ABSTRACT
This chapter discusses personalised learning plans. Once a potential special educational need (SEN) is identified, four types of action should be taken to put effective support in place. These actions form part of a cycle through which earlier decisions and actions are revisited, refined and revised with the growing understanding of the pupils needs and of what supports the pupil in making good progress and securing good outcomes. It is for schools and academies to determine their own approach to record keeping. But the provision made for pupils with SEN should be accurately recorded and kept up to date. Ofsted will expect to see evidence of the support that is in place for pupils and the impact of that support on their progress. When planning for pupils with autism, it is necessary to take into consideration the four areas of difference. Such as social communication, social imagination, social interaction, and sensory differences.
