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The Graduated Approach

1. What is SEND? 2. Identifying and Assessing SEND 3. How schools and other Educational settings support children with SEND
4. EHC Needs Assessment 5. SENDIASS -  Information and Advice Service (LIAISE) 6. The Graduated Approach

6. What is the Graduated Approach? 

Every child and young person should make progress, whatever their ability, aptitude or interest. Many children with SEND will make good progress with quality first teaching. This means that their class/subject teacher makes changes in the way they deliver the curriculum, so the child with SEND can be included in the lesson. Where a child or young person is not making sufficient progress through the usual approaches to teaching and learning, then staff should decide on different or additional intervention – graduated response. The support that the pupil receives should form part of a four part cycle:


An analysis is made of needs based on:

  • Child/ young person's views and also their parents/ carers views
  • Teachers observations and assessments
  • Pupils current attainment
  • Tracking of progress and comparisons with national data
  • Assessments by external agencies (if appropriate)


After the assessment the teacher, SENCO, parent/carer and pupil will agree on a plan of action to include:

  • Time limited outcomes for pupils with SMART targets
  • The adjustments, support and interventions that need to be put in place
  • A termly review date.

All plans are pupil centred and all outcomes must be recorded and focussed.

A small number of children, who continue to struggle despite assessment and intervention, may require specific SEN targeted provision.  This is provision that is “additional to and different from” that made for the majority of children in school. It will be a specific SEN intervention program that is known to be effective by school. It could also be a programme that has been shown through research to be effective.



All the pupils' teachers and support staff are made aware of the plan and implement the adjustments, support and interventions.  Teachers are responsible for:

  • Differentiating and personalising the curriculum
  • Delivery of 'additional and different' provision for a pupil with SEND
  • Planning, support and impact measurements of all group and one-to-one interventions
  • Linking interventions to classroom teachings
  • The senco supports teachers in effectively putting the provisions into place


By the review date the impact, quality and effectiveness will be evaluated. This includes sharing the information with parents/carers and the pupil and asking for their views and feedback.

It should include whether the child has achieved the agreed targets, what evidence is there from day to day tracking and if the skills acquired through targeted support have transferred back into their classwork.

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SENDIASS - Information and Advice Service (LIAISE)

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