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Graduated approach to meeting SEN needs

The Graduated Approach

What is the Graduated Approach?

High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching. Educational settings should regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing and, where necessary, improving teachers' understanding of strategies to identify and support vulnerable children and young people and their knowledge of the SEN most frequently encountered. 

Where a child or young person is identified as possibly having SEN, settings are expected to adopt a graduated response following the 'Asses, Plan, Do and Review' cycle. A setting should also act to remove barriers to learning and put effective special educational provision in place. This SEN support should take the form of the four part cycle, through which earlier discussions and actions were revisited, refined and revised with a growing understanding of the pupil's needs and of what supports the pupil in making good progress and securing good outcomes. 

The graduated approach draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of the child or young person. 

Flexible Graduated Approach

The cycle of 'Asses, Plan, Do, Review' should continue in a graduated and flexible way in response to changing needs. Independence and self-efficacy should be encouraged. 

The child or young person should be taken off SEN Support once they can achieve their desired outcomes without substantial reliance on support that is different or additional to that which is being offered to most children and young people in the school or setting. 

When this is the case, the child or young person should no longer be considered to have special educational needs. If, however, new educational needs emerge at a later stage, the cycle can be revisited and the child or young person, once again is placed on SEN Support.