ABSTRACT
The term IEP refers to both a process and a document. The document serves two key purposes:
educational: The IEP communicates the targets to be met and the anticipated learning outcomes to all involved in its delivery. The document triggers action. For example, for a parent of a child with a language delay this might simply be a diary in which they record their child’s response to ten minutes daily additional input focused around a few targeted key subject words. This action, agreed with the SENCO, aims to support their child in developing understanding and usage of subject related topic words. By recording their child’s response in a diary they monitor their part in the IEP and are able to provide summary information when it is reviewed. The same individual pupil would experience the class or subject teacher’s action. Action might also be taken by a specialist from an outside agency such as a speech therapist. Each person involved in the delivery of the IEP is responsible for their own action and reports back summary information to the SENCO at times of review. Such a system reduces the detail that has to be written on the IEP. Action underpins the Individual Education Plan.
accountability: The IEP acts as a summary document which provides evidence and evaluates the additional provision that has been allocated to the individual pupil. The IEP document is thus central to in-school and LEA review meetings. Schools need also to review their IEP documents so that school effectiveness in relation to SEN can be evaluated and areas highlighted for school development, budgeting and resource allocation.
