Tries his best with everything

Loving football at the moment

So outgoing

So chilled

Sunny disposition

Kind & Caring

Good sense of humour

Loves life

Loves being outside & being with his friends

Lovely to teach and spend time with!

Pretty resilient

Communication & Interaction:

Interaction with peers - always engaged with friends at playtime and during forest school

Very confident chatting to teaching staff

SALT is ongoing - have been in at the beginning of term 5 (was the last session) - have given INA the work that needs to be continued

Cognition & Learning:

Really keen to learn

Making progress in phonics - sound mats and sound buttons

Huge difference between now and when INA first started working with him

Wants to show teacher when he's achieved something - proud of himself

Social, emotional & mental health:

Has got some friends that he is closer with - does play with them online

Has had some playdates recently which he has been excited about

Over this academic year has struck up his first close friendship with one peer in particular - are really good friends

Is quite cuddly and affectionate with friends when they are at home but not so much at school

If something changes that he has really been looking forward to, he can get upset and grumpy about this - but responds well to adults talking him through this, responds well to deep breathing (is good at recognising he is feeling like this)

Sensory & Physical:

Gets very distracted if his uniform is not comfortable, i.e. too tight

Tries to get himself dressed for school in the morning (doesn't always tell Mum if clothes are too tight/uncomfortable)

Has developed an awareness of things being uncomfortable which is positive

Has started to refuse school shoes at home and wants to wear trainers - school happy to make reasonable adjustments if this is becoming too difficult (velcro trainers would be good for his independence)

Is still struggling with buttons/getting clothes the right way round etc. but does get himself changed but has made progress in his independence

Bex Hancock - Mason's INA

Tina Gomez - SENCO

Alex Brentnall - EHCPT DSM

Kirsty Holland - Mum

Mum to send PC views.

Tina to send PV & all other supporting paperwork.

·      What are Mason’s Aspirations?

·      What are Mason’s interests/hobbies?

·      Anything that you’d like to pursue as you grow up?

·      Thoughts about secondary schools and what educational pathways might be on offer.

What it looks like now: Aspirations for the future.

• Mason has said he would like to go to Uckfield college for secondary but Mum is not sure on what is best for him

• He loves football at the moment, computers, gaming, play station, loves being outside - forest school

• Really enjoys forest school - has talked about maybe doing an outdoor job. Has said he wants to be a youtuber.

• Has told Mum he wants to have a big house and a big car when he's older.

Strand 2: Independent living

·      Sleep-overs and residential trips.

·      Cooking at school and home.

·      Understanding money – paying for food/snacks at school in secondary.

·      Shopping.

·      Moving around the school independently.

·      Travel training?

·      Transport and road signs – transport considerations to be discussed here.

What it looks like now: Independence skills.

• Developing independence skills with things such as dressing

• Doing money in Maths at the moment - is finding it tricky but using lots of visuals and manipulatives

• Quite often will go on sleepovers - is happy to have them (will likely be up for the residential trip in Y6 - will have money etc. to use on the trip and will budget)

• Has had a trip recently where they are using money

• Is fine moving around the school - does still need reminders of where he is going/what he is supposed to be doing and if the routine changes he would struggle so not independent in that sense

• Road safety/awareness is not good - is trying to learn to ride his bike without stabilisers at the moment - finding this hard but is determined (is a concern that he won't look out for cars etc.)

• Is aware of peers and wants to be like them

Strand 3: Community inclusion

·      Any youth or after-school clubs?

·      Learning to be safe on and offline.

·      Knowing the local area.

·      Walking short distances alone?

·      Friendships & understanding bullying.

·      Managing change.

What it looks like now: Inclusion in the primary school community & beyond.

• Does do after school club on a Thursday - lego & construction and colouring

• Has asked Mum to get him into a football

• Mum goes through friends list on Fortnite regularly and check - Mason would tell Mum if someone unfamiliar tried to talk to him online but could be at risk if it was done cleverly/questioning was careful

• Does keep asking for a mobile phone but Mum has said no for now

• Road/safety awareness is not great but Mum will allow him to go to the park across the road independently and round the block but has to stay on the path - knows not to go anywhere else and so far has not gone any further

• Has developed a secure friendship this last year - would be good at recognising if someone is being unkind/bullying (had a recent incident at forest school where he was not being included)

• Mason does struggle if his planned routine is changed and particularly something he is looking forward to/he enjoys he needs adult support with this

Strand 4: Health

·      Managing minor or major health needs.

·      Starting puberty.

·      Articulating pain/health problems.

·      Self-care e.g. brushing teeth, personal hygiene etc.

·      Any significant health updates to be discussed here.

What it looks like now: Knowing your body & staying healthy.

• Mason's teeth - wants to brush his teeth independently, but Mum tries to re-brush them after as he can't brush them properly

• Has had a few fillings but does still have some baby teeth - has got a chip at the front. Doesn't like the sensation of wobbly teeth

• Is good at telling Mum if he's in pain/not feeling well - can have tummy problems, Mum will not send him into school if he is constipated

• Is being re-referred to Brighton Bowel & bladder clinic

• Is good at telling Mum if his tummy is hurting of he is struggling with the toilet

• Mum is still bathing him at the moment - will do the flannel and soap independently but Mum re-does this to make sure he's cleaned properly

1. Explanation of what the Annual Review meeting is.   

2. Introductions.

3. Overview of the remit of today and next steps of the process.  

4. Ground rules.  

Next steps: School will be providing a costed provision map and an additional funding request will be submitted as part of this AR.

Secondary - Mum is currently not sure what will be best for Mason. He has said he wants to go to Uckfield college but not sure what support he will need/what will be on offer. (Sister has an EHCP too and is in Y7 and is in special but school feel Mason's needs are actually higher than hers were).

Next steps: Mum will spend Y5 looking at different settings on offer for Mason for secondary to make an informed choice at phase transfer.

·  No mobile phones unless emergency calls.

·  Feeling comfortable – access to what you need.

·  Needing a break.

·  Working towards positive change - explain the ‘car park’.

·  Chance to take pictures of the padlet, or link can be sent following the meeting