achieve their specified targets and outcomes. This may enable the amount of support and intervention to decrease, for example, SEN Support’ may lead to effectively planned SEN Support’. ‘Continuing ‘Early When to request an Education, Health and Care Needs Assessment In order to assist the local authority in its decision making, relevant, purposeful intervention via Support for SEND’ ‘Continuing should typically be evidenced to include details regarding the assessment, drafting, implementation and review of an SEN Support Plan incorporating four cycles of Plan, Do, Review at tier three SEN Support’. In many, but not all ‘Assess, ‘Continuing cases, these details should cover at least two terms, including how delegated or additional funding or resources have been implemented. Many children and young people with the most severe and complex Special Educational Needs and Disabilities will be identified before statutory school age. However, others may not have their needs identified until later. For those children and young people with complex needs it is not expected that they will have to pass through each of the “tier” Approach. Details of arrangements and policies relating to Education, Health and Care Needs Assessments may be found at .
achieve their specified targets and outcomes. This may enable the amount of support and intervention to decrease, for example, ‘Continuing SEN Support’ may lead to effectively planned ‘Early SEN Support’. When to request an Education, Health and Care Needs Assessment In order to assist the local authority in its decision making, relevant, purposeful intervention via ‘Continuing Support for SEND’ should typically be evidenced to include details regarding the assessment, drafting, implementation and review of an SEN Support Plan incorporating four cycles of ‘Assess, Plan, Do, Review at tier three ‘Continuing SEN Support’. In many, but not all cases, these details should cover at least two terms, including how delegated or additional funding or resources have been implemented. Many children and young people with the most severe and complex Special Educational Needs and Disabilities will be identified before statutory school age. However, others may not have their needs identified until later. For those children and young people with complex needs it is not expected that they will have to pass through each “tier” of the Approach. Details of arrangements and policies relating to Education, Health and Care Needs Assessments may be found at .
april_18_final_post_consultation_graduated_approach_principles_and_process_7_branded_1.docx