Who needs an SEND Support Plan?


The majority of children and young people with SEND will be supported within their mainstream early years setting/school/college through the graduated approach, quality first teaching, targeted and personalised support. All schools have notional funding to allow them to do this. The Local Area has also provided additional predictable needs funding to further  strengthen mainstream provision in the local area. 

All children and young people on the SEND register need a SEN Support Plan (SSP). It should include all barriers to learning, the provision to meet each identified barrier to learning (need) and outcomes. It should be reviewed, as well as the CYP’s progress, with the parent/carer/YP at least termly. SSPs are the more ‘dynamic’ process to support children and young people as they include shorter term targets ie the steps towards the outcomes. An SSP will also enable families to identify appropriate partners that could be engaged at the appropriate time (the right provision at the right time, which could include Social Care, Health, Therapies and Educational Psychologists)

An SSP - sometimes called IEP (Individual Education Plan) or Passport or Inclusion Plan - should have 4 main areas

  • Pupil’s views, aspirations, strengths and wishes
  • Barriers to learning (SEN)
  • Outcomes sought
  • Provision to meet those needs and achieve the outcomes.

SSPs should be reviewed termly with families and the child/young person as part of the Assess, Plan, Do, Review cycle (graduated approach).  As the reviews take place termly, effective ‘fine tuning’ of interventions and strategies can take place thus ensuring progress.  

Where a pupil is receiving support for SEND - whether through school’s resources or through an EHCP - schools should talk to parents regularly to set clear outcomes and review progress towards them, discuss the activities and support that will help achieve them, and identify the responsibilities of the parent, the pupil and the school. Schools should meet parents at least three times each year. 

Preparing for Adulthood starts early!

Preparation for adulthood starts from the earliest years for all young people. Conversations about the future and dreams of becoming a police officer, ballerina, sports star or astronaut are common for all children. Their future should hold personalised opportunities for 

  • Future jobs and further education or training options to help achieve job goals

  • where to live in the future, and how you could live independently

  • things to do in the community ( interests and hobbies)

  • future health needs

Children and young people with a SSP should have regular discussions with parents/carers and their teachers about future plans and support needs as an adult but you won't have a specific preparation for adulthood review.

Whether for children and young people with an SEN Support plan or for children with an EHC Plan, preparing for adulthood must be a focus in reviews from year 9 at the latest.

A text version of the Key Considerations for Outcomes diagram is available here. 


29/06/2021, 12:24:43