EBSA and Requests for Education Health Care Needs Assessments
Education Health Care Plans (EHCPs) are for children and young people who have a special educational need or disability that cannot be met by the support that is available at their school or college setting. Most children and young people with special educational needs will have help given to them without the need for an EHC Plan at the SEN support level.
In some cases children who display EBSA behaviours may have underlying special educational needs and require support above the SEN support level. If this is the case schools or parent can request that the local authority undertake an Education Health Care needs assessment.
In order to be able to decide whether an assessment should occur the Local Authority will need to see evidence that the school or college have taken appropriate action following the assess, plan, do and review cycle and there is evidence that the child or young person has not made adequate progress or has only made progress because of a very high level of support.
Assess Gain a full understanding of the special educational needs the CYP has by working closely with the CYP and their parents. Involve appropriate agencies. Review Monitor the progress made and adjust the support for the young person. Undertake further assessment if necessary . Plan Based on information gathered identifiy SMART outcomes with the CYP and parents, plan interventions and support to build on strengths and support their needs Do Ensure resources and support is in place. Is the support in place over and above the SEN Support level?
When a child has been displaying EBSA behaviours, the local authority will require evidence that the school has sought and followed advice from:
Examples of the services this may include can be found in the Further local support & resources section of this guidance.
Before making a request for an EHCNA schools should refer to:
- What is Emotionally Based School Avoidance?
- Anxiety and EBSA
- Risk and resilience factors of EBSA
- Information gathering and analysis
- Working with others (this includes child, parent carers and school staff)
- Interpreting the information and action planning
- Interventions, strategies and review
- Whole school good practice and transition
- EBSA and Autism Spectrum Condition (ASC)
- EBSA, school attendance and the law
- Further local support and resources
- EBSA Toolkit and Appendices