Under the Graduated Approach, all students receive inclusive support. This includes:
- quality-first teaching with reasonable adjustments for all students
- all staff having high expectations of students
- promoting independence and self-care skills
- a supportive learning environment that promotes positive relationships, active engagement and wellbeing
- monitoring individual students’ progress through regular formative and summative assessment
- training all adults in interpreting students’ behaviour as a means of communication
- support coordinated by the key worker, class teacher or form tutor (staff)
- the setting working in partnership with parent carers, meeting regularly to discuss progress and support (for example at parents’ evenings)
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Some: personalised support
Under the Graduated Approach, some students receive personalised support. This includes:
- short-term group interventions for students with similar needs
- observation and assessment to support understanding of individual students’ learning needs
- planning and interventions starting from the student’s strengths, interests and what they can do
- following a regular cycle of assess, plan, do, review (APDR) to ensure that students with SEND are making progress
- monitoring students’ individual progress through a pupil passport, Individual Learning Plan (ILP) or SEND support plan which documents evidence of the APDR cycle
- making sure students understand and can contribute to the targets they are working to achieve
- coordinating support with the setting’s special educational needs coordinator (SENCO) and staff
- providing personalised learning in small groups where students experience difficulties
- making sure there is regular communication between the home and school to discuss progress and support at least three times per year (for example at ILP review meetings)
Few: highly personalised support
A few students will receive highly personalised support. This includes:
- short-term individual provision to meet individual student’s needs
- highly personalised provision that is tailored to individual needs which may involve 1:1 instruction or very small group work
- support coordinated by the setting’s special educational needs coordinator (SENCO), working together with class, form or subject teachers and external professionals
- partnership working with regular communication between the home and school to discuss progress and support at least three times per year
- seeking the advice of external professionals where necessary