Assess, Plan, Do, Review
The graduated approach involves an ongoing cycle of assess, plan, do, review to ensure that the support provided is effective and tailored to meet individual need.
Assess
- Identify the child or young person’s strengths and needs
- Use various approaches to clearly identify barriers to learning including teacher and diagnostic assessment, observations, discussions with key staff, behaviour, attendance data.
- Importantly, ensure the views of the child or young person and their family are listened to and used to inform any next steps.
Plan
- Consider what provision is required to meet the identified needs. Ensure this is carefully planned and delivered through purposeful and intentional strategies and approaches. Use the targeted support framework to support with this.
- Involve the parent carer and child or young person in the planning stage, alongside the class teacher or key adult and any external agencies that are involved.
- Set clear outcomes and provision to support the identified needs/barriers.
Do
- Implement the agreed plan
- The class or subject teacher should remain responsible for working with the child or young person on a daily basis. (SEND Code of Practice 6.52)
- All staff supporting the child or young person should regularly monitor the impact of any support or intervention.
Review
- Review the child or young person’s progress towards the agreed outcomes. This should involved class teachers, support staff, parent carers and the child or young person.
- Evaluate the impact that the provision has had on the child or young person. What has worked? What hasn’t worked? What else is needed?
- Determine if any adjustments are required. Carry out further assessment if necessary and plan the next steps of support.