How to write a learner support plan (with sample wording)
Step-by-step guidance for writing a clear learner support plan in FE or an apprenticeship, with sample wording, a structure to copy and common mistakes to avoid.
Template
Learner support plan template for colleges (free, printable)
A free learner support plan template for FE colleges and apprenticeship providers, with guidance on wording, learner involvement and data protection.
Template at a glance
- Print or copy into your own documents
- Free to adapt for your setting
- Written with the learner, not about them
- 6 sections
In short
A learner support plan records what helps, what will be provided, who does it and when it will be reviewed, in words the learner has seen and agreed. This free template follows Understand, Agree, Deliver and Review.
A learner support plan is the single place where “what helps” becomes “what we will do”. Use this template once you have heard from the learner and agreed the support with them. For a longer walk-through, read our guide to how to write a learner support plan.
When should you use this learner support plan template in college?
Use it when a learner needs support that goes beyond what every learner gets. That might follow a support request, a learner voice conversation, an EHCP, an assessment report or a tutor’s concern. Review it at the date you set, and sooner if something changes.
How do you fill it in well?
Write what the learner needs in plain words, then say what will be done, by whom and by when. Vague wording is the most common weakness.
| Weak wording (fictional example) | Stronger wording (fictional example) |
|---|---|
| “Needs extra support with reading.” | “Reads best with printed notes on cream paper, sent the day before. Tutor sends slides by 5pm.” |
| “Provide reasonable adjustments.” | “Extra 25 per cent time on written tests, in a quiet room, booked by the exams officer two weeks ahead.” |
| “Anxious in groups.” | “Prefers to be told the week before if a presentation is coming, and to present to the tutor first.” |
| “Review regularly.” | “Review with Sam on 14 November, in person, with the tutor.” |
Describe the barrier and the support, not the person. Avoid labels the learner has not chosen.
The template
Print or copy the sections below. Blank cells are for you to complete.
1. About this plan
- Learner name:
- Course or apprenticeship:
- Plan date:
- Review date:
- Plan owner (member of staff):
2. Understand: what helps, in the learner’s words
- What I find hard:
- What helps me:
- What does not help:
- How I like to be spoken to or contacted:
3. Agree: the support we have agreed
| Support | Why it helps | Who provides it | When or how often | Where |
|---|---|---|---|---|
4. Who can see this plan
- Learner
- Tutor or assessor
- Inclusion or learning support team
- Employer contact (workplace adjustments only, see the employer adjustments summary)
- Parent or carer (only if the learner agrees)
5. Learner view
- I have read this plan and I agree: [ ] Yes [ ] Partly [ ] No
- What I would change:
- Signed or confirmed (and date):
6. Deliver and review
- How will we record that support happened? (see the delivery log)
- What will tell us it is working?
- Review date and who attends:
How do you involve the learner?
Let the learner draft the first lines of section 2 themselves, or talk it through and read your notes back. Offer a choice of format: paper, screen, audio or a conversation with someone they trust. If the learner disagrees with part of the plan, record that and what happens next, rather than leaving it out.
What are the data protection notes?
Only record what you need to deliver the support. The ICO describes this as holding data that is adequate, relevant and limited to what is necessary. In practice:
- Do not make a diagnosis a required field. If a learner chooses to share one, record it only where it changes the support.
- Describe needs by their effect on learning, not by clinical detail.
- Information about health or disability is special category data, so limit access to those who need it and keep it out of general tutor emails.
- Tell the learner who will see the plan and why, and how long you will keep it.
What does Inclusion Studio add?
Inclusion Studio is in development and pre-pilot. Its support plans feature is designed around the same sections, with the learner’s view and disagreement recorded. You can draft a plan now with the support plan builder. This template is guidance, not legal advice.
Frequently asked questions
Does a learner need a diagnosis to have a support plan?
No. A plan can be based on what the learner says helps and what staff observe. Evidence such as an assessment report is useful if the learner has it, but it should never be a condition of getting support.
How long should a support plan be?
One to two pages is enough for most learners. A plan that tutors do not read is not working, so keep it short, specific and written in plain English.
Who should see the plan?
Only people who need it to deliver support: usually the learner, their tutor or assessor, and the inclusion team. Share with an employer or parent or carer only what the learner has agreed.
Can we use this alongside an EHCP?
Yes. An EHCP sets out provision at a statutory level. A day-to-day plan turns that into what happens in each class or workplace. Keep the two consistent and do not copy the whole EHCP into the plan.
Sources and further reading
- SEND Code of Practice 0 to 25 years (GOV.UK)
- Equality Act 2010, section 20 (legislation.gov.uk)
- Data minimisation (ICO)
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.