IDP Series: What Must Be Included in an IDP | Cyfres CTP: Beth sy’n Rhaid yn y CTP

 


What Exactly Should Be Included in an IDP?

A Parent’s Guide to Every Section (with Real Examples)**

Many parents in Wales are handed an IDP that looks incomplete — and they are left wondering whether something is missing, or whether the plan they received is typical.

The truth is that the ALN Code (2021) is almost 400 pages long, and most people have never been shown what a complete, lawful IDP is supposed to contain.

This article explains, in clear language:

  • the purpose of each section

  • what MUST appear (according to law)

  • what good practice looks like

  • SMART outcomes

  • what health and social care must contribute

  • what to do if something is missing

  • examples across a wide range of needs

  • how IDPs work for EHE and EOTAS children

This article is not about blaming schools or LAs.
It is about clarity, partnership, and giving every child the plan they deserve.

1. The Legal Position: An IDP Must Follow the ALN Code

The ALN Code states:

“A school, FEI or local authority … must complete each section of the standard form.”
(ALN Code 23.12)

It also states IDPs must be:

2. Section-by-Section Breakdown of a Lawful IDP

Below is each required section, what the ALN Code says, and examples to help families recognise whether the IDP is complete.

A. Child’s Profile (Person-Centred Summary)

The Code states the profile should:

“Describe the child’s character, gifts, talents, what is important to them…
and the best way to support them.”
(ALN Code 23.23)

A strong profile includes:

  • child voice (drawings, speech, typing, AAC, behaviour, video)

  • strengths

  • interests and aspirations

  • sensory/emotional profile

  • communication style

  • what helps / what doesn’t

  • barriers to learning

Examples

Neurodivergent (Autistic, PDA-profile)

  • Communicates best via typing

  • Needs low-demand approach

  • Sensory triggers: noise, crowds, unpredictable transition

Physical Disability (Cerebral Palsy)

  • Uses powered wheelchair

  • Fatigue with extended writing

  • Needs adapted seating and access to equipment

Chronic Illness (Diabetes)

  • Needs scheduled glucose checks

  • Immediate access to snacks/medical space

Sensory Impairment (Deaf child using BSL)

  • Needs BSL-fluent communication

  • Clear sightlines

  • Captions and transcripts

B. Description of Additional Learning Needs

The Code states:

“The description of ALN should be clear and comprehensive and include the impact on learning.”
(ALN Code 23.27)

This section is appealable, so accuracy matters.

Examples

ADHD
“Difficulties with attention, organisation and working memory impacting ability to complete multi-step tasks.”

Hearing Loss
“Moderate bilateral hearing loss significantly affecting access to verbal instructions in busy environments.”

ME/CFS
“Severe fatigue and post-exertional malaise limiting stamina for cognitive tasks and full school days.”

C. Outcomes — MUST Be SMART

The ALN Code states:

“Outcomes must be measurable, realistic and challenging.”
(ALN Code 23.31)

SMART outcomes are:

  • Specific

  • Measurable

  • Achievable

  • Realistic

  • Timely

Strong vs Weak Examples

Autistic child
❌ Weak: “Improve tolerance to noise.”
✔ Strong: “By July 2026, X will access whole-class learning for 15 minutes using noise-reducing headphones and a pre-agreed exit plan.”

Physical disability
❌ Weak: “Improve independence.”
✔ Strong: “By Easter 2025, X will transfer safely from wheelchair to classroom chair using a standing frame with one adult supporting, three times daily.”

Chronic illness (Diabetes)
❌ Weak: “Manage health needs.”
✔ Strong: “X will maintain stable blood glucose with scheduled monitoring every 2 hours and immediate access to medical support.”

D. Additional Learning Provision (ALP)

This is the heart of the IDP.

The ALN Code states:

“Provision should be detailed, specific and quantifiable.”
(ALN Code 23.37)

Examples

Dyslexia
✔ 3 × weekly 40-minute structured literacy sessions with trained staff using a specialist phonics programme.

Visual Impairment
✔ 18-point high-contrast print and seat at front-left for optimal access.

Epilepsy
✔ Staff trained in rescue medication + epilepsy handbook integrated into ALP.

E. Health Provision

Health must contribute where needs affect education.

(ALN Code 23.55–23.63)

Examples:

F. Social Care Provision

(ALN Code 23.64–23.72)

Examples:

G. Provision for Electively Home Educated (EHE) Children with IDPs

(Not to be confused with EOTAS)

Children who are electively home educated do not lose the right to an IDP.

The LA must continue to:

  • identify ALN

  • maintain the IDP

  • review annually

  • include health & social care input

But responsibility for education is different.

⭐ The Legal Distinction

✔ If a parent chooses EHE → the parent funds and provides education
(ALN Code 10.9)

✔ If the LA funds or arranges any tuition → this is EOTAS, not EHE
(ALN Code 10.5)

✔ LAs may still provide Educational Psychology assessments
(because assessment is a statutory duty — this is not “provision”)

✔ EHE children retain full rights to NHS services
(including CAMHS, paediatrics, SALT, OT, physiotherapy)

✔ EHE children retain full rights to disability social care
(equipment, adaptations, short breaks, PA support)

Examples of Correct EHE Provision

Autistic child (parent-led EHE):

Cerebral Palsy:

  • parent creates accessible home learning space

  • NHS physio plan followed at home

Severe ME/CFS:

  • micro-learning sessions

  • rest periods

  • parent-led curriculum

Deaf child (BSL user):

The LA still maintains the IDP and includes relevant health/social care advice.

H. Placement Information

(ALN Code 23.47–23.53)

Includes:

  • where child is educated

  • suitability of current setting

  • when change may be needed

  • when EOTAS should be considered

I. Parent Views & Child Voice

The Code states:

“The views of the child and parent must be recorded separately and clearly.”
(ALN Code 23.26)

Both must be given meaningful space.

Children can contribute:

  • drawings

  • AAC

  • writing

  • typing

  • behaviour

  • photos

  • videos

  • audio notes

No child is required to speak in meetings.

J. Review Arrangements

(ALN Code 23.73–23.89)

Should include:

  • date of next review

  • clear monitoring plan

  • triggers for early review

  • expectations for progress

3. What MUST Be Written in an IDP (Never “Informal”)

  • sensory regulation plan

  • environment adaptations

  • literacy/numeracy interventions

  • anxiety plan

  • communication supports

  • assistive technology

  • health tasks

  • personal care

  • staff training

  • transitions support

  • pacing / reduced demands

  • home-school communication plan

If it supports learning, it must be written down.

4. Red Flags: Signs an IDP Is Not Lawful

🚩 “Access to…”
🚩 “As required”
🚩 “School will try to…”
🚩 No timeframe for outcomes
🚩 Child voice = 1 sentence
🚩 Provision not quantified
🚩 No health input despite health needs
🚩 Entire IDP copied from last year
🚩 Vague needs statements

5. Parent Phrases for Revising the IDP

  • “Can we align this with ALN Code paragraph 23.__?”

  • “Could we make this provision quantifiable so it can be monitored?”

  • “Can we add a timeframe to make this outcome measurable?”

  • “Health input seems needed here — can we request health advice?”

  • “This provision is too vague to implement — could we specify who, how often and for how long?”

If revisions cannot be made at school level, parents may request LA maintenance.


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**Beth yn Union Ddylai Fod mewn Cynllun Datblygu Unigol (CTP)?

Canllaw i Rieni ar Bob Adran (gyda Enghreifftiau Gwirioneddol)**

Mae llawer o rieni yng Nghymru yn derbyn CTP sydd heb ei gwblhau, ac nid ydynt yn siŵr beth ddylai fod ynddo.
Nid yw hyn yn adlewyrchu diffyg gofal gan ysgolion nac ALl — mae’r Cod ADY (2021) bron yn 400 tudalen o hyd, ac mae’n anodd cadw golwg ar yr holl ofynion.

Mae’r erthygl hon yn egluro’n glir:

  • pwrpas pob adran o’r CTP

  • yr hyn y rhaid ei gynnwys yn ôl y gyfraith

  • sut olwg sydd ar arfer da

  • canlyniadau SMART

  • rôl iechyd a gofal cymdeithasol

  • beth i’w wneud pan fo rhywbeth ar goll

  • enghreifftiau ar draws ystod eang o anghenion

  • sut mae CTPau’n gweithio i blant EHE ac EOTAS

Nid erthygl feirniadol mohoni — mae’n ymwneud â chydweithio, eglurder a sicrhau bod pob plentyn yn derbyn y cynllun maent yn haeddu.

1. Y Safbwynt Cyfreithiol: Rhaid i GTP Lynu wrth y Cod ADY

Dywed y Cod ADY:

“Rhaid i ysgol, SCE neu awdurdod lleol … gwblhau pob adran o’r ffurflen safonol.”
(Cod ADY 23.12)

Rhaid i GTPau hefyd fod yn:

  • berson-ganolog

  • cydgynhyrchiol

  • eglur ac ymarferol

  • fanwl, penodol a defnyddiol
    (Cod ADY 23.8–23.11)

2. Beth sy’n Rhaid yn yr Adranau Gwahanol o GTP Cyfreithiol

Dyma bob adran ofynnol, yn seiliedig ar y Cod ADY, gyda disgrifiadau syml a’r hyn sy’n cyfateb i arfer da.

A. Proffil y Plentyn (Crynodeb Person-Ganolog)

Dywed y Cod:

“Disgrifio cymeriad y plentyn, eu dawn, eu doniau, yr hyn sy’n bwysig iddynt…
a’r ffordd orau i’w cefnogi.”
(Cod ADY 23.23)

Dylai cynnwys:

  • llais y plentyn (lluniau, AAC, ysgrifennu, tyfu, ymddygiad, fideo)

  • cryfderau

  • diddordebau a dyheadau

  • proffil synhwyraidd ac emosiynol

  • dull cyfathrebu

  • yr hyn sy’n gweithio / ddim yn gweithio

  • rhwystrau i ddysgu

Enghreifftiau

Niuroamrywiol (Awtistig / Proffil PDA)

  • Cyfathrebu orau drwy deipio

  • Angen dull is-alw

  • Sbardunau synhwyraidd: sŵn, prysurdeb, pontio annisgwyl

Anabledd Corfforol (Parlys yr Ymennydd)

  • Defnyddio cadair olwyn bwer

  • Blinder wrth ysgrifennu

  • Angen seddi hygyrch ac offer addas

Cyflwr Iechyd Cronig (Diabetes)

  • Angen gwiriadau glwcos rheolaidd

  • Mynediad uniongyrchol i le diogel neu nyrs ysgol

Nam Synhwyraidd (Plant Byddar sy’n defnyddio BSL)

  • Angen cefnogaeth sy’n rhugl mewn BSL

  • Llinellau golwg clir

  • Cynnwys wedi’i gapio neu ei drawsgrifio

B. Disgrifiad o’r Anghenion Dysgu Ychwanegol (ADY)

Dywed y Cod:

“Dylai’r disgrifiad o’r ADY fod yn glir, cynhwysfawr ac yn nodi’r effaith ar ddysgu.”
(Cod ADY 23.27)

Mae’r adran hon yn apeladwy — felly mae cywirdeb yn hanfodol.

Enghreifftiau

ADHD
“Anawsterau gyda sylw, trefnu a chof gweithio sy’n effeithio ar allu i gwblhau tasgau aml-gam.”

Colli Clyw
“Colli clyw cymedrol dwyochrog yn effeithio’n sylweddol ar allu i gael mynediad at gyfarwyddiadau llafar.”

ME/CFS
“Blinder difrifol a malaise ôl-ymladd sy’n cyfyngu ar stamina ar gyfer tasgau gwybyddol ac oriau ysgol llawn.”

C. Canlyniadau — RHAID iddynt fod yn SMART

Dywed y Cod:

“Rhaid i ganlyniadau fod yn fesuradwy, realistig ac heriol.”
(Cod ADY 23.31)

SMART =

  • Penodol

  • Mesuradwy

  • Cyraeddadwy

  • Realistig

  • Amserol

Enghreifftiau Cryf a Gwan

Plentyn awtistig
❌ Gwan: “Gwella goddef sŵn.”
✔ Cryf: “Erbyn Gorffennaf 2026 bydd X yn gallu mynychu 15 munud o ddysgu dosbarth cyfan gan ddefnyddio clustffonau a phas gadael cytunedig.”

Anabledd corfforol
❌ Gwan: “Gwella annibyniaeth.”
✔ Cryf: “Erbyn Pasg 2025 bydd X yn trosglwyddo’n ddiogel o gadair olwyn i gadair ddosbarth gyda chefnogaeth un oedolyn, dair gwaith y dydd.”

Cyflwr iechyd (Diabetes)
❌ Gwan: “Rheoli anghenion iechyd.”
✔ Cryf: “Bydd X yn cynnal lefelau glwcos sefydlog drwy fonitro bob 2 awr a mynediad ar unwaith i gymorth meddygol.”

D. Darpariaeth Dysgu Ychwanegol (DDY) — Calon y CTP

Dywed y Cod:

“Dylid disgrifio darpariaeth yn fanwl, yn benodol ac yn feintiol.”
(Cod ADY 23.37)

Enghreifftiau

Dyslecsia
✔ 3 × yr wythnos, 40 munud o ddysgu strwythuredig gan staff hyfforddedig.

Nam Gweledol
✔ Deunydd print 18-pt, cyferbyniad uchel, sedd blaen-chwith.

Epilepsi
✔ Staff wedi’u hyfforddi mewn meddyginiaeth achub + cynllun epilepsi.

E. Darpariaeth Iechyd

(ALN Code 23.55–23.63)

Enghreifftiau:

  • rhaglen SAE

  • diet synhwyraidd OT

  • cynllun ffisiotherapi

  • cynllun nyrs diabetes

  • cefnogaeth CAMHS

  • cynllun bwydo

F. Darpariaeth Gofal Cymdeithasol

(ALN Code 23.64–23.72)

Enghreifftiau:

  • seibiannau byr

  • offer anabledd

  • addasiadau cartref

  • cymorth PA

  • cefnogaeth i’r teulu

G. Darpariaeth i Blant Addysgedig Gartref yn Wirfoddol (EHE) gyda CTP

(Nid yw hyn yr un peth ag EOTAS)

Nid yw plant EHE yn colli eu hawl i GTP.

Mae gan ALl ddyletswydd i:

  • nodi ADY

  • cynnal y CTP

  • adolygu’n flynyddol

  • cynnwys iechyd a gofal cymdeithasol

Ond mae cyfrifoldeb addysg yn wahanol.

⭐ Y Gwahaniaeth Cyfreithiol:

✔ Os yw rhiant yn dewis EHE → y rhiant sy’n ariannu ac yn darparu’r addysg
(Cod ADY 10.9)

✔ Os yw’r ALl yn ariannu neu’n trefnu unrhyw addysg → EOTAS yw hyn, nid EHE
(Cod ADY 10.5)

✔ Gall ALl barhau i drefnu asesiadau Seicoleg Addysg, ond nid yw hyn yn 'ddarpariaeth'.

✔ Mae gan blant EHE yr un hawliau llawn i wasanaethau GIG.

✔ Mae ganddynt yr un hawliau llawn i wasanaethau anabledd plant o dan Ddeddf Gwasanaethau Cymdeithasol a Llesiant (Cymru) 2014.

Enghreifftiau o Ddarpariaeth EHE sy’n Gywir yn Gyfreithiol

Awtistiaeth (EHE dan ddewis y rhiant)

  • rhiant yn ariannu tiwtor preifat

  • amgylchedd lleihau galw

  • offer synhwyraidd

  • dysgu ar-lein ar gyflymder y plentyn

Parlys yr Ymennydd

  • addasu’r cartref ar gyfer dysgu

  • dilyn cynllun ffisiotherapi’r GIG gartref

ME/CFS

  • sesiynau micro-ddysgu

  • cyfnodau gorffwys

  • cwricwlwm hyblyg dan arweiniad y rhiant

Plentyn Byddar (Defnyddiwr BSL)

  • tiwtora BSL preifat

  • cynnwys â chapiau / testun

  • dulliau dysgu gweledol

Mae’r ALl yn dal i gynnal y CTP ac yn cynnwys cyngor iechyd/gofal cymdeithasol perthnasol.

H. Gwybodaeth Lleoliad

(ALN Code 23.47–23.53)

Dylai gynnwys:

  • ble mae’r plentyn yn cael ei addysgu

  • addasrwydd y lleoliad

  • pryd y gall newid fod ei angen

  • pryd y dylai’r ALl ystyried EOTAS

I. Barn y Rhiant a Llais y Plentyn

Dywed y Cod:

“Rhaid cofnodi barn y plentyn a’r rhiant ar wahân ac yn glir.”
(Cod ADY 23.26)

Gall plant gyfrannu drwy:

  • luniau

  • AAC

  • ysgrifennu neu deipio

  • ymddygiad

  • fideos neu recordiadau sain

  • ffotograffau

Nid yw’n ofynnol i blentyn fynychu cyfarfodydd.

J. Trefniadau Adolygu

(ALN Code 23.73–23.89)

Dylent gynnwys:

  • dyddiad yr adolygiad nesaf

  • sut y caiff cynnydd ei fonitro

  • sbardunau ar gyfer adolygiad cynnar

3. Beth RHAID ei Ysgrifennu yn y CTP (Ddim yn Anffurfiol)

  • cynllun rheoleiddio

  • addasiadau amgylcheddol

  • ymyriadau darllen/rhifedd

  • cynllun pryder

  • cymorth cyfathrebu

  • technoleg gynorthwyol

  • tasgau iechyd

  • gofal personol

  • hyfforddiant staff

  • cymorth pontio

  • lleihau galw / pacing

  • cynllun cyfathrebu cartref–ysgol

4. Baneri Coch: Arwyddion nad yw CTP yn Gyfreithiol

🚩 “Mynediad at…”
🚩 “Fel sy’n ofynnol”
🚩 “Bydd yr ysgol yn ceisio…”
🚩 Dim ffrâm amser ar gyfer canlyniadau
🚩 Llais y plentyn = un frawddeg
🚩 Dim manylion darpariaeth
🚩 Dim mewnbwn iechyd
🚩 Wedi’i gopïo o’r flwyddyn flaenorol
🚩 Disgrifiadau anghyflawn o anghenion

5. Ffyrdd Pwerus o Ofyn am Ddiwygio’r CTP

  • “Allwn ni alinio hyn â pharagraff 23.__ o’r Cod ADY?”

  • “A allem wneud hyn yn feintiol fel ei fod yn cael ei fonitro’n glir?”

  • “A allwn ni ychwanegu ffrâm amser i wneud y canlyniad yn fesuradwy?”

  • “Mae’n ymddangos bod angen mewnbwn iechyd yma — a allwn ni ofyn am hynny?”

  • “Mae’r ddarpariaeth hon yn rhy amwys — a allwn ni nodi pwy, pryd a faint?”

Os na ellir diwygio lefel ysgol, gall rhiant ofyn i’r ALl gynnal y CTP.


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This article provides general information about the ALN Act and ALN Code in Wales.
It is not legal advice. For individual cases, families may wish to seek independent specialist advice if needed.

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