The graduated approach

- bringing it all together

Settings should use the ‘Assess, Plan, Do, Review’ as a continuous cycle. If your child isn’t making expected progress despite interventions matched to their needs, advice from other professionals may be necessary. 


Early years practitioners work together with you and the setting Senco to assess your child’s needs. They should regularly assess your child to make sure the right support can be put into place.

If your child makes little or no progress, support from other professionals may be needed.


Your early years practitioner will work with you and the Senco to agree:

  • The outcomes you are seeking for your child
  • The interventions and support to be put in place
  • How they expect the interventions to impact on your child’s progress
  • A date for review

It is helpful for the setting to document the level of support needed and what impact it had.


Your early years practitioner will be responsible for implementing the agreed support and interventions.


The setting should work with you to:

  • Review the progress in line with the agreed date
  • Evaluate the impact of the support
  • Agree any changes to the outcomes, depending on the progress made

SEND information report

Every educational setting is required to have its own individual special educational needs information report.

This should:

  • explain how the setting supports children who have SEN
  • provide details about how accessible a setting is
  • explain how it supports children who have SEN to make progress
  • detail who parents can contact for more information

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