Title: Writing Effective Individual Learning Plans
Author: Karen Halley
Company: Wokingham Borough Council

Writing Effective EY Intervention Plans - EYIPs

General information

EY Intervention Plans (EYIPs) are decided on and planned in collaboration with the:

o	Practitioner
o	Child’s Parents
o	SENCO
o	Child, where possible

There isn’t a shortcut to planning EYIPs – they are unique and specific to the child. They are based on the Assess, Plan, Do, Review process as outlined in the SEN Code of Practice 2014

Individual targets – should be ‘SMART’

•	Specific -          be specific about the child’s needs, current skill level and the provision put in place;
                                       ‘what’ is it that the child will be able to do?

•	Measurable  - so everyone knows when the targets have been achieved. 

•	Achievable  -   so everyone knows that the targets can be reached and how?

•	Relevant -       written concisely and based on the child’s learning profile so that everyone                                  understands what the desired targets and longer term outcomes are.  

•	Time Bound – so everyone knows when the targets and outcomes should be achieved by and when reviewed.

EYIPs should:
•	reflect interventions to support progress from the point of a child’s strengths, interests, motivations and daily routines.

•	detail only as many targets/outcomes as the child can manage; normally no more than three

•	support the child to attain targets/outcomes which link to the point the child has already reached, i.e. next step.

Liaise with any other setting including child-minders that child attends to ensure consistency

Revisit targets/outcomes already achieved; they may need to be taught again or revised.

Only move on when the child has consolidated skills

If you have been working on a target for 2 terms and the child hasn’t made adequate progress, make sure it has been broken down sufficiently. If so move onto a different target, keeping a record of this. This is part of professionalism – have the integrity to acknowledge that an intervention isn’t working and change it.

Celebrate the child’s strengths, including those strengths which originate from motivations and interests   and what he/she can do!

Aug ’21