Individual Education Plans in New Zealand: goals, meetings and reviews
An IEP or learning plan helps the child, whānau and school agree goals, support and ways to review progress. Start with the teacher or kaiako.
Written and maintained by Special Education Path Editorial Team
What is an IEP in New Zealand?
The Ministry of Education describes Individual Education Plans (IEPs), also called learning plans, as tailored plans focused on the child's and family's needs and aspirations. The learning support team works with whānau and other agencies where relevant. The plan develops as needs change.
The New Zealand term should not be read as a promise of US IDEA procedures. Ask the school or kura which planning arrangements apply and how the learner and whānau will participate.
How to ask for a planning meeting
Start with the teacher or kaiako. Describe a few specific barriers and what helps. Ask whether an IEP or learning plan would help coordinate support, who should attend and whether a learning support coordinator or specialist should be involved.
We would like to discuss a learning plan for [child]. Our priorities are [priorities], and we have noticed [examples]. Please let us know who can help agree goals, classroom support and a review date.
What to record in the plan
| Part of the plan | Practical question |
|---|---|
| Learner and whānau aspirations | What matters to the child now and over the longer term? |
| Starting point | What can they do now, and what barriers remain? |
| Goals | What observable progress will we look for? |
| Teaching and support | What will staff do, with what resources and in which routines? |
| Responsibilities | Who coordinates and who delivers each action? |
| Review | What evidence will be gathered and when will we meet again? |
Example of a goal to discuss
Instead of “improve participation”, describe a meaningful routine: “During a familiar group activity, the learner uses their agreed communication method to make a choice, with the level of prompting recorded.” The team should agree the starting point, target and review period with the learner and whānau. This is a planning illustration, not a prescribed goal.
Does an IEP guarantee ORS funding?
No automatic funding promise should be inferred from the name of a plan. The Ongoing Resourcing Scheme is a separate support route with its own criteria. Ask the school which support can be provided now, whether a funding application is relevant and what evidence it requires.
Review progress and transitions
Agree the review date in the meeting. Bring work samples, observations and the child's feedback, then compare progress with the starting point. When moving schools, ask who will share the plan, explain effective strategies and coordinate support from the start. Keep a copy of the agreed actions and contact person.
Official sources
- Ministry of Education: learning support and support plans
- New Zealand Government: IEPs and learning support
Use current official guidance for local eligibility, procedures and deadlines. This guide provides educational information.