Education, health and care (EHC) plan annual review survey report
The annual review survey was a short survey of 5 questions to be completed at the end of the annual review meeting. It collected children, young peoples and parent/carers views of the support that was delivered through education heath and care (EHC) plans.
We developed these surveys to help the SEND Partnership develop services to improve the lives of children with SEND.
In August 2023, we reviewed our approach for getting feedback and replaced the annual review survey with the SEND survey.
Feedback from 2021 to April 2023
Survey questions
The five statements in the original Annual Review Survey were:
- I have got better at making choices and decisions.
- I have become more independent.
- I have become more involved in education.
- I am better at joining in with others and making friends.
- My wellbeing has improved.
The survey also includes two statements about the annual review meeting itself:
6a. I feel people were willing to listen to any concerns I had.
6b. I am confident that action will be taken to resolve my concerns.
Response rate
From March 2021 to January 2022 there were 96 responses to the Annual Review survey which gave a monthly average of 9.6 responses.
Between February 2022 and January 2023 there were 294 responses to the survey, which gave a monthly response rate of 24.5, an increase of 14.9 responses per month.
From February to April 2023 there were 68 responses, an average of 23 per month. This is equivalent to a 3% response rate, which the SEND Partnership is working to improve.
Since April 2023 there have been no further responses. However, in July 2023 we created the SEN Survey which incorporated the questions from the annual review survey in it. The SEND survey has since replaced the annual review survey.
Results
| Five Statements that the EHCP facilitated the Child/Young Person to feel: | Special School % that agreed | Mainstream School % that agreed | Total % that agreed | ||||||
|---|---|---|---|---|---|---|---|---|---|
| 2021 | 2022 | 2023 Feb – April | 2021 | 2022 | 2023 Feb – April |
2021 | 2022 | 2023 Feb - April |
|
| 1. I have got better at making choices and decisions | 72% | 70% | 74% | 64% | 65% | 55% | 69% | 68% | 65% |
| 2. I have become more independent | 76% | 73% | 63% | 56% | 61% | 45% | 69% | 65% | 54% |
| 3. I have become more involved in education | 72% | 72% | 70% | 60% | 65% | 58% | 67% | 69% | 64% |
| 4. I am better at joining in with others and making friends | 80% | 68% | 52% | 56% | 58% | 52% | 74% | 63% | 52% |
| 5. My wellbeing has improved | 80% | 80% | 67% | 76% | 69% | 55% | 75% | 74% | 55% |
| 6a. I feel people were willing to listen to any concerns I had | - | - | - | - | - | - | - | 80% | 68% |
| 6b. I am confident that action will be taken to resolve my concerns | - | - | - | - | - | - | - | 73% | 63% |
Discussion
Co-production
Co-production is when children, young people, parent carers and practitioners work together. It helps us to learn more about your experiences, make changes where necessary and improve the services that you receive.
There was some encouraging data from the 2022-2023 survey which demonstrates co-production:
- most children, young people and their families feel listened to in the annual review meetings (80%)
- most feel that action would be taken to resolve their concerns (73%)
Mainstream schools
In comparison to the results from 2021, children who attend mainstream schools with an EHCP in 2022/23 showed that they had:
- improved at making choices and decisions (up 1%)
- became more independent (+5%)
- became more involved in education (+2%)
- were better at joining in with others and making friends (+2%)
Special schools in comparison to mainstream schools
For children who attended special school in comparison to children who attended mainstream school their overall results for 2021 – 2023 show:
- children who had become better at making choices and decisions: 72% v 61% (+11%)
- children who became more independent: 71% v 54% (+17%)
- children who became more involved in education: 71% v 61% (+10%)
- children who became better at joining in with others and making friends: 67% v 55% (+12%)
- children who's wellbeing had improved: 76% v 67% (+9%)
Improvements we have made
Improvements to service provision have been made in the last 12 -18 months including the appointment of a Designated Social Care Officer. The DSCO has a strategic role in supporting the position of parents and in promoting the voice of children and young people and to support service in delivering positive outcomes and which are targeted in line with the Graduated Approach.
Lancaster University Clinical Psychologists have worked with Schools to implement the Emotional Health in Schools Service Offer to provide training and support to school and college staff on a range of topics relating to children’s mental health.
The Autism in Schools project has received funding for the third year, from September 2023. Autism in Schools is a national project which aims to ensure mainstream schools offer environments in which autistic students can thrive, supporting good mental health and promoting a sense of belonging for this group of young people.
It is hoped these actions together with the implementation of CAMHS Primary Mental Health Workers supporting schools, that the wellbeing of children with SEND may improve and also enable children and young people to join in with others and make friends more easily, due to improved self-esteem.
Actions taken - You said… We did
Parent carers need to feel heard and that their feedback translates into action – Working Together Events were held in July to capture the views of parent carers and practitioners with feedback events and further events being planned.
Communication needs to improve and for the SEND Partnership to be more open and transparent - 24 face to face events have been held over the last 12 months and a new programme is currently being developed.
Workforce Development needs to improve, to help facilitate greater understanding of children with SEND needs including confidence at implementing support via the Graduated Response and Early Help Assessment – the SEN Support webpage is being updated to ensure support is clear and accessible.
Greater peer support and support provided to families who have a child with SEND – linking with Family Hubs to provide greater support in the community.
Increased working with Schools to help support good practice to improve outcomes for children with SEND – Termly SENDCO seminars, Working Together events, face to face information events, in addition to the SEN support webpage.