An important part of my role as special educational needs and disabilities coordinator (Sendco) is preparing for, conducting and writing up annual review meetings. Like most things in schools, it should not be something that happens in isolation or in a dusty, forgotten office that doubles as a store cupboard. For annual review meetings to be meaningful, a holistic approach needs to be taken.
What is an annual review?
First off, let us start with the basics. All students with an education, health and care plan (EHCP) by law should have their care plan reviewed at least annually (it is possible to bring review meetings forward if required, for example, in light of a new diagnosis). Review meetings are a statutory requirement, as well as an opportunity to get the pupil, their parents/carers and the professionals who support them around the table. It is a chance for the young person and their family to express what is working well, as well as to air any concerns they may have. Additionally, the EHCP outcomes will be reviewed and amended when required.
A whole-school approach
It is possible that many teachers will get through their entire teaching career without ever attending an annual review. But teachers' views and comments make up an essential part of the annual review report. In the Send Code of Practice (2015), it is stipulated that teachers have a responsibility for educating all students, including those with additional needs. So teacher comments need to be meaningful and detailed.
To help achieve this, the Sendco should draw up a form to prompt teachers to provide the sorts of comments that would be useful. It is essential to start with the positives, for example, what the young person could do (more often than not the young person and their family are all too aware of their difficulties).
It is also useful if teaching assistants are given time to supply their views, as they can provide a different perspective. Since drowning in paperwork has almost become an occupational hazard in schools, allow staff a couple of weeks to write their views – and give a firm deadline.
Make the most of admin staff
If you are as fortunate as my school, you will have a designated Send administrator who will also be the font of all knowledge and a point of contact for students, staff and parents alike. Use their skills so that the meetings can run like clockwork over the course of the year.
In the summer term, once I have my new timetable, our SEND administrator will schedule in all of the annual reviews for the forthcoming year. Once we return to school in September, she will inform parents/carers, the local authority and other professionals. She also does other tasks, such as room booking, chasing teacher comments and filling in parts of the annual-review documentation, such as personal information, addresses etc. This makes my life as a Sendco so much easier, as I can focus on what is important: the young person, their progress and their wellbeing.
Prepare the student
Annual reviews can be an intimidating experience for some young people, as they have to express their views in a room full of adults. Ensure that the young person's views are gathered ahead of time, with the help of a TA if necessary. The student may wish for a trusted member of staff, such as a TA, to accompany them to the meeting for moral support.
Prepare the parents/carers
Not only can the experience be intimidating for students, it can be nerve-wracking for parents/carers as well. To help support them, send all paperwork home ahead of time so they can have a thorough read through. Some like to arrive at the review meeting with their own notes and questions. And remember to provide a form for parents/carers to express their own views (usually the local authority will have its own form). Some may prefer not to complete this and may wish to express their views verbally at the meeting.
The review meeting
Ensure that you have a suitable venue booked, for a sufficient amount of time. It is important that everyone in the room feels comfortable and that privacy is not compromised. Start the meeting with a warm welcome and introductions. Allow the young person to speak first – the meetings need to be child-centred and should not involve the adults talking about the pupil; they need to be actively included and involved.
Following the meeting
I try to ensure that I have time directly after the meeting to ideally write up notes (I say ideally, as we all know how schools work and it is not always practical). It is essential that the final report is written up as soon as possible, and is sent off to the local authority and to parents/carers. It is also important that any actions that have been agreed are acted upon in a reasonable timeframe.
If you are reading this as a teacher or TA who has never attended an annual review meeting, and you are intrigued, then I thoroughly recommend that you approach your school's Sendco, as it could be an insightful experience and a useful bit of CPD.
I was invited to attend a review meeting early on in my career, as I was the young person's form tutor. It really opened my eyes in terms of understanding how the school experience can be for young people with additional needs. And it set me on the path to becoming a Sendco.
Gemma Corby is Sendco at Hobart High School, Norfolk. Her column for Tes runs every second Tuesday during term time
