Havering Graduated Approach for SEND Pupils The following flowchart, produced by Havering SEND Education Support Service, is based on the graduated approach referenced in the SEND Code of Practice (2015). This document is intended to support schools and other educational settings with fulfilling their duties as outlined in the SEND Code of Practice (2015), and outline the support provided by the SEND Education Support Service. In particular, the requirement to adopt a graduated approach and to involve children, young people and their families in discussions and decisions about SEND support. Every educational setting in Havering, has support available to them from a ‘Team Around the School’ which includes professionals from Havering’s SEND Education Support Service: Educational Psychology Team Communication and Interaction Team SEMH Team Sensory Team (if any pupils require support for visual, hearing or multisensory impairments) A graduated approach is defined within the SEND Code of Practice (2015) as: ‘A model of action and intervention in early education settings, schools and colleges to help children and young people who have special educational needs. The approach recognises that there is a continuum of special educational needs and that, where necessary, increasing specialist expertise should be brought to bear on the difficulties that a child or young person may be experiencing.’ This document aims to: Ensure that quality first teaching is the base upon which any additional support in built upon Ensure class teachers are responsible for the provision of all learners, including those pupils with SEND Outline and communicate expectations for different stages of provision Clarify support options at different stages and who is responsible for monitoring systems in place Support early intervention to meet pupil needs Ensure that additional support follows an assess, plan, do, review cycle as outlined in the SEND Code of Practice Provide staff with guidance on how, when and where to seek additional support Ensure that approaches taken by schools are person-centred and include the voice and views of the child/ young person and their families Pupils may move up or down through the stages over time and approaches should be responsive to individual needs. Evidence of actions regarding the type and level of support implemented should be recorded.
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September 2024
Stage
What school provision looks like
Support/ resources available * This can be arranged by the SENCO during the school’s Team Around the School Meetings.
1 Universal
2 Targeted
Quality First Teaching (QFT) – to engage and support the learning and development of all pupils Ensure QFT and reasonable adjustments in place - additional intervention and support cannot compensate for a lack of good quality teaching (SEND Code of Practice, 2015, 6.37) Use of assessment to inform day-to-day teaching Track and evidence progress against targets Ordinarily available provision e.g. booster groups and catch up programmes SENCO observation and consultation with class staff When to move to next stage Class teacher to identify pupils who are not making expected progress and discuss with SENCO to evaluate whether targeted support is required Monitored by Class Teacher, Senior Leadership Team
Inclusive Provision in the Early Years (Ordinarily Available Provision) Whole school SEND resources and training Whole school training sessions with SEND ESS team* The Havering SEND Training offer - This includes video trainings and resource packs LEANS – Learning About Neurodiversity in Schools Education Endowment Foundation Havering SEND Local Offer Family Information Services Directory Mental Health Training and Support
In addition to stage 1 Assess, Plan, Do, Review cycle: assess – baseline, plan – intervention and outcomes identified, do – implementation, review – progress check (SEND Code of Practice, 2015, 6.44 – 6.56) School staff to undertake an assessment of individual pupil's needs in order to provide a baseline for targeted interventions with a clear purpose, specific outcomes and timescales Ensure all staff are aware of pupil needs and take action to remove any barriers to learning and generalise skills learnt within interventions School to produce a costed provision map Gain pupil and family views on their provision and progress within school (OnePage or individual profile to be completed at this stage) When to move to next stage If after a minimum of 2 cycles of ‘assess, plan, do, review’, there has been no significant change or progress, move to stage 3
Stage 1 support Systemic level work – Support with processes, environmental audits, supervision etc.* Training for staff on specific areas of need or interventions (details of training available via Havering Education Services portal). Pupil highlighted at Team Around the School meetings if there are concerns to identify next steps and appropriate actions Corbets Tey Resource Library Group level consultation for areas of need (i.e memory and retention) or groups of students (Year 9 boys)* Consultation for an un-named child/young person or staff ‘drop-in’* Modelling of strategies/ interventions and staff coaching * Havering SEN tracker
Monitored by Class Teacher is responsible for planning and monitoring impact of interventions with support from SENCO and support staff
3 Collaboration
In addition to stage 1-2 Ensuring strategies and interventions have been distributed and put in place by staff and skills generalised from interventions within class Ongoing Assess, Plan, Do, Review (including IEPs/ Pupil passports) Formal tracking of progress through interventions and adaptations made where necessary Evidence of at least one additional cycle of ‘assess, plan, do review’ showing implementation of specialist advice from link EP/ Advisory teacher/ other external professionals (in most cases) When to move to next stage If interventions requiring resources beyond the school’s delegated SEND budget appear likely to be needed in the long term, SENCO to hold discussions with parents and professionals regarding an EHC Needs Assessment application
Stage 1-2 support Individual level work (consultation/ assessment/observation/ bespoke training) between school staff and the SEND ESS Team regarding individual pupils* Reviews of provision in place which could include observations of intervention delivery and other practice Person Centred Reviews Joint Observation with SENCOs* Supportive reintegration meetings Transition meetings
Monitored by Class Teacher, SENCO and Senior Leadership Team
4 EHC Needs Assessment and individualised provision
In addition to stage 1-3 If schools require additional provision beyond their own resources in the long term, there should be clear evidence that appropriate intervention has been implemented as outlined in the graduated approach An application for an EHC needs assessment can be made using evidence collated throughout stages 1-3 to demonstrate that the school has taken relevant and purposeful action to identify, assess and meet the special educational needs of the child or young person (SEND Code of Practice, 2015, 9.14) Evidence of advice given at stages 2 and 3 (including external involvement) should be submitted alongside evidence of how this has been implemented and evaluated (SEND Code of Practice, 2015, 6.63)
Stage 1-3 support Advice on submission of EHC needs assessment Commencement of EHC needs assessment Reviews of needs and provision*
Monitored by Class Teacher, SENCO, Senior Leadership Team and SEND Assessment and Placement team
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September 2024
Exceptional circumstances Havering Local Authority recognises that, in exceptional circumstances, pupils’ may not follow each stage of the graduated approach. Examples of when this may occur are outlined below:
Pupils with profound and multiple learning difficulties, which are obvious from birth or soon afterwards, who require long term help and support from more than one agency. A learner has moved in from another authority and/ or their former school has provided evidence of needs and professional input. There is clear evidence that the learner has severe, complex and enduring difficulties but it has not been possible to make a graduated response as they have moved into the borough from abroad, or have attended several different schools, or are not attending school. A learner’s ability has been suddenly and significantly changed by major illness or injury and the impact is long-lasting.
3
September 2024