They will use what is called the ‘Graduated Response; Assess, Plan, Do, Review cycle’. Staff assess the progress of all children and young people to help them to plan and give appropriate support. They then monitor and review their progress to see how well they are doing.

0 to 5 years

If your child goes to a day nursery, pre-school or childminder, you will have been told about the Early Years Foundation Stage statutory framework (EYFSEYFSThe early years foundation stage (EYFS) sets standards for the learning, development and care of children from birth to 5 years old. All schools and Ofsted-registered early years providers must follow the EYFS, including childminders, preschools, nurseries and school reception classes.). The EYFSEYFSThe early years foundation stage (EYFS) sets standards for the learning, development and care of children from birth to 5 years old. All schools and Ofsted-registered early years providers must follow the EYFS, including childminders, preschools, nurseries and school reception classes. outlines the standards for learning, development and care of children aged 0 to 5 years which must be followed by early education and childcare providers.

AssessmentAssessment Measures children and young people’s learning and development and identifies additional needs.  is an important part of the EYFSEYFSThe early years foundation stage (EYFS) sets standards for the learning, development and care of children from birth to 5 years old. All schools and Ofsted-registered early years providers must follow the EYFS, including childminders, preschools, nurseries and school reception classes. and you should be kept up to date with your child’s progress and development through regular meetings.

‘What to expect, in the Early Years’ is a useful guide to your child’s learning and development from 0-5 years. When your child is age 2 and age 5 you will receive a written summary of how your child’s learning and development is progressing.

0 to 25 years

For all children and young people, where a possible special educational need is identified, your child’s teacher or key worker will discuss moving your child to SEND SupportSEND SupportUniversal Plus level: if quality first teaching approaches have not been enough to meet a child/young person’s needs and they need more focused, targeted support, they will be identified as having SEND. At Partnership Plus level more specialist advice is sought, put into place and reviewed. Quality first teaching, including evidenced, robust use of the ‘assess-plan-do-review’ cycle, rigorous teacher oversight, and close liaison between the setting and family will continue. SEN support includes help for children and young people with SEN that is additional or different from the universal support available for other children and young people of the same age. The purpose of SEN support is to help children and young people achieve the outcomes and learning objectives that have been set for them. Education settings should involve parents and carers in the SEND support process. level, where the ‘Assess, Plan, Do, Review’ cycle becomes increasingly targeted and personalised. (See ‘SEND support level’)

It is very important that the setting or school includes parents/carers and the young person or child (where appropriate) in this process, to gain a full understanding of the child or young person’s strengths and areas of need, their interests, and motivations, what’s working and not working and their hopes and aspirations. This also means that everyone is working together towards appropriate targets.

Assess - will look at and consider the child or young person's strengths and needs, their views and what is helpful and unhelpful.

Plan - identifies what action is needed to help, write a plan or set targets.

Do - puts the actions in place.

Review - regularly checks how the plan is working, if progress is being made so any necessary changes to the support can be made and identifies who will be responsible for doing it.