Graduated Response

The SEND Code of Practice (CoP) suggests that there is a continuum of SEND and that, where necessary, increasingly specialist expertise should become involved.

The SEND CoP describes this as a graduated approach to addressing SEND. Where a child/young person does not make sufficient progress through the usual approaches to teaching and learning, staff should decide on ‘additional to’ or ‘different from’ interventions.

Most needs in relation to SEND can be met within mainstream settings out of schools’ own resources. If little or no progress is made through the ‘assess, plan, do, review’ approach school staff should consider seeking external support. At that stage, external support services should be helping to develop interventions aimed at addressing continuing barriers to achievement.

However, the SEND CoP is clear that the involvement of external specialists can also play an important part in the very early identification of SEND and in advising schools on effective provision designed to prevent the development of more significant needs.

Where a child with SEND continues to make little progress over time, even with the support of external specialists, the school may consider asking the LA to undertake a statutory assessment of the child's SEND, through a request for an education, health and care assessment. There is an expectation that interventions have been implemented for a significant period, e.g., two cycles of assess, plan, do, review (APDR), before a request for additional resources is made. Once this has been submitted, however, it does not necessarily lead to assessment and an education health care plan (EHCP). This will be contingent on evidencing the support provided through the school’s SEND provision over time, including external support and advice. There should also be evidence that the child has needs that cannot be met within the resources ordinarily available to school (Elements 1 & 2).

Assess: Working out your child's needs and specifically what they need help and support with.

Plan: Planning the support provided by school staff and other professionals.

Do: Planned support is given in school. Your child will need enough time to adapt and see if it works. 

Review: Regularly discussing whether the support is making a difference and if the plan needs to change.