IEP Policy

IEP Policy – Individual Development Plans

The school’s IEP policy has been designed as an integrated holistic approach to meet the specific needs of Breckenbrough pupils. There are 6 strands to the Breckenbrough System which is backed up by the Success Scheme and the Breckleys Bank.

1. Background information – produced by mentors with objectives from statement, targets from statement, areas of strength, anxieties and areas for development.
2. Individual Development Plan – produced by mentors with support of staff. It identifies key areas of development that reflect issues relating to education, emotion and behavioural issues. These are the core plans for young people’s progress through the school.
3. Individual Subject Plans – are produced by all teachers for all pupils that they teach. These plans identify strengths, areas of development and strategies to move forward. Strategies and targets are developed to allow pupils to move forward.
4. Individual Care Plans – are produced by unit staff and focus on life skills.
5. Individual Health Plans – are produced by unit staff for pupils where health issues are raised on the statement.
6. Short Term Plans – these are produced by the school psychologist where sudden and unexpected problems arise.
7. The Success Scheme – rewards are directly linked to the plans. Pupils earn credits for working towards their targets and can trade them in for experiences.

Aims

1. To help identify areas of concern.
2. To assist pupils in addressing areas of concern and to help them move forward.
3. To give guidance to staff for a consistent approach in addressing areas of concern.
4. To provide a system to explore and find constructive solutions.
5. To motivate and encourage pupils to address their problems and move forward.
6. To reflect issues identified in the statement and to provide evidence of progress.

The Process

1. The Induction Mentor

1. A member of staff who does not already act as a mentor will be allocated to each child to help with their induction. They will be introduced to the pupil on the first day.
2. The mentor will arrange a series of daily meetings with the new pupils (days off allowing) to see how they are getting on.
3. They will hold formal meetings with the pupil on Friday afternoons.
4. They will produce the first IDP backing sheet and the first IDP.

1. A literacy/numeracy assessment will be conducted by an external consultant.
2. A psychological assessment will be carried out by the School Psychologist (where it is possible this will include a home visit).
3. Academic reports including National Curriculum levels will be produced.
4. All reports will be completed by two weeks before the case review.

1. To be produced by the mentor with support from team leaders in time for first case review.
2. Based on statement objectives, additional information from educational, social and psychological report.
3. Additional information from parents completing a form ‘This is my son’.
4. Additional information from induction questionnaire by the pupil.
5. Additional information from interview and visit process.
6. Additional information from assessment.
7. To be saved in boy’s individual folder on DFS in IDP folder. To be saved in the format Background_year_month_day e.g. Background_2010_02_26

1. Mentor to write first IDP in preparation for interim review.
2. Holistic targets and strategies to be put in place.
3. IDP to be shared at teaching and care meetings prior to first interim review for further comment to be added.
4. The IDP to be saved in the boy’s individual folder on DFS in IDP folder. To be saved in the format IDP_year_month_day.
5. IDP to be reviewed at least every term.

1. Individual Subject Plans

1. All teachers produce an Individual Education Plan for each pupil that they teach. This plan is to be adapted every term.
2. For new pupils plans to be produced following first induction interim review.
3. The plan will identify the strengths, anxieties and areas for development in each subject area. The key points raised will include educational as well as behavioural issues. The information will come from the IDP background information sheet, the core assessment, the IDP, observations in lessons and pupil progress forms.
4. The plan will include strategies to be used to encourage more effective participation and greater success and will inform planning of lessons.
5. The plan will include termly targets which will be referred to in the termly reports and will therefore be reviewed every term.
6. The IEP to be saved in the boy’s individual folder on DFS in IDP folder. To be saved in the format IEP_year_month_day.

1. Unit staff will produce an Individual Care Plan. This will be done through the ILSA.
2. It will identify strengths, anxieties and areas for development in the wider experience of pupils. The information will come from the IDP background information sheet, the IDP and observations on the unit.
3. It will identify strategies to support the pupil to develop.
4. The ICP to be saved in the boy’s individual folder on the DFS in IDP folder. To be saved in the format ICP_year_month_day.
5. There will be termly targets which will form the basis for the Care report.

1. Unit staff will produce an Individual Health Plan for those pupils who have health mentioned as a priority on their statements or when a need is recognised.
2. (to be developed)

1. To be used where a pupil is providing additional concerns above the ordinary, short term plans devised by the school psychologist in liaison with the mentor and other key staff. The short term plan will be discussed at the educational team meetings on Friday and Care staff meetings on a Wednesday
2. The plan will be mentioned in morning briefing and reviewed at other meetings.

1. There will be a rolling programme of staff discussing each pupil in staff meetings every term.
2. Information from these meetings will assist with the monitoring of progress and provide evidence to develop the IDP further.
3. Opportunities to discuss issues can be raised for 10-to-9 meetings.

1. Line managers will discuss the mentor sessions and use of the various plans in supervision and performance management meetings.
2. Staff who have problems in identifying, setting, monitoring and evaluating policies should consult initially with line managers.

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