IEPs - experience?

[suecy]

Had parents evening last night and have been told that DS (on G&T register since start of reception) is going to be given an IEP for maths, as his needs cannot be met within his class(mixed Y1,Y2) or the KS1 curriculum. He's in Year 1 now and they've been trying to asses him, but they can't because they know he's above level 3, but as he hasn't been taught KS2 skills they don't know if he can do that work.

What does an IEP mean in practise? They said he'll be working off a different curriculum than his peers, having some 1 to 1 teaching and getting appropriate work home.

On the one hand I'm obviously pleased that they're doing something about it as I was concerned he hasn't learnt anything new for ages and finds his homework laughable.

On the other hand, bless him he can come across as a bit of a boffin, and also at times appear arrogant as he knows so much, so I'm concerned how the individual treatment may affect him as a person and in particular his relationships with his peers.

Any stories of experience to share or words of wisdom? What does an IEP actually look like and how is it measured?

Thanks in advance

I thought every child had to have an IEP might be wrong

No, every child has a plan to some extent, but an IEP is a special specific programme, usually used for SEN, but can be used for G&T in unusual circumstances where the child cant access the teaching they need for their level in the classroom.

dd2 had 2 ieps running at her last school, one for sn, and one for g&t. not quite sure what you are asking really? ieps just spell out the targets, and how they will help the child to meet them... normally they have 3 or 4 specific targets and should adhere to 'SMART' principles - loads of info online, google is your friend . most of the stuff you will find will be slanted towards sn, as these ieps are more common, but the same principles apply.

that said, ds1 has never had a formal g&t iep, but the school applied the same principles (similar issues with ks1 maths - he was in an infant school so no direct access to ks2 curriculum). i don't think ieps are essential for children on the g&t list if i'm honest - i'm more in favour of appropriate differentiation as a whole, doesn't have to be formalised by an iep imho.

v interesting negotiating the system here though (we moved this school year). here gifted children access a provincial program which is far more rigidly applied - dd1 is our guinea pig here lol. fwiw i think i was more content with bog standard appropriate differentiation - i would be wary that a teacher was adhering too rigidly to an iep for the sake of paperwork, rather than a less formal but across-the-board approach as the curriculum permits and lessons develop.

on an admin note, the iep should be reviewed and new targets set every six months. some schools do it termly, but they don't have to at your son's age. good schools will invite you to an iep meeting in addition to the parent's evening, but some combine for g&t (there's often not much else to discuss lol). they may occasionally ask you for input, but this is more likely with sn than g&t.

i have no idea if i've answered your question, or even made any sense at all lol.