How effective do teachers perceive Individual Education Plans to be for informing planning in the Early Years Foundation Stage and Key Stage 1?

Abstract

This small-scale mixed method research project explores perceptions of the use of Individual Education Plans (IEPs) in a primary school. The project found that teachers tend to perceive IEPs of little value to the planning and teaching process, only consulting them as frequently as their school policy requires. It therefore examines factors which may increase their value. Findings suggest that increased pupil involvement in target-setting would aid the effectiveness of IEPs, along with a reduction in the number produced. The project also found that, in line with Department for Education (DfE) guidance, when the class teacher has greater involvement in the formulation of IEPs their perceived usefulness increases.