Graduated approach

The Graduated Approach refers to the system of SEN support within mainstream settings. It is the system by which schools should assess the needs of children and young people and then provide appropriate support.

The system should follow four stages, often referred to as a ‘cycle’: Assess, Plan, Do, Review.

This cycle should not be considered a single process.  It provides a continuous cycle of assessment as children’s strengths and needs develop and change.

The four-stage approach is as follows:

• Assess: The class teacher or subject teacher (working with the SENCO) is responsible for carrying out a clear analysis of a pupil’s needs, drawing on teacher assessments and experience of the pupil.
• Plan: Where it is decided to provide a pupil with SEN Support, the parents must be notified. All teachers and support staff who work with a pupil should be made aware of their needs, the outcomes sought, the support provided and any teaching strategies that are required.
• Do: The planned interventions should then be put into place. The class or subject teacher should work closely with any teaching assistants or specialist staff involved and the SENCO should support the class or subject teacher.
• Review: Reviews should take place and inform feed back into the analysis of the child’s needs. The Code of Practice suggests schools should meet with parents three times a year. Good practice would indicate that such reviews will be at least termly. The decision to involve specialists can be taken at any time and should always involve parents

If, despite support being provided in this way, a child or young person is not making expected progress, and requires more support than the notional SEND budgets within the school, then an EHCP may be required

The school and parents or young person are able to make the request for an EHC needs assessment. Parents will find more information on their LA’s Local Offer website.