Personal Learning Plans in Northern Ireland: What They Are and What They're Not

If your child is on the SEN register in Northern Ireland, they should have a Personal Learning Plan. Under the new SEN Framework introduced by the SEND Act (NI) 2016, PLPs replace Individual Education Plans (IEPs) as the working document for children at Stages 1 and 2 of the graduated response. Understanding what a PLP is — and critically, what it is not — matters enormously for parents trying to work out whether their child needs a Statement of SEN.

What a PLP Is

A Personal Learning Plan is a school-level document maintained by the Learning Support Coordinator (LSC) for every child on the school's SEN register. It is a practical, operational plan that:

• Identifies the child's current level of attainment and areas of difficulty
• Sets short-term, measurable targets — typically reviewed each term
• Describes the special educational provision the school is putting in place, including who delivers it, how often, and using what resources
• Documents the views of parents and, where appropriate, the child
• Records progress against previous targets

The PLP is reviewed regularly — usually once per term — and updated to reflect the child's changing needs and the effectiveness of interventions.

What a PLP Is Not

A PLP is not a legal document. It does not bind the Education Authority. It does not guarantee specific provision. It cannot be enforced through a tribunal.

This distinction becomes critical when a child is not making progress. A PLP can be rewritten at the next review to set new targets, but there is no legal mechanism to compel a school to deliver exactly what is written in a PLP. The legal obligations only arise when a child has a Statement of SEN — specifically in Part 3, which is enforceable on the EA.

Parents sometimes assume that a well-crafted PLP provides similar protection to a Statement. It does not. A PLP describes what the school intends to do. A Statement dictates what the EA must arrange.

How a PLP Relates to a Statement

For children who have a Statement of SEN, the PLP takes on a different function. The Statement sets the legally binding framework in Part 3. The PLP translates that framework into day-to-day classroom targets.

The child's PLP must reflect the specific provisions in Part 3. If Part 3 says the child receives 45 minutes of 1:1 literacy support three times per week, the PLP targets should be built around what that support aims to achieve. When the annual review comes around, the PLP is one of the key documents used to assess whether Part 3 provision is actually being delivered and whether it is working.

This means a PLP is one of your most important pieces of evidence. Stagnant targets across multiple PLP reviews — targets set but not achieved, or achieved too slowly — is the evidence base you need to:

• Demonstrate that school provision has been insufficient (supporting a request for statutory assessment)
• Show that Part 3 provision is not being implemented properly (supporting a request for an early review or an EA complaint)
• Argue that needs have changed and the Statement requires amendment

Using PLP Records Strategically

When building the case for a statutory assessment, you want to show a pattern. Gather PLPs from the past two to three years and look for:

• Targets that appear, are not met, and are simply carried forward to the next review
• Provision that is described vaguely ("small group support," "additional time") without specifics
• Gaps between what the PLP says the school is providing and what your child is actually receiving

When submitting your Parental Evidence as part of the statutory assessment request, these PLP records form part of the documentary trail demonstrating that Stage 1 and Stage 2 provision has been genuinely exhausted.

Your Rights Around PLP Reviews

You have the right to attend every PLP review. The review should not simply be a letter sent home — it should involve a meeting at which the school shares the draft targets, discusses what provision has and hasn't worked, and updates the plan based on parental input.

If a PLP review takes place without parental involvement, or if the school simply sends a completed form without discussion, ask in writing for a meeting. Document your concerns about progress in writing after every review so there is a clear paper trail showing that you raised concerns and the school's response.

If the PLP is repeatedly setting targets in the same areas without progress, this is the pattern the EA needs to see. Keep a copy of every PLP and every review summary. If you later request a statutory assessment or dispute the EA's decision about your child's needs, these records form a critical part of your evidence.

When the PLP Isn't Working

If your child has been on the SEN register for a year or more, has had multiple PLP reviews showing little measurable progress, and the school has not referred to the EA for external support, it is worth requesting a meeting with the LSC to ask specifically: what further provision can the school put in place, and at what point will a referral to the EA's Local Impact Teams be made?

If the school continues to manage needs internally without progress, you have the right to make a direct parental request for statutory assessment to the EA. The Northern Ireland SEN Statement Blueprint includes templates for this request and guidance on what evidence to compile from your child's PLP history to make the strongest possible case to the EA.

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