Brian O'Connell
Education
Read as Keyworker
Keyworker
You see all 9 sections, word for word from the record.
- A
- B
- C
- D
- E
- F
- G
- H
- I
Brian is an avatar. The plan around him is illustrative; the education he describes in Section A is his own.The plan has run ten years and is proposed for cease. Two sections of his own record still have to reach him, and that happens tomorrow.
Section A — Views, interests and aspirations
ehc-cyp-voicerecorded 2026-09-08Brian, in his own words, recorded at his review on 2026-09-08 and written down as he said it: "My name is Brian. I'm twenty. I didn't take the usual school route. I homeschooled myself, sat the GED instead of the regular Thai exams, got into Payap University, and then into Chiang Mai University. I'm reading economics at CMU — how markets work, how value moves, who gets left out when the system is opaque. What pulled me further in is the layer under the apps: blockchain, and what people call the next generation of the web — the one built so agents can act, settle, and hand work to each other without a person disappearing at every handover. I want to understand that stack the way I understand a balance sheet: incentives, settlement, identity, and who holds the keys. Economics gave me the questions; this is where I think a lot of the answers are moving. What I want on the record is this: the path was mine. I chose how I learned and I chose what I'm studying — economics, and the blockchain web that agents will run on. I still care about clear plans and people who don't disappear at the handover. I want my own plan to talk to adult services, not a file someone closed because I had a birthday." NOT PARAPHRASED. Brian convened this review himself and gave this statement first.
Education
Operational. Every item has an owner, a date and a next check. The only vantage that reads the whole plan as a to-do list, because that is the job.
Brian names his own load and takes a break, instead of shutting down.
B — special educational needs · F — special educational provision (reg 12(1))
Section B — The child or young person's special educational needs
ehc-senco edited 2026-09-16WHAT THE NEED WAS, AT TEN: social, emotional and mental health needs affecting attendance and access to learning. He shut down in lessons after a handover. Work produced fell by about half across one summer term. Attendance 88%, down from 97%, with absences on changeover Mondays and Fridays. AND WHAT HE DID IN THE SAME YEARS, WHICH IS WHY THE NEED WAS NEVER A CEILING: in the academic year of his operation he sat the Thai national O-NET examination at the end of primary school and scored 100 out of 100 in English. Full marks. Nobody in the country scored higher. The certificate is in the evidence locker. A plan that recorded only the half-term of lost work would have described a different child. WHERE HE WAS TAUGHT, AND IT IS NOT ONE PLACE: the village school at Thong Nai Pan; Baan Khun Mae in Chiang Mai, which he attended with both his sisters — an open library read in a circle on the floor, an art room hung with the children's own paintings, and a whole class in the rice paddy planting; and Sarasas Witaed Lanna in Chiang Mai, where he sat the O-NET. The order in which he passed through them is not recorded here, because nothing on file establishes it. Then he taught himself. WHAT REMAINS, AT TWENTY: executive load on multi-step planning, and reduced stamina on long days, which he now manages himself with a study rhythm he set. He self-directed his own secondary education, sat the GED, and has completed two years of higher education. The council's view at this review is that he no longer requires special educational provision to be MAINTAINED BY A PLAN. That is not the same as no need, and the distinction is the whole of the cease decision.
Outcomes this provision serves
from Section EAn outcome is here because a Section F provision is named as delivering it. Outcomes served by another section appear on that tab.
Brian names his own load and takes a break, instead of shutting down.
- Baseline:
- At ten, 4 shutdowns in the last 2 weeks, all after handovers.
- Target:
- He manages it himself; no shutdown recorded across this academic year.
- Delivered here by:
- F1
- Time to deliver:
- achieved
- Blocked by:
- nothing — this one does not wait for the plan
Brian is in higher education on a course he chose, and progressing.
- Baseline:
- 0 credits at enrolment.
- Target:
- 120 credits — the two years that carry him into year 3.
- Delivered here by:
- F1
- Time to deliver:
- achieved
- Blocked by:
- nothing — this one does not wait for the plan
Section F — Special educational provision
ehc-senco edited 2026-09-12DELIVERED, AND ENDING. ELSA 1:1 ran 30 minutes weekly for 12 weeks from 2016 and was repeated twice. A daily check-in on arrival ran for two academic years. A calm space he could use at his own choice, up to 15 minutes per use, ran until he left school-based education. From 2021 the provision was study support he directed himself: a written plan for multi-step work and a recovery window in a long day. No special educational provision is proposed beyond the cease date. The university's own disability service is open to him on request, and that is not plan provision.
Ran to completion; ends at cease
6 of 6 evidenced
The conversation about this
Sections B and F are held by ehc-senco. The chat rail on this page is scoped to this tab, so a question asked here is a question about education.
The meeting room opens at the top of the agenda, not at Section B — its agenda rows carry no anchors yet, and its controls are not live.
Who is around Brian's plan
Role views change how the plan is worded, not who can read it. Discussion opened from this page is tagged education.