SENSP 1
My SEN Support Plan
Academic Year 2014/15
Insert photograph or
picture/ drawing/
symbols here
Full name of Child/
young person:
Preferred name:
Key worker:
Name:
Contact:
Education setting:
This SEN Support Plan is an exemplar framework. It is for schools to determine their own approach to record
keeping in line with the requirements of the Data Protection Act 1998. The provision made for pupils with SEN
should be recorded accurately and kept up to date. As part of any inspection, Ofsted will expect to see evidence
of pupil progress, a focus on outcomes and a rigorous approach to the monitoring and evaluation of any SEN
support provided.
SEN Support Plans should reflect the 4 stage cycle of Assess – Plan – Do – Review and involve parents and the
child/ young person at the earliest stage. The graduated approach should ensure that earlier decisions and
actions are revisited, refined and revised with a growing understanding of the child’s needs a nd of what supports
the child in making good progress and securing good outcomes. It draws on more detailed approaches, more
frequent review and more specialist expertise in successive cycles in order to match interventions to the S EN of
children and young people.
This SEN Support Framework can also be used by Early Years and Post 16 settings and for children and young
people who require support for additional or alternative educational needs.
SEN Support Form last updated 10.09.2014
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Date of birth:
Ethnicity:
PERSONAL DETAILS
Year
Group:
Religion:
Gender:
Parent/Carer
Name(s) and home
address:
(Indicate parental
responsibility)
Home Phone:
Mobile:
Email:
Home language:
Parental preferred
method of
communication:
Any special
requirements to
consider:
Current education
setting and full
contact details:
Lead practitioner and
contact details (may
be different to the
referrer / key
worker):
Social Care status (if
applicable):
Child’s UPN, NHS
and Social Care
number:
Primary SEN need:
Other (SEN)
needs:
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Chronology of Support Plan / Reviews
Number of
Plan /
Review
Date
Involved / Attended
Signature of
Parent(s) and
Head teacher/
Principal/ Early
Years/ other
Manager
1st Support
Plan
1st formal
Review
1st amended
Plan
2nd formal
Review
2nd amended
Plan
3rd formal
review
3rd amended
Plan
Essential information to know at all times
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Agreed Support Plan (1,2,3 etc. DD MM YYYY)
Identified area(s) of need to target:
Overarching Desired and Aspirational Outcome (s): Goals and hopes for the future
Expected Outcome(s) before the next Review i.e. the difference / improvements we want to see:
1.
2.
3.
4.
What specific strategies,
interventions, equipment,
resources and support will
be in place?
Who will deliver
this provision?
By when, where,
and how
frequently?
Assessment
measures / tools
(e.g. observation,
independent recording,
reading assessments,
child questionnaire)
With reference to the expected outcomes and other documents e.g. weekly timetable; Communication Plan; Therapy programme;
Health Care Plan; advice from external specialists and the family.
Note: if there are Outcomes across a wide range of areas it may be necessary to have individual pages for different areas of SEN,
Health and Social Care / Aiming High.
What difference is this provision making? The review will look at these Outcomes again however
ongoing progress can be recorded here:
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Review of Support Plan and agreed Next Steps
Record of
(1st,
2nd,
3rd
etc.) Review meeting held on DD MM YYYY to evaluate the impact of targeted teaching, support and
interventions and progress towards achieving the agreed Outcomes.
Appendices should also be updated as part of the review process.
Agreed Outcome
Progress made
Action
Person
(e.g. refine the Outcome or support)
responsible
1.
2.
3.
4.
Summary of the Review meeting including any additional action
Any additional Child/ Young person’s Views, wishes and feelings
Please summarise the views of the child/ young person (where possible) with regard to his/her special needs
Any additional Parent(s)/ Carer(s) Views
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Deployment of Resources
Agreed provision
(please include dates)
Delegated
School Funding
Core Service
under the Local
Offer
Other funding or
family /
community
support
Assess – Plan –Do- Review: examples of supporting documentation
Appendix 1: Child/ young person’s Strengths and Interests
Appendix 2: Child/ young person’s views, wishes and feelings (e.g. One Page Profile)
Appendix 3: Family views, wishes, feelings, hopes and essential background information
Appendix 4: Summary of Concerns, Areas of Difficulty and Hypothesis
Appendix 5: Assessment and progress tracking over time (prior entry, benchmark on entry,
continuous teacher assessment and formal assessments)
Appendix 6: Record of meetings with parents/carers (date and note of conversations)
Appendix 7: Record of requests to, involvement of, and advice from, external specialists
Appendix 8: Family and practitioner summary of What is important for… What is working;
What is not working and How best to support…
Appendix 10: Specific Plans (e.g. child’s own Targets, Communication, Health, PEPs)
Appendix 11: Parental agreements and permissions to share information
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Further Guidance
Identified need: consider location; Types of SEN need according to DfE SEN Code and
Data Collection by Type of Need in School Census returns; nature, extent and any known
or potential underlying causes; attitude to learning; rate of learning; styles of learning;
behaviour for learning; personal care; independence; emotional health and wellbeing;
health; safety; participation and engagement; movement and mobility; social
communication and interaction; any specific needs around transition within compulsory
school phases and particularly preparation for adulthood
Child’s views, wishes and feelings: good practice is to use Person Centred Thinking
Approaches to ascertain a range of information. This could include: likes, dislikes,
strengths, interests; what is important to them now and in the future: what they hope for;
what they would like help to do better; good and bad days and why; how best to support:
what works / doesn’t work; how they communicate; how they would like to be involved in
making choices; how to let them be more independent
Family views and hopes for their child: good practice is for the family to have a named
contact and for them to tell their story; share their views and hopes for the future; be
involved in developments and decisions; and for this information to be shared with relevant
practitioners to enable a ‘Tell us once’ approach wherever possible
Outcomes: the benefit or difference made to an individual as a result of an intervention.
What do we want the child to be able to do that s/he cannot do now in terms of education
and training, health and care?
Outcomes will usually set out what needs to be achieved by the end of a phase or stage of
education in order to enable the child or young person to progress successfully to the next
phase or stage. What medium and short term steps are required to enable progression in
learning and prepare towards future goals of employment or higher education, independent
living and community participation? Outcomes, particularly medium and short term, should
be SMART. EHC plans can also include wider outcomes such as positive social
relationships and emotional resilience and stability.
Expected progress: including impact on attainment; short term SMART Targets linked to
medium term Annual SMART Objectives
Reviews: wherever possible SEN Support Plan Reviews should be scheduled to coincide
with other reviews such as PEP meetings and CAF reviews. Planning and preparation for
reviews should be considered well in advance at the previous review meeting so it is clear
who needs to do what, by when and why. Reviews should be planned and conducted using
Person Centred Thinking approaches with the child and family placed at the centre. The
LA’s SEN Assessment and Review Officers do not need to be invited to termly SEN
Support Reviews.
This Guidance reflects the principles and requirements set out primarily in Chapter 6 of the
SEND Code of Practice.
SEN Support Form last updated 10.09.2014
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