How To Write A Personalised Plan For SEN Support

how to write a personalised plan for sen support (not part of an ehcp) guidance notes for schools/fe colleges the personalised plan is

How to write a Personalised Plan for SEN Support (not part of an EHCP)
Guidance Notes for Schools/FE Colleges
The Personalised Plan is intended to be a working document that will
aid regular review of the effectiveness of the provision. It should be
used to discuss progress towards Outcomes at each in-year meeting and
will be required to support application for High Needs Funding.
Enter name of child/young person correctly and clearly.
Add the date the plan was started (may align with HNF application).
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The Outcome – there should be one Personalised Plan sheet for each
Outcome. This ensures that the provision is always linked to the
Outcomes and progress towards achieving them can be tracked easily.
Outcomes should be agreed with the CYP and/or their parents/carers and
should be a step along the way to their aspirations (see guidance ‘How
to write an Outcome’).
2
Modifications to the application of the curriculum or post-16 course
should be stated, as well as the arrangements that have been made to
ensure that the child/young person still has access to a broad and
balanced curriculum.
3
There may be a range of equipment/resources that the education setting
should provide for the CYP to ensure they can access learning. This
may include that which an education setting would be normally expected
to provide such as pencil grips, writing slopes etc.
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In addition, there may be bespoke resources which are specifically
required to meet the outcomes and will usually have been recommended
by a professional body. Any included in a SCARF/HNF application or in
Total Funding (colleges) should be included in this section.
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This section is for Strategies. This is provision which has little or
no cost – it will generally take the form of guidance that would be
found in the Best Practice/Mainstream Core Standards guidance but
personalised to the child/young person. The strategies should be those
which will help a child/young person to engage with learning e.g.
seating at the front of the room, using coloured overlays, and must
relate to the Outcome.
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This section is for additional Intervention. Intervention is provision
which is highly personalised and incurs a cost. It is often carried
out away from the classroom and delivered by an appropriately trained
adult. Ensure that the intervention is described in this box – either
by name or in type of activity and that any recommending body is
clearly stated e.g. EP or SALT.
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Ensure that this records the frequency and duration of all sessions as
well as the level of staff training – e.g. 5 x 25 minutes per week,
delivered by HLTA, as this may need to be linked to any funding
application.
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What needs to be achieved by the next review is the Short Term Target;
the smaller steps that will be reviewed at each in-year meeting to
help establish whether the child/young person is on track to achieve
the Outcome. Targets must be written in such a way that they are
easily understood by all and are SMART.
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How well it worked, or the impact of the intervention should be
recorded at each review.
If interventions and/or targets need to be amended this should be
agreed with the CYP and their Parents/Carers and included on a new row
which should be added underneath the now evaluated row. This way all
the intervention which is currently live is clearly that which is not
evaluated.
In-year meeting
The in-year meeting will normally be part of the school’s regular
consultation with parents/carers and should be conducted by the
teacher/tutor or member of staff who knows the child best. The meeting
time may need to be extended to allow for full discussion of the
additional provision in place. The Personalised Plan can bring
structure to this discussion and should be amended to include any
changes following the discussion. There should be three in-year
meetings per year. (CoP 6.65 – 6.71)
How to write an outcome

*
An Aspiration is something that the child or young person (and/or
their parents/carers) aspires to in adulthood. For instance, to be
able to live and work independently.
*
An Outcome should be something that will be achieved over a phase
or stage of education and is a step along the way to the
Aspiration. For instance, to be able to travel independently on a
bus.
*
Short term targets will be used regularly to track that the
child/young person is on track to achieving their Outcomes and
Aspirations. For instance, to be able to give change from a pound.
An Outcome should be something that the child/young person, their
families and those working with them all understand and can feel
ownership of. It is more personalised if written in the first person.
It is interesting to see the difference between Objectives and
Outcomes.
For this Year 5 girl her Objectives were written from a service
perspective, were not measureable or achievable and did not sound
particularly specific or relevant. Her Outcomes are very personalised;
they are more specific, measureable, achievable, relevant and are time
bound. In short, she can be more involved with them.
Statement Objective
EHC Plan Outcome
Develop her ability to comprehend and use language so that she can
access the curriculum effectively and engage in positive reciprocal
relationships
I will learn how to play with my friends and to look after younger
children as a ‘Buddy’ by the end of KS2, so that I can enjoy my
playtimes and other people enjoy playing with me too.
Develop her social and emotional literacy skills so that she can
engage effectively with her learning and social environment and her
anxiety levels are reduced.
I understand that arriving at school on time helps me to be prepared
for the day ahead and start the day calmly. By the time I leave
Primary School, I will be doing this all the time so that I can start
Secondary School more calmly too.
Develop her learning skills and increase her independent
problem-solving skills so that she can access and make progress across
the curriculum in line with her cognitive ability.
By the time I reach the end of KS2, I will be better at understanding
what I need to do and how I need to do it, so that I can work
independently more often.
There should be at least one Outcome for each area of need, but there
should not be too many or else they will be unmanageable.
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How to write a personalised plan August 2015