Individual Education Plan Design
6 weeks · 0 milestones
Design a real IEP or equivalent individual support plan (EHCP support plan, learning support plan, or nationally equivalent document) for a specific anonymised student with additional needs. The plan must include: specific, measurable learning targets with a clear timeframe, support strategies with documented rationale for each, resource and staffing requirements, progress monitoring criteria and review date. Reviewed and signed off by a SENCO or special education coordinator who confirms the targets are appropriate and achievable for the identified student. This proof documents the STUDENT PRACTITIONER'S planning skills — not the student's personal details. Requires current DBS/background check clearance. Fully anonymised — no student or family identifying information.
Milestone map
Milestone map
3 milestones
Under the supervision of a SENCO or specialist teacher, review anonymised existing records for one student with identified SEND (school reports, prior assessments, parental input notes) and conduct a structured needs assessment using an approved framework such as the graduated approach (assess, plan, do, review). Interview or observe the student to capture their own voice and strengths. Compile a needs summary document that is entirely anonymised and covers all four areas of need from the SEND Code of Practice.
Proof required
Submit your anonymised needs summary (600–900 words) covering the student's strengths, identified barriers across the four SEND areas, existing provision in place, and the student's own stated preferences or targets — all using pseudonyms and no identifying details. Include a brief methodology note explaining how you gathered the evidence.
What gets checked
- All four SEND areas of need are addressed (cognition/learning, SEMH, communication/interaction, sensory/physical) — even if most are not primary for this student
- Student voice is explicitly represented — not just professional assessments; the student's own stated preferences or goals are documented
- Every reference uses a pseudonym or role descriptor; no names, dates, school names, or identifying combinations appear anywhere in the submission