One-page profile of a child with special educational needs – Connor

Image of One-page profile of a child with special educational needs – Connor

What others like and admire about me

  • Very caring towards others and concerned if they are ill or upset.
  • Good singer, good friend, funny, helpful, very good boy
  • Being a good big brother to Amelia making sure she's safe.
  • Being loving
  • Good sense of humour
  • Cheeky

What’s important to me

• Playing Skylanders most days. It’s a Play Station 3 game. They are heroes who save Skylands from the dark forces such as Chaos and Arkeyans.
• Eating healthy food like fruit. My favourite fruit are apples. Building with Lego. I build something new every time.
• I like playing with Lego on weekends and in school holidays
• I like playing ‘boo’ with my baby sister. Sometimes she gives me kisses and hugs. I love giving my mum hugs too.
• Racing against dad when we play ‘Sonic All Stars Racing Transformed’ on dad’s Play Station 3 in the holidays.
• The people I see in school are important to me because they help me with my work.

How best to support me

• Get me up before 7:50 a.m. so that I have time to get ready without rushing. Remind me to go faster in the morning when I get to school so I have time to do my jobs and be in time for breakfast.
• Sometimes I get my maths wrong when I rush. Remind me to stay calm and take my time so I can think about what I am doing.
• If I ask please let me join in with the game.
• If I have a problem on the yard, I like to try and sort it out on my own. Sometimes I need an adult to help me sort it out.
• If I get a note wrong when I'm singing I get annoyed with myself. Tell me that it is okay. If someone hurts me it pushes my big red button which means I am really angry. A teacher should remind to calm down and tell me that if I hit them back I will be in trouble and this helps me to calm down.
• Sometimes it is really noisy on the minibus going home from school. It would help me if everyone could calm down a bit and the radio went on.
• If I get the blame for something I haven't done, let me have my chance to say what has happened. If you don't believe me you can look at the cameras to see I'm telling the truth.
• Sometimes I take a long time to eat my lunch and I don't have time to play at dinner time.
• Please give me a little bit less squash because I always finish everything in my lunchbox and it takes me a long time to drink it.
• When I have a little bit of a temper tantrum my mum sends me upstairs for an early bed time. I try to be good so I don't have to have an early bed time. Tell me that my behaviour is leading to an early bed time so that I have the chance to stop and redeem myself.

Connor's story

Connor is eleven years old and has a dual diagnosis of speech, language and communication difficulties and autistic spectrum disorder. He is very caring and loves singing and drama. His personality endears him to adults and he has built some good friendships. He speaks as he finds and has a sense of humour if the joke isn’t on him.
Connor’s one page profile was created in readiness for his transition to Comprehensive school so that the new people in his life could get to know him a little before meeting him and Connor could tell them what he thought was important for them to know about him.
Connor completed ‘what’s important to me?’ independently and ‘good day bad day’ was shared with staff to create ‘how best to support me’. His peers, staff and family contributed to ‘what we like and admire’. He created his profile in school using ‘Pages’ (i-pad) and included a video. The profile was completed over the course of five teaching sessions in a week.
Connor’s profile is on display in school and has been shared with staff in his new school, his family, the LEA and professionals who are currently working with him. It was sent out with his invitation to his first person-centred review. It has been used in preparing for this review through discussion with Connor, his mother, teacher and speech and language therapist, identifying what’s working / not working and possible outcomes to be considered in the review meeting. It’s a working document which he can amend and add to.
He has loved making it and it portrays so much about him, even down his choice of colours and use of video. It has helped staff working with him gain a deeper insight into his views in and out of school. It has certainly helped us realise the importance of not assuming we know everything! Even his mother was surprised at one thing he included in ‘best ways to support me’. It helped us realise how astute Connor is about his likes, strengths and needs. It has helped family and professionals realise how they can support him and use the profile as the link to encouraging him to become increasingly independent by offering something that we know he wants or is important to him and putting in strategies that will enable this to be successful.
Connor loves sharing his profile with others and it has helped him to build relationships with less familiar adults and peers. The profile, as part of the person-centred review process, has, undoubtedly, made Connor central to the decision making process and the outcomes are pertinent to him at this moment in time, rather than having targets set linked to his Statement of SEN and what we as parents and professionals consider to be important for him.
We thought we knew Connor well before producing his one-page profiles but he still surprised us and his mother. It gives an amazing insight that we just hadn’t managed to achieve before! The person-centred review process, has changed the way we will prepare for and conduct review meetings. Connor is now at the heart of the process, being fully involved in the meeting and actively buying into the outcomes because they are important to him.