PERSONALISED SUPPORT PLANS
A plan that fits, and that school can use.
Plans for children with autism, ADHD or MLD. Strengths-based, policy-anchored, and ready to hand to your SENCO.
Most support plans end up in a drawer because they were written about a child, not with them. We build yours differently: slowly, with the child at the centre, in the language of the SEND Code of Practice so schools and Local Authorities take it seriously.
Every plan is anchored to the graduated approach, the four broad areas of need, and where relevant, the EHCP framework. That way it holds up in a SENCO meeting, an annual review or a tribunal.
GROUNDED IN
UK SEND best practice for autism, ADHD and MLD
- ✦SEND Code of Practice 0–25 · graduated approach §6.44
- ✦SEND Code of Practice · SMART outcomes §9.66
- ✦Children and Families Act 2014 · EHCP Sections A–F
- ✦Equality Act 2010 · reasonable adjustments
- ✦NICE NG43 · transition between services
- ✦Person-centred planning · Helen Sanderson Associates
How a plan is built
✦Five steps. Slow on purpose.
01
Listen
Careful conversations with you, your child (in the way they communicate), and, with permission, school.
02
Map needs
We map across the four areas of need (§6.28): Communication & Interaction, Cognition & Learning, SEMH, Sensory & Physical.
03
Write outcomes
SMART, strengths-based outcomes written with you, not done to you. Aligned to EHCP Section E where relevant.
04
Share
A clean, school-ready document you can hand to the SENCO. Plain English and policy-anchored.
05
Review
Built-in Assess–Plan–Do–Review cycle (§6.44). We revisit every term and adjust.
What's inside a plan
✦The five sections every plan contains.
One-Page Profile
Strengths, what works, what doesn't and what matters to your child, in their voice where possible. Person-centred (SEND CoP §1.1).
SMART outcomes
3–5 specific outcomes built around strengths, not deficits. Maps directly to EHCP Section E if you're applying.
Classroom adjustments
Reasonable adjustments under the Equality Act: sensory, executive function, communication and learning. Specific enough for a supply teacher.
Home strategies
What helps at home with regulation, demands, transitions, sleep and screens, written so the whole family can follow it.
Review schedule
When we check in, what we look at, who's involved. Aligned to school SEN Support review cycles.
Policy alignment
✦How each section maps onto UK SEND policy and the EHCP framework.
WHO IT'S FOR
- ✦ Children and young people with autism, ADHD or MLD
- ✦ Families preparing an EHC needs-assessment request
- ✦ Families with an existing EHCP that isn't working
- ✦ Children on SEN Support whose plan needs strengthening
- ✦ Families switching schools or transitioning phases
- ✦ Home-educating families wanting structure without school
Quick answers
✦Will school actually use the plan?
Most do, because it's written in the language of the SEND Code of Practice, references the duties they're already under, and gives them clear, do-able adjustments. I can also join a SENCO meeting (remotely) to walk through it.
Is this the same as an EHCP?
No. An EHCP is a legal document issued by the Local Authority. A personalised support plan is a working document that helps you live with your child's needs day-to-day, and it doubles as strong evidence if you do go for an EHCP.
How long does a plan take to build?
Typically 3–5 sessions across 4–6 weeks. Slower if life is busy, faster if you're up against a school deadline.
A note on language: I follow each family's preference, whether that's identity-first ("autistic"), person-first ("has ADHD"), or "moderate learning difficulty" as defined in the SEND Code of Practice. Support is strengths-based across autism, ADHD and MLD.
NEXT STEP
✦Build a plan that travels with your child.
Start with the free assessment. We'll decide together whether a full plan is the right next step.
ASSESSMENT
No cost. No pressure.