Graduated Approach
“WHAT IS A GRADUATED APPROACH?”
The SEN Code of Practice 2014 defines a ‘Graduated Approach’ as:
“a model of action and intervention in early education settings, schools and colleges to help children and young people who have special educational needs. The approach recognises that there is a continuum of special educational needs and that, where necessary, increasing specialist expertise should be brought to bear on the difficulties that a child or young person may be experiencing.”
“WHAT DOES THIS ACTUALLY MEAN FOR MY CHILD?”
Once it has been decided that your child has SEN, a four step action process which is set out in the SEN Code of Practice (i.e. a graduated approach) should begin.
“WHAT ARE THESE FOUR STEPS?”
Assess: schools are required to carry out a clear analysis of the pupil’s needs, drawing on assessment and experience of the pupil, their progress, attainment, where relevant, their behaviour in comparison to their peers and national data. Alongside this, the views of parents and the pupil’s own views should influence the assessment. Information from external services including health and care professionals should also be taken into account.
Plan: parents, teachers and support staff who work with the child should be made aware of their needs, outcomes set, support provided and any teaching strategies and approaches, which should all be recorded and monitored regularly.
Do: the class or subject teacher remains responsible for the pupil and should work closely with other staff to ensure the support is provided and monitor its effectiveness.
Review: regular reviews should take place between all relevant staff and parents.
The SEN Code of Practice 2014 defines a ‘Graduated Approach’ as:
“a model of action and intervention in early education settings, schools and colleges to help children and young people who have special educational needs. The approach recognises that there is a continuum of special educational needs and that, where necessary, increasing specialist expertise should be brought to bear on the difficulties that a child or young person may be experiencing.”
“WHAT DOES THIS ACTUALLY MEAN FOR MY CHILD?”
Once it has been decided that your child has SEN, a four step action process which is set out in the SEN Code of Practice (i.e. a graduated approach) should begin.
“WHAT ARE THESE FOUR STEPS?”
Assess: schools are required to carry out a clear analysis of the pupil’s needs, drawing on assessment and experience of the pupil, their progress, attainment, where relevant, their behaviour in comparison to their peers and national data. Alongside this, the views of parents and the pupil’s own views should influence the assessment. Information from external services including health and care professionals should also be taken into account.
Plan: parents, teachers and support staff who work with the child should be made aware of their needs, outcomes set, support provided and any teaching strategies and approaches, which should all be recorded and monitored regularly.
Do: the class or subject teacher remains responsible for the pupil and should work closely with other staff to ensure the support is provided and monitor its effectiveness.
Review: regular reviews should take place between all relevant staff and parents.
This information is meant to be helpful but Douglas Silas Solicitors cannot be responsible for any loss caused by reliance upon it. If you have concerns about your child, please seek professional educational/healthcare advice. Should you find anything which you believe to be inaccurate please Contact Us as soon as possible.
