2. My Support Plan
In preparation for developing this plan, it is recommended that a child centred conversation has taken place with the child/young person and family and a One Page Profile is developed to be shared during the Team Around the Child (TAC) / Team Around the Young Person (TAYP) meeting.
If the child/young person is unable to communicate their thoughts and views verbally, think of using alternative forms of communication or capturing through observation.
The ‘My Support Plan’ document supports you on delivering and recording the graduated approach. (SEND CoP 2015)

3. Consent and Data Protection Information
Child /Young Person’s full Name:
DOB:
Date:
School/Setting/Venue:
Parent/ Child’s Consent for Information Storage and Information Sharing:
I, __________________________________________________________________ consent to the personal data recorded on this form being collected, processed and stored for the purpose of providing services to:
I consent to the sharing of information between professional services that will directly support my child/me. I agree that information can be shared between these agencies for the purpose of carrying out an assessment or ongoing progress monitoring.
The London Borough of Hillingdon, in its capacity of Data Controller, holds certain information about you and/or a child or young person (“personal data”) mentioned in this form which it needs to process for the purpose of providing the service of arranging and administering the assessment and Special Educational Needs Support Plan. We collect and process your personal data to allow us to provide this service. By ticking the box or boxes above, you are consenting that we can collect and process your personal data and the personal data of a child or young person mentioned in this form for the purposes set out. You have the right to withdraw your consent at any time by contacting:
For further information including details about our retention policy please refer to the London Borough of Hillingdon - Data Protection Privacy Notice which can be found on
Child or young person for whom I am a parent
Child or young person for whom I am a carer Me
Signature:

4. NAME's One Page Profile Important to me/ NAME: Photo (Optional)
My/ NAME strengths, talents & interests:
I/ NAME like:
My/ NAME aspirations:
I / NAME need help with...
(include diagnosis/identified needs)
Early Years / Primary age template
Please remember the child/young person and their family can choose which One Page Profile template they wish to use.
One Page Profiles can be personalised, e.g. adding images, changing font and colours.
Completed by: Date: Review date:

5. NAME's One Page Profile Important for NAME:
What People like and admire about me/ NAME:
You may need to know: (allergies, languages spokes, religion etc)
I/ NAME dislike & what to do:
How _____ / I like to communicate and be involved in making decisions:
My/ NAME's support network:
Early Years / Primary age template
Please remember the child/young person and their family can choose which One Page Profile template they wish to use.
One Page Profiles can be personalised, e.g. adding images, changing font and colours.
Completed by: Date: Review date:

6. NAME's One Page Profile Photo (Optional) Important to me/ NAME:
I/ NAME like:
I/ NAME dislike:
My/ NAME's strengths, talents , interests & what I wish to do in the future:
Completed by: Date: Review date:
Secondary age / further education
Please remember the child/young person and their family can choose which One Page Profile template they wish to use.
One Page Profiles can be personalised, e.g. adding images, changing font and colours.

7. NAME's One Page Profile Important for me/ NAME:
What other people like & admire about me/ NAME:
What has changed for me/ NAME: (comparison / update)
Parents / Carers views:
Completed by: Date: Review date:
Secondary age / further education template
Please remember the child/young person and their family can choose which One Page Profile template they wish to use.
One Page Profiles can be personalised, e.g. adding images, changing font and colours.

8. People Involved with me/ NAME
Name and Role: (chair and plan writer recorded)
Attended /Apologies
Signature and contact details
(including addresses)
Report included
Date of Report:
Length and frequency of involvement and date of last contact
Instructions for use of this template e.g. duplicate this form; should be deleted as page is completed.
Duplicate this form if / when new meeting is held or additional professionals involved

9. My/ NAME's Achievements and Development Record
(Add photos, artwork, files, reports and comments etc here sharing ______’s / my development as you observe them)
Duplicate this page as needed, add date of new information or review. Use Post-it notes, attachments and embedded links etc, to add information if appropriate
You can add achievements to be discussed either at the beginning or end of the meeting depending on child/young person’s attendance at the meeting e.g. if the child/young person is attending the beginning of the meeting it may be more important to share their achievements at this point.
Instructions for use of this template e.g. duplicate this form; should be deleted as page is completed.

10. Background Information
This information should be prepared with the child/young person/their parents before the meeting; along with the One Page Profile
Where are we now? (What has been happening recently from the parent’s child/young person’s perspective?
What is working for the child/young person and the family?)
Instructions for use of this template e.g. to duplicate page/tips etc; should be deleted as page is completed.
When reviewing plan, please refer to the master copy for slide instructions/tips.
You could gather this background information through holding a pre- meeting or telephone conversation with young person/parents.
Duplicate page and add new date as new information is known and relevant

11. Background Information
Child / young person and families’ priorities: (This forms the agenda for the TAC/TAYP meeting)

12. Aspirations for my/ NAME's future
Tip:
Remember he/she can contribute their views/choices using alternative forms of communication.
What are my/his/her or parents’ aspirations for the future?
(This information should be prepared with the child or young person and their parents before the meeting)
Tip:
Aspirations are likely to change as we grow and develop. Ensure to review these with the child or young person.

13. ‘Important to’ and ‘Important for’
Tip:
This section should be used to extend your person centred discussion
(Information to be gathered for or at the TAC/ TAYP meeting)
Important to: (What really matters to the child/young person from their perspective. What makes them feel happy, comfortable, content, fulfilled etc.)
Important for: (What help or support is needed to stay healthy, safe and be a valued member of their family, nursery, school, community etc.)
Child/ Young Person
Parents/ Carers views:
Views from others

14. Team Around the Child (TAC) / Young Person (TAYP) meeting
PERSON CENTRED PLANNING
Flip-charts, posters and use of IT are good ways to allow everyone to contribute
Child / Young Person’s views: (Strengths, talents and what I / NAME need support with)
Parent’s / Carer’s Views: (Strengths, talents and what I / NAME need support with)
Views from others: (Strengths, talents and what I/ NAME need support with)

15. Communication and Interaction:
Tip:
Remember not all children will have needs in all four areas
Please provide details of attainments and progress over time. Include curriculum details and records; such as tracking data.
Strengths:
Special Educational Needs: (areas for development)
Attainment and Progress over time:

16. Cognition and Learning:
Tip:
Remember not all children will have needs in all four areas.
Please provide details of attainments and progress over time. Include curriculum details and records such as tracking data.
Strengths:
Special Educational Needs: (areas for development)
Attainment and Progress over time:

17. Social, Emotional and Mental Health:
Tip:
Remember not all children will have needs in all four areas.
Please provide details of attainments and progress over time. Include curriculum details and records such as tracking data.
Strengths:
Special Educational Needs: (areas for development)
Attainment and Progress over time:

18. Sensory and /or Physical needs:
Tip:
Remember not all children will have needs in all four areas.
Please provide details of attainments and progress over time. Include curriculum details and records such as tracking data.
Strengths:
Special Educational Needs: (areas for development)
Attainment and Progress over time:

19. Guidance for Outcomes: Plan-Do-Review
Agree and set the Outcomes
Plan and outline the small steps needed to meet the Outcomes.
Identify the support required to achieve the Outcomes. DO
Provide the support agreed to achieve the Outcomes.
Update plan, as and when the Outcomes are achieved.
REVIEW
Review achievement of the Outcomes. What progress has been made against each of the small steps? (use the scoring criteria to identify progress: Achieved = 2, Emerging= 1, Not yet achieved= 0)
If necessary; duplicate pages to set a new Outcome e.g. “ Planning Outcomes” and “Outcome 1, 2, 3” to set new small steps.
If Outcomes remain applicable, review and set new 'small steps'.
Continue this process as required at each review stage.
Tip: We would encourage a formal review of the progress made towards the Outcomes every 6 months. However, some children/young people may require a review at 3 months or in advance of key transition stages. Ensure that the child/young person and parent/carers are always involved in the reviewing process of this plan. Their priorities and views on the progress made towards their child/young person achieving their Outcomes should be captured and updated within the 'Where are we now' section.

20. Planning Outcomes Are they SMART? Date: 1)
What might I / NAME need to help achieve
my/his/her outcomes:
My / NAME's outcomes are: 1) 2) 3) 4)

21. Aspiration: Review Date: Agreed Outcome 1: Review of Outcome 1:
What are the small steps to achieve my/ NAME ’s outcome?
What support do I need?
(What, who, when, how often?)
How will I know I have achieved this?
Date for Review
Evaluation / Review
(Has expected progress been made? If not, what are the next steps for me?)
Scoring(0-2)
Review of Outcome 1:

22. Aspiration: Review Date: Agreed Outcome 2: Review of Outcome 2:
What are the small steps to achieve my/ NAME's outcome?
What support do I need?
(What, who, when, how often?)
How will I know I have achieved this?
Date for Review
Evaluation / Review
(Has expected progress been made? If not, what are the next steps for me?)
Scoring (0-2)
Review of Outcome 2:

23. Aspiration: Review Date: Agreed Outcome 3: Review of Outcome 3:
What are the small steps to achieve my/ NAME's outcome?
What support do I need?
(What, who, when, how often?)
How will I know I have achieved this?
Date for Review
Evaluation / Review
(Has expected progress been made? If not, what are the next steps for me?)
Scoring(0-2)
Review of Outcome 3:

24. Provision Map
Tip:
This can be replaced with your school’s own version if already completed and in use
Summary of additional provision put in place this year
Schools resources used £
Programme of additional provision (links to steps towards outcomes)
Delivered by (e.g. SENCo, HTLA, TA)
No. of hours per week
No. of weeks delivered
No. of children in group
Projected outcome (what will be the impact of intervention?Remember to use smart targets)
Outcome met Y/N?
If the outcome was not met, please say why
Total cost
(Hourly salary incl on costs x hours per week x no. of weeks)
Total should be divided by the number in the group

25. We also discussed the following
(Important information that may impact on the child/young person such as illness, family events and recent or relevant information about assessments /appointment, which have not already been included in the plan)

26. Any further actions:
Action:
By whom and by when: