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    Check IEP targets are measurable.

    A guided IEP review for schools in Scotland, for any IEP however it was written, including targets drafted with other tools. Sendix checks each target for consistency with Education Scotland’s IEP guidance, asks the questions that close each gap, and suggests measurable wording built only from what the plan already says. You decide.

    Book a 30-minute walkthrough (opens cal.com in a new tab)

    On a fictional plan. No pupil data, and nothing to sign.

    What does a review look like?

    A fictional target, checked: what it’s missing, the questions that would close each gap, and wording built only from what the plan says.

    Fictional IEP · A.M., P5 · short-term targetNot measurable

    Learner profile, as written

    A.M. finds unstructured break times hard and often stays near the door. They join in when an adult sets up a game, and play happily with one or two classmates they know well.

    Target, as written

    A.M. will develop their social skills.

    What a measurable target says

    • Missing: Where A.M. is now (a starting point)
    • Missing: What will be different for A.M.
    • Missing: How we’ll know it’s been achieved
    • Missing: Who supports them, and how
    • Missing: By when (reviewed at least termly)
    • Missing: An accessible version for A.M.

    Practice guidance, not statuteEducation Scotland, IEP practice and process: outcomes should be measurable, with an accessible version for the learner. (opens the source in a new tab)

    Questions that would close the gap

    • What does A.M. do at break now, and on how many days do they join a game?
    • They join in when an adult sets up a game. What would success at break look like?
    • Who supports them at break, and how often?
    • How will staff record it, and when is it next reviewed?

    Suggested wording · built from the profile · you decide

    A.M. will join a small-group game at break with up to two classmates, supported by gap for your team: role, on gap for your team: number of 5 days a week by gap for your team: review date, up from gap for your team: days a week now. Measured by gap for your team: observation method, reviewed termly.

    The small group and the two classmates come from the profile. The plan doesn’t say where A.M. is now, who, how often, by when or how it’s measured, so those are left as gaps rather than invented.

    Accessible version, for A.M.

    I will play a game with one or two friends at break, with gap for your team: role nearby.

    Your call: nothing moves until you choose.

    What you take to the meeting with A.M. and their family

    Nothing yet. Decide on the suggestion and this fills in.

    See the IEP review on a plan like yours: book a 30-minute walkthrough (opens cal.com in a new tab)

    What does the review check in each target?

    Education Scotland’s guidance says a measurable target states what will be different or better for the learner and how you’ll know it has been achieved. Sendix checks each target for:

    A starting point
    Where the learner is now, so progress can be seen. This one is Sendix’s own check.
    What will be different
    What the learner will do that they can’t do now, not what staff will provide.
    How you’ll know
    How it will be measured, in numbers or in what the learner shows or tells you.
    Who supports it, and how
    Who is involved, what will be taught or adapted, and the learner’s and family’s part in it.
    By when
    A timescale it can realistically be reached in. Short-term targets are reviewed at least termly, long-term ones at least once a year.
    An accessible version
    A version suited to the learner’s age and stage, which they can refer to and use to evaluate their own progress.

    What is the review based on?

    IEPs aren’t statutory, so the review rests on Education Scotland’s guidance: practice guidance, not statute. Your own template stays yours. Sendix never replaces a Co-ordinated Support Plan (CSP) assessment.

    What does the suggestion leave to you?

    The gaps
    Wording is built only from the plan. Anything it doesn’t give, such as who, how often, by when or how it’s measured, is a visible gap for your team, never an invented amount.
    The decision
    Use the suggestion as a draft, edit it or reject it. Nothing is decided for you.
    The conversation
    The wording is a draft for the meeting. The target is agreed with the learner and their family, in your own template.

    Guides

    • How to write measurable IEP targets (Scotland)

      Education Scotland's IEP guidance says a measurable target states what will be different for the learner and how you will know. Here is what that means in practice, with rewritten examples and a checklist.

      Scotland · Updated · 6 min read

    • Writing Child's Plan actions that say who, what and by when

      A Child's Plan action that does not name a person, a task and a date is hard to deliver and harder to review. Here is what the GIRFEC guidance asks for, what is statutory and what is not, and how to rewrite common actions.

      Scotland · Updated · 6 min read