Graduated Approach

The SEND Code of Practice (2015) states-

Where a pupil is identified as having SEN, schools should take action to remove barriers to learning and put effective special educational provision in place. This SEN support should take the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach. It draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people. (6.44)

The 4 steps in the Graduated Approach cycle are:

ASSESS
Teaching staff should work with the Special Educational Needs Co-ordinator (“SENCO”) to assess your child’s needs, so that they give the right support. They should involve you in this and, where possible, seek your child’s views.

Sometimes schools will seek advice from a specialist teacher or a health professional. They should talk to you about this first.

PLAN
If the school decides that your child needs ‘SEN Support’ it must tell you. The school should talk with you about the outcomes that will be set, what help will be provided and agree a date for progress to be reviewed.

DO
Your child’s class or subject teacher is usually responsible for the work that is done with your child, and should work closely with any teaching assistants or specialist staff involved. The school should tell you who is responsible for the support your child receives. All those who work with your child should be made aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required.

REVIEW
The school should review your child’s progress, and the difference that the help your child has been given has made, on the date agreed in the plan. You and your child should be involved in the review and in planning the next step.


The SEND Code of Practice 2015 (6.65) says: schools should meet parents at least three times each year.

Sometimes it helps to involve other professionals in further assessment or to support planning the next steps. If your child has not made reasonable progress it will be important to agree with the school what should happen next.

More information can be found through the Tools for Schools’ pages via the West Sussex Local Offer