Where a child or young person is identified as having SEN, educational settings should act to remove barriers to learning and put effective special educational provision in place implementing a Graduated Approach. Please note, there will be individual circumstances when access to specialist support needs to be accelerated, for example in preparation for transition to reception or to secondary provision or in the case of complex medical needs.
The Graduated Approach Provision Maps are set out to reflect the Graduated Approach cycle of Assess, Plan, Do, Review, whilst also embodying the stages of the Graduated Response. These are detailed below:
The Graduated Response:
Through the implementation of the Graduated Approach, pupils can move in either direction, through the stages of the Graduated Response shown here:
Universal Level:
Key Principles of Support at Universal Level:
- The school has an inclusive ethos which is ambitious for children and young people with SEND
- It is the responsibility of the class teacher to evidence that reasonable adjustments have been made and the impact these have had
- The identification of SEND is built into the overall approach to monitoring the progress and development of all pupils and all groups of pupils
- Parents/carers and children/young people are asked what is working for them and supported to embed strategies at home
- The school’s assessment policy ensures assessments are used to check the understanding of pupils
- Pastoral Support enables children/young people with SEND to thrive and the school’s behaviour policy supports this
- Schools have knowledge of and use the DfE Guidance
- Principles reflect School inspection handbook
Schools implement a range of supportive adaptive strategies at the Universal Level of support to maximise pupil progress and to ensure that learners are included within whole class learning.
These may include:
- Targeted adult support
- Chunking of learning tasks
- Review of the learning environment and seating arrangements
- Use of scaffolding, such as visual prompts and concrete resources
- Use of technology
- Use of cognitive and metacognitive strategies
- Use of modelling
- Use of questioning
- Use of quizzing and working strategies to support recall
- Use of formative assessment and live marking to address miscues as they arise