Child Planning Framework: Supporting documents
Any child or young person who requires additional support should have a plan to address their needs and improve their wellbeing. East Lothian's Child and Young Person's Planning Framework is based on the principles of GIRFEC to ensure that appropriate supports are in place to meet the needs of Children and Young People. Reviewing a child or young person’s progress is an essential part of the Child Planning Framework. A number of key documents are used at all levels of intervention i.e. Universal, Additional and Targeted levels of support.
Wellbeing Concern Form: used by all staff to record and raise wellbeing concerns which may need further assessment or action.
Child / Young Person's (C/YP) Minute and Action Plan
Used to:
- Record all minutes and actions arising from Child Planning Meetings (CPMs) with parents.
- Record, monitor and evaluate all supports and strategies implemented to support C/YP with Additional Support Needs (ASN).
This document is used for CPMs at all levels of staged support; Universal, Additional and Targeted.
Child/Young Person's (C/YP) Wellbeing Assessment
The Child/Young Person's (C/YP) Wellbeing Assessment is used at the Additional and Targeted levels of our Child's Planning Framework.
It is put in place when:
- Previous interventions at the Universal (School) level have not resolved the wellbeing concerns.
- Further assessment and interventions are required from an agency/agencies outwith education and there is a need to co-ordinate the planning.
- A multi-agency response is in place.
A Positive Support Plan aims to provide all staff, including supply or new staff working with a child or young person, with sufficient knowledge to assist them in reducing the risk of behaviours escalating to crisis point.
A Positive Support Plan is developed to support all staff working with the child or young person.
Individualised Education Plan (IEP)
The IEP is used for children and young people who require modifications to the curriculum to allow them to access learning opportunities.
It is put in place when:
- A child or young person's needs have been assessed, usually as part of a staged intervention process, and a plan is needed to individualise some or all of their curriculum.