The SEND Code of Practice states:
‘Where a pupil is identified as having SEN, schools should take action to remove barriers to learning and put effective special educational provision in place. This SEN support should take the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes’. (CoP 2015)
The graduated approach is about early identification of a children and young peoples needs and their barriers to learning. The approach offers guidance in how to start to remove these barriers so that children and young people can learn and progress together at their own pace.
The removal of barriers sometimes means that we have to teach a children and young people new skills and at other times we may need to make adjustments so that they can access their environment, learning, friendships and the wider community.
The graduated approach is about giving children and young people the support they need when they need it. It is not about giving all children and young people with SEND the same provision.
The graduated approach is about providing the support children and young people need when the need it, it is not about all children and young people getting the same.