Person-centred support planning in FE
What person-centred support planning means in further education and apprenticeships, how it differs from a standard plan, and how to do it without extra paperwork.
Glossary
What is person-centred planning? Meaning in SEND and FE
Person-centred planning puts the individual's goals, strengths and choices at the centre of support. How the SEND Code applies it to EHC plans and FE.
Person-centred planning
Glossary term · 2 sources
Definition
Person-centred planning is an approach that starts with what matters to the individual, their strengths, aspirations and views, and builds support around them rather than fitting them into existing services. The SEND code of practice expects EHC needs assessments and plans to be person-centred.
Person-centred planning is about starting with the person. It is the opposite of starting with the service and asking where the person fits.
What does person-centred planning involve?
A person-centred approach asks what is important to the person and what is important for them. It begins with their strengths, interests and aspirations, and what good support looks like in their view. It involves the people the learner chooses. It looks at outcomes the learner wants, such as a course, a job, living more independently or friendships, rather than only at tasks the provider wants to complete.
The SEND code of practice expects local authorities to use person-centred approaches when carrying out EHC needs assessments and when drawing up and reviewing EHC plans, and to involve the young person throughout. Section 19 of the Children and Families Act 2014 supports this by requiring authorities to take the young person’s views, wishes and feelings into account.
How does person-centred planning apply in FE and apprenticeships?
In practice, it shapes how an inclusion team runs the first conversation, writes a support plan and reviews it. Questions might be: what does a good day on this course look like for you, what makes things harder, and what would you like us to do differently? The learner’s answers go into the plan in their words. The plan includes what the learner will do, as well as what staff will do.
Reviews are part of the approach. Learner voice is not a one-off at the start. Keep asking whether the support worked and adjust. Our guide to person-centred support planning and the guide on how to write a learner support plan explain the steps. Inclusion Studio’s support plans are designed for plans the learner has seen and can respond to.
For apprentices, include the workplace. A person-centred plan might include the employer’s contribution and what the apprentice is willing to share.
What is a common misconception about person-centred planning?
Many people think it takes long meetings and special training. Some methods do, but the heart of the approach is a short, honest conversation and a plan that reflects it. Another misconception is that it replaces assessment. It does not; assessments inform what support will work, but they do not replace the learner’s own account. A third is that it means saying yes to everything. If a request cannot be met, explain why and agree an alternative.
Where can you find the official source?
The SEND code of practice: 0 to 25 years, especially chapters 1 and 9, sets out the statutory expectations. The approach also draws on wider practice in health and social care. As person-centred planning is not defined in a single piece of legislation, treat the code as the main official reference for SEND.
Frequently asked questions
Is person-centred planning a specific form or template?
No. It is an approach with many tools, such as one-page profiles and planning meetings. The law does not require a particular template.
Does person-centred mean the learner decides everything?
No. It means the learner is at the centre, their views are heard and drive the conversation, and decisions are made with them. Professionals still give advice and some decisions have limits.
How is it different from a standard support plan?
A person-centred plan starts with the learner's goals and what helps them. A plan driven by a diagnosis or a service menu often starts with deficits and available provision.
Sources and further reading
- SEND code of practice 0 to 25 years (gov.uk)
- Children and Families Act 2014, section 19 (legislation.gov.uk)
Official guidance changes. Check the source before relying on any detail, and take professional advice for individual cases.
Help shape the pilot
We are working with a small number of England FE colleges and apprenticeship providers first. Tell us about your learner support and we will be in touch.