Hampshire personal development
learning and e-Profiles
A process to enable children and young people to reflect
on their learning and achievement, inform and set targets
for personalised learning, and plan for the future.
Key
stage
Purpose
Materials/
resources
People involved
Focus for
ECM
Early
Years
Hampshire has an
adult-led e-Profile for
use in the early years
settings, to provide for
each child a record of
achievement in relation
to the outcomes from
the Foundation Stage
Profile.
Hampshire’s
Keeping on track
with e-Profiles CD
Adults working in
early years
settings and
parents/carers.
See
Appendix 2.
Year leaders,
class teachers,
support staff and
parents/carers.
See
Appendix 2.
Effective
questioning
materials (See
Appendix 1).
There are materials
available to promote
effective questioning
skills in adults that help
children to be more
reflective thinkers and
understand as they
develop what they
need to do to take
responsibility and
become more
independent learners.
Key
Stage 1
To provide the
opportunity for children
to learn to maintain a
record of learning and
achievement and to
start to identify their
own targets for
improvement.
June 2007
A framework
based on the notes
and pages from
the e-Profile PPT
which provide a
record that may be
updated by the
child, supported by
the teacher and
support staff.
e-Profiles – Hampshire personal development learning and e-Profiles
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Key
stage
Purpose
Materials/
resources
People involved
Focus for
ECM
Key
Stage 2
To provide the basis in
Year 6 to support
children in preparing
for, and making
transition into,
secondary school.
A framework
based on the notes
and pages from
the e-Profile PPT
that enables
children to both
maintain a record
that translates into
a presentation
about their hopes
and ambitions
during Year 7 and
reflects their
current level of
achievement.
Year 6 team
leaders and
teachers, the Year
7 team leader
from the
secondary school
and parents/
carers.
See
Appendix 2.
Key
Stage 3
To provide students
with the knowledge,
skills and
understanding to make
curriculum choices at
the end of KS3 that
reflect their potential, in
terms of ability and
interests, and enable
them to keep as many
options open as
possible for any career
choices they may have
in mind.
A framework
based on the notes
and pages from
the e-Profile PPT
that enables
students to
develop an
Individual learning
plan to both
support curriculum
choices and to set
the agenda of
learning targets for
the start of Year
10.
KS3 pastoral/
curriculum leader,
tutor, learning
mentor and
parents/carers.
See
Appendix 2,
3 and 5.
The Connexions
PA may also have
an involvement
during the key
stage.
The QCA’s
Personal, learning
and thinking skills
(PLTS) framework
(see Appendix 3).
Key
Stage 4
To provide students
with the knowledge,
skills and
understanding to
demonstrate their
achievements during
KS4 which reflects
their potential, in terms
of ability and interests,
to support their
transition into Post-16
learning or work.
A framework
based on the notes
and pages from
the e-Profile PPT
that enables
students to
develop an
individual learning
plan to both set
targets in
preparation for
GCSE and support
transition Post-16
to learning or work.
KS4 pastoral/
curriculum leader,
tutor, learning
mentor and
parents/carers.
See
Appendix 2,
3 and 5.
The Connexions
PA may also have
an involvement
during the key
stage.
The QCA’s PLTS
framework (see
Appendix 3).
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June 2007
Key
stage
Purpose
Materials/
resources
People involved
Focus for
ECM
Post-16
To provide the basis
for students to
continue to maintain
their personal plan and
support transition to
higher education (HE)
or employment.
A framework that
collects the
necessary
information to
enable students to
complete their
UCAS application
and/or develop an
up-to-date CV to
accompany an
application to an
employer.
UCAS tutor.
See
Appendix 2
and 3.
14 – 19
To provide a coherent
approach, across
institutions, for
reflection, recording
achievement and
action planning, where
students are learning
in different locations in
KS4 and transferring to
a Post-16 college to
continue their learning
programme at 16.
A framework
based on the notes
and pages from
the e-Profile PPT
that enables young
people to both
maintain a record
that translates into
a presentation
about their hopes
and ambitions for
their future and
reflects their
current level of
achievement.
14-19 learning
mentor.
See
Appendix 2,
3, 4 and 5.
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e-Profiles – Hampshire personal development learning and e-Profiles
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Key
stage
Purpose
Materials/
resources
People involved
Focus for
ECM
SEN
settings
To provide an
appropriate and
relevant framework to
match the learning
disabilities of young
people with special
learning needs that
recognises
achievement,
celebrates success
and sets out the young
person’s wishes for
what happens at
transition.
A framework based
on the notes and
pages from the
e-Profile PPT that
enables young
people to both
maintain a record
that translates into
a presentation
about their hopes
and ambitions for
their future and
reflects their
current level of
achievement.
Tutor responsible
for transition
planning.
See
Appendix 2,
3 and 4.
This links to the
statutory
requirements for a
transition plan
informed by the
views of the young
person. (See
Appendix 4 –
principles for
involving young
people in their
transition
planning.)
Note: This model is intended to build on current good practice in Hampshire schools/
colleges, where pupils/students are provided with the opportunity to maintain a record of
achievement and progress in learning and to plan for improving their performance by
setting and achieving appropriate and relevant targets in relation to their ability and
aspirations. A quality review framework is offered to allow schools and colleges to
undertake a self-evaluation of the process they have in place to support this. See
Appendix 5.
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Appendix 1
Using skilful questioning to improve children’s
learning in the early years
“The voices of very young children are not always heard ...
either because they have not been asked to speak or we have
not known how to ask them. With older children with welldeveloped language skills we can more easily talk to them and
establish their views. It is far more challenging to include
children under five who may still lack the words and
experiences to express their views and preferences about their
education. Children at the Foundation Stage of learning are well
able to share what their learning targets are and can have a
definite view on how to go about these.” 1
Adults working in early education settings need to:
 ask questions that help children develop review skills to
identify what needs to be improved

organise the way that children work, in order to provide
opportunities for them to reflect on their learning

help children develop relevant vocabulary and use
interesting words about assessment and reviewing
progress

create references to thoughts and feelings about how they
are performing.
Improving questioning
The acid test of a question is: Does it provide a worthwhile
challenge? In providing a challenge, there needs to be a
balance between closed quick-fix questions, and open
questions that demand more complex and higher-order thinking.
The level of challenge will differ with the developmental stage
the child has reached, reflected in the teacher’s assessment of
the Foundation Stage Profile.
Examples of open-ended questions that genuinely invite
children to think include:

“What do you think ...?”

“How do you know ...?”
1
Hearing children’s voices in the early years, Hannah Mortimer (written for Support for learning,
Vol: 19, Issue: 4, 2004)
June 2007
e-Profiles – Hampshire personal development learning and e-Profiles
5

“Why do you think that ...?”

“Do you have a reason ...?”

“How can you be sure ...?”

“Is this always so ...?”

“Is there another way/reason/idea ...?”

“What if ...?”

“What if ... does not ...?”

“Where is there another example of this?”

“What do you think happens next?”
Different children need different sorts of alternatives. Often the
adult taking the puzzled listener role will be effective if he/she
reflects genuine interest and attention to the child’s answer.
Strategies to support thinking and talking include pause, prompt
and praise.
Helping children ask questions
If children themselves identify what they want to know, then
when they ask a question they are much more likely to value
and remember the answer. Some questions will not be easy to
answer.
Display children’s questions and come back to them. They can
be sorted into categories, for example:

questions we can answer

questions we can find the answer to

questions that cannot be answered

questions that will help our learning.
Discuss with children the nature of good questions. Ask which
of a list of questions is the best, or most interesting question.
Find out what questions they would most like to have answered.
Some alternative strategies that can prove more effective than
questions in stimulating thoughtful discussion are given in the
Table on the next page. Use alternatives to routine questions
about the quality of work and the standard achieved, that
actively encourages thinking and dialogue.
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e-Profiles – Hampshire personal development learning and e-Profiles
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Adult lead
Starter examples:
Withholding judgement

Respond in a non-evaluative fashion.

Ask others to respond.

“Say more about ...”



“There is no one right answer.”
“What are the alternatives?”
“Who has got a different point of view?”

“Give reasons why …”
Making a challenging statement

“Supposing someone said ...”
Contributing your own thoughts or
experience


“I think that ...”
“Remember when ...”



Allow thinking time.
Discuss with a partner, then in a group.
Pair children so they can discuss in their
first language.
Allowing rehearsal of responses


“Try out the answer in your head.”
“Try out the answer on your partner.”
Inviting children’s questions

“Would anyone like to ask Pat a question
about that?”
Using thinking aloud


Model rhetorical questions.
“I do not quite understand.”
Asking a child to invite a response

“Ali, will you ask someone else what they
think?”
Not asking for a show of hands

Expect everyone to respond.
Inviting children to elaborate
Cueing alternative responses
Challenging children to provide
reasons
Using think – pair – share
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7
Activities to encourage children’s questioning
Activity
Details
Topic/review questions
Children individually or in groups ask questions about
criteria for assessing work that will help an individual
reflect on their learning and consider how it may be
improved.
Hot-seating
Children take turns to choose to be in the hot-seat to
talk about their work. The other children create
questions to ask the child in the hot-seat.
Questions game
One child chooses a piece of work. The other children
have 20 questions to find out what it is about the work
that the person values and feels is good. Only “Yes”
and “No” answers are allowed. Only three direct
guesses are allowed. Play in groups of six (eg: two
choose, four ask).
Interview questions
Decide on someone to interview about their work.
Children devise, share and evaluate the best interview
questions.
Keep a questions box,
board or book
Collect any interesting or puzzling questions that arise
in the classroom about what makes a piece of work
good. Create a place to write, store or display your
questions, such as in a box, on a board or in a book.
Set aside some time, such as at the end of the week, to
choose and discuss a question.
Metacognitive
questions to assess
learning
Display some metacognitive questions to encourage
children to assess and reflect on their own learning,
such as “What have I learned?”, “What have I found
hard?”, “What do I need to learn next?”, “What would
help me do better?”. Discuss these in a plenary
session. Older children could be helped to record their
responses in a learning log that sits alongside the
Record of Achievement. This might include examples of
work, photographs of an activity, or a teacher note
recording the child’s thinking where writing skills are
limited.
(There is good illustrative material of what this would be
like in practice, shown in the HIAS video produced in
Spring 2005 for the review of Creative development.)
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Appendix 2
The contribution of e-Profiling and person centred
planning to achieving the five outcomes of Every
child matters
The outcomes of the Every child matters (ECM) agenda are
being realised through the establishment of Children’s Trusts.
This has introduced a coherent approach to children’s services
and the need to meet the five outcomes for children. It is
important in achieving this strategic overview that the role of
children and young people is recognised in terms of their
understanding and their responsibility in becoming successful
and independent members of society as envisaged by the five
outcomes.
“If the people who are supposed to be the beneficiaries of
change do not know that it is happening – then it probably is not
happening …”
Lord Herman Ousley
e-Profiling and person centred planning provide the basis for
raising awareness with young people of the personal skills,
knowledge and understanding that are required for them to take
responsibility for themselves and achieve satisfactory outcomes
under each of the five headings. It also provides a format that
encourages them to record their progress and achievements,
recognise their goals and plan for future activity as part of the
process.
June 2007

Be healthy – e-Profiling contributes to a young person’s
ability to review and assess their decision making and goal
setting in relation to health issues and adult working life.

Stay safe – e-Profiling offers opportunities for the young
person to reflect on risk and behaviour, both for themselves
and for others, in relation to learning and the world of work
through recording their experiences and achievements in
lessons, at work experience, and on work-related learning
and enterprise activities.

Enjoy and achieve – e-Profiling provides a strategy that
allows the young person to set targets for work and leisure
and understand the importance of a work/life balance.

Make a positive contribution – e-Profiling challenges
young people to plan for and record their involvement in
voluntary community activities in their role as active
citizens, set against the need to be productive wage
e-Profiles – Hampshire personal development learning and e-Profiles
9
earning members of society. An example is planning for a
gap year activity that offers support to those in challenging
circumstances both at home and abroad.

Achieve economic well-being – e-Profiling provides the
facility to develop financial capability and plan for transition
into further learning, training or employment, and may be
used to challenge aspirations that ensure each young
person is able to realise their potential as effective
participants in future learning and work.
“The success of participation activity must be measured by the
changes that have resulted on specific issues and concerns
raised by children and young people.”
Lord Herman Ousley
Supporting transitions
The text below on supporting transitions is taken from the
Common Core of Skills and Knowledge for the Children's
Workforce.
“Children and young people naturally pass through a number of
stages as they grow and develop. Often, they will also be
expected to cope with changes such as movement from primary
to secondary school and for children with disabilities or chronic
ill health, from children's to adult services. Such changes are
commonly referred to as transitions. Some children may have to
face very particular and personal transitions not necessarily
shared or understood by all their peers. These include: family
illness or the death of a close relative; divorce and family breakup; issues related to sexuality; adoption; the process of asylum;
disability; parental mental health; and the consequences of
crime.
(…) It is important to understand a child or young person in the
context of their life, to recognise and understand the impact of
any transitions they may be going through. It is also vital to
recognise the role of parents/carers in supporting children at
points of transition and to understand the need for reassurance,
advice and support that parents/carers and carers may express
at these points.”
Both e-Profiling and person centred planning provide a
framework of activities and a common vocabulary that may be
used by the range of individuals and organisations supporting
young people in transition. The materials help to engage
children and young people to take responsibility for their
learning, work and lifestyle choices.
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Identifying transitions and providing the
opportunity for those involved in helping
young people to:

listen to concerns, recognise and take account of signs of
change in attitudes and behaviour

build open and honest relationships using language
appropriate to the development of the child or young
person and the family culture and background

manage the process of transition in a timely way and help
the child or young person reach a positive outcome.
Providing a framework of support through
the effective use of e-Profiling in order to:
June 2007

empathise by communicating simple, reassuring messages
about key transitions

reassure children, young people and those caring for them
by explaining what is happening, and by exploring and
examining possible actions to deal with new and
challenging situations

identify opportunities to discuss the effects and results of
transition

act to ensure that information transfers ahead of the child
or young person, when appropriate, and respect other
professionals when sharing information

provide information relating to the facts surrounding the
transition

where appropriate, illustrate the benefits of transition

make effective links with other practitioners should further
support be necessary

operate effective cross-agency referral processes.
e-Profiles – Hampshire personal development learning and e-Profiles 11
Understanding how children and young
people respond to change and to:

consider issues of identity, delayed effects of change and
be aware of possible signs that someone is going through a
particular transition

know about the likely impact of key transitions, such as
divorce, bereavement, family break-up, puberty, the move
from primary to secondary school, unemployment, and
leaving home or care

understand patterns of transition from childhood to
adulthood, and appreciate that it may be different from your
own or past experiences

understand that children and young people with disabilities
or special educational needs may need additional support
to manage transitions, and know when to seek specialist
advice

know that children and young people can be influenced by
peer group behaviour and that this may vary according to
culture.
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Appendix 3
A framework of personal, learning and thinking
skills 11 – 19 in England
The framework comprises six groups of skills that, together with
the functional skills of English, mathematics and ICT, are
essential to success in learning, life and work. In essence, the
framework captures the essential skills of: managing self,
managing relationships with others and managing own learning,
performance and work. It is these skills that will enable young
people to enter work and adult life confident and capable.
The titles of the six groups of skills are set out below.
Team workers
Self-managers
Independent enquirers
Creative thinkers
Reflective learners
Effective participators
For each group there is a focus statement that sums up the
range of skills. This is followed by a set of outcome statements
that are indicative of the skills, behaviour and personal qualities
associated with each group.
Each group is distinctive and coherent. The groups are also
inter-connected. Young people are likely to encounter skills
from several groups in any one learning experience. For
example, an independent enquirer would set goals for their
research with clear success criteria (reflective learner and
organise and manage their time and resources effectively to
achieve these (self-manager). In order to acquire and develop
fundamental concepts such as organising oneself, managing
change, taking responsibility and perseverance, learners will
need to apply skills from all six groups in a wide range of
learning contexts 11 – 19.
Further information and details of each group are available on
the QCA website to be found at:
www.qca.org.uk/17453.html .
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Appendix 4
Severe learning disabilities students – principles of
involvement in planning for transition
Introduction
With the advent of the Children’s Trust and the expectations for
agencies that traditionally have been separate to work as one
organisation, there are aspects of practice that need to be
reviewed. One such area is the way that support is provided for
young people with severe learning disabilities in transition from
school/college (Children’s Services) towards adult life (Adult
Services) in their community and services/funding that they may
be able to access, including the involvement they have to
influence what happens to them and have their views considered
as part of the decision-making process.
Transition at Post-16 is a time of choices, dealing with what will
happen after school, where to live, what social life might be
possible and the chances for work or continuing training. During
this period, young people try new things and it is a time when
they gain new rights and responsibilities.
This time of transition can be an exciting time with new
opportunities. It can also be a worrying time when young people
move on from familiar people and places into the unknown.
Guidance for schools in Section 10 of the DfES SEN Toolkit
recommends that the young person’s views are taken into
account during this process. But often not enough attention is
given to young people and their involvement in decisions about
their future.
For these young people to be supported properly during
transition, it is important that there is clarity about their own and
other people’s roles to ensure a successful transition. The
principles set out on the next page offer the opportunity for
those in supporting roles to recognise the young person’s
contribution to the transition process and incorporate them into
their practice.
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e-Profiles – Hampshire personal development learning and e-Profiles 15
Principles of involvement in
planning for transition
As a young person with learning disabilities, I have the right to a
fulfilling life that takes account of my aspirations and abilities,
and an involvement in the decisions that shape my future.
In order for me to achieve my potential, those working with me
should recognise:

it is important for me to be included in society and not
marginalised because of my disabilities

the importance for me to be as independent as possible,
with opportunities to develop the skills and relationships
that will help me contribute to society

I have the right for my views to inform all discussions about
my future and to expect the action points to happen within
the agreed time frame

my views need to be collected over a period of time
through a focused programme of personal development
learning as they are my contribution to identifying the
choices available to me and decisions about my future.
Developing the young person’s
involvement
The principles outlined above provide ideas about the young
person’s involvement in planning and achieving an effective and
realistic transition. Schools, colleges and other agencies will
need to consider ways to support young people and develop
their ability to contribute to the process.
There are solutions available to develop this strategy and
schools and colleges have either devised their own materials or
have drawn on two national products that support person
centered planning:

Transition Pathway materials

Progress File.
Within Hampshire, schools and colleges have tended to
develop their own materials to support transition, whilst Adult
Services use person centred planning to maintain the ongoing
recording and action planning.
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The benefits of materials that have been devised by individual
schools and colleges to meet local needs are self-evident,
whilst the benefits of nationally devised materials may not be so
obvious. They may need fine-tuning to a locality and the culture
of the school or college, but they have significant benefits,
which is they enable the use of a common vocabulary and
shared perceptions, for young people and adults, both in their
locality and over a broader geographical area.
They also enable more effective progression in learning
throughout transition as young people will have been helped to
develop, within their ability, a common baseline for ongoing
learning and communication about their personal plans.
Summary
The principles are offered as a contribution to the ongoing
debate to raise standards of care and well-being that:

reflect the aspect of the OfSTED framework for how well
learners are guided and supported, including:
– the care, advice, guidance and other support provided
to safeguard welfare, promote personal development
and achieve high standards
– the quality and accessibility of information, advice and
guidance to learners in relation to courses and
programmes, and, where applicable, career progression

address the five outcomes for children and young people
from Every child matters, of:
– being healthy
– staying safe
– enjoying and achieving
– making a positive contribution
– achieving economic well-being.
Schools, colleges and other agencies are encouraged to embed
the five principles in their practice and use them to guide their
thinking in achieving these expectations, to ensure they provide
the best support possible, demonstrating the belief that children
and young people come first and are listened to when decisions
are being made about their futures.
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Appendix 5
Personal Development Planning (PDP): Quality
Standards framework for implementation and
self-evaluation
The Quality Standards have been written to reflect the
developing practice involved in the process of school
self-evaluation. The Standards help to identify:

what is happening and where

who is contributing to PDP and the nature of the
contribution they are making

the impact of PDP on all those involved

strengths to be valued and weaknesses to be addressed

areas for development.
The questions that schools should ask about their practice
using PDP are concerned with a central focus of “Is it good
enough?”. This includes questions such as: “How can I help
students use PDP more effectively?”, “What might I do
differently?”, “Are my expectations high enough?”, “Are students
able to set targets and record achievement that reflect their
progress?”, “Is the process managed effectively?”.
It is suggested that you should use the OfSTED grading when
considering the quality of your work with PDP. This is a
four-point scale, as follows:
Grade 1:
Grade 2:
Grade 3:
Grade 4:
Outstanding
Good
Satisfactory
Inadequate.
When reflecting on your practice you should make clear
judgements and find factual evidence to support them. Your
review should:
June 2007

convey a clear picture of how well PDP is developing

provide proof of how you know what you know

show what you are doing to build on successes and
remedy weaknesses.
e-Profiles – Hampshire personal development learning and e-Profiles 19
PDP provides the basis for raising awareness with young
people of the personal skills, knowledge and understanding that
are required, for them to take responsibility for themselves and
achieve satisfactory outcomes under each of the five outcomes
from Every child matters. It also provides a format that
encourages them to record their progress and achievements,
recognise their goals and plan for future activity as part of the
process.

Be healthy – PDP contributes to a young person’s ability to
review and assess their decision making and goal setting in
relation to health issues and adult working life.

Stay safe – PDP offers opportunities for the young person
to reflect on risk and behaviour both for themselves and for
others in relation to learning and the world of work through
recording their experiences and achievements in lessons,
at work experience, and on work-related learning and
enterprise activities.

Enjoy and achieve – PDP provides a strategy that allows
the young person to set targets for work and leisure and
understand the importance of a work/life balance.

Make a positive contribution – PDP challenges young
people to plan for and record their involvement in voluntary
community activities in their role as active citizens, set
against the need to be productive wage earning members
of society. An example is planning for a gap year activity
that offers support to those in challenging circumstances
both at home and abroad.

Achieve economic well-being – PDP provides the facility
to develop financial capability and plan for transition into
further learning, training or employment and challenge
aspirations that ensure each young person is able to
realise their potential as effective participants in future
learning and work.
PDP provides a framework of activities and a common
vocabulary that may be used by the range of individuals and
organisations supporting young people in transition. The
materials help to engage children and young people in taking
responsibility for their learning, work and lifestyle choices.
You need to be conscious of these outcomes and the
contribution that PDP is able to make throughout your
evaluation against the Quality Standards.
20 e-Profiles – Hampshire personal development learning and e-Profiles
June 2007
Quality standard audit
Key
1 Outstanding
2 Good
3 Satisfactory
4 Inadequate
Key features of personal development
planning
Self-evaluation
judgements
1
2
3
The evidence to
demonstrate this
4
The student has ownership of the process
The student is proactive in taking
responsibility for maintaining their Individual
learning plan (ILP) portfolio throughout the
PDP process.
The student chooses who to involve in the
process.
The student identifies areas to focus on for
recording achievement and target setting.
Parents/carers, schools, colleges and work-based training providers know how PDP
may be used, in support of the student before, during and after transition.
Students are encouraged to involve their
parents/carers in the process of developing
their ILP portfolio.
Transition Partners are encouraged to
ensure that the student is asked to make
use of their PDP hard-copy profile during
transition interviews.
Post-16 providers expect young people to
maintain their PDP after transition and
provide the support for this to happen.
Notes to inform the improvement plan for PDP:
June 2007
e-Profiles – Hampshire personal development learning and e-Profiles 21
Key features of personal development
planning
Self-evaluation
judgements
1
2
3
The evidence to
demonstrate this
4
PDP is unique to the individual
PDP reflects what is important to the student,
in terms of knowledge, skills and
understanding and the support they want.
PDP describes the student’s capabilities,
values and attitudes and what others like and
admire about them.
PDP describes what is important to the
student and what matters to them from their
perspective.
PDP is used to identify the support that the
student needs to help them stay safe and
healthy.
PDP helps build the student’s self-concept
and develop their understanding of their role
in the community, reflecting what is possible
not just what is available.
PDP provides the basis for action
PDP results in actions that reflect a good
balance between what the student wants,
what matters to the student and what is
important to help the student stay healthy,
safe and able to lead a positive lifestyle.
PDP identifies what needs to be the same or
be improved in the student’s life, and what
needs to change so the student has more of
what is important to them in their life.
Actions are agreed that identify what needs to
change and who will do what.
Notes to inform the improvement plan for PDP:
22 e-Profiles – Hampshire personal development learning and e-Profiles
June 2007
Key features of personal development
planning
Self-evaluation
judgements
1
2
3
The evidence to
demonstrate this
4
PDP provides the basis for involving others able to support the student during
transition
PDP results in ongoing listening, learning
and further action. Putting PDP into
action helps the student achieve what
they want out of life. The people helping
implement PDP have agreed on how to
do this.
People involved in supporting the student
ensure PDP is used effectively and
review the actions with the student.
Those involved reflect on how PDP is
being implemented and learn from what
works and what does not.
Supporters record and use what they are
continuing to learn about students to
improve resources.
Those involved support the student in
accessing new opportunities.
Managing the school’s support for PDP
PDP is part of the school’s response to
the outcomes from Every child matters.
The PDP provides the basis for
developing a common vocabulary and
quality of practice for guidance across the
school.
The potential of PDP in setting targets
and recording achievement is understood
across departments and is used
effectively for this purpose.
Technology is used effectively to support
the process of developing PDP.
Notes to inform the improvement plan for PDP:
June 2007
e-Profiles – Hampshire personal development learning and e-Profiles 23