SEN support

Schools and settings should develop a graduated response in identifying pupils who need additional support (6.45 - 6.56 of the SEND Code of Practice).

A graduated response is a cycle of:

• assessment
• planning
• doing and;
• reviewing actions

This is done to identify the best way of securing adequate progress for pupils. It is often referred to as the assess, plan, do and review cycle.

Where a pupil requires SEN support, settings are expected to:

• talk to parents regularly and;
• meet with them 3 times a year to review their child's progress

Progress meetings can be in line with other parent meetings but should review progress towards the child's outcomes set out in their Individual Support Plan/Individual Education Plan.

Reviews are important to consider the impact of support. If it is agreed that sufficient progress has been made by the child or young person, SEN support should continue with ongoing cycles of assessments through the graduated response.

If progress is not being made, support will be adapted and changed through the graduated response. Further assessment and support cycles will continue.

Read more about the graduated response

The needs of most children and young people with SEND will be met at SEN Support level. Where a child or young person has not made expected progress the school, parent carers or the young person can consider requesting a more formal assessment to to determine if special educational provision is required. This is called an Education, Health and Care Needs Assessment.