SEND – Graduated Approach
At Archbishop Beck Catholic College, we provide a range of reasonable adjustments and interventions to support individuals or groups of young people. Provision is adapted to meet the needs of all students. Within each of the four broad areas of need; Cognition & Learning, Communication & Interaction, SEMH and Physical & Sensory, support is catergorised into four stages. This is in line with Liverpool Local Authority’s Graduated Approach. The four stages are:
- Universal (sometimes known as Ordinarily Available)
- Emerging Needs
- Targeted Support
- Specialist Support
High quality inclusive teaching is supported by effective whole-school policies and frameworks, clearly targeted on all pupils’ needs and prior learning. This encompasses a range of resources, practices and support systems which are designed to promote the development and well-being of children and young people. It involves creating a nurturing and stimulating environment that supports the holistic development of everyone. This provision should be structured to ensure that all children/young people, including those with additional needs, can access high quality education.
Emerging Needs should be considered when a child or young person fails to make expected progress; their potential needs are impacting on their ability to access the curriculum; they are not thriving; work needs to be adapted, and reasonable adjustments are put in place. At this stage, parents/carers will be fully informed and engaged in developing an understanding of the child/ young person’s needs and a conversation may take place with the SENDCo or identified lead for SEND and Inclusion.
Having followed the graduated approach, it is recognised that the child or young person requires support that is additional to or different from what is ordinarily available. At this stage, the setting/school will record the child or young person as having a special educational need. When identifying their primary need, consideration should be taken of any formal diagnosis, co-occurring difficulties and/or the needs that are having the greatest impact at that time on the child or young person. The SENDCo or identified lead for SEND & Inclusion will be fully involved, and a SEND Support Plan will be put in place. This will include person-centered SMART targets (Specific, Measurable, Achievable, Relevant and Time-bound). Parents/carers will be fully involved and invited to regular review meetings. Alongside the introduction of specific interventions, adaptations to curriculum and timetable may be introduced. Some additional adult support may be required for parts of the day. Specialist advice may be sought from external agencies.
Persistent and significant difficulties are observed despite previous reasonable adjustments, strategies and appropriate interventions being put in place. The child/young person continues to experience barriers to learning which impact on their ability to make progress against appropriate targets. Specialist support from outside agencies will be sought. Expectations are to accelerate and maximise progress and minimise performance gaps. This will involve one-to-one or very small group support via a specialist teacher, highly trained TA or academic mentor following external input, to support pupils towards the achievement of very specific targets. From information gathered and having followed the graduated approach, an EHC (Education, Health and Care) Needs Assessment may be considered at this stage.