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Level D
Planning to meet the needs of children
and young people with learning
A teacher and three children
                  gathered around a table
About this module
A teacher and three children in
                  an English lesson

Level D of this module builds on what has been learned at levels B and C. Level B introduces the unique nature of planning to meet the needs of children with SLD/PMLD/CLDD

Level C explores planning in more depth including learning outcomes, assessment, pedagogy, working with other specialists and whole class planning.

Level D includes what effective planning looks like, Person Centred Planning and the Ofsted Evaluation Schedule as well as planning for additional services and staff’s professional development.

Learning outcomes
A teacher and three children in
                  an English lesson

The materials in this level are intended to provide those working with children with SLD/PMLD/CLDD the tools to be able to:

  • Evaluate the effectiveness of planned interventions in terms of children's achievement/attainment;
  • Critically review and analyse systems, policies and legislation which affect the special school planning to meet the needs of children; and
  • Consider how planned interventions might promote progress for children in the light of recent research and government policy and modify planning accordingly.
Teachers' standards

Details of the professional standards that apply to all teachers in England can be obtained from the Department for Education website. These standards apply to all teachers regardless of their career stage and all aspects of the standards are relevant to teachers working with children with special educational needs.


Department for Education Teachers' Standards 2011

Teachers Standards Cover
Special Educational Needs

As defined by the Department for Education Special Educational Needs Code of Practice (2001), children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.

Children have a learning difficulty if they have:

  • A significantly greater difficulty in learning than the majority of children of the same age, or
  • A disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.

With thanks to the professionals who contributed to this module:


Module Content

Catherine Bernie, Assistant Head, Brookfields School, Reading
Brandon Mills, Deputy Head Teacher, Brookfields School, Reading
Sara Attra, Deputy Head Teacher, Brookfields School, Reading


All modules produced by The Schools Network and
Real Group (UK) Ltd for the Training Development Agency for Schools (TDA).


Editorial Team

Dr Mark Turner, Real Group (UK) Ltd
Professor Hilary Constable, The Schools Network
Jo Egerton, The Schools Network
Anne Fowlie, The Schools Network
John Truman, The Schools Network
Annie Grant, Independent Consultant

Production and Design

Jonathan Bond, Real Group (UK) Ltd
Colm Gibson, Real Group (UK) Ltd
David Hutter, Real Group (UK) Ltd
Ruth Earl, Real Group (UK) Ltd


Video, Audio and Photography

Atomic Productions


Project Management

Professor Barry Carpenter, The Schools Network
Alan Macgregor, Real Group (UK) Ltd
Sylvia Paddock, The Schools Network
Dr Mark Turner, Real Group (UK) Ltd
Caroline Ward, The Schools Network


Thanks to all the children, parents, carers, assistants and teachers for their involvement.