Strengths Inventory for Meetings
Prompts for naming what a child is good at, specifically enough to be written into a plan that is otherwise entirely about deficits.
Support plans are organised around what is not working, so the strengths section is the thinnest part of the form — and one specific line beats three warm general ones, because only the specific one can be built on.
Strengths Inventory for Meetings
Frequently asked
Why do strengths belong in a support plan?
Because interventions are built on them. A child who will persist at something mechanical can be given a route into a task they would otherwise refuse. A plan that lists only deficits gives the next teacher nothing to build with.
What if I struggle to think of any?
That is common, particularly after a long difficult period, and it is not a statement about the child. The prompts above are deliberately concrete for that reason — most people find it much easier to answer "what have they stuck at for a year" than "what are their strengths".
Should the child see this?
Usually yes, and it is often the only part of their own paperwork worth showing them. For older children, asking them to write their own version alongside yours is frequently the more useful exercise.
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