The graduated approach
Assess, Plan, Do, Review: a four-stage cycle used to provide support for CYP with SEND
“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. It draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of learners.”
SEND Code of Practice 6.44
The Graduated Approach involves a four-part cycle: Assess, Plan, Do, and Review. This approach emphasises early identification and intervention, with ongoing monitoring and adjustments to provision as needed.
- Assess: This stage involves identifying a child's needs through observation, assessment, and gathering information from parents and other professionals.
- Plan: A plan is developed to outline the specific support and provision required to address the identified needs.
- Do: The planned provision is put into action, with the setting providing the necessary support and resources.
- Review: The effectiveness of the provision is reviewed regularly, and the plan is adjusted as needed to ensure the child is making progress and achieving their goals.
This cycle is repeated with each review informing the next stage of assessment, planning, and action.
Reflective Questions
Use these prompts to guide planning, review, and collaborative decision-making:
- What are the child or young person’s strengths, interests, and aspirations?
How can these be harnessed to support engagement and progress? - What specific barriers is the learner currently facing?
Consider academic, social, emotional, sensory, and environmental factors. - How has universal provision (including high-quality teaching) supported the child or young person so far?
What has been effective, and where are gaps emerging? - Which strategies or adjustments are most appropriate at this stage?
Are they evidence-informed, practical, and tailored to the learner’s profile? - In what ways have the child/young person and their family contributed to planning and decision-making?
How are their views, experiences, and priorities reflected? - How will the effectiveness of these strategies be monitored?
What indicators, observations, or data will be used? - How will outcomes and progress be communicated?
Who needs to be informed, and what methods will ensure clarity and consistency (e.g., staff briefings, family meetings, shared documentation)?