A graduated response is when a school puts effective support in place for children and young people with identified special educational needs. By doing this, barriers to learning can be removed.
The Graduated Response covers 4 areas of need:
- Cognition and Learning
- Communication and Interaction
- Social, Emotional and Mental Health
- Sensory and Physical
There are 3 stages of support for each of these areas, starting with Quality First TeachingQuality First TeachingQuality First Teaching and the use of personalised, differentiated approaches form the universal offer for all children and young people in educational settings. This will include the robust use of the ‘assess-plan-do-review’ cycle, rigorous teacher oversight, and close liaison between the setting and family. and increasing 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 avaialble 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. or Statutory Support (EHCPEHCPA legal document that describes a child or young person's special educational, health and social care needs. It explains the extra help that will be given to meet those needs and how that help will support the child or young person to achieve what they want to in their life.) if needed.
At every stage within the graduated response, schools and colleges must involve children, young people and their parents/carers.
The Graduated Response Guidance and Toolkit sets out how a school can follow this approach.