Graduated approach - Principles and Processes
Graduated approach - Principles and Processes
About this Guidance
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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.
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Buckinghamshire’s Graduated Approach sets out the differing ways by which all children and young people’s Special Educational Needs and disabilities and aspirations may have their needs met, not just those children with statements of special educational need or Education, Health and Care Plans.
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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.
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Ensuring a high quality of life and education is at the centre of Buckinghamshire’s commitment to children and young people with Special Education Needs and Disabilities and is set out in Buckinghamshire’s Special Educational Needs and Disabilities Strategy (2017 to 2021).
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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 children is timely and effective intervention from a range of partner agencies working in a consistent and coherent way in partnership with each other.
What is the purpose of this Guidance?
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To provide an introduction to Buckinghamshire’s Graduated Approach for supporting children and young people with Special Educational Needs and Disabilities (SEND).
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To outline requirements and expectations for all supporting and educating children and young people with a SEND.
Requirements and Expectations
The Graduated Approach sets out how children and young people should be effectively supported across a continuum of education provision, starting with a high-quality whole school or setting approach.
A ‘tiered’ approach to supporting to improving outcomes for all children and young people with special educational needs.
Whilst this document describes the principles and processes underpinning effective Graduated Approach, reference should also be made to the relevant following supporting documents:
Early Years Intervention Guidance
School-age Intervention Guidance
Post 16 Intervention Guidance