Creating an individual support plan in Student Radar
Duration: 4 min 40 sec
Machine-assisted transcript reviewed for product names and education terminology.

This is how ISPs are created in Student Radar. Properly comprehensive and co-produced by design, not bolted on after the fact.

Begin where every plan should: with the child.

Attendance, lates, attainment, behaviour, parent logs — Student Radar pulls it all in, so you’re not building the picture from scratch.

Most platforms jump straight to a plan. We don’t. We start with a needs assessment, because that’s where understanding the child actually starts.

Education loves an acronym. If anything doesn’t make sense, you can get a plain-language explanation.

Work through each of the four broad areas of need, broken into bite-sized sections. Select all that apply, and if you get called away to support a class or close the tab by accident, it saves automatically. Nothing gets lost.

Student Radar takes the context and your selections, and writes the needs assessment.

You’ll get a thorough analysis of need: strengths and protective factors; an overview of needs; how each of the broad areas of need is affected; how these needs might interact across domains; and a comparison with age-related expectations. Because a child not being able to read in Year 6 is very different to a child not being able to read in Year 1.

SMART targets with the reasoning behind each one. Success criteria, key strategies, success indicators — written so staff can picture what it actually looks like in a classroom.

Not, “Bill will achieve 60% of his targets in four out of five days across three out of eight lessons.” Nobody has ever read that and known what to do on Monday morning.

This is then visible for all staff on the pupil page.

This is where most platforms stop. A printout to sign or a login to a read-only view. Neither of those is co-production.

Parents see what their child is like at home. Schools don’t. A plan written without that is a plan written with half the picture. That’s why parents can see their child’s data too: attendance, behaviour, SEND — all of it. They can log what they’re seeing at home, and these aren’t sitting in a separate inbox. They feed into ISP creation.

So when a parent spots emerging behaviours at home, it gets picked up early. Not when they’re desperate enough to email school asking for help.

When parents review the ISP, it’s in plain language: easy to read, easy to agree or disagree with. And if something stands out — a need, a target, a piece of provision — they can ask school for support with it directly.

Parent feedback actually goes somewhere. The SENCo reviews it and it feeds into the next ISP. Co-production isn’t a one-off.

And let’s not forget who this is about and who this is for: the child.

Children log in too. They see their own targets written for their age. They can give feedback and, like the parents, it shapes the next ISP. The children these plans are written for finally have a seat at the table.

Finally, let’s just circle back to that request for help from the parent. You’ll find it on the pupil page under reviews. When a parent asks for support, the speed of the response matters. Student Radar lets you generate a support sheet and send it straight away, while you’re still checking your calendar for a meeting.

Student Radar. Built by a SENCo, for SENCos.