Person-Centred Planning in Education

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Person-Centred Planning: A Transformative Approach in UK Education

Person-centred planning signifies a progressive approach to educational support that prioritizes the individual learner’s hopes, strengths, and unique needs at the core of all planning processes. This method has increasingly become integral within UK educational practices, especially in light of legislative reforms such as the Children and Families Act 2014 and the SEND Code of Practice (2015). These reforms underscore the importance of amplifying pupil voice and fostering a collaborative decision-making environment. Unlike conventional educational strategies that often focus on pupils’ deficits or institutional mandates, person-centred planning begins with the fundamental question: “What truly matters to this person?” This fundamental shift influences how educational experiences are tailored, particularly for pupils with diverse and complex learning requirements.

Understanding the UK Context of Person-Centred Planning

In the UK, person-centred planning is a collaborative, empowering process that actively involves pupils in shaping their own learning pathways. Its origins trace back to disability rights movements of the 1980s, which challenged prevailing service models that overlooked individual dignity and potential. Within the UK education system, this approach has become embedded in statutory procedures—including Education, Health and Care (EHC) plans, which superseded Statements of Special Educational Needs following 2014 reforms. These changes explicitly promote greater involvement of children, young people, and families in decisions about educational support and provision.

Core Principles Embedded in UK Educational Practice

  • The pupil as the primary decision-maker: The pupil’s personal preferences, interests, and aspirations are central to the planning process, even when communication is non-verbal or unconventional. This aligns with the SEND Code of Practice’s emphasis on active pupil participation.
  • Recognition of strengths: Planning begins by identifying what the pupil can do, their talents, and areas of interest, shifting away from a focus on deficits. This approach echoes social models of disability, celebrating individual capabilities.
  • Community integration: Emphasis is placed on facilitating meaningful participation within mainstream school and community environments, reinforcing the UK’s commitment to inclusive education where feasible and appropriate.
  • Utilization of natural supports: Building authentic relationships with peers, family, and community members forms a key aspect of support, reducing reliance solely on formal interventions.
  • Continuous collaboration: Planning is viewed as an ongoing, adaptable process, with regular reviews forming a core component—mirroring the annual review cycle for EHC plans.
  • Future-oriented outlook: Focus is placed on creating pathways toward the pupil’s envisioned future, supporting long-term goals related to independence, employment, and social participation.

Methodologies for Person-Centred Planning in UK Schools

MAPS (Making Action Plans)

This method involves a facilitated group meeting centered around eight key questions, which help develop a holistic understanding of the pupil and concrete steps for progress:

  • What is the individual’s history?
  • What are their dreams and aspirations?
  • What are the potential nightmares or fears?
  • Who is this person?
  • What are their strengths, talents, and abilities?
  • What do they need to thrive?
  • What would an ideal day look like for them?
  • What actions are necessary to move closer to their dreams?

In UK practice, MAPS is especially useful during transitions between educational phases, helping to craft personalized pathways.

PATH (Planning Alternative Tomorrows with Hope)

PATH is a visually driven planning technique that begins with identifying the pupil’s “North Star”—their ultimate vision for the future. The team then works backwards through five stages:

  • Defining achievable, positive goals
  • Assessing current reality
  • Enlisting supportive individuals
  • Building on existing strengths
  • Developing actionable steps for the upcoming months

This approach often employs graphic facilitation to enhance accessibility, making it especially effective for pupils with diverse communication needs. UK schools have applied PATH successfully during Year 9 reviews and transition planning to post-16 options.

One-Page Profiles

This succinct format features three sections that encapsulate key information about the pupil:

  • What others appreciate about the pupil
  • What is important to the pupil
  • Effective ways to support them

Developed for widespread use across UK schools, these profiles ensure vital details are easily accessible to all staff, fostering a school-wide culture of personalisation—applied not only to pupils with special educational needs but to all learners, as part of an inclusive ethos.

Implementing Person-Centred Planning in UK Education

EHC Plans and Person-Centred Approaches

When person-centred methodologies are integrated into EHC planning, the resulting documents tend to be more engaging and motivating for pupils. Such integration might include:

  • Holding pupil-led meetings where the learner articulates their goals and preferences
  • Using visual tools to facilitate accessibility and understanding
  • Focusing on outcomes aligned with the pupil’s vision for their future
  • Providing regular opportunities for reflection and plan revision

The SEND Code of Practice (2015) explicitly advocates for a person-centred approach, emphasizing that EHC plans should be centered around the child’s and young person’s aspirations and family involvement.

School-Based Support Plans

For pupils receiving SEN Support without an EHC plan, person-centred approaches can inform individual education plans (IEPs) by:

  • Engaging pupils in target-setting and reviews
  • Using accessible formats to ensure clarity and understanding
  • Linking support strategies to the pupil’s strengths and preferences
  • Scheduling regular progress reviews to inform adjustments

Transitions Between Key Educational Stages

Person-centred strategies are especially valuable during critical transition points such as:

  • From early years to primary school
  • Between primary and secondary education
  • From secondary education to post-16 options
  • From further education to employment or independent living

The Year 9 review, in particular, provides a vital opportunity to focus on preparations for adulthood, considering employment prospects, independent living, community participation, and health outcomes.

Advantages of Person-Centred Planning in UK Education

For Pupils

  • Enhanced self-determination and advocacy capabilities
  • Increased engagement and motivation toward learning
  • Improved academic and life skills outcomes
  • A stronger sense of belonging and inclusion in the school community
  • More successful and meaningful transitions between educational stages

For Educators

  • Deeper understanding of each pupil’s individual strengths and challenges
  • More effective collaboration with families and support networks
  • Increased professional satisfaction aligned with inclusive practices
  • Creative, tailored instructional approaches that respect individual differences

For Families

  • Active participation in decisions affecting their child’s education
  • Greater confidence in the support provided by schools and professionals
  • Clearer understanding of how to support their child’s development
  • Stronger partnerships with educators and service providers

For Schools

  • More cohesive strategies for statutory compliance and pupil voice
  • Improved outcomes for vulnerable and diverse learners
  • An enhanced inclusive ethos across the entire school community
  • More efficient resource allocation through targeted support

Challenges and Considerations for UK Schools

Despite its many benefits, implementing person-centred planning faces several hurdles:

  • Time and workload challenges: Genuine person-centred approaches demand dedicated time for building relationships, facilitating meetings, and ongoing reflection. Schools must find ways to embed these activities within existing schedules and workloads.
  • Systemic barriers: Policies often prioritize standardization and compliance, which can hinder flexibility. Cultural shifts and policy adaptations are necessary to fully embrace person-centred practices.
  • Multi-agency collaboration: Effective planning often involves coordination among education, health, and social care professionals, which can pose logistical and communication challenges within UK systems.
  • Resource implications: Personalised planning may reveal support needs that require additional funding or resource allocation, posing challenges amidst budget constraints.

Best Practices for UK Educators in Person-Centred Planning

Preparation

  • Establish trust and rapport with the pupil before formal planning sessions
  • Gather insights about the pupil’s preferences through observation and conversation
  • Create welcoming, accessible environments for planning meetings
  • Employ communication supports tailored to the pupil’s needs
  • Distribute information about the process in accessible formats beforehand

During Planning

  • Facilitate active pupil participation and voice
  • Use clear, simple language free of jargon
  • Document discussions in formats that are accessible and understandable
  • Highlight strengths and potential rather than focusing solely on challenges
  • Avoid allowing difficulties to dominate the conversation
  • Be aware of and mitigate power imbalances that could inhibit pupil engagement

Post-Planning

  • Translate plans into specific, actionable steps with designated responsibilities
  • Share relevant information with all team members, including support staff
  • Arrange regular follow-up meetings to monitor progress
  • Celebrate successes and adapt strategies as needed
  • Maintain a focus on the pupil’s evolving aspirations and needs
  • Ensure consistency of approach across different settings and subjects

Regional Variations in Person-Centred Practice Across the UK

While core principles remain consistent, regional adaptations reflect local policies and frameworks:

  • England: The SEND Code of Practice (2015) guides implementation, with local authorities responsible for ensuring active involvement of children, young people, and families in decision-making.
  • Scotland: The Getting It Right For Every Child (GIRFEC) framework emphasizes holistic wellbeing, using the SHANARRI indicators to guide planning and support.
  • Wales: The 2018 Additional Learning Needs and Education Tribunal (Wales) Act introduced Individual Development Plans (IDPs) with explicit mandates for pupil participation and person-centred approaches, supported by specific guidance from Welsh Government.
  • Northern Ireland: The 2016 Special Educational Needs and Disability Act emphasizes pupil participation rights, although actual practice varies across Education and Library Boards.

Illustrative Case Studies from UK Schools

Primary Education: Oakwood Primary School

Oakwood adopted a school-wide approach by implementing one-page profiles for all pupils, beginning at Reception. These profiles are reviewed annually, with input from children, parents, and staff, fostering improved engagement, deeper understanding of individual needs, and stronger partnerships with families.

Secondary Education: Riverside Academy

Riverside employed person-centred strategies for transition planning, starting with Year 9 annual reviews. Using the PATH methodology, pupils articulate their aspirations for adulthood through visual and graphic tools, enabling tailored action plans that have led to better post-16 destinations and increased motivation during Key Stages 4 and 5.

Special Education Setting: Meadowbank School

Meadowbank integrates adapted person-centred tools for pupils with complex needs, including sensory preference assessments, video observations, and close collaboration with families. These strategies have resulted in highly personalised support plans, enhancing pupil wellbeing and engagement.

Conclusion

Person-centred planning signifies a profound paradigm shift, moving from forcing pupils into pre-existing systems to designing bespoke learning experiences that reflect their individual strengths, preferences, and dreams. This approach enhances not only immediate educational outcomes but also develops lifelong skills of self-determination and independence. For educators committed to fostering inclusive, responsive environments, person-centred planning offers practical strategies and a philosophical foundation that can genuinely transform educational practices. When consistently applied and nurtured over time, these approaches can reshape entire school cultures, ensuring that each pupil’s educational journey is a true reflection of who they are and who they aspire to become. As the UK educational landscape continues to evolve, person-centred planning remains a guiding compass, centering the individual at the heart of every decision and action.

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