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Leaflet 2 Individual education plans (IEPs)

Information for parents and carers of children with special educational needs and disabilities.

How parents and carers can be involved in their child’s Individual Education Plan.

Should my child have an Individual Education Plan (IEP) and what would this mean?

Most children do not need an IEP. The National Curriculum allows for children to learn at their own pace and in their own way. If your child needs additional support at school your child should have an IEP. An IEP sets out 3 or 4 targets that your child is working towards. An IEP should be written using language parents understand. It is a document shared by everyone working with your child.

What will the targets be like?

These targets should be the main priorities but there will also be other things on which your child will be working. Targets should arise out of and meet your child's needs. Targets may cover:

Cognition and learning - for example reading, writing and maths.
Emotional and behavioural - for example getting on with others and feeling good about themselves.
Communication and interaction - for example talking and listening.
Physical and sensory - for example hearing, seeing or moving around.

Targets should be SMART which means you should be able to see or hear what the child is being asked to do. The target should be:

Specific
The target should be precise and very clear about what your child is being asked to do.

Measurable
Everyone will agree what the difference will be when the target has been achieved and how this will be known.

Achievable
The target should be in steps your child is able to take.

Relevant
The target should arise out of and meet your child's needs.

Timed
A time is set by when your child is expected to achieve the
target.

The IEP should also say who will work with your child or how your child should work on the targets, what strategies will be used and what resources may be needed.

How will an IEP work if my child is at School Action?

An IEP will set out the action your school will be taking to support your child. Your child's class teacher will be responsible for writing the IEP and for reviewing it with the Special Educational Needs Co-ordinator (SENCO), teaching assistant, parent and child. These targets will be reviewed, ideally termly but at least twice yearly. Each school will have its own way for reviewing IEPs but the parent should have the opportunity to discuss the IEP with the class teacher. The IEP might be discussed at a parents evening. Sometimes you may feel you need more time for discussion; if so, ask.

How long will the IEP last?

The I.E.P. usually lasts for one term, after which it will be reviewed and new targets set, along with the date for the next review. You will be asked your views and told the outcome. If your child has an IEP, you should be involved in the review process.

How will an IEP work if my child is at School Action Plus?

The IEP will continue to set out the action your school will be taking to support your child. At School Action Plus outside agencies will be asked for their help and advice. These agencies may include the Educational Psychology Service, Behaviour Support Service, The Inclusion Support Service (in the County), The inclusive Education Service (in the City), and Health Services. The child’s class teacher or SENCO will write the IEP using information from the parent, child and other agencies. The parent will usually be invited to the review meeting and some of these meetings will include outside agencies.

How will an IEP work if my child has a Statement?

The situation is similar to School Action Plus but there will be a formal Annual Review of your child's targets and the Statement.

Will my child always receive some support?

Together School Action, School Action Plus, and Statementing are called the Graduated Response. Your child may move between these stages depending on how they are doing at that time. Some children may receive additional support for short periods of time; some may receive support throughout their school life. Your child may move from School Action Plus to School Action or no longer receive additional support because they have made good progress. There may also be times when your child may need extra support and they move from School Action to School Action Plus.

Should my child be involved in the IEP?

Pupils have a right to participate and express an opinion in any matter affecting them and their views should be given due weight according to age, maturity and capability.

At the very least every child should:

Know that they have an IEP and why
Say what they feel they should work on next
Know what their targets are
Know the reasons for the arrangements made to support them
Get feedback about their progress
Have the IEP and the review presented to them in a form they can understand. For example using symbols and pupil target sheets

Your child might need support and encouragement to help them participate and become increasingly involved in their decision making.

How should I prepare when I go to a meeting to discuss my child's IEP?

Tell school if there is a good time for you to meet or if the time suggested is unsuitable.
Think about whether your child has achieved the targets.
If you consider your child has achieved a target, thinkabout what is most important for your child to work on
If there are some targets that have not been met, ask if the targets need to be rewritten, broken into smaller steps or if any different teaching approaches are possible.
Think about any questions you would like to ask and write them down with any additional notes that would help you in the meeting
Let the school know in advance of the meeting.
Reassure your child. They may be anxious knowing that people are going to meet to talk about them. Ask them if they would like to say anything in the meeting.

At the meeting

You could bring someone for support. They could take notes or prompt you about things you want to say.
If you do not know other people at the meeting or what they do, ask for introductions.
Say if you don't understand something, especially if jargon is used.
Use your notes to check you have said everything you wanted to say.
Ask when you are likely to receive a copy of the notes of the meeting if notes are being taken.
If your child is present ask them if they have said everything they want to say.

Make sure you know what actions have been agreed.

If you are not happy about an aspect of the IEP, say so and request a follow up meeting after you have had time to talk your concerns over with somebody else.
Sometimes school may ask you to sign the IEP. Sign the IEP if you agree with it and if not ask for changes.

After the meeting.

Praise your child.
Tell your child if they have achieved a target.
Let them know that everyone is working together to support them.
Consider if what your child is asked to do at home is reasonable.
Whatever the outcome, talk it through with somebody.
If you realise something is unclear ask about it.
If you have agreed any actions carry them out.
Let school know if your child is having difficulties.
Ask for a copy of the notes of the meeting if you don't receive them.
Continue to communicate with school even when things are going well.

Will the process be the same in Primary and Secondary Schools?

Much of the information in this leaflet applies to both primary and secondary schools. However it is important to remember that communication can need more planning at secondary school as incidental and informal contact is less likely. The SENCO is likely to take a greater role in the IEP as teachers usually have responsibility for a subject rather than for a class. Information needs to be shared with all staff and departments and the school will have its own way of doing this. You may be able to support this process.

Ask your school who should be your first point of contact and how to contact them. This may be the form tutor, teaching assistant or SENCO for example.

Finally

The IEP is an important tool but whatever the processes and systems in your school the most important thing for everyone is to work together to ensure your child is happy and is making progress.

Parent Partnership Service produces a leaflet ‘Individual Education Plans’ which gives additional information.

Last Reviewed March 2005

We are based in the voluntary sector and are supported by the Family Welfare Association and funded by Nottingham City Council and Nottinghamshire County Council.

For further information contact:

Parent Partnership Service
Suite 5 Clarendon Chambers
32 Clarendon Street
Nottingham NG1 5LN

Phone, fax or minicom: 0115 948 2888 (This number os for City and County parents)

Email: enquiries@ppsnotts.org.uk
Website: www.ppsnotts.org.uk