Individual Education Plan (IEP)
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An Individual Education Plan (IEP) builds on the curriculum that a child with learning difficulties or disabilities is following and is designed to set out the strategies being used to meet each child's identified needs.
Pupils at School Action and School Action Plus (and those with statements) are likely to have an IEP, which sets out:
- the short-term targets set for or by the child
- the teaching strategies to be used
- the provision to be put in place
- when the plan is to be reviewed
- success and/or exit criteria
- outcomes (to be recorded when the IEP is reviewed)
The IEP should record only that which is additional to or different from the differentiated curriculum plan, which is in place as part of provision for all children. The IEP should be crisply written and focus on 3 or 4 key targets, chosen from those relating to the key areas of communication literacy, mathematics and behaviour and social skills that meet the child's needs. The IEP should be discussed with the child wherever possible, and the parents.
Following a review of the IEP, a child may continue at School Action, be taken off that level of intervention, or progress to School Action Plus.
Where schools have a whole-school policy of individual planning and recording which covers all pupils, a child with SEN may not need a separate IEP since in those schools, the interventions for children at School Action, School Action Plus and with statements will be recorded as part of the class lesson plans along with a record of the child's progress and the outcomes of those interventions – in the same way as for other children.
Whatever recording system is used, it is vital that there is a record of the strategies and interventions employed and the outcomes and that this is available and understandable to parents and flexible enough to meet the needs of individual children.
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Key documents
Further information
