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Individual Education Plans (IEPs)

The Individual Education Plan (IEP) is a document for teaching staff to plan the education for children with special educational needs.

An IEP is a planning, teaching and reviewing tool. It should include what and how a child should be taught, although only needs to record that which is additional to or different from the curriculum for all children.

The IEP should be accessible and easy to understand, and should include information about:

  • short-term targets set for or by the pupil;

  • teaching strategies to be used;

  • provision to be put in place;

  • when the IEP is to be reviewed;

  • success criteria and/or exit criteria; and

  • outcomes to be recorded.

In schools, individual, achievable targets should be set relating to communication, literacy, mathematics and behaviour and social skills, in relation to the child’s needs.

It is essential that parents and pupils are involved in the preparation of IEPs and in the monitoring of progress.

IEPs should be reviewed at least twice every year, although often reviews will be held termly or more often, depending on a child’s needs.

Reviews of IEPs should consider:

  • progress made by the pupil;

  • parents’ views;

  • pupil’s views;

  • effectiveness of the IEP;

  • any specific issues that impact on a child’s progress;

  • any updated information and advice; and

  • future action, including changes to targets and strategies, addressing particular identified issues and whether there is a need for more information and advice about the pupil and how to access it.

Reviews of IEPs should not be confused with the Annual Review of a Statement of special educational needs, although the current IEP will be part of that review.