{"id":195282,"date":"2024-01-17T13:43:59","date_gmt":"2024-01-17T13:43:59","guid":{"rendered":"https:\/\/oxfordhealth.nhs.uk\/camhs\/?page_id=195282"},"modified":"2024-09-23T11:02:32","modified_gmt":"2024-09-23T10:02:32","slug":"keeping-education-going","status":"publish","type":"page","link":"https:\/\/oxfordhealth.nhs.uk\/camhs\/carers\/family-ambassadors\/keeping-education-going\/","title":{"rendered":"Education"},"content":{"rendered":"<div class=\"ohft-box gray\">\n<p>Children who are unwell are entitled to an education that is adjusted to meet their needs.\u00a0 For some, reasonable adjustments alone are needed (such as leaving the class earlier or arriving later to lessons).\u00a0 Others need short term targeted support and for some, a more bespoke or specialist arrangement is needed.<\/p>\n<p>Support is provided <u>regardless of<\/u> the child or young person\u2019s <u>academic ability<\/u>.\u00a0 They do not have to be \u2018behind\u2019 or \u2018delayed\u2019.\u00a0 All children are entitled to an education that helps them to \u2018achieve <strong>their <\/strong>best\u2019, no matter what their academic levels are.<\/p>\n<p>Most children in Tier 4 CAMHS will need additional support to achieve their best alongside recovering from their illness.\u00a0 The Child and Family Act (2014) Part 3 outlines the relevant law.\u00a0 There are two Department for Education guides that are also relevant:<\/p>\n<ul style=\"list-style-type: disc\">\n<li><a href=\"https:\/\/www.gov.uk\/government\/publications\/education-for-children-with-health-needs-who-cannot-attend-school\">Education for children with health needs who cannot attend school &#8211; GOV.UK (www.gov.uk)<\/a><\/li>\n<li><a href=\"https:\/\/www.gov.uk\/government\/publications\/supporting-pupils-at-school-with-medical-conditions--3\">Supporting pupils with medical conditions at school &#8211; GOV.UK (www.gov.uk)<\/a><\/li>\n<\/ul>\n<p>Each Local Authority has an Information and Advice Service (SENDIASS) to help you through this process.\u00a0 You can find\u00a0<a href=\"https:\/\/councilfordisabledchildren.org.uk\/about-us-0\/networks\/information-advice-and-support-services-network\/find-your-local-ias-service\">your local one here<\/a>.\u00a0 There is a <a href=\"https:\/\/www.youtube.com\/watch?app=desktop&amp;edufilter=NULL&amp;v=54R4cDbX6L8\">video with more information about SENDIASS services here<\/a>.<\/p>\n<p>When working out what support children and young people need, it can be helpful to think about barriers to learning.\u00a0 These can include:<\/p>\n<ul style=\"list-style-type: disc\">\n<li>barriers to attending school<\/li>\n<li>barriers to being in lessons when in school<\/li>\n<li>barriers to learning when in the lessons<\/li>\n<li>barriers to achieving their best in exams<\/li>\n<\/ul>\n<p>Most children and young people in Tier 4 settings meet the criteria for disability under the Equality Act (2010) and are entitled to reasonable adjustments to enable them to access an education.\u00a0\u00a0 Almost all will have special educational needs (SEN).\u00a0 There are 2 formal levels of support available.<\/p>\n<p>Support for families on the basics of Education law and who can and can&#8217;t requests an EHC assessment, can be found here: \u00a0<a href=\"https:\/\/oxfordhealth.nhs.uk\/wp-content\/uploads\/sites\/13\/2024\/09\/Education-Survival-Guide.pdf\">SEND Education, A Family Survival Guide<\/a><\/p>\n<\/div>\n<h2><strong>First level of support: \u2018SEN Support in school\u2019<\/strong><\/h2>\n<div class=\"ohft-box gray\">\n<p>The <a href=\"https:\/\/assets.publishing.service.gov.uk\/media\/5a7dcb85ed915d2ac884d995\/SEND_Code_of_Practice_January_2015.pdf\">SEND Code of Practice<\/a> explains the responsibilities of schools and the local authority for providing education for children who need additional support to manage in school.\u00a0 SEN Support in School is explained from page 100.<\/p>\n<p>IPSEA explains more about SEN Support in School: <a href=\"https:\/\/www.ipsea.org.uk\/FAQs\/what-does-sen-support-in-school-mean\">What does SEN Support in school mean? | (IPSEA) Independent Provider of Special Education Advice<\/a><\/p>\n<p>This level of support should be reviewed regularly through a method called the graduated approach, which is described here: <a href=\"https:\/\/www.sen-help.org.uk\/the-system\/sen-support\/\">SEN Support (also known as the &#8216;graduated approach&#8217;) &#8211; SEN help (sen-help.org.uk)<\/a><\/p>\n<p>At this level, the assessment and support is usually provided by the class teachers and school SENCO.<\/p>\n<p>If your child with SEN is likely to need a higher level of support, they may need an Education, Health and Care Needs Assessment (EHC NA) and provision specified in an Education, Health and Care Plan (EHCP).<\/p>\n<\/div>\n<h2><strong>More detailed assessments and higher levels of support:\u00a0 EHC needs assessments and plans.<\/strong><\/h2>\n<div class=\"ohft-box gray\">\n<p>Where \u2018SEN support in school\u2019 is not sufficient for a child or young person to \u2018make use of facilities of a kind generally provided for others of the same age in mainstream school\u2019 or \u2018make expected progress\u2019, an EHC NA may be required.<\/p>\n<p>When looking to support children, the team around them will be looking to determine the views of the child or young person and their parents\u2019 \/ carers\u2019.\u00a0 For example, do they want to complete A levels, look for vocational courses or something else?\u00a0 They will also be seeking to understand the \u2018barriers to learning\u2019.\u00a0 The plan will be written with this in mind.<\/p>\n<p>The <a href=\"https:\/\/assets.publishing.service.gov.uk\/media\/5a7dcb85ed915d2ac884d995\/SEND_Code_of_Practice_January_2015.pdf\">SEND Code of Practice<\/a> explains the responsibilities in relation to EHC Needs Assessments and plans from page 141.\u00a0 There is a 20 week process that starts with the views and aspirations of the child and their parents.\u00a0 With the aspirations of the child in mind, specialist advice will be sought from an educational psychologist, school and the CAMHS team. \u00a0Assessments from others can be requested by the parents or the local authority.<\/p>\n<p>The aim of an EHC NA is to:<\/p>\n<ul style=\"list-style-type: disc\">\n<li>outline their education, health and social care related needs<\/li>\n<li>outline objectives to be met with the aims of the child in mind<\/li>\n<li>specify the provision that is needed enable them to overcome barriers, meet their needs, so they can reach their objectives.<\/li>\n<\/ul>\n<p>IPSEA is a great source for information about EHCPs.\u00a0 You can find out <a href=\"https:\/\/www.ipsea.org.uk\/ehc-needs-assessments\">more about EHC NA here<\/a>.\u00a0 There is <a href=\"https:\/\/www.ipsea.org.uk\/what-an-ehc-plan-contains\">an EHCP checklist on this page<\/a> that is an excellent guide to what the plan should contain.<\/p>\n<p>The EHCP is assembled by a local authority case officer.\u00a0 However, they can only include information in this that originates from specialist advice, letters or reports.\u00a0 Essentially, an EHCP can only be as comprehensive as the information that the local authority has access to.<\/p>\n<p>If your child\u2019s EHCP does not now reflect their goals or needs, or no longer specifies the provision they need to overcome their barriers to learning then it can be reviewed.\u00a0 An EHCP should be reviewed every year, but you can request this review is brought forward.<\/p>\n<\/div>\n<h2><strong>Reviewing an existing EHCP<\/strong><\/h2>\n<div class=\"ohft-box gray\">\n<p>If your child had an EHCP before admission to Tier 4 CAMHS, then it may be appropriate to request and early review of the plan.\u00a0 \u00a0In many, if not most, the needs and provision required to meet these needs will need to be updated with new advice from health, social care and education.\u00a0 They may also need advice from an occupational therapist and speech and language therapist.\u00a0 There is information here about <a href=\"https:\/\/www.ipsea.org.uk\/annual-review\">how to request an early review of an EHCP<\/a>.<\/p>\n<p>If the needs of your child are now completely different, it may be appropriate to request an new assessment of need leading to a completely new EHCP.\u00a0 There is information her about <a href=\"https:\/\/www.ipsea.org.uk\/asking-for-a-re-assessment-of-a-child-or-young-persons-needs\">requesting a reassessment of needs<\/a>.\u00a0 \u00a0This starts the process off from scratch with the same legal obligations in terms of assessments and timescales as those requesting and EHC NA for the first time.<\/p>\n<\/div>\n<h2><strong>Emotionally based school avoidance<\/strong><\/h2>\n<div class=\"ohft-box gray\">\n<p>There are excellent resources on this site for parents and professionals bringing together research, policies and laws with experience from families. <a href=\"https:\/\/notfineinschool.co.uk\/families\">Not Fine in School &#8211; Families, Information<\/a><\/p>\n<p>Anna Freud website has a number of resources produced with the Department for Education here: <a href=\"https:\/\/www.mentallyhealthyschools.org.uk\/attendance-and-mental-wellbeing-school-college\/\">Attendance and mental wellbeing in schools and colleges : Mentally Healthy Schools<\/a>.\u00a0 The school resource may also be valuable for parents and carers <a href=\"https:\/\/www.annafreud.org\/resources\/schools-and-colleges\/school-attendance-and-mental-wellbeing\/\">School attendance and mental wellbeing | Anna Freud<\/a><\/p>\n<p>There is an EBSA toolkit on this page: <a href=\"https:\/\/www.sendandyou.org.uk\/resources\/download-our-guides-and-toolkits\/\">Guides and Toolkits &#8211; SEND and You<\/a><\/p>\n<\/div>\n<h2>Exam access arrangements<\/h2>\n<div class=\"ohft-box gray\">\n<p>Exam access arrangements covers both reasonable adjustments for students with disabilities, and some forms of special considerations (where students are ill at the time of the examinations).\u00a0 Access arrangements must be applied for by the school well in advance of the assessment date.\u00a0 The Equality Act 2010 requires awarding organisations to make reasonable adjustments to exams and assessments for disabled students.<\/p>\n<p>Exam officers may apply for special consideration on a candidates behalf if their examination performance can be affected by circumstances out of their control. Special consideration is a post-examination adjustment that compensates candidates who were suffering from a temporary illness or condition or who were otherwise disadvantaged at the time of the examination.\u00a0 All applications must be made within 7 days of the last examination of the series.<\/p>\n<\/div>\n<p>More information in a printable form is available in our \u2018<a href=\"https:\/\/oxfordhealth.nhs.uk\/camhs\/carers\/family-ambassadors\/locally-developed-resources\/\" target=\"_blank\" rel=\"noopener\">printable resources<\/a>\u2019 page.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>First level of support: \u2018SEN Support in school\u2019 More detailed assessments and higher levels of support:\u00a0 EHC needs assessments and plans. Reviewing an existing EHCP Emotionally based school avoidance Exam access arrangements More information in a printable form is available in our \u2018printable resources\u2019 page.<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":194326,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"template-selfhelp.php","meta":{"_acf_changed":false,"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","footnotes":""},"class_list":["post-195282","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/oxfordhealth.nhs.uk\/camhs\/wp-json\/wp\/v2\/pages\/195282","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/oxfordhealth.nhs.uk\/camhs\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/oxfordhealth.nhs.uk\/camhs\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/oxfordhealth.nhs.uk\/camhs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/oxfordhealth.nhs.uk\/camhs\/wp-json\/wp\/v2\/comments?post=195282"}],"version-history":[{"count":25,"href":"https:\/\/oxfordhealth.nhs.uk\/camhs\/wp-json\/wp\/v2\/pages\/195282\/revisions"}],"predecessor-version":[{"id":196214,"href":"https:\/\/oxfordhealth.nhs.uk\/camhs\/wp-json\/wp\/v2\/pages\/195282\/revisions\/196214"}],"up":[{"embeddable":true,"href":"https:\/\/oxfordhealth.nhs.uk\/camhs\/wp-json\/wp\/v2\/pages\/194326"}],"wp:attachment":[{"href":"https:\/\/oxfordhealth.nhs.uk\/camhs\/wp-json\/wp\/v2\/media?parent=195282"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}