The Code of Practice states:
"It is for schools to determine their own approach to record keeping in line with the requirements of the Data Protection Act 1998.
Schools should particularly record details of additional or different provision made under SEN support. This should form part of regular discussions with parents about the child’s progress, expected outcomes from the support and planned next steps. They should ensure that they have accurate information to evidence the SEN support that has been provided over the pupil’s time in the school, as well as its impact.
Schools use information systems to monitor the progress and development of all pupils. Details of SEN, outcomes, teaching strategies and the involvement of specialists should be recorded as part of this overall approach.
The school should readily share this information with parents. It should be provided in a format that is accessible".
There are a range of different ways for schools to document their provision at the graduated response - this depends on the level of the child/young person's needs and the level of support that is being provided. There are different terms used to name these documents, including Personal Support Plans, Individual Support Plans, Individual Education Plans. A looked after child will also have a Personal Education Plan (PEP).
The SEND Code of Practice (2015) states:
"Provision maps are an efficient way of showing all the provision that the school makes which is additional to and different from that which is offered through the school’s curriculum. The use of provision maps can help SENCOs to maintain an overview of the programmes and interventions used with different groups of pupils and provide a basis for monitoring the levels of intervention.
Provision management can be used strategically to develop special educational provision to match the assessed needs of pupils across the school, and to evaluate the impact of that provision on pupil progress. Used in this way provision management can also contribute to school improvement by identifying particular patterns of need and potential areas of development for teaching staff. It can help the school to develop the use of interventions that are effective and to remove those that are less so. It can support schools to improve their core offer for all pupils as the most effective approaches are adopted more widely across the school".
The Department for Education publishes a range of further information and resources about provision mapping.
Pupil passports or One page profiles
It is important to create a range of opportunities to allow for pupil voice, consultation and contribution. A pupil must feel involved and supported. It is good practice to ensure that pupils on the SEND register have a pupil passport or one page profile.
Pupil passports and One page profiles are brief and usually include:
- information about the pupil and a photograph
- a description of the pupil in the pupil’s own words (I would like you to know that…)
- more information in the pupil’s own words to inform teachers and others who work with them (This means that…)
- key areas that are difficult for the pupil, agreed after discussion (I find it difficult to…)
- practical strategies and tips to support the identified areas of needs (It would help me if you could…)
- agreed strategies and practical solutions for the pupil (I will help myself by…)
- any additional support the pupil receives, for example teaching assistant support, speech and language therapy
- access arrangements such as extra time, a reader/scribe
- a summary of key information for ease of reference.
Personal support plans/Individual support plans/Individual education plans
When a pupil is causing more concern and has greater need it is important that formal opportunities are created to discuss priority needs, targets and aspirational outcomes as well as provision and professional support. SENCOs should adhere to the Code of Practice and organise ‘assess, plan, do, review’ meetings and records need to be kept using the pupils Personal Support Plan.