Reviewing the Child’s plan (education) allows the school and its partners to monitor and evaluate the child’s/young person’s progress and to review and update the outcomes and actions/strategies. Parents/carers and the child/young person should be involved in this process.
When reviewing the Child’s plan (education) the planning team should consider:
- the progress made by the child/young person
- the parent’s views
- the child or young person’s views
- the effectiveness of the actions undertaken and strategies employed
- any barriers that impact on a child’s/young person’s progress
- any updated information and advice
- future action, including changes to the outcomes or action/strategies.
The Child’s plan (education) is a working document that should be subject to on-going evaluation and review with formal reviews taking place between 6 weeks to 6 months.
Stage 1 within GIRFEC (Education) is most effectively managed by the named person and relevant school staff. Where possible these reviews should be integrated with existing school/class planning.
The Joint Support Team (JST) within schools should review all pupils placed at Stage 2. The frequency of these reviews should be agreed by the planning team depending on the level of need but there should be a minimum of two per child per academic year.
The lead professional should coordinate the planning and review of children and young people who have a CMAP (Stage 3). The frequency of these meetings should be determined by the level of need and level of coordination required, every 6 weeks to 6 months.
The use of GIRFEC (Education) at key points of transition is essential. All pupils with wellbeing needs at points of transition should have plans in place to maximise the effectiveness of support. Additional guidance on effective transitions can be found here.
