Under the Graduated Approach, all students receive inclusive support for their cognition and learning needs. This includes:
- planning teaching and learning around regular assessment using the assess, plan, do, review model
- adapting work to meet the needs of all students
- giving regular formative feedback to students verbally and through marking
- using a range of different teaching approaches to ensure students can access learning
- using a range of concrete resources to support students’ learning (such as Numicon or magnetic letters)
- making sure classroom grouping and seating arrangements are conducive to promoting learning and independence
- supporting students to understand new learning and keep on task
Some: personalised support
Under the Graduated Approach, some students receive personalised support for their cognition and learning needs. This includes:
- supporting students in small groups of 6 to 8 in lessons where they experience difficulties
- allowing students to have access to key information in advance of whole-class lessons
- making sure students can revisit and revise learning individually or as part of a small group
- adapting the daily routine and environment to accommodate individual needs, for example by using:
- movement breaks
- visual timetables
- prompts and instruction sheets
- fidget toys
- putting expertise in place to manage reasonable examination arrangements for assessments, national tests, and public examinations
- allowing students to access additional study skills support through a learning support unit or equivalent
- providing personalised learning within small groups in lessons where students experience specific difficulties, including:
- neurodiversity approaches
- metacognitive approaches
- curriculum adaptations
- multi-sensory approaches
- evidence based interventions to develop phonics, spelling, reading, number and handwriting skills
- alternative ways of recording information, such as a laptop, scribe, shared writing and speech-to-text software
- support to become independent and resilient learners
Few: highly personalised support
Under the Graduated Approach, a few students receive highly personalised support for their cognition and learning needs. This includes:
- adapting teaching and learning opportunities to incorporate highly bespoke work and, where appropriate, address targets agreed with an external professional
- providing individual or small group support to help the student achieve targets agreed with an external professional
- seeking appropriate advice from a:
- specialist learning teacher (Support for Learning service)
- educational psychologist
- Child Development Centre
- academy trust specialist
- other SENCOs (peer-to-peer support)