Brian · Teachers

Brian, in his own words, said to his keyworker Sam on 2026-09-08 and written down as he said it: "My name is Brian. Mum and Dad don't live together now. When Dad picks me up they shout at the gate and I just stand there. It's not fair on me. I like football and drawing maps of the Tube. I want to be a train driver. On swap days nobody does breakfast and I'm really hungry." NOT PARAPHRASED. Brian was not asked to choose between his parents.

Section B — The child or young person's special educational needs

SEMH: withdrawn and tearful. He shuts down in lessons after a handover and has twice refused to go out at playtime. Concentration has dropped: work produced fell by about half across the summer term. Attendance 88% (was 97%), with absences on changeover Mondays and Fridays. The separation is NOT the need. Its effect on his emotional wellbeing and his access to learning is.

Section F — Special educational provision

PROPOSED: ELSA sessions 1:1, 30 minutes weekly for 12 weeks, with a trained ELSA. Daily 10-minute check-in on arrival with Ms Hart (class teacher). A calm space he can use when he chooses, up to 15 minutes per use. No 'as required'.

Section C — Health needs relating to SEN

Brian had an operation to remove a tumour in his leg and is recovering. The hospital team follows him up; walking distance, stairs and running are still limited, and he tires by the afternoon. Recovery has meant hospital appointments and time out of school. School nurse (Priya) also notes morning stomach aches and missed breakfasts on changeover days; GP (Dr Okonkwo) links those to stress at home, not to the leg. Education consequence: reduced stamina, restricted PE and playtime, and lost learning time from appointments.

Section D — Social care needs relating to SEN

[Not yet written for this vantage. The professional record follows.] Early Help (Family Support Worker, Jo) is involved with both parents' consent. This is not s.17 Child in Need and not s.47: there is no evidence of significant harm, and none is asserted. Arguments between the parents at handovers happen in front of Brian. Neither parent is managing mornings on changeover days. This relates to the SEN because handover conflict comes just before the shutdown in Section B and the missed meals in Section C.

Section E — Outcomes

E1 runs at school starting tomorrow. E2 and E3 lean on ELSA and the daily check-in; begin both under SEN support.

Written for senco.

Section G — Health provision

Physiotherapy as set by the hospital team, with a school-based exercise plan the class teacher can follow; PE adapted until the hospital team clears him. School nurse check-in every 6 weeks on recovery, pain and wellbeing; a lift pass and a rest space for afternoons. Referral to school-based mental health support team: 8 sessions, 45 minutes weekly.

Section H — Social care provision

H1: breakfast club place and a guaranteed hot lunch on every changeover day. H2: handovers moved from the school gate to a neutral point, agreed by both parents. H3: parenting-through-separation course offered to each parent separately, 6 sessions.

Section I — Placement

Portobello Mews Primary (fictional), Year 6, mainstream. No change: his friendships and Ms Hart are what keep him steady. Secondary transfer to be named by 15 February.

Outcomes — Education

Section F — Special educational provision

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.