Section A — Views, interests and aspirations
ehc-cyp-voicerecorded 2026-09-08Brian, 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.
Social, emotional and mental health needs affecting attendance and access to learning. NOT the parental separation, which is context in Section D. At the decide stage the council may find SEN support enough.
Not waiting for the plan
Every other outcome is gated on the final plan. These are not. A person arranges this. Nothing is ordered automatically.
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.
A vantage changes the register and the reading order. It never changes which sections are here — Section A opens all ten.
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ehc-senco edited 2026-09-10SEMH: withdrawn and tearful.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.
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 can name how he feels and use a calm strategy instead of shutting down.
- Baseline:
- 4 shutdowns in the last 2 weeks, all after handovers.
- Target:
- No more than 1 shutdown per half term; he uses the calm space on his own.
- Delivered here by:
- F1
- Time to deliver:
- two terms
- Blocked by:
- Decision to assess (week 6); ELSA can start under SEN support meanwhile
Also served by health provision — this tab shows one part of it, not the whole outcome.
Brian attends at least 96% of sessions and moves to secondary school ready.
- Baseline:
- 88%.
- Target:
- 96% across the spring term.
- Delivered here by:
- F2
- Time to deliver:
- one to two terms
- Blocked by:
- Depends on handovers moving away from the gate (H2)
Also served by care provision — this tab shows one part of it, not the whole outcome.
Section F — Special educational provision
ehc-senco edited 2026-09-12PROPOSED: 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'.
Not started
0 of 12 evidenced
An outcome above says these deliver it. No provision item carries those ids, so nothing counts them and nothing warns when they do not happen. The gap is shown rather than filled — writing the missing rows here would be inventing provision for Brian.
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.
Meeting readiness
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.