The Graduated Approach

🌟 Graduated Approach

How We Identify and Support Children with SEND

At Penwortham Primary School, we follow the Graduated Approach as set out in the SEND Code of Practice (2015). This ensures that children receive the right support at the right time, with regular reviews and strong partnership between school and home.

The Graduated Approach is a four‑part cycle:

1. Assess

We begin by gathering a clear picture of a child’s strengths, needs and barriers to learning. This may include:

  • Observations in class

  • Work scrutiny

  • Discussions with parents

  • Pupil voice

  • Assessments carried out by teachers or specialists

  • Information from previous settings or external agencies

This helps us understand what support will make the biggest difference.

2. Plan

Once needs are identified, we work with parents, the child and relevant staff to plan appropriate support. This may include:

  • Targeted interventions

  • Adaptations to teaching

  • Additional resources

  • Pastoral or emotional support

  • External agency involvement

Targets are clear, measurable and reviewed regularly. Parents are fully involved in this process.

3. Do

The class teacher remains responsible for the child’s progress, even when support is delivered by other adults. During this stage:

  • Interventions are delivered

  • Strategies are embedded in everyday teaching

  • Staff monitor how well the support is working

  • The child is encouraged to reflect on their learning

Support is flexible and responsive to the child’s needs.

4. Review

We review progress regularly with parents, the child and staff involved. During the review we consider:

  • What progress has been made

  • What has worked well

  • What needs to change

  • Whether the child requires continued, increased or reduced support

This cycle then begins again, ensuring support remains effective and personalised.

🌿 Levels of Support

Universal Support (Quality First Teaching)

All children benefit from high‑quality teaching that is adapted to meet a range of needs. This includes:

  • Clear modelling

  • Scaffolding

  • Visual supports

  • Chunked instructions

  • Flexible grouping

Most children make progress through universal provision alone.

Targeted Support

Some children may need additional, time‑limited interventions such as:

  • Speech and language groups

  • Phonics or reading support

  • Social skills groups

  • Emotional regulation sessions

  • Small‑group maths or literacy support

These are reviewed regularly as part of the Graduated Approach.

Specialist Support

If a child requires more personalised support, we may involve external professionals such as:

  • Educational Psychologists

  • Speech and Language Therapists

  • Occupational Therapists

  • CAMHS

  • Specialist teachers

Their advice helps us tailor provision even more closely to the child’s needs.

🌿 Education, Health and Care Plans (EHCPs)

If a child requires a high level of long‑term support, we may work with parents and professionals to request an Education, Health and Care Needs Assessment.
If agreed, this may lead to an EHCP, which outlines the child’s needs and the provision required to meet them.

🌿 Working Together

We believe that strong relationships between school and home are essential. If you would like to discuss the Graduated Approach or your child’s support, please contact:

Mrs J. Cunningham – SENDCo
📞 01772 743321
📧 [email protected]

Together, we ensure every child at Penwortham Primary is a Happy Child Who Achieves.