What is an Individual Education Plan (IEP)?

An IEP is a written plan that lists short term learning targets for an individual child. It should be regularly reviewed (at least twice a year) and should be shared with parents and with the pupil. It is good practice to involve the parents and the pupil in setting and reviewing the targets.

An IEP should list targets which are specific to the individual child (not targets that are applied to all children in a class). IEPs are working documents, and are a tool for teaching staff, as well as providing information on progress for parents.

If the school is setting targets for behavior, then the plan may be called an Individual Behavior Plan (IBP). In some schools there may be a Group Education Plan (GEP) that sets targets for a group of children who have similar needs or difficulties.

Do all children with special educational needs have an Individual Education Plan (IEP)?

No – an IEP is just one way of showing how a school is planning to support a child. School’s may use other ways – so do ask your child’s teacher if you would like to know how they work. Where schools use a system of individual planning and recording which covers all pupils, a child with special educational needs may not have a separate IEP, but records should still be available to show the individual targets for each child, the support they are receiving and the progress they are making.

This information is written for parents/carers who know that there child does have an IEP and would like to know more about them.

What should be in an IEP?

The IEP should include:
• Targets (three or four short term targets)
• Strategies (the teaching methods, activities to be used to help the child reach the targets)
• Provision (arrangements such as withdrawal for one to one work, small-group teaching, or equipment to be provided)
• Success criteria (how the school will decide if the target has been reached)

In addition, IEPs often include:
• Brief description of the child’s strengths
• Brief description of the areas they need to develop (their areas of difficulty)
• Suggestions for activities the parent or carer can carry out, or support they can provide
• The pupil’s view

The targets of an IEP should be ‘SMART’:
Specific
Measureable
Achievable
Realistic
Time bound

Examples of ‘SMART’ targets are:
• To sit for two minutes at story time
• To read and spell ten selected high frequency words
• To be able to count up to 50
• To produce an independent piece of written work (one side of A4)
• To recognize and name right, acute and obtuse angles in 2D shapes
• To record homework correctly in homework diary
• To put up hand to answer questions in class
• To line up for lunch without pushing

Examples of ‘woolly’ targets are:
• To be more independent
• To improve reading
• To behave appropriately
• To control temper

Success criteria are ways of measuring whether the child has reached the target, such as:
• John will sit for two minutes at story time on four out of five occasions
• Sue can correctly spell 10 out of 10 selected high frequency words on three occasions
• Ayesha puts her hand up in class to answer questions on two occasions each day
• Darren lines up for lunch without pushing on four out of five occasions

Reviewing IEPs

IEPs should be regularly reviewed. Depending on the age of the child and their particular difficulties, this may happen every half term, every term or twice a year. It is good practice for schools to involve the parent and the child in reviewing the IEP and in deciding on new targets.

At the review, the success criteria should be checked to see if the child has reached the target set. Sometimes, if the target has not been reached, it may be worthwhile to set the same target for a second time, but the same targets should not re-appear on IEP after IEP.
At the review meeting, new targets should be discussed and agreed. Parents should also be involved in identifying ways in which they can help their child reach their targets (for example, by helping with homework, or by supporting and encouraging at home).

How can parents make sure they see their child’s IEP?

Different schools have different ways of involving parents. Parents are more likely to be actively involved at primary school. Most secondary schools encourage the pupil him/herself to be involved in setting and monitoring targets.

Parents who are not involved in reviewing their child’s IEP may want to:
• Ask the class teacher or SENCO (Special Educational Needs Co-ordinator) if their child has one;
• Ask to have a copy of the existing and previous IEPs;
• Ask to be involved in future review meetings;
• If necessary, put the request in writing and address it to the head teacher.

If you are concerned about how your child’s school is helping them to progress then look at our factsheet: Working with your child’s school

You may also contact Parent Partnership Service for information, advice and support.

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Parent Partnership Service - Shropshire, Telford & Wrekin
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