What is the Graduated Response?
This short video explains what we mean by a graduated response.
So the graduated approach is a cycle for classroom teachers to assess, plan, do, review with all their pupils who are not making expected progress. In the assess stage, we need to carry out a very clear analysis of the pupil’s needs but it's very important that the gathering of that information does not delay any kind of support. At the plan stage, it's important that you work alongside your Senco to identify what adjustments and interventions you can put in place and what the expected impact of those should be. During the do phase, you're responsible for working with the learner on a daily basis. You need to coordinate with any staff that deliver specialist support or intervention. During the review phase, your Senco will support you in further assessing a learner’s needs and provide guidance on additional support. It is expected that a learner on the SEND register would have their progress reviewed on a term by term basis. It’s important to remember that the Graduated approach is not a one-off stage; it is a continuous cycle for assessing and adapting to a learner’s needs. At all stages of the graduated approach, it's important to remember to include the views of learners and their parents.
Where children and young people are identified as having SEND, then their educational settings should act to put effective provision in place.
This is known as SEN Support and should take the form of a “4-part cycle” of assess, plan, do, review, which is referred to as the Graduated Response in Oldham, but is sometimes also known as the Graduated Approach.
This should ensure there is an understanding of the Children and Young People needs, that outcomes are identified to meet these needs and that support is put in place to ensure the Children and Young People are making good progress towards those outcomes.
This is called the Assess, Plan, Do, Review cycle. You can find out more about this approach: