Personalised Planning and Support
Many autistic learners may only require minimal levels of support in class. Others may need additional input to recognise and support their anxieties and deal with situations which can cause this – for example changes to routines. A few pupils may need a more personalised approach for part or all of the school day.
All children and young people should have frequent and regular opportunities to discuss their learning and development with an adult who knows them well and with whom they have a mutually trusting relationship. This key member of staff has the holistic overview of the child or young person’s learning and personal development.
There are variations between local authorities regarding the number of stages within their process and their terminology used to describe planning documents. An overview using common terms is provided in the table below.
|Examples of plans||
Personal Learning Plan (PLP).
Individual Education Plan (PLP).
Coordinated Support Plan (CSP).
Personal Learning Planning (PLP)
Personalised learning is at the heart of supporting learning in which the learning environment is a crucial factor. Conversations about learning, reviewing progress and planning next steps are central to this process. All children and young people should be involved in personal learning planning (PLP).
Autistic learners (as are all learners) are entitled to have opportunities for achievement which focus on learning and progress made through activities across the full range of contexts and settings in which the curriculum is experienced. The 2017 Code of Practice says that children with additional support needs should be involved in their personal learning planning. It also says that, for many, this will be enough to meet their needs.
Individualised Educational Programme (IEP)
If a PLP does not enable sufficient planning to support an autistic learner, their PLP can be supported by an individualised educational programme (IEP). An IEP is a non-statutory document used to plan specific aspects of education for learners who need some of or their entire curriculum to be individualised. IEPs are usually provided when the curriculum planning required is to be ‘significantly’ different from the class curriculum. Involvement with group work or extraction for a number of sessions a week does not normally meet the criteria for an IEP.
Co-ordinated Support Plan (CSP) – Targeted Support
A CSP is the only statutory educational plan. It was developed to help identification and ensure provision of services for children or young people, whose additional support needs arise from complex, or multiple factors, which have a significant adverse effect on their school education and are likely to last at least a year, and which require support to be provided by an education authority and at least one other non-education service or agency. It is a legal document and aims to ensure that all the professionals, the child/young person and the parents/carers work together and are fully involved in the support .
Child Plan – Targeted Support
In line with the 2014 Children and Young People Act and the ‘Getting it right for every child’ approach, many children and young will now have a Child’s Plan. Child’s Plans are created if a child or young person needs some extra support to meet their wellbeing needs such as access to mental health services or respite care or help from a range of different agencies. The Child’s Plan will contain information about:
- Why a child or young person needs support
- The type of support they will need
- How long they will need support and who should provide it.
All professionals working with the child would use the plan, which may include an IEP or a CSP. Where there is a Child’s Plan and targeted interventions to support a child or young person and parents, there will be a Lead Professional to co-ordinate that help.