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Assess, Plan, Do, Review

The SEND Code of practice is specific about good practice once a potential SEND is identified, and the four types of action needed to put effective support in place through the 'graduated approach'. The four actions are:

  • Assess: the Early Years / class teacher and SENCo should clearly analyse a child’s needs before identifying them as needing SEND Support.
  • Plan: the child’s family must be notified where it is decided that a child is to be provided with SEND support and involved in planning towards an agreed set of outcomes.
  • Do: the early years / class teacher should remain responsible for working with the child on a daily basis.  Where the interventions involve group or individual teaching away from the main teacher, he/she should still retain responsibility for the child’s progress.
  • Review: the effectiveness of the support should be reviewed in line with an agreed date included in the plan.

And Record...

The school should also keep clear records of the above interventions

Graduated Response

Islington Council expects early years settings and schools to have robust assessment, planning, intervention and review (and recording) arrangements in place for the following groups:

Children and young people who are underachieving or are less experienced learners but who do not have SEND.

Children who may have a defined SEND but whose learning needs can be met through quality teaching as part of good, differentiated mainstream classroom practice:

Children for whom the school needs to make additional provision from the schools notional SEN budget to make and maintain progress:

  • This is likely to be children who need support which is additional to or different from the (differentiated) educational provision made generally for children of their age
  • These children are likely to need individual interventions and personalised planning to meet their needs and achieve their goals
  • An Early Help assessment may be appropriate, particularly where more than one agency is involved.
  • Schools may find it helpful to develop an SEND Support plan for these children, although this is not a requirement (either by government or the Council), and may not be necessary where a good provision map is in place.

Children with an Education Health and Care Plan:

  • For these children, there will be a strong case that their needs cannot be met from the resources 'normally available'.
  • The Council will also expect evidence of planning and intervention using Early Help assessment and active Team Around the Child intervention before considering any request at this level.

In planning use of resources, the LA also expects schools to take into account prospective admissions, based on a predicted profile of need.

In summary, it is expected that:

  • All children will be monitored, their progress tracked and significantly differentiated learning opportunities will be provided by every school / setting
  • Parents will always be consulted and kept informed of action taken to help their child and of the outcome of the intervention
  • The school will provide Quality First Teaching plus a range of interventions as set out in the Local Offer
  • The Council also expects that schools will use an Early Help assessment and SEND support plans to support and record their assessment, planning, intervention and review.