? Yes: No:

If Yes what support do I think I need?

Is the Young Person at risk of being NEET (Not in Education, Employment or Training) when they leave Yes: No:
school/education?

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 Looked After Children/Young People
Is the Young Person likely to need support Post- Yes: No:
16?
Has a Pathway Plan for leaving care been Yes: No:
developed?
Has a Personal Advisor for leaving care been Yes: No:
identified?
If yes, please provide name and contact details:
Name:
Telephone No.:
Email Address:

Recommendations to the Local Authority (LA) following Annual Review Meeting

Is it recommended to cease to maintain the EHCP? Yes: No:
If yes, it is recommended that their needs can be met within SEN Support

Is it recommended that the EHCP remain appropriate? Yes: No:

Is it recommended that the EHCP is amended? Yes: No:

Actions and Responsibilities Arising from the Annual Review Meeting

e.g. setting, parents, other professionals

Actions By who By when

Mr Lawrence to find out when work experiences is to take place. Mr Lawrence 2nd March 2023
Mr Lawrence to speak to Ms Porter about issues and to contact Mr Lawrence 25th February
Mrs Grzegorczyk on Friday 25 Feb 2022. 2022

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 Mr Lawrence to post sheet of high frequency words to Mrs Mr Lawrence 25th February
Grzegorczyk 2022

Signed: K. Lawrence Designation SENCO

Print Name: Mr K Lawrence Date: 1st March 2023

Please send copies of this Annual Review Report and supporting document to:

1) Parent/Carer/Young Person

2) SEND Services - send via email to: senannualreviews@hillingdon.gov.uk

or Postal Address:
London Borough of Hillingdon
Disability Services
4E/05 Civic Centre
Uxbridge
Middlesex
UB8 1UW
3) All others invited to the review meeting e.g. Educational Psychology Service, Sensory Intervention Team, Therapy Services, Social
Care, Medical professionals and others.

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 Please send this to parents within the paperwork 2 weeks prior to the annual review. the CYP and Parent/Carer's views . Updated views must be
completed for each Annual Review from the parent/carer or/and young person. Should the young person not be able to articulate the below, please
submit drawings or creative contributions from the student.

Students Views:
Section A: Review of Child/Young Person and Parent/Carer views
Michael Life story to date (including relationships)
Michael moved from Rosedale College to Join Parkside studio College to pursue his passion, Media studies. When he started, he
would not socialise with the boys on the Muga during lunchtime but would rather have a chat with the teacher who is on duty.
However, since the start of year 10 he is bonding more with the boys in year 10 and plays football with them at break and lunch. I
am friends from my form that we communicate out of school.
Michael interests, likes and dislikes
Michael likes film, video games, coin collecting, gardening, reading comic books and mangas and dislikes sports, harry potter
films and books and modern music.

How Michael likes to communicate and be involved in making decisions

He likes to communicate by talking and in-group activities he prefers to be the one making the decisions, as he prefers when a
task, activity or project is done according to his plans.

Michael's hopes for the future (including education, play/leisure/sport, health, friendships, further education/adult life/independent living)
After Parkside he is thinking of going to post sixteen or college, he would like to keep in touch with his friends from Parkside;
however, he does not think that would happen. He would like to form new friendship after leaving Parkside. He is not sure of the
hopes of adult life/independent living in the future.

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 Parents Views:

Section A: Review of Child/Young Person and Parent/Carer views

Michael Life story to date (including relationships)

Michael interests, likes and dislikes

Michael attends scouts on Thursdays and some weekends

How Michael likes to communicate and be involved in making decisions

Michael is happy to learn from his peers. He is pleased he is making friends at school. Praise and explanation helps with his
ASD.

Michael's hopes for the future (including education, play/leisure/sport, health, friendships, further education/adult life/independent living)
Michael would like to go onto College

Michael's parents'/carers' views about his/her special educational needs and their hopes for the future

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Student name: PHOTO
Michael Grzegorczyk
Student Passport
Form Group: 10
DOB: 28.12.2007 SENCO: Karl Lawrence
SEN: ASD, MLD, OTH

Access Arrangements: DATA based on new 9-1 P = working towards a level 1

GCSE grading
Special Interests: English: Aut 1:2- Aut 2: 2 Aut 3: Spr 1: Spr 2: Sum 1:
Storytelling, Drawing,
Watching films Maths: Aut 1: 2- Aut 2: 2- Aut 3: Spr 1: Spr 2: Sum 1:
scouts
Favourite Subject(s): Science: Aut 1: 3- Aut 2: 1+Aut 3: Spr 1: Spr 2: Sum 1:
Media External reports:
See Progresso
Student Voice
Staff Strategies: My strategies: I find it difficult to: I am motivated by:
It would help me if you could: I help myself by:  Concentrate throughout the full hour of  Being successful
 Always use a pupil’s name  Sitting at the front, with no learning with back to back lessons.  My mum and dad
before an instruction to ‘cue distractions around  Making friends  By films
them in’.  Bringing in all my correct  Putting my thoughts onto paper
 Make sure that you prepare equipment – ready for the lesson  Stop myself from getting distracted by
me for any change to their others or objects around me
routine  Sometimes to work in groups as I like to
 Use visual supports to help have my control over things
me better understand my  Pay attention is some lessons
routine and keep me
engaged during learning.
 Give me positive
encouragement
 Give instructions one at a
time if necessary and in
sequential order. Keep them
short and simple.
 Repeat instructions for me as
I sometimes struggle

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 processing the information
the first time
 Give me extra time when
completing class work
Quality First Teaching:
 Well paced lessons with visual materials
 High demands of pupil involvement and engagement with their learning
 High levels of interaction for all pupils
 Appropriate use of teacher questioning, modelling and explaining
 An emphasis on learning through dialogue, with regular opportunities for pupils to talk both individually and in groups
 An expectation that pupils will accept responsibility for their own learning and work independently
 Regular use of encouragement and authentic praise to engage and motivate pupils.
SMART Targets:
By the end of Key Stage 2, Michael will be able to follow instructions and
information and express his needs and ideas clearly.
Michael will be able to
 Work at an age appropriate level according to Speech and
Language assessments;
 Show understanding of three rules of good listening (good
listening, good looking, brain thinking, take turns, good sitting)
by explaining and giving examples, on three occasions in one to
one / paired / small group work without adult support;
 Use words beginning with ‘sh’ in spoken sentences 8/10 times
during a structured activity without adult support;
 Copy the single sound ‘j’ accurately 4/6 times during a
structured activity with visual support.
Strategies:
s. Speech and Language Therapy input which includes staff training and advice/strategies which
are implemented in the classroom. He will require Speech and Language Therapy programmes
to be implemented on a regular basis by school staff. Contact from the Speech and Language
Therapist is likely to include:
 Assessment / review of Michael’s communication skills, which may include
classroom or playground conditions
 Joint setting and reviewing of short term outcomes
 Demonstration of strategies / activities for school staff which they can then carry out
 Training of school staff to raise their awareness and understanding of his needs
including how to implement strategies to support children with autistic spectrum
disorder(ASD) in the classroom.
 Individual or group sessions with Michael with an LSA observing. These direct
therapy sessions will last for approximately 30-45 minutes and will include discussion
with school staff at the end of the sessions. School staff will need to observe these
sessions in order to carry out follow up session on a regular basis e.g. for 15-30
minutes at least three times a week.
 Meetings with Michael’s parents to keep them informed and listen to their concerns.
 Attendance at review meetings
 Training school staff to run session with Michael
The balance between direct and indirect therapy may change over time and will be adjusted in order to
respond to Michael’s needs and the changing priorities
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By the end of Key Stage 2, Michael will demonstrate age appropriate
literacy and numeracy skills.
Michael will be able to:
 Work at age related expectations for reading, writing and Maths;
 Make progress across the curriculum, as demonstrated in
teacher assessments.
By the end of Key Stage 2, Michael will demonstrate improved attention,
t. Follow up practice sessions with a member of school staff to work on his speech sound targets.
u. Lego therapy group to help develop his language and social skills.
v. A differentiated curriculum, taking into account his speech, language and communication
needs in order to support him across the school day with access to teachers and support staff
with skills in working with children with autistic spectrum disorder (ASD) and speech and
language difficulties. Strategies to support children with ASD form a central part of the lesson
planning and delivery.
w. Making optimum use of visual support including practical demonstration, real objects,
pointing, gesturing, simple diagrams, photos / pictures to support understanding.
x. Getting his attention by calling his name before giving him instructions.
y. Giving instructions in chunks and gradually building up the length of instructions to support
understanding.
z. Allowing extra time and providing repetitions to help him process instructions / questions then
produce his response
aa. Adult to slow down what they say and stress key words to help him understand and process
information / instructions
bb. Ensuring that he understood by asking him to retell what he has to do
cc. Repeating key instructions / information individually to him
dd. Using pictures / scaffolding to support sequencing and narrative skills
ee. Pre-teaching vocabulary and concepts words related to classroom topics
ff. Overlearning new vocabulary to help him retain and use new words
gg. If he mispronounces a word, modelling it back to him without making it sound like a
correction. If it is unclear what he has said, adults should encourage him to show them by
pointing / acting it out / drawing / writing.
hh. Continuing to develop his phonological awareness skills (ability to identify syllables, sounds in
words and thyme)
ii. Praising him when his speech is clear, when new words are attempted and taught strategies are
remembered.
jj. Giving plenty of positive feedback for effort
c. Highly structured, individualised programmes to develop literacy and numeracy skills
delivered in small groups
d. Teaching and support from staff who are trained in meeting the needs of pupils with autistic
spectrum disorder (ASD) and complex learning and language needs
f. Tasks delivered using a small steps approach that is suitable for pupils with Autistic Spectrum
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listening and concentration skills, so that he can become a more
independent learner.
Michael will be able to:
 Work independently on a task;
 Access all aspects of school life.
By the end of Key Stage 2, Michael will be able to work and interact
appropriately with his peers.
Michael will be able to:
 Work with peers without support from an adult;
 Interact appropriately as per Speech and Language Therapist
assessment;
 Be happy in school and able to follow behavioural expectations
independently;
 Identify how that character(s) feel in a given social scenario 3/4
times during a structured activity with visual support.
By the end of Key Stage 2, Michael will show reduced anxiety and
increased ability to follow school behavioural expectations.
Michael will be able to:
 Reduce anxiety related to written work expected of him in tasks.
By the end of Key Stage 2, Michael will demonstrate improved fine motor
skills for handwriting, cutting and drawing.
Michael will be able to:
 Work at an age appropriate level.
Disorder (ASD)
g. Strategies that support the attention of pupils with ASD, such as an individual workstation,
timers, visual timetables.
h. An environment where distractions are kept to a minimum for short periods each day in order
to aid concentration.
i. When giving whole class instructions, staff should ensure that Michael understand that these
apply to him.
j. Support from a teaching assistant to ensure that he listens to instructions and information and
provide prompts and reminders to ensure that he stays focussed and completes his work
successfully
e. Small group social skills activities that focus on skills such as turn taking, sharing, negotiating
and recognising and understanding the feelings and needs of others.
f. Opportunities to interact with peers in structured and unstructured situations, with adult support
to intercede and model social skills, in order to make and maintain positive friendships.
g. Using comic strip conversations to support his social understanding in different situations and
social stories to develop his knowledge of specific social situation and / or skills. He needs
conversational and social skills activities within a small group environment to encourage
development in these areas
h. Social skills group delivered by a member of school staff with advise and monitoring from the
Speech and Language Therapist when required
a. All changes to be carefully planned and explained in advance so that he knows what will happen
and why in order to reduce anxiety
b. Clearly stated expectations for behaviour that are consistently implemented throughout the day.
c. Using an individual visual or written timetable for routine and predictability pre-warning him of
any changes to his school day such as supply teachers, a special workshop or a therapist visit,
trying to record any known changes to the day in his planner in advance.
d. Adults to be aware that he may find it difficult to read non-verbal cues and facial expression sot
they need to directly tell him what they mean or are feeing using a calm voice
 e. Continuing to liaise between parents and school either face to face or through a home-school
link book to record significant things that have happened to help adults facilitate conversation
with him as well as prepare him for changes in events or routine.
Adults to explain clearly how they are feeling e.g. “I am excited because…”
a. Strategies and activities to develop fine motor skills incorporated into his daily programme and/or
delivered as discrete activities as appropriate.
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Review Comments:

Reviewed by (Name of Teacher/ TLA): Crafton Fagan

Agreed and signed: Karl Lawrence Date Created: December 2022 Date Reviewed: April 2023

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