Planning and organisation support should teach the pupil how to turn a goal into visible, manageable actions. A planner, checklist or template is useful only when someone teaches the pupil how and when to use it.

Choose one recurring task that matters, such as preparing for a lesson, completing an extended assignment or managing homework. Teach the routine there before expecting the pupil to transfer it elsewhere.

Make the process visible

Model how to:

1. identify the finished outcome;

2. break it into ordered steps;

3. decide what is needed and when;

4. record the plan in one reliable place;

5. check progress and adapt the next step;

6. review what worked.

Think aloud while planning a real task. Show how to estimate time, spot dependencies and recover when a plan changes.

For example, in Primary, a poster on the Romans becomes three steps (find two facts, sketch the layout, write the captions) with a check after the sketch. In Secondary, a history essay due in ten days becomes three dated deadlines in the planner, checked at the start of each session.

Use one consistent system

If the school already provides a planner or digital platform, teach the pupil to use that system consistently before adding another. Agree where tasks, materials and deadlines will be recorded and when they will be checked.

Possible supports include:

• a short task plan on the board or a mini whiteboard;

• a visual checklist for a repeated routine;

• a weekly paper or digital planner;

• colour-coded folders or labelled storage;

• a worked example of a completed plan.

The support should reduce memory demand without completing the planning for the pupil.

Practise and fade

A typical pattern is one to three short sessions a week (10 to 15 minutes) in Primary; in Secondary, a weekly coaching session, or two or three a week where the need is greater. Work one to one or in a pair, using the pupil's current work. The length of the block depends on how much support the pupil needs; decide where it fits in the timetable and when to review progress (many schools review after six to eight weeks). Begin with joint planning, move to prompts and then ask the pupil to generate and check their own plan. Staff should use the same small set of prompts, such as: “What is the outcome?”, “What comes first?” and “Where will you record it?”

Monitor whether the pupil brings materials, begins on time, meets interim deadlines and adjusts the plan with fewer prompts. Check transfer into lessons, homework and transitions, and include the pupil's view at each review.

When progress is limited

Review whether the task is understood, time estimates are realistic, the recording system is accessible and staff expectations are consistent. If difficulties remain marked across contexts despite well-taught support, complete a fuller planning and organisation assessment.

Further reading

• EEF: Metacognition and Self-Regulated Learning

• SEND guide for schools and alternative provision settings