Individual Education Plan (IEP)

An Individual Education Plan (IEP) is a way of recording the extra help a pupil is receiving through the SEN framework and what the pupil is aiming towards. It should explain how the child’s work is different from the normal work of the class. The IEP should be simple, and targets should be specific and achievable. If possible, the pupil should understand the targets and be happy to work towards them.

Early years IEPs

• An Individual Education Plan (IEP) should include information about:
• the short-term targets set for the child,
• the teaching strategies and the provision to be put in place,
• when the plan is to be reviewed, and
• the outcome of the action taken (recorded when the IEP is reviewed).

The IEP should only record action that is additional to or different from the normal differentiated curriculum plan. The IEP should be clearly written and focus on three or four key targets. IEPs should be discussed with parents and the child. In Wales, IEPs should be written in Welsh, English or bilingually if appropriate.

Review of early years IEPs

Ideally IEPs should be kept under review all the time, but they should also be reviewed regularly, at least three times a year. Parents should be involved in the review process, and their views on the child’s progress should be asked for and considered.

School IEPs

The IEP should include information about:

• 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 (recorded when the IEP is reviewed).
• Review of school IEPs

IEPs should be reviewed at least twice a year. Ideally they should be reviewed once a term, or possibly more frequently for some children. At least one review in the year could coincide with a routine parents’ evening, although schools should recognise that some parents will prefer a private meeting. Parents should be involved in the review process, and their views on the child’s progress should be asked for and considered. Wherever possible, the child should also take part in the review process and be involved in setting the targets. If the child is not involved in the review, their views should be considered in any discussion.

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