Synergy - Enquiry

The graduated approach begins with your child or young person’s whole setting.

The teacher or practitioner’s job is to continually;

assess
plan
do and
review their teaching and how they meet he needs of all children and young people.

Parents and carers should be involved in decision making right through this process.

Support will use assessment information to design approaches based on the needs of the child or young person.

This support is flexible so it can meet the changing needs of children and young people. Support may increase or decrease depending on how well it meets the outcomes for each child or young person.

The SEND Code of Practice says that teachers or practitioners are accountable for all the children and young people that they teach. If children and young people are receiving support from a teaching assistant or other specialist staff, the class teacher is still responsible for their progress.

QFT is expected for all children and young people's learning.

It is the starting point for any additional or different provision for children and young people with SEND. It must be available for all children and young people whatever their need.

QFT recognises children and young people's individual learning needs. It recognises that 'one size doesn't fit all', and teaching should be adapted to ensure inclusion of all pupils.

It provides;

High quality, inclusive teaching for all.
Teaching and learning strategies that meet individual need
Engaging, creative and interactive learning which is carefully planned.
Lessons or sessions that have clear structures and outcomes.

Children and young people with SEND must receive QFT as well as any interventions or bespoke learning packages.

These record the provision needed to meet outcomes. Education settings use them to identify provision and progress towards outcomes.

They allow schools to:

Show where resources have been used for individual pupils
Understand the level and main area of need
Support the education setting, parents and carers to decide if SEN Support is needed
Track progress over time
Set targets that can be measured and are timely.
Share progress with other professionals

Parents and carers must be involved in the assess, plan, do review cycles. They should be invited to termly meetings to look at decision making and progress towards outcomes.

In Early Years, education settings will use the graduated response document to look at provision and record progress towards outcomes.

To read the graduated response document (early years) in detail click here.

This means that for children over 2 years old, they will get extra educational provision which is different from their peers

Parents and carers must be involved in the assess, plan, do review cycles. They should be invited to termly meetings to look at decision making and progress towards outcomes.

The Barnsley Early Years SEN Support Inclusion Toolkit

The Barnsley Early Years SEN Support Inclusion Toolkit provides guidance for Early Years settings, schools and services on identifying and meeting the special educational needs (SEN) of children in the early years. The Toolkit also offers support on working with parents and carers to meet the needs of all children.

You can download a copy here

School age children in mainstream educational settings, or young people in post-16 settings are seen as having SEN if they;

Have a significantly greater difficulty in learning than most others of the same age, or
Have a disability which stops them using facilities generally provided for others of the same age

Children and young people with SEN should be put on a setting’s SEN register.

There should be a school focused plan (SFP), or needs analysis and provision map in place.

To view BMBC's school focused plan (SFP) document click here (coming soon!)

Regular reviews carried out by the education setting will help decide if specialist involvement is required to build on the graduated response. Children and young people and their parents & carers should be involved throughout. Their views and contributions should be included in the plan.

The plan should be reviewed with children and young people and their parents or carers, at least termly to look at assess, plan, do, review cycles as part of the graduated approach.

The SEN Inclusion Framework Toolkit

The SEN Inclusion Framework Toolkit shows how a graduated response to SEND in schools can help ensure good and improving outcomes for all pupils. The toolkit is the result of much hard work of many people drawn from across a range of schools in Barnsley. It has been co-produced with professionals including SENDCOs and Head Teachers, specialist staff and parents

and carers of children with SEND. You can download a copy here

The plan is part of the graduated approach and should be used for any child or young person found to need SEN Support.

Educational settings use the document to support their assess, plan, do and review cycles. It might look a bit different in different settings, but format, process and order will be designed to do the same things.

Parents and carers, children and young people should be involved throughout. Their views and contributions should be included in the plan.

The plan should be reviewed, with parents and carers, children and young people at least termly.

To view the school focused plan (SFP) document click here (coming soon!)

Teachers or practitioners are responsible for the progress and development of the children and young people in their care.

High quality differentiated teaching is the first step in responding to pupils who have or may have SEN.

Parents and carers should always raise any concerns with the teacher or practitioner first

All teachers or practitioners should track the progress of children and young people.

If they are concerned, they should work with the SENCO to begin the graduated approach.

Teachers or practitioners should hold regular meetings with parents and carers to discuss their child’s progress and co-produce outcomes and planned provision. The SENCO will help with this.

Inclusion	providing equal access to opportunities and resources for all
Provision	education settings