Whole School Graduated Approach: Outcomes-based No SEN SEN Children and Children and Children and Children and Children and Children and young people young people young people young people young people young people able to access able to access able to access able to access able to access who have had and progress and progress and progress and progress and progress a statutory through quality through quality through quality through quality through quality assessment first provision first provision first provision first provision first provision and have a but who may but who may but who may statement or need need need EHC Plan ‘additional’ ‘additional’ ‘additional’ provision to provision to provision to support support support learning or learning or learning or development. development. development. This support This support This support may be may be may be or or or accessed accessed accessed through the through the through the Local Offer. Local Offer. Local Offer without a Successful Successful statement or EHC Plan provision provision outcomes outcomes would be a would be a return to Wave return to Wave 1 or the next 1 or the next level, level, Wave 2, i.e., Wave 2, i.e., increased increased independence independence or greater or greater complexity of complexity of learning. learning. Universal Universal and Universal Universal and Universal, targeted and specialist targeted targeted across Education, plus Health and/or Social Care Support SEN Support The structure is underpinned by the graduated approach cycle of assess, plan, do and review. Assess: In identifying a child as needing SEN support the class or subject teacher, working with the SENCO, should carry out a clear analysis of the needs. pupil’s This should draw on the assessment and experience of the pupil, their teacher’s previous progress and attainment, as well as information from the core school’s approach to pupil progress, attainment and behaviour. This assessment should be reviewed regularly. This will help ensure that support and intervention are matched to need, barriers to learning are identified and
Whole School Graduated Approach: Outcomes-based No SEN SEN Children and young people able to access and progress through quality first provision Children and young people able to access and progress through quality first provision but who may need ‘additional’ provision to support learning or development. This support may be or accessed through the Local Offer. Successful provision outcomes would be a return to Wave 1 or the next level, Wave 2, i.e., increased independence or greater complexity of learning. Children and young people able to access and progress through quality first provision Children and young people able to access and progress through quality first provision but who may need ‘additional’ provision to support learning or development. This support may be or accessed through the Local Offer. Successful provision outcomes would be a return to Wave 1 or the next level, Wave 2, i.e., increased independence or greater complexity of learning. Children and young people able to access and progress through quality first provision but who may need ‘additional’ provision to support learning or development. This support may be or accessed through the Local Offer without a statement or EHC Plan Children and young people who have had a statutory assessment and have a statement or EHC Plan Universal Universal and targeted Universal Universal and targeted Universal, targeted and specialist across Education, plus Health and/or Social Care Support SEN Support The structure is underpinned by the graduated approach cycle of assess, plan, do and review. Assess: In identifying a child as needing SEN support the class or subject teacher, working with the SENCO, should carry out a clear analysis of the pupil’s needs. This should draw on the teacher’s assessment and experience of the pupil, their previous progress and attainment, as well as information from the school’s core approach to pupil progress, attainment and behaviour. This assessment should be reviewed regularly. This will help ensure that support and intervention are matched to need, barriers to learning are identified and
Swindon-Good-Practice-Guide-2014.docx