The graduated response is a 4 stage cycle that helps to provide a growing understanding of a child or young person’s strengths and needs and what helps them to make good progress and have good outcomes. As the level of the child or young person’s need increases, so this cycle, and their support become more targeted. The stages of the cycle are:
The staff from the educational setting assess the child's needs. They listen to the views of the child and their parents or carers. They may ask for advice from other specialist support services if needed.
The staff plan how to support the child. This is most effective when teachers and key workers working with the SENCOSENCOSpecial Educational Needs Coordinator is a qualified teacher with special training who ensures the day-to-day operation of the school's SEN policy and practice. (Special Educational Needs Co-ordinator), have completed a thorough assessment. They consider what outcomes they want to achieve and how best to do this. They involve the child / young person and their parents or carers in this process and agree a review date.
The setting staff consider the child's strengths and weaknesses in order to support them effectively. The teacher works with the SENCOSENCOSpecial Educational Needs Coordinator is a qualified teacher with special training who ensures the day-to-day operation of the school's SEN policy and practice. (Special Educational Needs Co-ordinator), teaching assistants (TAs) and any specialist staff involved. They monitor and assess how helpful the support is. Additional support can take many forms and might include:
- a targeted literacy or numeracy programme
- additional adult support for particular lessons or at key times
- the use of a personalised work area
- structured activities to develop specific social skills in small groups
- assessment and advice from external support services and professionals
- adaptions to the physical environment
- support from a mentor or key worker.
Everyone discusses how effective the support has been and reviews the data. The school adapts the support depending on the child's progress. The child or young person’s views and those of their parents or carers are an important part of the review process.
The graduated approach starts at whole-school level. Teachers are continually assessing, planning, implementing and reviewing their approach to teaching all children. However, where a potential special educational need has been identified, this cyclical process becomes increasingly personalised and targeted.
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