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(SFP) School Focused Plan
First Name:
Date of Birth:
Last Name:
School:
Teacher with Responsibility:
NC Yr:
SENCO:
Other adults involved:
Home address:
Parent/Carers’ Names:
Area(s) of Educational Needs:
Outside Agencies:
Medical Needs (including paediatricians or specialists):
Dr Name and Address:
CAF/Family Support/Social Services Involvement:
Support name:
Starting year at E2:
Review Date:
Date of current SFP:
This SFP number:
Signature(s) parent:
Signature Teacher:
Signature SENCO:
(SF1) School Based Profile Name:
DOB:
Strengths
Difficulties with
Interests
QFT Strategies
List strategies where QFT is should be adapted to
support child in class. Track and update these where
necessary.
Date of Plan:
Current SEN interventions
List planned provision
1. Classroom support
2. Bespoke or named interventions
3. Outside Agency recommendations
4. Medical support
.
Outcome of Plan
Realistic and appropriate descriptive outcomes for
child in year ahead. This does not need to be target
based
Medical Information/Outside
Agency/CAF
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(SF2) Parent/Carer Views
Name of Child:
Date of Plan:
My child’s strengths
My child is interested in
Medical Information/Outside Agency/CAF
These outcomes are important for my
child
My child has difficulties with and needs
help with
These things work well for my child
.
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(SF3) My Views
My name is
This is
me….Photo/Drawing/Avatar/signature
What is important to me…
How I communicate
What I like to do
How I stay healthy
What is important to me in
nursery/school/life
I like to be called
A bit about me…
What I am good at
What I like to do
Who is important to me
What is important for me…
Critical things you need to know about my
health, well-being and behavior
What I/you need to do to keep me safe
How people communicate with me
How I want to communicate with others
How I want to be involved in making
decisions about me
. My aspirations and goals are…
My wishes, aspirations and goals for the
future (E.g. information about what I
like/would like to play, my health, my
schooling, my independence, my
friendships, my further education and my
future plans including employment
where practical and relevant)
How best to support me…
What support I need to make progress in my
education
What support I need to access community
activities
What support I need to stay healthy and safe
How I want to be supported
What support I need to make decisions
What I like to do through my social activities
and involvement in my local community
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(SF4) Pupil Scores and Data 4 - 11
Making
Relationships
Self
Confidence
Awareness
Managing
Feelings
Behaviour
Moving
&
Handling
Health &
Self Care
Name of Child
Listening
and
Attention
Understanding
Date of Entry
Speaking
Reading
Writing
Shape
Space
Measure
Numbers
End of Year Results
Year
1
End of KS
1
Year 2
FFT D
Year 3
Year 4
Year 5
End of KS
2
Year 6
FFT D
Reading
Writing
Level of E2 Support
12
11
10
9
8
7
6
5
4
3
2
1
Maths
Science
Previous Results
Test Used
Reading
Accuracy
Reading
Comprehensi
on
Reading Rate
Spelling
Other test
Other Test
Current Results
Date
Raw Score,
Percentile,
Standardise
d score
Test Used
Date
Raw Score,
Percentile,
Standardise
d score
Pm
Benchmark
Year 1
phonic
check
other
Predicted
Grade
Year11
Year 10
KS4
Target
Grade
KS3
Teacher
Assessment
Grades
Date of Entry
Year9
Result
Name of Child
Year8
Result
Year7
Result
KS3 Target
Grade
KS2
(SF4) Pupil Scores and Data 11 - 16
English
Maths
Science
RECC
History
Geography
MFL
Other
Previous Results
Test Used
Reading Accuracy
Reading
Comprehension
Reading Rate
Spelling
Other test
Other Test
Date
Current Results
Raw Score,
Percentile,
Standardised
score
Test Used
Date
Raw Score,
Percentile,
Standardised
score
Level of E2 Support
12
11
10
9
8
7
6
5
4
3
2
1
(SF6) Update/Review Meetings
Update Meeting Number
use 1 per meeting
Date:
Persons present
Desired Outcomes
Allocated funding/type of
support
Success of plan
Future Actions
Amendments, updates or introduction to
desired outcomes
Parent/Carer Signature
SENCO/school Staff signature
Child Signature
Interventions and resources
Actual progress against desired
outcomes
School Focused Plans (SFP) Guidance Notes
Outline and Uses
The SFP forms part of the Cheshire East Graduated Approach and should be used for all CYP who have been identified as SEN
support. SFP’s are a planning tool based on a clear assessment of the pupil’s needs, progress, attainment and views. These
children can be tracked by Borough SENCOs, who will be able to offer support to write, oversee and review the plan where
necessary. The plans should be used to:
 Outline the provision, practice and impact of school based funding to support low cost high incident need CYP
 Highlight the school’s actions to remove barriers to learning and the SEN provision which has been put into place.
 Build on detailed approaches, frequent reviews and specialist advice which helps the CYP make good progress and secure
best outcomes.
PLAN
CYP centred meeting.
Notify/Update parents of
progress and impact.
Establish views.
Writing the SFP
SFP’s should be written once a year
SFP
SF1
SF2
SF3
SF4
SF5
SF6
Child/YP details. Parents must be informed at the start of a plan. Schools should
meet parents at least three times a year in focused meetings
School based planning. Agree in consultation with parents, adjustments,
interventions and support to be put in place. Consider expected impact, progress and
development and set date for next review.
Parent Views – Parents must be given the opportunity to express their views and be
given clear information about the impact of support and interventions. They should
be constantly involved in planning next steps.
Child Views.
Tracking Data sheet – can be adapted where applicable.
Provision Map
Review
ASSESS
Assess attainment,
progress and
effectiveness of
support and
interventions
Consider revisions
against progress
and outcomes
REVIEW
Update at least three
times on agreed dates
with parents. BS to attend
PLAN
Agree adjustments,
interventions and
support and set review
date.
Outline help at home
Complete provision
map based on
outcomes.
DO,
Continue to montor
adapted QFT
strategies, provision
and tracking. Update
as necessary
Updating/Reviewing the SFP
 The plan should be compiled for the year ahead
 There should be at least two update meetings and one final parent CYP centred review meeting
 The update points should consider the effectiveness of the support, interventions, and their impact on the pupil’s progress and
should be reviewed on an agreed date. Parents should be invited to attend or given feedback
 Future outcomes and revisions should be agreed in the update meeting against progress and development, and in consultation
with parent and pupil.
 The Borough SENCO can attend meetings if complex outcomes are expected, or SENCO requires additional
support.
 At any update where a pupil is making less than expected progress, despite evidence based support and
effective interventions, the school should involve specialists who will impact further on effective teaching
approaches, equipment, strategies and interventions. Parents must be notified and included in this involvement