The child should remain at the centre of any assessment or planning process, and where appropriate they should be involved in any decisions made about them.
Where appropriate, settings should ensure that they seek the child’s views and use these to inform the assess, plan, do, review cycle. They should be involved in setting their outcomes and planning the provision and strategies that will be used to support them. They should also be involved reviewing the impact of this support, and contribute to decisions that are made about next steps.
See the working in partnership with children and young people section of the Ordinarily Inclusive Education Framework for some ideas on involving the child.
Person centred planning aims to put children and young people at the centre of planning and decisions that affect them. When children are meaningfully involved, this can change their attitude, behaviour and learning and make them active partners who work with adults to bring about change.
Council for Disabled Children