Individual education plans

Personalised plans are used in schools to set goals for expected academic growth, and support behaviour, risk management and health needs. They support students who experience a disability or have additional learning needs, students working towards achieving minimum proficiency, as well as refugee, out-of home care, English as Additional Language or Dialect (EAL/D), and First Nations students.

At Ashfield Public School an Individual Education Plan (IEP) is an example of a personalised plan. It is used to detail specific academic goals in English and Maths for all students who are achieving a basic or limited level on the Common Grade Scale (CGS) or who require an adjustment to the regular curriculum.

The IEP details the categories that impact a student's learning:

• physical: includes conditions that affect movement and health.
• cognitive: includes specific learning difficulties and ability to process information.
• sensory: includes conditions affecting hearing and vision.
• social/emotional: includes emotional regulation and neurodivergence.

The IEP also describes any accommodations (changes to how a student learns the material) and adjustments (changes to what a student is expected to learn) required for the student to access the curriculum and achieve learning goals. Depending on the student, these accommodations and adjustments will be supplementary, substantial, extensive or made through quality differentiated teaching.

The IEP is developed and written by the class teacher in consultation with parents/carers and, when appropriate, all relevant professionals working with the student such as a Hearing Support Teacher or a speech pathologist. A teacher may also consult with the school’s Learning Support Team for advice and guidance.

At Ashfield Public School, IEP Review Meetings are held in Week 7 of Terms 2, 3 and 4 to review the student’s progress towards achieving their learning goals within the expected timeframe. The meetings provide an opportunity for the teacher, parents and student, when appropriate, to set new goals, refine existing goals and adjust strategies and support as needed. An effective IEP is one that the student understands and to which he or she is committed.

An IEP values and facilitates the full participation of all students as they access ongoing educational opportunities, are challenged, experience success and make expected academic growth across their school years. An IEP is an important part of an inclusive school that is well-equipped to provision a quality education for all students of all ability and circumstance.