Where a child is identified as having special educational needs, the SEND Code of Practice is clear that settings should take action to remove any barriers to learning and put effective special educational provision in place – this is called SEN support.
This support should take the form of a four-part “Assess, Plan, Do, Review” cycle; where actions are tried, reviewed and revised as necessary in line with the pupil’s needs. In education settings, this is known as the graduated approach and in Suffolk, we have set up a process to support this approach called the graduated response:
The SEND Journey: A Graduated Approach
Supporting children with SEND in the Early Years
Regularly planning for, implementing, and reviewing the support and interventions to improve outcomes for all children.
Stage 1: Initial or emerging concerns
Initiate APDR Cycle (Assess, Plan, Do, Review)
Assess
- Discussion with key staff in the educational setting to build a profile of need and strengths – what is the child interested in?
- Capture views through Parent Consent Form and Parent/Carers views document.
- Gather and analyse information and assessments, based on observations, current attainment, formal and informal assessments. Consider how you will do this. (Progress check at age 2, WellComm Tool)
- Are there any external agencies involved with the family?
Plan
- SENDCO, Keyperson and parents work together to create an Individual Support Plan/Targeted plan.
- Consider Inclusion Fund application request.
- Access e-Learning WMB Learning Management System (suffolkcpd.co.uk) and Inclusion – SEND in Suffolk – Suffolk Learning for online resources and training.
- Use the SEN ‘Four broad areas of need’ descriptors to help inform planning
- Consider timelines for referral requests for example EHCPNA timeline Education, Health and Care (EHC) Needs Assessments and Plans – Suffolk Learning
Do
- Put in place the agreed adjustments, support, and interventions, with the SENDCo supporting staff with implementation.
- Discuss with parents aiming for a consistent approach in the home environment.
- Consider provision mapping in your setting.
- Agree date of review.
Review
- Review together with everyone what is working well, by the agreed date on the plan.
- Review effectiveness of interventions and provision in place.
- Signpost parent/carer to access information, support, and advice – for example Suffolk Local Offer website.
Stage 2: making less than expected progress
APDR cycle of action then starts again with the updated information
- Contact Early Years and Childcare Service to seek SENDCO support, advice, and guidance.
- Consider the Early Years Solution Circle Approach, AANT or VSEND.
- Refer to external services – be aware of differing referral processes.
- See resources and training available at Inclusion – SEND in Suffolk – Suffolk Learning
- Review impact of funding and consider an application for High Needs Funding – Suffolk Learning
Stage 3: CYP requires a higher level of support and intervention
APDR cycle then starts again with the updated information and monitored more frequently.
- Review the impact of provision and SEND funding in place, amend and adjust where needed.
- Share information and seek the views of everyone involved with the child.
- Consider a request for an Education Health Care Needs Assessment which can identify the SEND and the additional educational provision which may be required to meet individual needs.
- Implement recommendations from the child’s EHCP.
- Carry out an EHCP Annual Review
The APDR cycle then starts again with the updated information
A printed version of this information is provided below
Graduated Response (print version)