Person-Centred Review Meeting
• The meeting rules should be explained.
• No jargon – use everyday language
• Everyone’s contribution is valued equally
• Listen without interruption
• Switch off mobile phones
• The role of the facilitator
What happens in the meeting?
To start the meeting, the chair/facilitator will ask everyone in turn what they like and admire about the child and young person. This will include things such as abilities, strengths, personal qualities, achievements and characteristics. This will focus on all the positive qualities of the child, or young person.
The duration of the meeting should be 1 to 1½ hours. The school will normally facilitate the review, however in some cases the review can be facilitated by an independent person.
Participants will then be asked to introduce themselves and explain who they are in the child, or young person’s life. This information should be recorded on the ‘who’s here sheet’.
Confidentiality – information shared outside the meeting will be on a need to know basis and decided in partnership with the child, or young person, or social worker if the child is looked after.
The role of the chair/facilitator is to help people to make realistic and positive decisions, help people stay on track and make sure everything is recorded for the review report.
The child or young person take part as chair if they wish and are prepared.
When a child or young person’s family do not speak English as their first language, the timescale for planning the review should take into account the possible need to translate any relevant documents into the family’s first language or ensure that interpreters are available at the meeting.
Similarly, hearing impaired, visually impaired or parents with limited literacy skills will need accessible materials and may require scribes or advocates at the meeting itself or to explain documentation ahead of the meeting.
Also, some parents may feel inhibited to verbally share their views, therefore you might wish to meet with them prior to the meeting to obtain their views and speak on their behalf during the review.
The school may offer help or suggest that the parents contact SENDIASS, Hounslow’s SEND Independent Advice and Support service Parents should also be told that they can bring a friend or other person to the review meeting.
Example Agenda
1. Introductions
The facilitator/chair should introduce themselves and explain how the review will be held. Everyone in turn should introduce themselves and agree the ground rules
2. Record who is at the meeting
Everyone should record their names and any apologies should be noted
3. Like and admire
Everyone in turn to say what they like and admire about the child or young person. This includes strengths, personal qualities and characteristics themselves
4. What’s important to and what’s important for the child/young person
Everyone to say what they think is important to the child/young person and what the child or young person thinks is important for them
5. Support I am receiving now
This sheet to be generated prior to the meeting and to be displayed in large format. Include current provision. Review the actions/targets from the last meeting
6. What’s working and what needs changing
The facilitator/chair to summarise what is working and what needs changing in relation to current objectives/provision
7. Outcomes
What outcomes do people hope to see the young person achieving by this time next year? What would that look like? Facilitator/chair to work towards an agreement.
8. Action planning
This is the time to develop the actions that need to be taken in order to achieve the outcomes identified. Define each outcome; include a description of what the action is to achieve each outcome, who will take it and by when. It is important to date the actions giving an indication as to when the actions are to be reviewed regarding progress.
The meeting will then gather everyone’s views in turn on what really matters to the child as well as what is important for the child, or young person in terms of their special educational needs, health and care support. This can be recorded on an ‘important to (what matters to me) and important for (good support) sheet’.
Everyone will need to look at what is working and what is not working for the child or young person from their perspective and this can be recorded on a ‘what is working and what is not working’ sheet.
Everyone present will consider the advice they have read before the meeting which should be up to date and relevant.
Everyone will need to consider the child/young person’s aspirations and jointly develop an outcomes action plan. This should show outcomes and the support needed to help achieve the outcomes up to the end of the current phase of education, but a longer or shorter-term outcome can be included if appropriate.
Consideration needs to be given about whether the EHCP is still necessary
Have the outcomes been achieved? Everyone should give views on progress made.
If the review is to change an existing EHCP everyone will give views on the sections that need to be amended so that the plan remains appropriate.