What is Person-Centred Planning?

Person-Centred Planning in Education

Person-centred planning represents an approach to educational support that places the individual learner’s aspirations, strengths and needs at the heart of the planning process. This approach has gained significant traction within UK educational frameworks, particularly following the implementation of the Children and Families Act 2014 and the SEND Code of Practice (2015), emphasising the importance of pupil voice and collaborative decision-making.

Unlike traditional educational planning that often begins with deficits or institutional requirements, person-centred planning starts with the foundational question: “What matters to this person?” This fundamental shift in perspective has profound implications for how we design educational experiences across all key stages, particularly for pupils with diverse learning needs.

Understanding Person-Centred Planning in the UK Context

Person-centred planning in education is a collaborative process that empowers pupils to actively participate in designing their own learning journeys. The approach emerged from disability rights movements in the 1980s as a response to standardised service models that often failed to recognise individual uniqueness and potential.

In the UK educational system, person-centred planning has been increasingly embedded within statutory processes, including Education, Health and Care (EHC) plans, which replaced Statements of Special Educational Needs following the 2014 reforms. These reforms explicitly called for greater involvement of children, young people, and families in decision-making processes regarding educational provision and support.

Core Principles Within UK Educational Practice

Person-centred planning in UK schools is guided by several foundational principles that align with broader educational values of inclusion and individualisation:

1. The pupil as central decision-maker: The individual pupil’s preferences, interests, and goals drive the planning process, even when communication methods might be unconventional. This principle is reflected in the SEND Code of Practice’s emphasis on pupil participation in decision-making.
2. Strengths-based focus: Planning begins by identifying the pupil’s capabilities, gifts, and interests rather than deficits or limitations. This aligns with the movement away from deficit models of disability toward social and rights-based approaches.
3. Community inclusion: Planning considers how to support meaningful participation in typical school and community environments rather than segregated settings. This connects with the UK’s commitment to mainstream education as the preferred option where appropriate.
4. Natural supports: The approach emphasises building relationships with peers, teachers, and community members who can provide authentic support, rather than relying exclusively on specialised interventions.
5. Ongoing collaboration: Planning is viewed as a continuous process involving regular reflection and adjustment, not a one-time document creation. This connects with the UK’s annual review processes for EHC plans.
6. Future orientation: Planning focuses on creating pathways toward the pupil’s desired future rather than merely addressing immediate needs, supporting the preparation for adulthood emphasis in later key stages.

Person-Centred Planning Methodologies in UK Schools

Several structured methodologies have evolved to facilitate person-centred planning in UK educational settings:

MAPS (Making Action Plans)

The MAPS process, widely used in UK schools, typically involves a facilitated group meeting that addresses eight key questions:

• What is the individual’s history?
• What are your dreams for the individual?
• What are your nightmares?
• Who is the person?
• What are the person’s strengths, gifts, and abilities?
• What does the person need?
• What would the ideal day look like?
• What action steps are needed to move toward the dream?

This approach helps create a comprehensive picture of the pupil while identifying concrete steps toward realising their potential. In UK practice, MAPS has been particularly valuable for transition planning between educational phases.

PATH (Planning Alternative Tomorrows with Hope)

PATH is a visually-oriented planning process that begins with identifying a “North Star”—the pupil’s dream or vision for their future. Working backward from this vision, the team:

1. Establishes positive and possible goals
2. Describes the current reality
3. Identifies people to enroll in helping
4. Recognises ways to build strength
5. Charts action steps for the coming months

The visual nature of PATH, often captured through graphic facilitation, makes it accessible to pupils with diverse communication styles. Within UK schools, PATH has been effectively used to support Year 9 reviews and transitions to post-16 provision.

One-Page Profiles

Widely adopted across UK schools, the one-page profile typically contains three sections:

• What people appreciate about the pupil
• What matters to the pupil
• How to support the pupil effectively

This concise format ensures that essential information about the pupil’s preferences and support needs is readily available to all teachers and staff. In many UK schools, one-page profiles are developed for all pupils, not just those with identified special educational needs, as part of a whole-school approach to personalisation.

Implementation in UK Educational Settings

Education, Health and Care Plans

When person-centred approaches are integrated with EHC plan development, the resulting plans tend to be more meaningful and motivating for pupils. This integration might include:

• Pupil-led EHC meetings where the learner presents their goals and preferences
• Visual planning tools that make the process accessible to pupils with diverse communication styles
• Focus on outcomes that connect directly to the pupil’s vision for their future
• Regular opportunities for the pupil to reflect on and revise their plan

The Code of Practice explicitly recommends that “EHC plans should be developed using a person-centred approach to ensure that those plans place the child or young person and their family at the centre of decisions” (SEND Code of Practice, 2015, section 10.4).

School-Based Support Plans

For pupils receiving SEN Support without an EHC plan, person-centred approaches can inform Individual Education Plans (IEPs) or similar school-based documentation:

• Involving pupils in setting and reviewing targets
• Using accessible formats to ensure pupil understanding
• Connecting support strategies to pupil preferences and strengths
• Regular check-ins regarding progress and adjustments needed

Transitions Between Key Stages

Person-centred approaches are particularly valuable during key transition periods in the UK education system:

• Reception to Key Stage 1
• Key Stage 2 to Key Stage 3 (primary to secondary)
• Key Stage 4 to post-16 provision
• Post-16 to higher education or employment

The Year 9 annual review, which must focus on preparation for adulthood, represents a particularly important opportunity for person-centred planning. This review should consider employment, independent living, community participation, and health outcomes.

Benefits of Person-Centred Planning in UK Education

Research and practice have demonstrated numerous benefits of person-centred approaches within UK educational contexts:

For Pupils

• Increased self-determination and self-advocacy skills
• Greater engagement and motivation in learning
• Improved academic and functional outcomes
• Stronger sense of belonging in school communities
• More successful transitions between educational phases

For Educators

• Deeper understanding of each pupil’s unique strengths and needs
• More effective collaboration with families and support networks
• Increased professional satisfaction from alignment with pupil-centred values
• More creative and individualised approaches to instruction

For Families

• Meaningful participation in educational decision-making
• Greater confidence in the educational team’s understanding of their child
• Clearer vision for supporting their child’s development
• Stronger partnerships with educators and service providers

For Schools

• More coherent approach to meeting statutory obligations regarding pupil voice
• Improved outcomes for vulnerable pupils
• Enhanced inclusive ethos across the school community
• More efficient use of resources through better-targeted support

Challenges and Considerations in the UK System

While the benefits are substantial, implementing person-centred planning within UK schools requires addressing several challenges:

Time Constraints and Workload Considerations: Authentic person-centred planning requires dedicated time for relationship building, collaborative meetings, and ongoing reflection. Schools must consider how to create space for these processes within already busy timetables and teacher workloads, particularly in the context of increasing accountability pressures.

Systemic Barriers: Despite policy commitments to person-centred approaches, educational systems often prioritise standardisation and compliance over personalisation. Implementing person-centred approaches may require policy changes and shifts in institutional culture, particularly in assessment-driven environments.

Multi-Agency Collaboration: Effective person-centred planning often requires input from various professionals across education, health, and social care. Coordinating these inputs within UK service structures can present logistical and communication challenges.

Resource Implications: Person-centred approaches may identify support needs that require additional resources. In the context of budgetary constraints facing UK schools, balancing individualised planning with available resources requires careful consideration.

Best Practices for UK Educators

Preparing for Person-Centred Planning

• Build relationship and trust with the pupil before formal planning begins
• Gather information about the pupil’s preferences through observation and conversation
• Create comfortable, accessible environments for planning meetings
• Use communication supports that enable the pupil’s full participation
• Provide information about the process in accessible formats before meetings

During Planning Meetings

• Ensure the pupil’s presence and active involvement
• Use clear, jargon-free language
• Document discussions in accessible formats
• Focus on the pupil’s strengths and possibilities
• Address challenges without letting them dominate the conversation
• Be mindful of power dynamics that might inhibit pupil participation

Following Through

• Translate plans into concrete action steps with clear responsibilities
• Share relevant information with all team members, including supply staff
• Schedule regular check-ins to monitor progress
• Celebrate successes and adjust strategies as needed
• Maintain focus on the pupil’s evolving goals and preferences
• Ensure continuity of approach across different subjects and settings

Person-Centred Planning Across the UK

While the principles of person-centred planning remain consistent across the UK, there are some regional variations in implementation:

England: Implementation is guided by the SEND Code of Practice (2015), with particular emphasis on person-centred approaches within the EHC planning process. Local authorities have statutory duties regarding the involvement of children, young people, and families in decision-making.

Scotland: The Getting It Right For Every Child (GIRFEC) framework emphasises child-centred approaches, with wellbeing indicators (SHANARRI) providing a framework for holistic planning. The Children and Young People (Scotland) Act 2014 strengthened rights to participation in decisions.

Wales: The Additional Learning Needs and Education Tribunal (Wales) Act 2018 introduced Individual Development Plans (IDPs) with explicit requirements for pupil participation and person-centred approaches. The Welsh Government has published specific guidance on person-centred practice.

Northern Ireland: The Special Educational Needs and Disability Act (Northern Ireland) 2016 strengthened pupil participation rights, though implementation of person-centred approaches may vary across Education and Library Boards.

Case Studies from UK Schools

Primary Setting: Oakwood Primary School

Oakwood introduced one-page profiles for all pupils, beginning in Reception. These profiles follow children through the school, being updated annually with pupil input. For pupils with additional needs, termly person-centred reviews involve the child, parents, and relevant staff in reflecting on progress and setting new goals. The school reports improved pupil engagement, better staff understanding of individual needs, and more effective home-school partnerships.

Secondary Setting: Riverside Academy

Riverside implemented person-centred approaches for transition planning, beginning with Year 9 annual reviews. Using the PATH methodology, pupils create visual representations of their aspirations for adulthood, with action planning to support progress toward these goals. The school has seen improvements in post-16 destinations and pupil motivation during Key Stages 4 and 5.

Special School Setting: Meadowbank School

Meadowbank uses adapted person-centred tools for pupils with complex needs, including sensory preference assessments, video observations to identify expressions of choice, and close work with families to understand communication patterns. These approaches have led to more personalised support plans and improved pupil wellbeing.

Conclusion

Person-centred planning represents a fundamental shift in how we approach education—from fitting pupils into existing systems to designing learning experiences around individual strengths, preferences, and aspirations. By placing pupils at the centre of educational decision-making, we not only improve immediate outcomes but also build the self-determination skills essential for lifelong success.

For UK educators committed to inclusive, responsive practice, person-centred planning offers both a philosophical foundation and practical strategies to ensure that each pupil’s educational journey authentically reflects who they are and who they hope to become. When implemented with fidelity and sustained over time, these approaches have the power to transform not only individual educational experiences but entire school cultures.

As the educational landscape continues to evolve, person-centred planning provides a compass that keeps our focus where it belongs—on the unique individuals at the heart of the learning process.