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Advice for parents


How will my child’s learning and support be planned?

Schools use planning as a way of thinking about, talking about and arranging what and how your child learns. It’s a way of monitoring their progress and making sure they are achieving their goals.

For children with additional support needsThis is the legal definition of additional support needs from the Education (Additional Support for Learning) (Scotland) Act 2004, as amended. A child or young person has additional support needs..., planning also helps to consider whether the support they receive is working. Plans can also help co-ordinate the support your child receives when lots of different professionals are involved. Different local authorities and schools use different sorts of learning and support plans to help make sure they are meeting your child’s needs.

Most local authorities use a process called ‘staged intervention’ and will open certain types of plan when a child is at a certain stage.

The most commonly used plans are

  • Personal Learning Plans (PLPs)
  • Individual Educational Programmes (IEPs)
  • Co-ordinated Support Plans (CSPs)
  • Child’s PlanIf a child or young person needs some extra support to meet their wellbeing needs such as access to mental health services or respite care, the professionals working with the... (CPs)

Personal learning planning is used for all children and is a way of planning what and how your child learns and assessing their progress. It is an on-going process of setting goals that reflect your child’s strengths and development needs and monitoring then their progress. Your child should be involved in this. Monitoring your child’s progress in achieving these aims and goals will help everyone know whether additional support is working. For most children no further planning will be needed.

If your child needs more detailed planning than PLP, the school may create an Individualised Educational Programme (IEP). This could be if they need changes to the curriculum, help from an outside agency, special equipment in class or support from a number of staff in the school. Some local authorities have different names for IEPs, such as Additional Support Plans or Action Plans.

An IEP usually describes your child’s additional support needs and the type of support they require. They include set short-term goals for your child and explain what methods will be used to reach them. Schools and local authorities are not legally required to prepare an IEP for your child, and IEPs are not legal documents. It is good practice for schools to prepare them for children who need a lot of support. Your child's IEPs should be reviewed regularly, usually every school term.

You and your child should be involved in drawing up their IEP and you should should receive a copy.

Most children with additional support needs will not require a CSP as their needs can be met through other forms of planning.

For children with complex additional support needs your local authority may consider opening a CSP if:

- they need extra support because there are complex or multiple factors that negatively and significantly affect their school education
- they have support needs that are likely to last for more than a year
- and they need significant additional support from the local authority’s education department, and from at least one another agency (such as social work, or health)

The aim of a CSP is to make sure that the additional support your child receives is properly co-ordinated. The different between a CSP and other plans is that it is a legal document and disputes about them are dealt with by the Additional Support Needs Tribunal.

A CSP should describe your child’s strengths, your child’s additional support needs, and your child’s educational objectives. It will also describe the support they need to meet these objectives and the organisation or professionals who will provide it.

An IEP should be reviewed at least once each school term. During the review, your child’s learning targets will be assessed. If needed, these targets and the learning methods may then be changed to better meet your child’s needs.

If your child has a co-ordinated support plan, the school should still carry out personal learning planning. If appropriate, it should also set up a learning plan such as an IEP to set smaller, short-term learning targets. For example, information from the co- ordinated support plan should be used to draw up the IEP, and progress with the IEP can be used to measure the success of the support outlined in the CSP

From 2018 some parts of the Getting it Right for Every Child approach (the set of principles that guide how professionals make sure the wellbeing of children) will have legal duties attached. There will be a single planning approach for children who need additional support from services called a Child’s Plan. In some local authorities Child's Plan are already in use and so your child may already have one. At the moment it is not a legal document. This will change next year.

Your child may have a Child’s Plan if they need extra support to meet their wellbeing needs. Their Child's Plan would set out the needs that have been identified and any action taken or to be taken to meet those needs. All professionals working with your child would use the plan. A Child's Plan may include information from their IEP if they have one. If your child has a CSP this information should feature in the Child's Plan but the CSP will still be a stand alone legal document.

During planning meetings, staff will share lots of information about your child and how they learn and behave in school. It's important that you have the chance to share insights about your child too. Sometimes you may be asked to do this at a meeting or by filling in a section of a learning plan. Here's some things you might want to share:

- What do you think are your child’s strengths?
- What are the things your child enjoys and is successful at when they are out of school?
- What are the areas of school that your child seems to struggle with?
- Are there any strategies that work at home, such as for homework, routine or behaviour?
- What goals are important to your child?
- Which areas do you feel are a priority?

You can:

- ask your local authority for information on how they plan for children's additional support needs
- read our blog post about staged intervention
- if you aren't sure whether your child has a learning plan ask their class teacher or guidance teacher
- if your child doesn’t have a learning plan, ask for a meeting with the school to discuss whether it would help your child to have one.

Possible conversation starters

- I don't know whether my child has a learning plan. Could you check for me?
- Could you explain how my child is being supported and whether he might benefit from having a IEP/ASP?
- My child seems to meet the criteria for a CSP. I'd like her to be consider for one?
- It's some time since my child's plan was reviewed. Can we arrange a review meeting?


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Blog/Additional support needs

Staged Interventions – what’s it all about?

Understanding how your child’s learning and support is planned can help you when you are talking to the school. Here we explain staged interventionMost local authorities use a 'staged interventionMost local authorities use a 'staged intervention process' that means different kinds of plans or supports might be available when a child is at a specific stage in the process.... process' that means different kinds of plans or supports might be available when a child is at a specific stage in the process.....

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