A Graduated Approach

Information about the graduated approach.

Schools and colleges play an important part in noticing when a child or young person may need a bit of extra help. Spotting things early means support can be put in place sooner, which makes a real difference.

To do this, schools use the graduated approach. This is part of the national SEND system introduced in the Children and Families Act 2014. It helps make sure that children and young people with SEND get the right support from birth up to age 25.

The graduated approach

What is the graduated approach to SEND support?

The Graduated approach involves a four-part cycle: Assess, Plan, Do, and Review. This approach emphasises early identification and intervention, with ongoing monitoring and adjustments to provision as needed. This should follow four stages:

  1. Assess: This stage involves identifying a child's needs through observation, assessment, and gathering information from parents and other professionals.
  2. Plan: A plan is developed to outline the specific support and provision required to address the identified needs.
  3. Do: The planned provision is put into action, with the setting providing the necessary support and resources.
  4. Review: The effectiveness of the provision is reviewed regularly, and the plan is adjusted as needed to ensure the child is making progress and achieving their goals. 

This cycle is repeated with each review informing the next stage of assessment, planning, and action. 


Assess, Plan, Do, Review Approach

                                                                              

Clear person-centred outcomes are important to the graduated approach. Outcomes show us if the actions (what needs to happen) makes a difference to the CYP and family. One way to identify person centred outcomes is to adopt a person centred planning approach 

SEND Support and the SEND Register

When, through the graduated approach it becomes clear that a CYP has a Special Educational Need (SEN), the support they receive becomes more targeted. The SENCo will add the CYP to the SEND Register and record the needs of CYP on the local database.

CYP on the SEND Register receive provision that is additional to and different from that which is ordinarily available. CYP may move on and off the register as they move through the Graduated Approach.

The setting must work with the CYP and their parents and carers to plan the support (special education) that will be provided. This must be written in a plan that details the needs of the child, the support available and the outcomes that are being worked on. There is no requirement to use a specific plan template, most settings have their own planning tools.