Assess, Plan, Do, Review

It is a ‘Graduated Approach’ because it might take several cycles of trying different strategies and interventions before a child’s needs are properly understood and supported. The school or setting may need to involve the help of external professionals.

Assess

• The child’s needs must be identified so that the right support can be given. This should involve:
• Asking the views of the child or young person and their parents/carers.
• Carrying out assessments and tracking progress made.
• Talking to all the professionals who work with the child or young person.

Plan

• The school/setting and the parents/carers agree on the outcomes the SEND support aims for.
• Everyone involved has a say in deciding what sort of support will be provided.
• A date for review is decided.
• The plan is written down and shared with everyone involved.

Do

• The school/setting puts the planned support into place.
• Everyone involved will work closely together.
• The class teacher/keyworker will be responsible for working with the child daily.

Review

On the date agreed, the SEND support will be reviewed to decide:

• Whether the support is having a positive impact.
• Whether the agreed outcomes are being/have been achieved.
• Whether the support needs to continue, or if a different support plan needs to be agreed.

The assess, plan, do, review cycle starts again.