Assess Plan Do Review - When a child isn't making expected progress

Most children and young people have their needs met by being provided with support and/or services which are available as part of the Norfolk Local Offer.

Therefore before any child or young person is considered for an EHC Plan it is expected that their educational setting will have:

  • Developed a One Page Profile showing that they have actively asked for and responded to the views of the child or young person and used this to support the child or young person
  • Planned, documented and put in place different, additional support and specialist advice to meet the child or young person’s identified needs
  • Checked and regularly considered whether the support put in place for the child or young person, is working effectively and outcomes are being achieved

By using the process of Assess, Plan, Do, Review over an appropriate period of time and for at least two cycles, the support can be tried and if needs be, adapted as part of a ‘graduated approach’.


Your child’s difficulties are assessed so that the right support can be given.  This should include, for example, asking you what you think, talking to professionals who work with your child (such as their teacher), and looking at records and other information.

This should be reviewed regularly so that the support provided continues to meet your child’s needs.

Sometimes advice or a further assessment is needed from someone like an educational psychologist, a specialist teacher or a health professional.


Your school (or other setting) needs to agree, with your involvement, the outcomes that the SEN support is intended to achieve, for example, how your child will benefit from any support they get.

Everyone who is involved will need to have a say in deciding what kind of support will be provided, and decide a date by which they will review this so that they can check to see how well the support is working and whether the outcomes have been or are being achieved.


The school (or other setting) will put the planned support into place.  The teacher remains responsible for working with your child on a daily basis, but the SENCO and any support staff or specialist teaching staff involved in providing support should work closely to track your child’s progress and check that the support is being effective.


The support your child receives should be reviewed at the time agreed in the plan.  You can then decide together if the support is having a positive impact, whether the outcomes have been, or are being, achieved and if or how any changes should be made.

Your school (or other setting) can use this Local Offer to see what help is available that may help achieve your child’s outcomes.

What is an Individual Education Plan?

The teacher will use different ways of teaching and different lesson materials to help individual children learn best.  This is called “differentiating the curriculum”.  It is a normal part of the teacher’s role.

When extra help is needed, this is called SEN support.  Schools have to decide what help is needed and then make sure it is effective.  To do this they may decide to write an Individual Education Plan (IEP).

IEPs are working documents drawn up by schools to plan support for children with special educational needs (SEN).  Parents should always have a copy of the IEP.

IEPs should only record support which is additional to or different from the differentiated curriculum available to all pupils.

IEPs should contain information on:

  • Short-term targets for the pupil
  • How the teaching will be different
  • Support which will be provided
  • When the plan is to be reviewed
  • How we will know when the plan has been successful
  • Have the targets been met (recorded when plan is reviewed)

Parents should be involved in the planning and reviewing of IEPs.  They may also be asked to help at home, for example by hearing their child read.  Children should be involved with their IEP at a level appropriate to their age and understanding.  It is important to encourage children to take an interest in their learning from the earliest age.

IEPs should be reviewed at least once every six months. It is even better to review them every term.  Very young children may have reviews more often than this because they are developing quickly and their needs may change quickly. Parents and their child should be invited to the review so they can take part in it.

Settings do not have to use IEPs because the Special Educational Needs and Disability Code of Practice 2014 does not refer to Individual Education Plans (IEPs), although it recommends using school-based plans to support pupils with SEN.  The Code does not prescribe a specific planning format and so there is nothing to prevent settings continuing to use IEPs or an alternative format as long as they have something in place.

If you are unsure about whether your child has an IEP, ask the Key Person (Ages 0-5) or your child’s class teacher or school SENCO.