Guidance for Individual Educational Programmes: Individualised Educational Programmes for children and young people with complex and profound needs

Many special schools and units/provisions in mainstream schools may use ASN milestones or other subject specific/life skills programmes to track and plan learning for the children and young people within their groups and classes.

This is therefore the main planning format within the class or group in which the learner is being taught. An IEP for curricular input may not be required in addition to this.

A child or young person may still have personalised measurable outcomes (targets) within wider a Child/Young person or ASL plan which may be focussed on cross curricular elements of their development that would be reviewed asappropriate within the local authority’s guidelines for this.

Many ASN needs (and outcomes) in a specialist setting may be met at a universal level within due to environmental, support and resources available.

As with all settings, the outcomes (targets) would be related to aspects of the individualised ASN over and above what is available at the universal stage of intervention applicable to that setting.

Taking all of the above into account a standalone IEP would only be required in exceptional circumstances. Most IEP outcomes (targets) should be represented within ASL planning already in place for the child or young person.