Graduated Approach Intervention Guidance
The Graduated Approach supports the Local Offer. It helps education settings meet the needs of children and young people with special educational needs (SEN).
Intervention Guidance documents give examples of the three tiers of support which are:
Tier 1: Universal support
Tier 2: Early Support for SEND
Tier 3: Continuing Support for SEND
These guidance documents show and the journey through these tiers using the Assess, Plan, Do, Review cycle.
The documents are split into examples for different special educational needs. For example, physical impairment, hearing impairment and communication impairment. The documents also give examples of how to evaluate and review progress.
A tiered approach to supporting children and young people with special educational needs and disabilities (SEND)
The Integrated SEND Service is aimed at supporting settings, when their own resources have been utilised, but where difficulties remain, so that they can successfully include children and young people who have SEND. This includes those who may or may not have or require an education, health and care plan (EHCP).
The tiered approach encompasses work around the most vulnerable children and young people, based on their individual needs.
When considering involvement through the tiered approach, the needs of the child or young person will be assessed, with consideration of their individual needs and the wider context, for example, family situation, experience of the setting and involvement of other agencies.
The tiered approach is provided via the local authority and is free at the point of delivery, where children and young people meet the eligibility criteria.
The tiered approach includes the whole SEND system of the local area, encompassing the responsibilities that schools and settings have in relation to the SEND Code of Practice, for instance, that they are expected to do the Assess, Plan, Do, Review cycle (APDR).
This includes where a pupil is identified as having SEN, schools should take action to remove barriers to learning and put effective special educational provision in place. This SEN support should take the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes.
This is known as the graduated approach and it draws on more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people (chapter six of the SEND Code of Practice).