Accessibility settings

Graduated Response

Where a pupil is identified as having special educational needs, the SEND Code of Practice is clear that schools 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:

Stage 1: Initiate Assess, Plan, Do, Review (APDR)

A whole setting approach to identifying need and removing barriers to learning

Assess

  • Discussion with key staff in the educational setting to build profile of need
  • Capture CYP and parent/carer views
  • Gather and analyse assessment information, based on observations, current attainment, formal and informal assessments

 Plan

  • Work together to create a time-limited support plan, utilising whole school approaches, high quality inclusive teaching and differentiation
  • Use the categories of need descriptors to help inform planning

Do

  • Put in place the agreed adjustments, support and intervention, with the SENDCo supporting teachers with implementation, linking interventions to classroom teaching.
  • Agree date of review

Review

  • Review the quality, effectiveness and impact of the provision, involving the CYP and their parent/carers

The APDR cycle then starts again with the updated information.

Stage 2: CYP making less than expected progress despite evidence-based support and intervention

  • Seek support from the Specialist Education or Psychology & Therapeutic Services Core Offer around individual CYP and whole setting approaches.
  • Seek support for CYP and whole school approaches through a SEND Support Consultation. This could lead to a SENDCo Support visit to your school and/or involvement from the P&TS e.g. Inclusion Facilitation support or an EP Analysis of Additional Needs (AANT)
  • Explore the SCC Traded Offer for training and additional support
  • Refer to external agencies (e.g. Health, Mental Health, Early Help, Social Care)
  • Consider an application for High Needs Funding

The APDR cycle then starts again with the updated information.

Stage 3: CYP needs a higher level of support and intervention

  • Review the impact of interventions, continuing the cycle of APDR and involving the CYP and their parent/carers
  • Review the impact of the SEND funding in place
  • Consider a request for an Education, Health and Care Needs Assessment.