SEND Support Plan Template: Assess, Plan, Do, Review
A strong early years SEND support plan follows the graduated approach. Here is a practical template that keeps parents involved, targets realistic and provision clear.
The SEND Code of Practice is clear: early years settings should use a graduated approach to identify and support children with special educational needs. That means assess, plan, do, review — and repeat.
A good support plan is not a diagnosis. It is a working document that turns what you have noticed into targeted provision, with parents and professionals involved at every stage.
When to write a support plan
You do not need a diagnosis to start. A support plan is appropriate when:
- A child is making slower progress than expected despite high-quality teaching
- A child has a known difficulty that needs targeted support
- Staff, parents or other professionals agree that something more structured would help
- An EHCP request is being considered and you need evidence of the support already provided
The assess stage
Start with facts, not labels. Record:
- What the child can do now, including strengths
- What you have noticed and when
- What parents or carers have seen at home
- What strategies have already been tried and what happened
Avoid diagnostic language. "He cannot sit still" is an observation. "He has ADHD" is a diagnosis, and it is not yours to make.
The plan stage
Write two or three targets. Each target should be:
- Specific: what exactly will the child be able to do?
- Measurable: how will you know?
- Achievable: can this happen in your setting with your resources?
- Relevant: does it link to the child's identified need?
- Time-bound: when will you review it?
For example: "Within six weeks, J will join a small group activity for ten minutes with one adult prompt, measured by key person observation three times a week."
The do stage
For each target, name the provision:
- Who will deliver it?
- When in the day will it happen?
- What resources or adaptations are needed?
- How will it be recorded?
Keep strategies universal and low-cost where possible. A visual timetable, a calm corner, adult modelling and small-group time are powerful tools and need no specialist equipment.
The review stage
Review dates should be built in from the start. A termly review is typical, but some targets may need a shorter cycle.
At review, ask:
- Did the child meet the target?
- If not, what got in the way?
- What will you keep, change or stop?
- Do you need advice from the area SENDCO, speech and language therapy, or another service?
Parent partnership
Parents should be involved at every stage, not just asked to sign at the end. Their observations from home often explain what you see in the setting. A support plan that ignores the parent's view is incomplete.
Template outline
Use this structure for every plan:
- Child's name and date of birth
- Key person and SENDCO
- Areas of need
- Strengths and what already helps
- Two or three SMART targets
- Provision for each target
- Review date and attendees
- Consent and information-sharing notes
Common mistakes
- Too many targets: two or three is enough
- Vague provision: "extra support" is not provision
- No review date: a plan without a review date is a wish list
- Forgetting strengths: start with what the child can do
The best SEND plans are short, specific and reviewed often. Ten pages of jargon help nobody — least of all the child.
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