Introduction
When it comes to supporting children with Special Educational Needs and Disabilities (SEND), primary schools in England follow a structured process known as the graduated approach. This model ensures that every child receives the right level of support, tailored to their unique needs, through a continuous cycle of assessment and intervention. In this blog, we’ll explore what the graduated approach entails and how schools can effectively collate evidence to demonstrate its implementation.
What Is the Graduated Approach?
The graduated approach is a four-part cycle of Assess, Plan, Do, Review, designed to help educators identify, support, and monitor the progress of children with SEND. Rooted in the SEND Code of Practice (2015), it emphasises early identification and ongoing review to adapt strategies based on the child’s evolving needs.
- Assess:
The first step involves gathering a comprehensive understanding of the child’s needs. Teachers, alongside the Special Educational Needs Coordinator (SENCO), assess the child using classroom observations, assessments, and input from parents and the child. Where necessary, external specialists may contribute additional insights. - Plan:
Following assessment, a clear, individualised plan is developed. This outlines specific goals, the support to be provided, and the expected outcomes. Parents and the child are involved in this collaborative process to ensure that their perspectives are valued. - Do:
The class teacher, supported by the SENCO and other staff, implements the support plan. This could include differentiated instruction, targeted interventions, or one-to-one support. Importantly, the class teacher remains responsible for the child’s progress. - Review:
Regular reviews are conducted to evaluate the effectiveness of the support provided. This stage assesses whether the child is making progress toward their goals and identifies any adjustments needed. The cycle then begins again, fostering continuous improvement and development.
Collating Evidence of the Graduated Approach in Primary Schools
Demonstrating the graduated approach requires systematic documentation that reflects each stage of the cycle. Here are key methods for collating this evidence:
- SEND Support Plans (SSPs) and Provision Maps:
These documents outline the child’s needs, targeted interventions, support strategies, and progress reviews. They provide a clear record of the assess-plan-do-review cycle. - Pupil Progress Data:
Regular assessment data helps track academic progress over time. Comparing expected outcomes with actual performance highlights the impact of interventions. - Observation Records:
Structured observations capture how the child engages in different settings, offering qualitative data on their learning, social interactions, and behavior. - Work Samples and Learning Portfolios:
Collecting examples of the child’s work over time illustrates progress in specific areas and showcases the effectiveness of tailored support. - Teacher and Teaching Assistant Logs:
Detailed notes from classroom activities, interventions, and one-to-one sessions provide insights into strategies used and their outcomes. - Parental and Pupil Voice:
Documenting discussions with parents and the child ensures that their feedback is part of the decision-making process. This can be gathered through meetings, questionnaires, or informal conversations. - External Agency Reports:
Reports from educational psychologists, speech and language therapists, and other specialists offer professional assessments and recommendations. - Review Meeting Minutes:
Keeping records of SEND review meetings helps track decisions, progress, and planned next steps. - SEND Register and Documentation:
An up-to-date SEND register, along with organised documentation, provides an overview of all SEND pupils, their support history, and ongoing needs. - Behaviour and Wellbeing Logs:
For children with social, emotional, or behavioural needs, logs can track incidents, interventions, and improvements over time.
Conclusion
The graduated approach is more than just a statutory requirement; it’s a dynamic process that ensures children with SEND receive the personalised support they need to thrive. By effectively collating evidence, primary schools can not only demonstrate compliance with the SEND Code of Practice but also create a culture of reflective practice that genuinely improves outcomes for all learners.
