Havering Graduated Approach for SEND Pupils

The graduated approach follows four clear stages. These stages form a cycle, meaning they are repeated and refined over time.

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           

                                           

1. Assess

The school or setting will:

· Identify your child’s strengths and needs

· Talk with you about your concerns

· Listen to your child or young person’s views

· Look at progress, attainment and wellbeing

· Consider advice from relevant professionals if needed

Assessment should be ongoing and not a one-off event.

2. Plan

The school or setting will agree:

· The outcomes (what you want your child to achieve)

· The support and strategies that will be put in place

· Who will deliver the support

· When progress will be reviewed

You should be involved in this planning. Support might be recorded in a support plan, SEN Support plan, or one-page profile.

3. Do

The agreed support is put into place.

· Teachers remain responsible for your child’s progress, even if other staff are involved.

· Support may include adapted teaching, small group work, specific interventions, or specialist advice.

4. Review

After an agreed period of time, the school will:

· Review your child’s progress

· Discuss what is working well

· Decide whether to continue, change, or increase support

If progress is limited despite appropriate support, the school may seek additional specialist advice or discuss whether an EHC needs assessment should be requested.

                                                                  

What does this mean for parents and carers?

You should:

· Be involved at every stage

· Have your views listened to

· Be given clear information about the support in place

· Know when reviews will take place

The graduated approach works best when there is strong partnership between home and school.

If you have concerns, speak to your child’s class teacher or the school’s SENCO (Special Educational Needs Coordinator) in the first instance.

If your child does not make expected progress despite appropriate support and adjustments, the school may:

· Seek advice from external professionals (for example, specialist teachers or educational psychologists)

· Consider requesting an Education, Health and Care (EHC) needs assessment

An EHC Plan is for children and young people whose needs cannot be met through SEN Support alone.

For independent, detailed guidance about SEND and the graduated approach, you may find the following organisations helpful:

· Council for Disabled Children – information about SEND law and guidance

· IPSEA – independent advice on SEND law and parents’ rights

You can also contact Havering’s SEND Information, Advice and Support Service (SENDIASS) for impartial advice and guidance.

If you would like help understanding how the graduated approach applies to your child, please contact your child’s school or Havering SENDIASS for support.