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Needs Code February 2017

Draft%20Additional%20Learning%20Needs%20Code%20February%202017

11.15 In addition to the

11.15 In addition to the mandatory requirements, the IDP should also include any communication and/or access requirements relevant to the child, young person or their families, which may require consideration in order to facilitate their attendance or participation at any IDP meetings. A summary of how to communicate more generally with the child or young person and engage them in decision-making might also be useful. 11.16 Where of use, the IDP should also include the child or young person’s Unique Learner Number (ULN) if allocated. The views, wishes and feelings of the child, child’s parent or young person i. A summary of the child’s, child’s parents or young person’s views, wishes and feelings. 156 11.17 This could include details about play, health, independence, communication, the people that the child or young person considers important to them (family, friends or paid staff), friendships, aspirations about, for example, education and career, independent living and community participation, or anything else the child, child’s parent or young person considers important.. 11.18 The plan should make clear whether the child, child’s parent or young person are being quoted directly, either from something they have said or written. 11.19 Where the IDP involves a young person, if appropriate and with the young person’s consent, a young person’s parent’s views, wishes and feelings can also be recorded within this section. One-Page Profiles 11.20 One way of having regard to the views, wishes and feelings of the child or young person is through the creation of a one-page profile. 11.21 Such profiles provide key information about a child or young person in a format that can be quickly shared and understood. They describe a child or young person’s character, their gifts and talents, what is important to them, and the best way to support them. 11.22 One-page profiles are developed and revised with the active involvement of the child or young person to ensure that their voice is heard. They provide a positive rounded picture of their interests and outline what is important both to and for the child or young person. For children of compulsory school age, parents might be involved in developing one-page 156 The school, FEI or local authority is required to have regard to these views when preparing the IDP. See Chapter 3 for more about this duty. Page | 108

profiles and, for very young children, parents will provide the information about the child’s interests and support needs. 11.23 A good one-page profile would include what: others value, admire and appreciate about the child or young person; is important to the child or young person from their own point of view; and is objectively important for the child or young person. 11.24 There is no one way to develop and present a one-page profile and the style and language should reflect the individuality of the child or young person. However, for a profile to operate effectively, it is important that everything included within it is accurate, clear and easy to read. It should focus on the positives and be short and specific, yet include enough detail so that anyone can use the information straight away. Record of information used to develop the IDP i. A summary record of discussions at meetings held in relation to the development of the IDP, relevant and recent advice and evidence and the details of those that have contributed to the development or review of, or provided information or evidence in relation to, the IDP; 11.25 The record of discussions held in relation to the development or review of the IDP need not be a verbatim record; rather a summary of what was discussed and by whom. 11.26 The written advice or evidence would include recent reports and assessments undertaken by the school, FEI or local authority responsible for the IDP and by other agencies or professionals, such as relevant health and social care reports. It might also include any data which supports the identification of ALN, such as attainment data. The full report(s) can be provided in an annex. 11.27 For those IDPs which have been in existence for some time, it would also include information arising from the recent monitoring of the ALP and the tracking of data and targets, including analysis of whether the ALP detailed has led to the intended outcomes. 11.28 It may be helpful if the information gathered is organised under the headings: What is important to the learner; What is important for the learner; What is working and should be built on; and What is not working and needs to change. Page | 109

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