A graduated approach
Schools use a graduated approach to make sure every child gets the right support at the right time. This means starting with high-quality teaching for all, and adding extra help or specialist support if needed.
The graduated approach follows a simple cycle:
- Assess – Find out what the child needs.
- Plan – Agree what support will be put in place.
- Do – Put the support in place.
- Review – Check how well it’s working and what to do next.
At every stage, parents, carers, and the child or young person should be involved in decisions.
Quick Checklist for Each Stage:
- Assess: What are the child’s strengths and needs? What do parents/carers and the child say?
- Plan: What support will help? Who will provide it? When and how?
- Do: Is the support happening as planned? Are adjustments needed?
- Review: What’s working? What needs to change? What are the next steps?
Schools should record this process in support plans (such as Individual Education Plans or Learning Support Plans).
The cyclical process allows for a growing understanding of children and young people’s needs.
For more information, see Nasen SEN Support and Graduated Response document.
Assess
Where a pupil’s support needs are identified
- What are the difficulties experienced by the individual?
- When do these difficulties arise (lessons or other settings)?
- How does the pupil describe their needs?
- What have parents observed and shared?
Plan
Where strategies are chosen for the pupil and shared with both the learner and those that support them.
- What extra high-quality teaching methods can support the pupil?
- What additional provision and resources are necessary to target the needs of the pupil?
- Are planned interventions evidence-based?
- When will support happen?
- Who delivers and oversees support?
- How can we limit time spent out of class?
- What systems will track outcomes?
- Have parents or carers helped create the plan, and do they agree with it?
Do
- Is the plan/provision being delivered as intended?
- Are support arrangements clear and consistent?
- Is delivery of the plan being refined to maximise effectiveness?
- What adjustments are needed based on observations and feedback?
- Are we collecting evidence of progress?
- Is there close coordination with parents and external professionals?
Review
Where the success and impact of support, and level of pupil’s progress, are tracked – and the plan reviewed and updated
- What did we all notice (staff, pupil, and parents)?
- Which strategies were most effective, and when?
- How did extra support affect the pupil's progress?
- Given what we now know, what are our next steps?
- Can the pupil now be removed from the SEND list?
- Is further assessment needed?
- What further support would be most appropriate given the more focused understanding of the pupil’s needs?
- What additional training may the school need to access?