The Graduated Approach
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Buckinghamshire Council operates the ‘graduated approach’ to SEN.
The SEND Code of Practice 2015 defines the graduated approach as “a model of action and intervention in early education settings, schools and colleges to help children and young people who have special educational needs”.
The approach recognises that there is a continuum of special educational needs and that, where necessary, increasing specialist expertise should be brought to bear on the difficulties that a child or young person may be experiencing.
Buckinghamshire’s graduated approach sets out principles and provides key information and guidance on how high-quality educational outcomes for all children and young people can be achieved.
Key to the success of all learners is timely and effective intervention from a range of partner agencies working in a consistent and coherent way in partnership with each other.
The graduated approach sets out the different ways by which all children and young people may have their needs met, not just those with Education, Health and Care Plans.
It aims to ensure all children and young people receive an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential.
This means that once a pupil has been identified as having SEN, they should enter a four-part cycle of:
- Assess
- Plan
- Do
- Review
This process will help to inform what, if any, amendments or additions need to be made to the package of support being put in place for a student.