Wellbeing and personal development
My goal plan: small steps and weekly check-in
Set a meaningful goal, plan manageable steps and reflect on what helped during the week.
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Assistant Headteacher, Inclusion; Special Educational Needs Coordinator
Hannah Zielinski
I make inclusion plans understandable to families and organise access evidence around the decision it supports, with clear language, reliable records and appropriate boundaries for personal information.
Explore the collectionA little about me
I lead Inclusion and serve as the school’s SENCO. Much of my work depends on information being clear to the people who need to act on it, including families. Provision plans should use language a family can recognise, not only terminology that makes sense inside a staff meeting.
Access-arrangements evidence needs a different kind of precision. The records have to show the basis for a decision and be organised well enough for an examination audit. I look for support that helps colleagues explain the evidence clearly and maintain a reliable trail, while keeping each pupil’s personal information within the right boundaries.
These responsibilities meet in careful communication. A plan can be technically complete and still be difficult for a family to understand; an audit record can be concise and still need a clear basis. I focus on making provision legible to its audience and evidence usable for the decision it supports.
How I approach a lesson
Write provision plans in language families can recognise and discuss.
Keep access-arrangements evidence clear, relevant and traceable.
Protect pupil details while making the purpose of a plan understandable.
Templates I'd use with my class
Explore these templates and decide what fits your own setting.
Wellbeing and personal development
Pupil profile and transition summary
Share pupil-selected strengths, learning preferences, transition worries and practical goals identified by the pupil to help a new class team prepare relevant support.
Wellbeing and personal development
Regulation and break choice menu
Communicate a feeling or need for a break and choose an available option from a visual menu, using a gesture, symbol or speech.
Study and learning skills
Chunk it
Define what finished looks like, plan up to eight steps, estimate total time and reflect on what helped the pupil begin and work independently.