School Support vs School Support Plus: Key Differences
When is School Support Plus needed? Learn the key differences between School Support and School Support Plus, with practical examples and templates.
One of the most common questions Irish primary teachers ask about the NEPS Continuum of Support is: What's the difference between School Support and School Support Plus? When is School Support Plus needed? When should a child move from one level to the other? What changes in terms of documentation and provision?
This guide clarifies the distinction between these two levels, explains how to determine which is appropriate for a given child, and outlines what's required at each stage.
Note
Quick Reference
School Support (Some): Targeted, additional support from the SET for children whose needs were not fully met at Classroom Support level.
School Support Plus (Few): Highly individualised, intensive support for children with significant, enduring needs that impact substantially on their learning and participation.
Need templates? Download our free Student Support File Template, Log of Actions Template, Personal Pupil Plan Template, SSF Review Checklist, and Continuum of Support Poster.
Understanding the Two Levels
The Guidelines for Primary Schools (2024) describe both levels as part of a continuum where children with the greatest level of need receive the greatest level of support. But what does that mean in practice?
School Support (Some)
School Support involves additional targeted teaching and learning supports in response to the special educational needs of small groups and/or individuals. This level includes the involvement of the Special Education Teacher (SET).
According to the official guidelines:
School Support-Some involves the provision of additional targeted teaching and learning supports in response to the special educational needs of small groups and/or individuals. This level of support includes the involvement of the special education teacher.
Key characteristics:
- Child has not responded adequately to Classroom Support interventions
- SET provides targeted, small group or individual support
- Support addresses specific identified learning needs
- Regular review cycles (typically 6-8 weeks)
- Full Student Support File is maintained
School Support Plus (Few)
School Support Plus is for children whose needs are significant and enduring. These are children who require highly individualised, intensive interventions and often benefit from input from external professionals.
School Support Plus-Few involves the provision of highly individualised, intensive, targeted and additional teaching and learning supports for children whose special educational needs are enduring, and significantly impact on their learning and participation in the school environment.
Key characteristics:
- Child has the greatest level of need in the school
- Needs are enduring (not transient) and significantly impact learning
- May present with needs across multiple domains
- Highly individualised programming, not just small group support
- May involve external professionals (NEPS, SLT, OT, CAMHS)
- More intensive monitoring and review
- Comprehensive Student Support File documentation
Side-by-Side Comparison
The following table summarises the key differences between the two levels:
| Aspect | School Support (Some) | School Support Plus (Few) |
|---|---|---|
| Who it's for | Children with identified SEN who need targeted support beyond the classroom | Children with the greatest level of need - significant, enduring needs |
| Nature of needs | Specific areas of need requiring targeted intervention | Needs across multiple domains; complex and enduring |
| SET involvement | Yes - provides targeted teaching support | Yes - leads highly individualised programming |
| Typical delivery | Small group and/or individual support | Primarily individualised; may include small group |
| External professionals | Not typically required initially | Often involved (NEPS, SLT, OT, etc.) |
| Documentation | Full Student Support File and Plan | Comprehensive, detailed Student Support File |
| Review frequency | Every 6-8 weeks | May be more frequent; closely monitored |
| Assessment depth | School-based formal and informal assessments | May include external professional assessments |
Warning
Important Clarification
"Individualised" does not mean "one-to-one." The Guidelines are clear: individualised support means support that is tailored to the child's particular strengths and needs. A child at School Support Plus may still receive some support in small groups where this is appropriate.
How to Determine the Appropriate Level
The key question is: What level of support does this child need to access, participate in, and progress through the curriculum?
Indicators for School Support (Some)
A child may be appropriate for School Support if:
- They have not responded adequately to classroom-based interventions at Classroom Support level
- They have specific, identifiable needs in areas such as literacy, numeracy, language, social skills, or emotional regulation
- They require additional teaching support beyond what the class teacher can provide through differentiation alone
- Their needs can be addressed through targeted intervention alongside their peers with similar needs
- Two or more review cycles at Classroom Support level have shown insufficient progress
Step 1
Document classroom interventions
Before moving to School Support, ensure you have documented what classroom-based interventions were tried at Classroom Support level and how the child responded.
Step 2
Consult with SET and parents
The decision to move to School Support should be collaborative, involving the class teacher, SET, and parents/guardians.
Step 3
Open a Student Support File
If not already open, create a Student Support File containing all relevant information about the child's strengths, needs, and interventions to date.
Step 4
Develop a Student Support Plan
Set SMART targets aligned to priority learning needs and identify evidence-informed interventions.
Indicators for School Support Plus (Few)
A child may require School Support Plus if:
- Their needs are significant and enduring, not transient
- They have not responded as expected to intervention at School Support level despite multiple review cycles
- Their needs significantly impact their learning and participation across the school day
- They present with needs across multiple domains (e.g., literacy + social-emotional + sensory)
- They require highly structured, individualised evidence-informed interventions
- External professional input may be needed to inform programming
- They are among the children with the greatest level of need in the school
Note
The Key Question
When deciding between School Support and School Support Plus, ask: Does this child require individualised, intensive support due to significant, enduring needs? If the answer is yes, School Support Plus is appropriate.
What Changes When Moving to School Support Plus?
Moving from School Support to School Support Plus represents a significant increase in the intensity and individualisation of support. Here's what changes:
1. Assessment Becomes More Comprehensive
At School Support Plus, information gathering involves a holistic assessment across all key areas of development:
- Literacy skills
- Numeracy skills
- Social skills and emotional regulation
- Executive functioning/self-management skills (organisation, planning, problem-solving)
- Interests and hobbies
- Language and communication
- Motor coordination and sensory needs
- Independence, daily living skills, and self-care
This comprehensive assessment may involve input from external professionals such as:
- NEPS psychologists
- Speech and Language Therapists
- Occupational Therapists
- Visiting Teachers
- Clinical Psychologists
- CAMHS (Child and Adolescent Mental Health Services)
Tip
Requesting External Involvement
With parental/guardian consent, the coordinating SET may request involvement from external professionals. For psychological assessment, if your NEPS psychologist is unavailable, apply through the SCPA scheme.
2. Support Becomes Highly Individualised
While School Support often involves small group intervention, School Support Plus programming is tailored specifically to the individual child's profile of strengths and needs. This may include:
- Adapted environments and teaching approaches
- Specific strategies promoting independence and engagement
- Social skills and personal care targets
- Interventions delivered in various settings (classroom, withdrawal, one-to-one)
The focus is on maximising opportunities for participation in learning and in the life of the school.
3. More Stakeholders Are Involved
At School Support Plus, planning and review becomes more collaborative:
| Stakeholder | Role at School Support Plus |
|---|---|
| Special Education Teacher | Leads planning and coordination; provides intensive support |
| Class Teacher | Collaborates on curriculum adaptation; implements strategies in class |
| Parents/Guardians | Actively involved in planning and review; provide information on needs |
| The Child | Views are captured and considered in all planning |
| SNA (if allocated) | Role documented in Student Support Plan; supports care needs |
| External Professionals | May provide assessment, recommendations, and involvement in review |
4. Documentation Is More Detailed
The Student Support File at School Support Plus level should be comprehensive and holistic, reflecting:
- Assessment information across all domains
- Professional reports from external agencies
- Highly individualised Student Support Plan
- Clear documentation of roles and responsibilities
- Close monitoring of response to intervention
- More frequent updates to the Log of Actions
5. Roles Are Made Explicit
At School Support Plus, it's essential that roles and responsibilities are clearly agreed and documented in the Student Support Plan. This includes:
- Which SET is the lead coordinator for the child
- What interventions each staff member will implement
- If an SNA is involved, their specific role in supporting targets (particularly relating to care needs)
- How external professional recommendations will be implemented
This clarity ensures consistency across all those supporting the child.
Common Misconceptions
"You need a diagnosis for School Support Plus"
Not true. The Continuum of Support is needs-based, not diagnosis-based. A child can receive support at School Support Plus level based on identified needs, regardless of whether they have a formal diagnosis. What matters is the nature and intensity of their needs, not a label.
"School Support Plus means the child needs an SNA"
Not necessarily. SNA allocation is a separate process based on primary and secondary care needs, not educational needs. A child at School Support Plus may or may not have an SNA, depending on their care requirements. The SET provides the educational support; the SNA supports care needs.
"Moving to School Support Plus means the child has 'failed'"
Absolutely not. Moving between levels is a normal part of the Continuum of Support. Some children have significant needs that require intensive support from the outset. For others, needs may emerge or intensify over time. Moving to School Support Plus means the school is matching the level of support to the level of need - which is exactly what the framework is designed to do.
"External reports are required before moving to School Support Plus"
Not always. The decision to provide support at School Support Plus can be made based on school-based information. However, for children with complex needs, external professional input often helps inform programming and should be sought where appropriate. Don't delay providing intensive support while waiting for reports.
Moving Between Levels
The Continuum of Support is flexible and responsive. Children can move in either direction based on their response to intervention.
Moving Up: School Support → School Support Plus
Consider moving to School Support Plus when:
- The child has not responded as expected to intervention at School Support level
- Multiple review cycles (typically 12-16 weeks or more) show insufficient progress
- The child's needs are more significant and enduring than initially identified
- Needs are emerging across multiple domains
- The child requires more individualised and intensive support than can be provided at School Support
Key Point
Process for Moving Up
- Complete a thorough review at School Support level
- Consult with class teacher, parents/guardians, and the child
- Gather additional assessment information as needed
- Document the rationale for moving to School Support Plus
- Update the Student Support File and develop a new Student Support Plan
- Consider whether external professional input is needed
Moving Down: School Support Plus → School Support
Moving down is a positive outcome that shows interventions have been successful. Consider moving to School Support when:
- The child has responded well to intensive intervention
- They can maintain progress with less intensive support
- Their needs can now be met through targeted small group provision
- The supports put in place have been effective in addressing barriers
This frees up intensive resources for other children with the greatest needs while ensuring the child continues to receive appropriate support.
A Child Can Be at Different Levels for Different Needs
A child might be at School Support Plus for one area of need but School Support for another. For example:
- School Support Plus for literacy (significant, enduring dyslexia requiring intensive intervention)
- School Support for numeracy (some targeted support needed but responding well)
The Student Support File should reflect the level of support for each area of priority need.
Practical Examples
Example 1: Emma (School Support)
Emma is in 3rd class and has been struggling with reading. At Classroom Support level, her teacher tried differentiated reading materials, additional phonics practice, and peer support, but Emma continued to fall behind her peers.
What was tried at Classroom Support:
- Differentiated reading texts
- Daily phonics review (5 minutes)
- Peer reading partner
Why School Support is appropriate:
- Specific, identifiable need (decoding and reading fluency)
- Did not respond to classroom interventions after two review cycles
- Needs targeted SET intervention but can work in a small group with peers who have similar needs
- Needs are not across multiple domains
At School Support, Emma receives:
- Small group literacy intervention with the SET (20 minutes, 4x weekly)
- A phonics-based programme targeting her specific skill gaps
- SMART targets focusing on decoding and fluency
- Review after 8 weeks
Example 2: Cian (School Support Plus)
Cian is in 2nd class and has been diagnosed with autism spectrum disorder. His needs are significant and affect multiple areas of his school experience.
Cian's profile of needs:
- Literacy: Difficulty with reading comprehension and written expression
- Social: Struggles to understand social cues; few peer friendships
- Emotional regulation: Becomes dysregulated when routines change
- Sensory: Sensitive to loud noises and busy environments
- Communication: Literal language interpretation; difficulty with pragmatics
Why School Support Plus is appropriate:
- Needs are significant and enduring
- Needs span multiple domains (literacy, social, emotional, sensory, communication)
- Requires highly individualised programming
- Benefits from input from external professionals (SLT, NEPS)
- Is among children with the greatest level of need in the school
At School Support Plus, Cian receives:
- Individualised Student Support Plan addressing all areas of need
- Daily SET support with strategies implemented across the school day
- Visual supports and social stories developed in collaboration with SLT
- Sensory breaks built into his timetable
- Clear, consistent routines with advance warning of changes
- Regular consultation with parents on home-school consistency
- Review every 6 weeks with adjustments as needed
For ready-to-use targets for autistic pupils like Cian, see 20 SMART Target Examples for Autism in Irish Primary Schools.
Example 3: Moving Between Levels
Saoirse was initially placed at School Support Plus due to significant language and literacy needs following a late start to English (she joined the school in 1st class with no previous English exposure). After two years of intensive intervention with strong home-school collaboration, her progress has been excellent.
Decision to move to School Support:
- Saoirse has made significant progress and is now reading within the average range
- Her language needs are now less intensive
- She can maintain progress with targeted small group support
- Her needs are no longer among the greatest in the school
At School Support, Saoirse continues with:
- Small group vocabulary and comprehension intervention
- Monitoring of progress through regular review
- Option to return to School Support Plus if needed
This is a success story - Saoirse's intensive support paid off, and resources can now be directed to other children with the greatest needs.
Documentation Requirements at Each Level
Documentation for School Support
| Document | Purpose |
|---|---|
| Student Support File | Central record of the child's support journey |
| Student Support Plan | Documents priority needs, SMART targets, and interventions |
| Log of Actions | Ongoing record of all support provided |
| Assessment information | Standardised tests, teacher observations, screening tools |
| Consultation records | Meetings with parents, class teacher |
| Review records | Outcome of each 6-8 week review cycle |
Documentation for School Support Plus
All of the above, plus:
| Document | Purpose |
|---|---|
| Comprehensive assessment across domains | Holistic profile of needs |
| Professional reports | Psychological assessments, SLT/OT reports where available |
| Roles and responsibilities | Clear documentation of who does what |
| External agency correspondence | Letters, reports, consultation records |
| More detailed intervention records | Intensive monitoring of response |
Download: Student Support File Template
Official NEPS template for documenting support at School Support and School Support Plus levels
Note
Note: IEPs Are Not Statutory in Ireland
Documentation at both levels uses the Student Support File, not an IEP. If your school has been using IEP-style documents, see our guide: IEP vs Student Support File: What Irish Schools Need to Know.
Frequently Asked Questions
How long should a child stay at School Support before moving to School Support Plus?
There is no fixed timeline. The decision should be based on response to intervention, not time elapsed. Typically, if a child has not made expected progress after two or more review cycles (12-16 weeks) of well-implemented, evidence-based intervention at School Support level, consider whether School Support Plus is needed. However, for children with clearly significant, complex needs, School Support Plus may be appropriate from the outset.
Do I need a psychological assessment before placing a child at School Support Plus?
Not necessarily. A child can receive support at School Support Plus based on school-based information about their needs. However, for children with complex needs, a psychological or other professional assessment often provides valuable information to inform programming. Don't delay providing intensive support while waiting for assessments.
Can a child go directly to School Support Plus without going through School Support?
Yes. For some children, the level of need is evident from the outset - for example, a child transferring from a special school, a child with a significant diagnosis already in place, or a child whose needs are clearly among the most significant in the school. The Continuum of Support is flexible; the principle is to match the level of support to the level of need.
What's the role of the SNA at School Support Plus?
If an SNA is allocated to support a child, their role relates to primary and secondary care needs, not educational instruction. At School Support Plus, the SNA's role should be clearly documented in the Student Support Plan. This may include supporting the child with personal care, behaviour regulation, or participation in activities. The SNA works under the direction of the teacher.
How many children in a school should be at School Support Plus?
The term "Few" is used for a reason - School Support Plus is for children with the greatest level of need. In a typical primary school, this might represent a small number of children. The exact number depends on the school's profile, but if a large proportion of children are at School Support Plus, it may indicate that the threshold is being applied too broadly.
What happens when a child at School Support Plus transfers to post-primary?
The Student Support File should be transferred to the post-primary school to ensure continuity of support. The Guidelines recommend that transition planning for children with significant needs begins at least two years before the move to post-primary. This allows time for consultation, visits, and preparation.
How SENScribe Helps
Creating Student Support Plans at School Support and School Support Plus levels requires significant time and expertise. The documentation must be comprehensive, aligned with NEPS guidelines, and tailored to the individual child.
SENScribe streamlines this process by transforming your informal observations into structured, inspection-ready draft documentation:
- Generate draft Student Support Plans for both School Support and School Support Plus levels
- SMART target suggestions aligned to identified priority needs
- Evidence-based strategy recommendations matched to areas of need
- NCSE-aligned language that meets inspection standards
- Zero-knowledge privacy - student names and diagnoses never leave your browser
Whether you're documenting targeted support at School Support or comprehensive programming at School Support Plus, SENScribe helps you create quality documentation faster.
Try SENScribe Free
See how SENScribe can help you create Student Support Plans at any level of the Continuum
Download Free Templates
Get our free Student Support File and Log of Actions templates for Irish primary schools
Free SENScribe Resources
Download our free NCSE-compliant templates:
| Resource | Description |
|---|---|
| Student Support File Template | Complete 8-sheet workbook aligned with Guidelines for Primary Schools (2024) |
| Log of Actions Template | Track SNA care needs with automatic weekly monitoring |
| NCSE Application Checklist | Step-by-step guide to the SNA Review Application process |
Official Resources
| Resource | Link |
|---|---|
| Guidelines for Primary Schools (2024) | View PDF |
| Continuum of Support Guidelines | Download PDF |
| Continuum of Support Resource Pack | Download PDF |
| Student Support File Template | Download Word |
| Student Support File Guidelines | View PDF |
| NCSE Teacher Resources | View Resources |
For more information on the Continuum of Support framework, read our Complete Guide to the Continuum of Support. For detailed guidance on creating Student Support Files, see our Student Support File Guide.
Have questions about documenting support at School Support or School Support Plus levels? Contact us.
Condition-Specific Guides
See what strategies to document at each support level for specific conditions:
- SSF Guide for Autism/ASD - strategies at Classroom, School Support, and School Support Plus
- SSF Guide for ADHD - attention, behaviour, and executive function strategies by level
- SSF Guide for Dyslexia - literacy intervention strategies by Continuum level
- SMART Targets by Condition → | All SSF Guides →