A one-page profile, a weekly support record, a review meeting report and an individual healthcare plan. Type straight into them and print, or print blank and fill in by hand.
Show worked example fills all four with a realistic case so you can see what good looks like. Show guidance adds a note under the sections people find hardest to write. Neither prints.
Save a copy downloads everything you have typed as a single file you can reopen and keep editing. Copy as text puts it on the clipboard to paste into your own system.
These follow the SEND Code of Practice 2015 and, for the healthcare plan, the statutory guidance on supporting pupils with medical conditions made under section 100 of the Children and Families Act 2014. Check against your own school’s policy before adopting them. Nothing typed here is transmitted anywhere. There is no upload, no account and no tracking — “Save a copy” writes your text into a file on your own device, and everything else stays in the page until you close it. That matters on a form holding a child’s health information.
Written with the pupil, in their words wherever possible · the sheet a supply teacher or new TA reads first
Ask other people, not just the pupil. Children often can’t answer this about themselves. Collect three or four from staff, family and classmates and read them back — the reading back matters as much as the writing.
In Jamie’s words, not a translation of them. This is what matters to him, which is not the same as what staff think is important for him. Keep both if they differ — just label which is which.
Specific and doable. “Be patient” isn’t support; “give the instruction, then wait ten seconds before repeating it” is. Write things a stranger could follow on their first morning.
A running record of sessions, kept by the adult delivering the support
Write what you saw, not how it felt. “Found it difficult” tells the teacher nothing they can act on. “Started after the third prompt, wrote four lines once the first sentence was scribed” tells them where to pitch tomorrow.
| Date & length | What we did, and what it was for | What happened — what they could do, what got in the way | Next step |
|---|---|---|---|
The things that explain a week rather than describe it. Tiredness, hunger, missing glasses, something that happened at break, a pattern across days. These are often the most useful lines on the sheet.
This box is the point of the sheet. A record that only logs difficulty leaves the next adult starting from scratch. Name the thing that shifted it.
Contains personal data. Store securely in line with the school’s data protection policy and retain only as long as the retention schedule requires.
Prepared before the meeting by the adult who knows the pupil’s support best
Say what has changed, not whether a box can be ticked. “Achieved / not achieved” gives the meeting nothing to decide with. Name what the pupil can do now that they could not in September.
| Outcome | Progress — what they can do now that they couldn’t | Continue, change or close? |
|---|---|---|
Their words, not a summary of them. If they answered another way — pointing, drawing, choosing a card, writing it down — record which, because that tells the next person how to ask. The Code of Practice puts the child’s views, wishes and feelings at the centre of the system; a blank box here is a gap in the paperwork, not a detail.
Including what should stop. Support that has done its job is a success, not a loss — and reviews that only ever add are how a timetable fills up with things nobody can remember the reason for.
| Action | Who | By when |
|---|---|---|
Contains personal data. Share only with those who need it to support this pupil. Store and retain in line with the school’s data protection and retention policies.
For a pupil with a medical condition · agreed with parents and the relevant healthcare professional
Never write clinical instructions from memory or from a textbook. Attach the plan the child’s own clinician has written and point to it here. Guidance changes; a laminated sheet with out-of-date steps on it is worse than no sheet. Keep this section to what a member of staff must do, in order, in plain words.
| Medicine | Dose | When | Given by / stored where |
|---|---|---|---|
Write what needs arranging, not whether they can go. The Equality Act duty to make reasonable adjustments is anticipatory — the thinking happens before the trip is planned, not when the parent asks.
Contains health data — a special category of personal data under UK GDPR. Share only with staff who need it to keep this pupil safe, store securely, and review at least annually or whenever the condition changes.