Graduated Approach

The graduated approach enables schools to respond to every child’s strengths and needs through a continuous cycle of ‘Assess-Plan–Do–Review’. Children, young people and their families are central to this process so that decisions are informed by what matters most to them. This enables schools to build a clear and evolving understanding of each learner’s needs, reviewing what is working and adapting support as circumstances change. By connecting high-quality teaching, targeted support and specialist guidance when required, the graduated approach promotes progress, belonging and equitable access to learning for all. 

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View the ‘Graduated Approach’ Parent Carer Guide

Expectations

The Assess–Plan–Do–Review cycle is understood by all staff and embedded in classroom practice and school systems.

Assessment and review are used proportionately to understand needs, inform planning and ensure support leads to meaningful progress.

Children, young people and their families are involved at every stage so that decisions reflect what matters most to them.

Support plans are personalised, strengths-based and co-produced, identifying barriers to learning and setting clear, achievable outcomes.

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Staff draw on a graduated range of universal and targeted strategies to meet individual needs

Leaders make sure pupils receive effective support, consult with external specialists and implement their advice as necessary, and ensure that appropriate reasonable adjustments are made in accordance with the Equality Act 2010 and the SEND Code of Practice.

Schools use learning from individual cases to strengthen practice over time and reduce barriers earlier for other children and young people.

Signposts and Support

  • Framework for Intervention (Revised) – Toolkit to help school-based teams to plan, record and evidence universal, targeted and specialist support for pupils with social, emotional and mental health needs.
  • Provision Mapping Tools – Tools that support schools to plan, monitor and review provision across the Assess–Plan–Do–Review cycle, ensuring equity and impact.
  • MAP Meetings – Multi-agency planning meetings that prioritise, coordinate and review support for children and young people.
  • SEND Advisory & Inclusion Service (SAIS) – Professional advice, joint planning and training to support assessment, intervention and review within the graduated approach.
  • Speech and Language Therapy (NHS) – assessment, advice and intervention for speech, language and communication needs. Access is typically through school link therapists or referral pathways
  • Paediatric Occupational Therapy – Universal advice and support, including an advice line service, which supports with giving early help to families and professionals working with the child, as well as free downloadable resource packs and information.