In line with the SEND Code of Practice, we believe that most children should be educated together in a mainstream setting. Our first level of support is always high-quality (universal), adaptive teaching tailored to individual needs. For some children, additional support is required. Our graduated approach includes the following stages:

Early Monitoring / Identification of SEND 

If a teacher or parent has concerns about a child’s progress, they can speak with their child's class teacher and/ or SENDCo. The SENDCo will observe the child, complete initial assessments if needed, offer advice, and monitor progress over time. If concerns persist, the child may be added to the Register of Need and further support will be introduced. 

Additional Support Within School - Targeted provision

At this stage, the child has received targeted interventions that go beyond the usual classroom provision. The class teacher, with guidance from the Inclusion Leader, provides additional support. A formal diagnosis may be present. External agency involvement may be in place to support some children in some specific cases. Progress is monitored by the SENDCo and Inclusion Leader. Pupils receiving targeted support to support their SEND needs to remove barriers to learning, will have their targets and provision recorded on a Pupil Learning Plan. These plans are reviewed three times a year with parents, staff, pupils and external professionals where appropriate. 

Specialist Support (this includes pupils with an EHCP or those receiving high needs support working towards an EHCP assessment). 

A small number of children may require highly individualised support. In these cases, we may apply for an Education, Health and Care Plan (EHCP). This is always discussed in full partnership with parents or carers. In addition to an EHCP, these children will also have a Learning Plan, reviewed in the same way as children having targeted support. 

See our school Graduated Approach document for a flow chart of steps taken to support a SEND pupil along the Assess, Plan, Do, Review Cycle. 

The SEN Code of Practice identifies four broad areas of Special Educational Need. It states, ‘In practice, individual children or young people often have needs that cut across all these areas and their needs may change over time.’

Click on each area of need for an overview of the provision Dickens Heath School puts in place to support children with these particular needs, through a graduated approach.