Reviewing the Individual Education Plan (IEP)

At 'School Action' and 'School Action Plus' IEPs should be reviewed at least three times a year by the class teacher and/or the SENCO. Ideally IEPs should be kept under continual review. If there is a problem the SENCO should not wait for a review before making changes. Staff should consult you as part of the review process and ask your views about your child's progress. Reviews should not be too formal. Usually the school would invite you and the therapist to contribute to the setting and review of targets for your child.

The review should look at:

  • Progress made by your child
  • Your views
  • Your child's views
  • The effectiveness of the IEP
  • Issues affecting your child's progress
  • Updated information and advice
  • Future action - changes to targets, strategies
  • Dealing with particular issues
  • Any need for more information on your child etc.

Your child's progress should be recorded on the IEP and new targets set.

At some point the teacher might advise that your child no longer needs the support of 'School Action Plus' as therapy has been completed and your child is no longer stammering, or is managing his speech successfully so that it does not hinder his progress. There should be a meeting when this decision is explained to you and you can express your views. If you are happy with that decision then the additional support may cease and your child will be monitored in the normal way. If however, you feel that some additional support for his speech within the class would still be helpful you could request that he remains on 'School Action' until it seems appropriate to remove him from that.

While your views would always be taken into account the final decision on these matters rests with the school and you would need to complain formally through the school complaints procedure if you are dissatisfied. See in this resource When you have to make a formal complaint.

For the future

The BSA receives many enquiries from parents of primary school children who are making an application to a secondary school. Parents are often unaware that if they want to argue that their child's stammer makes him more likely to have his needs met in a particular school, which may be oversubscribed, they have to have evidence that his stammering has affected his learning in some way.

The best form of evidence of this is to have had your child placed on the special educational needs register at some time at 'School Action Plus' because he is or has been receiving therapy and has had additional support in the primary school. You should make a note of the dates of that placement and keep a brief note of the meetings that took place and the reviews of his IEP. Parents can then use this information as supporting the child's social and medical needs when making the application to secondary school.

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Text for this page: Reviewing the Individual Education Plan (IEP)
Text for this whole section: How to get support for learning for your primary school child who stammers