Fillable Printable Meeting Special Educational Needs
Fillable Printable Meeting Special Educational Needs
Meeting Special Educational Needs
Meeting Special Educational Needs
INDIVIDUAL EDUCATION PLANS
Early Years
Contents:
General guidance
Blank proformas
Exemplars for a range of needs.
This information was found on the following website:
http://www.shropshireonline.gov.uk/sen.nsf/open/5F1F3F90DE92EE8D80256CD2004B41FA/$file/IEPs.pdf
Contents
IEPs
1. General guidance
2. Sample proformas - early years
3. Completed exemplars for early years
INDIVIDUAL EDUCATION PLAN (IEP): GENERAL GUIDANCE
Name: Date of Birth: Age: Staff Involved: SENCO:
IEP Start Date: beg. term Review Date: end term Signed: Signed:
Strengths:
Positive attributes to activities
Preferred learning style
Interests
Areas to be developed (each area should have a corresponding target):
Area/s to be prioritised
The aspect of the prioritised area/s to be targeted
Targets Strategies Provision Success Criteria Achieved
To be addressed in an appropriate
specified time
Any specific approach/method/
programme to be used
Is extra adult support needed? If so,
who is to be involved in the delivery?
Monitoring and assessment
arrangements
How the targets can be evaluated
Date or
notes to
inform
future
action
Specific
Measurable
Achievable
Realistic/achievable
Time related
(Easily negotiated)
How the work may need to be
differentiated to meet the
individual need
- by the way it is presented
- equipment/materials used
- 'additional to and different
from...'
Additional materials/equipment
necessary
How achievement can be measured
Usually begin with:
- 'To know'
- 'To be able'
- 'To produce'
When and where the support will take
place, e.g. in class during group time
The time allocated for the session, e.g.
20 min.
Usually ends with:
- 'By ... (date) ... (name) will
achieve...' e.g.
- 4/5 times
- with 80% success
- on 5 consecutive occasions
Parent/Carer Involvement:
Home/school link arrangements
Strategies/activities for home
Pupil's View:
The view shown/expressed by the pupil
Additional Information:
Other agencies involved, e.g. EP, SALT, etc.
Relevant medical information
Evaluation and future action:
What progress/concerns/issues have arisen. The next steps to be made. Further contacts/advice needed.
Nursery/Pre-school: INDIVIDUAL EDUCATION PLAN (IEP) Early Years Action/Action Plus
Name: Date of Birth: Age: Staff Involved: SENCO:
IEP Start Date: Review Date: Signed: Signed:
Strengths: Areas to be developed (each area should have a corresponding target):
Targets Strategies Provision Success Criteria Achieved
1.
2.
3.
Parent/Carer Involvement: Child's View: Additional Information:
Evaluation and future action:
Nursery/Pre-school: INDIVIDUAL EDUCATION PLAN (IEP) Early Years Action/Action Plus
Name: Sarah Black Date of Birth: Age: 4.6 Staff Involved: SENCO:
IEP Start Date: Review Date: Signed: Signed:
Strengths:
Enjoys making things, construction toys. Likes food.
Areas to be developed (each area should have a corresponding target):
Communication, language and literacy.
Targets Strategies Provision Success Criteria Achieved
1. To be able to recognise own
name.
Play at hunting for the name - toy try to
find it.
Match name card to name on items
made, book bag.
Find name on register.
Favourite toy.
Name cards.
Adult to support - individually and then
in group.
To take name card to register/task board
every day for one week.
2. To be able to listen and follow
one instruction.
Establish eye contact when name said.
Give one instruction to do in role play -
"I want some apples from the shop" -
repeat and complete instruction.
All relevant adults.
Adult support and observation when
following an instruction.
Appropriate stimulus.
To establish eye contact, repeat the
request and follow the instruction 4/5
times.
3. To join in with a story.
Read repetitive stories daily in group
time.
Predict the story from pictures of a 'big'
book before reading.
Repeat with small version of the text.
A bank of books with clear pictures,
repeating predictable text.
Adult to model with small book and
expect response.
To 'read' from the pictures 4/5.
Predict the word if a pause is left.
Join with the group story.
Parent/Carer Involvement:
Match name to labels at home. Make a book of things
known/ photographs - predict.
Child's View:
Wants to find name before adult. Likes photographs of pets
and toys.
Additional Information:
SALT involvement - regular checks.
Evaluation and future action:
Will follow one instruction but does not repeat the request. 'Reads' pictures alone to toy but not with others. Reluctant to make eye contact. Continue targets - bring toy in group, adult use
toy as a puppet to gain attention, communication.
Nursery/Pre-school: INDIVIDUAL EDUCATION PLAN (IEP) Early Years Action/Action Plus
Name: Charlie Smith Date of Birth: Age: 4.1 Staff Involved: SENCO:
IEP Start Date: Review Date: Signed: Signed:
Strengths:
Riding a trike and playing in the sand. Self-help skills good. Will look at a book
with an adult.
Areas to be developed (each area should have a corresponding target):
Expressive language. Motor skills.
Targets Strategies Provision Success Criteria Achieved
1. To be willing to talk to Sue
when playing in the sand.
Using appropriate vocabulary
in a shared conversation.
Sue to play alongside Charlie in the
sand sharing equipment and modelling
ways of using it and talking about the
activity.
Daily small group story with picture
books.
Sue to focus on Charlie every day in
child-led play and to meet regularly
with Mum to talk about the things she
talks about with him.
Tells Sue what he is making/doing in
the sand on 3 occasions in a week.
2. To be able to jump from small
benches landing safely, and to
be able to climb up the slide
with an adult.
Encourage activities with benches and
slides demonstrating how to jump - see
attached plan for developing motor
skills.
Story time with Sue and a small group -
focus on books about lorries and
diggers.
Asks to show Sue or Mum how he can
jump safely - to show pleasure in
achievement.
3.
Parent/Carer Involvement:
Mum to look at picture books with Charlie and Gran will
take him to the park at the weekend
Child's View:
"I got a digger at home - Mum says I take it to nursery, don't
like painting."
Additional Information:
Waiting for a hearing check. Contact also made with speech
therapist. Mum will take Charlie to the clinic.
Evaluation and future action:
Nursery/Pre-school: INDIVIDUAL EDUCATION PLAN (IEP) Early Years Action/Action Plus
Name: Greta Gun Date of Birth: Age: 3.2 Staff Involved: SENCO:
IEP Start Date: Review Date: Signed: Signed:
Strengths:
Relates well to adults. Enjoys role play. Expressive language - likes to talk about
father in the army.
Areas to be developed (each area should have a corresponding target):
Positive social interaction with peers.
Targets Strategies Provision Success Criteria Achieved
1. To sit for 2 minutes at story
time.
Space to sit.
Toy to hold.
Own copy of small book with supporter.
Small version of big book used.
Practitioner sit near during story time.
To sit for 2 minutes 4/5 times.
2. To line up without pushing in
at home time.
Remind of rule prior to time.
Ensure time in queue is short.
Praise all 'good soldiers'.
Practitioner to monitor and give
immediate praise.
Allow 'good soldiers' to go first.
To line up appropriately 4/5 times.
3. To separate from parent
without a tantrum, with
support
See 'Building Bridges' p.13.
Allow to bring in comfort toy.
Name card.
Photographs.
Visual task board.
Consistent key worker.
To join group with parent 3/5 times.
To join group with key worker 2/5
times.
Parent/Carer Involvement:
To encourage social activities, playing with other children.
Child's View:
Enjoys attending nursery. Wants to be a 'good soldier'.
Additional Information:
Only child. Father often away from home.
Evaluation and future action:
