Name: Evelyn Tung DoB: 04.12.

2008 (14 yo) Tutor Group: 10N17 Tutor: Ms Ivy Liu

LoA: 3/4 Summary of Need: Thinking & Learning, Social & Communication
Date of IEP meeting: 02.10.23 Review Date: Summer term 2024
IEP written by: Jasmine Gregory in collaboration with Evelyn, parents, teachers and EAs. Present at meeting: Jasmine Gregory, Erica Tung, Evelyn Tung
Teacher feedback - areas of strength:
Mr Hampson (EA) Evelyn comes into class with a lot of energy and positivity. Always makes the extra effort to be engaged and take risks in the one one setting. Evelyn comes to the
lesson well prepared and with an idea of what she wants to work on, she is great at not giving up when she finds something to be more of a challenge.

Ms Fawdry (EA) Evelyn is always happy to come to LS, she loves using this lesson with me as a time to bond and share lots about her friendships and things she's been doing.

Ms Atknson (Science) Knowledgeable, problem solving, motivated when the work is experimental. Good lab skills.

Ms Easton (AQA) Very talkative and inclusive towards others

Ms Moes (AQA) Evelyn works well with her peers, she is kind, caring and empathetic. She has displayed a notable level of confidence in her leadership skills.

Ms Tainui (AQA) Evelyn has settled well into English. She follows instruction well and participates enthusiastically in all tasks.Evelyn has a positive attitude to all her learning and with
this brings a positive energy to the class.

Teacher feedback - stretches:

- Not rushing, taking time in learning
- Checking learning before submitting or sharing with an adult
- Speaking clearly, will ‘mumble’ when excited
- Giggly in inappropriate situations
- Regulating mood, gets overly excited very quickly, can become distracting
- Focus and engagement for longer periods of time
- Talking over peers in the classroom and socially
- Awareness of others in the class who might have questions and want to make an input
 Review Scale

Nearly ready Developing Developed Highly Developed

I am not ready to do this yet I am starting to do this I can do this I can do this and teach
others

Focus Targets Strategies and Resources Evaluation

Social & To be able to independently - Use of timer Developed
Communication start a task first, before asking - Clear list of Staff evaluation:
for support, at least once a instructions/expectations to Evelyn has successfully met the target of independently starting a task before
Asking for lesson, by the end of the allow for independence requesting support at least once per lesson. This demonstrates her growing
support self-reliance and ability to initiate her own learning without needing constant
education plan. - Positive encouragement
- Careful seating to allow for peer prompting from adults
interaction and modelling Evelyn’s evaluation:
I am confident in my ability to start a task independently. I will always give it a go
first.
Social & To be able to recognise when - External SLT input to work on Developing
Communication others are speaking and stop goals Staff evaluation:
interactions if there is more - Gestural reminders from adults Evelyn can sometimes recognise when others are speaking and stop interactions if
Managing than one voice at a time, in a to stop speaking if she interjects there are multiple voices, but requires more prompting and social reminders,
interactions especially when excited. She is more likely to demonstrate this skill during class
two-way or group - Verbal reminders of
conversation, with adult collaborative norms at the time than in social settings. With continued support, Evelyn can improve her ability
reminders, by the end of the beginning of a task to have one-on-one or group conversations while respecting turns to speak.
education plan. Evelyn’s evaluation:
I think I do this ‘half and half’. I need reminders as I often don’t stop when someone
else starts talking. I don’t mind reminders, I will do what adults recommend and try
not to do it again after.
Thinking & To be able to consistently stay - Remove distractions on the Developed
Learning on task for sustained periods laptop Staff evaluation:
of at least 15 minutes, at least - Sit in the favoured part of the Evelyn has met this target well. She is now able to consistently stay on task for
Staying on task twice per lesson, three lessons room sustained periods of at least 15 minutes, achieving this goal at least twice per
a day, by the end of term 1. - Teacher on hand to prompt lesson. This demonstrates Evelyn's improved focus and ability to remain engaged
- Use of sensory input to keep in her learning activities.
focused Evelyn’s evaluation:
I do this a lot and in all lessons where the instructions are clear. I like working hard
and on mu own as much as possible.
Social & To be able to keep appropriate - Social reminders Developed
Communicatin personal space from adults - Social Skills in LEP Staff evaluation:
and peers in all social - Use of gestures to remind when Evelyn has successfully achieved the target of keeping appropriate personal space
Personal space interactions, with minimal in a social context from adults and peers in all social interactions, requiring minimal adult reminders.
adult reminders, by the end of - Consistency in modelling This demonstrates her improved awareness of social boundaries and ability to
the education plan. interactions regulate her personal space without constant prompting. This is an important
- Reminders on ‘personal space’ social skill that will serve Evelyn well as she continues to develop her interpersonal
- Firm and fair expectations abilities.
- Same expectations modelled Evelyn’s evaluation:
from all staff e.g. not allowing I have developed this target well, especially in term 3. I might need some
cuddling or close body contact reminders when I am excited as I forget, but I do not ask for hugs from staff
anymore.
Thinking & To be able to independently - Consistent use of Lionel, Trello or Developed
Learning organise Art homework and homework diary - need to Staff evaluation:
catch up demands in establish what works best Evelyn has achieved the target of being able to independently organise her Art
LEP preparation for LEP, using a - Verbal reminders homework and catch-up demands in LEP.. She utilises er Lionel homework planner
organisation to stay organised and on top of her workload. Evelyn's strong organisational skills
diary and/or Lionel homework - Know when to bring Art
log, for all lessons, by the end Sketchbook to class and proactive approach to managing her Art-related responsibilities are
of term 2. commendable.
Evelyn’s evaluation:
I feel confident with this target and always comes to LEP prepared with art
catch-up. I also follow Ms Fawdry’s advice well.
Social & To be able to actively - Sign up with the support of Ms Highly Developed
Communication participate in a sport-based Gregory Staff evaluation:
CAS activity to enhance, - Interested in Frisbee Evelyn has successfully achieved the target of actively participating in a
Social/CAS friendship circles and sport-based CAS activity to enhance her friendship circles and peer-to-peer
peer-to-peer collaboration. collaboration. She attends the Ultimate Frisbee club each Friday and actively
Attending a minimum of 1 engages in the sessions. Additionally, Evelyn helps keep her friends accountable
session or match per week for with their CAS commitments, providing them with helpful reminders. Her consistent
at least one full term. preparation and participation in this extracurricular activity demonstrates her
commitment to developing both her physical skills and social connections.
Evelyn’s evaluation:
I am proud of myself with this target. I attend Frisbee all year, with no adult support
and always remember my kit. I love Frisbee and feel good with my organisation
and commitment.
Thinking & To be able to enter every - Attendance at LEC check-in Developed
Learning lesson prepared and ready to - Visual reminder and checklist at Staff evaluation:
learn with the correct home
 Organisation stationary, charged laptop - EA reminders Evelyn has fully met the target of entering every lesson prepared and ready to learn.
and learning resources, with - Engagement with home to She consistently arrives with the correct stationery, a charged laptop, and all the
minimal visual and spoken establish support necessary learning resources, requiring minimal reminders from adults. In fact,
reminders, by the end of the Evelyn often helps her peers stay organised as well, demonstrating a strong sense
education plan. of responsibility and a commitment to her own and others' academic success.
Evelyn’s evaluation:
I feel very organised this year and have paid attention to what I need each day. I
feel very organised for all my lessons.

Target Considerations for 2024/25 IEP following End of Plan Target Review
Evelyn Staff Family
- Positive use of WhatsApp and social media - Friendships - appropriate intraction on social media
- Deal with friendship interactions at break and and devices
lunch - Use of sensory items to support skin picking
- Keep attending CAS, and add on an extra - iGCSE prep for Art
commitment
- Art iGCSE. Making sure she is prepared with the
resources and coursework
- Independent travel around Hong Kong

Student’s usual way of working:

e.g. Access arrangements
- LEC bespoke pathway
- EA support
- Work experience opportunity in LRC
- ELSA
Moment of Pride
A time to reflect and share
Jasmine Gregory (LEC Coordinator)
- Managing schedule
- Changes, taken well
- Friendships out of class
Erika (Mum)
- More mature
- Handling responsibility well
- Homework out of class, handling demands well
- Friendships in school and out of school. Updates friends. Talks on the phone.
 - More independent.
Evelyn
- Enjoying the more LEC-based lessons
- Fun mainstream lessons
- Fun teachers in bigger classes. Good relationships.
- Easier to talk to people and friends and keep updated with JK and YP.