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 CYPs needs and their barriers to learning. The approach offers guidance in how to start to remove these barriers so that CYP can learn and progress together at their own pace.
The removal of barriers sometimes means that we have to teach a CYP 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 CYP the support they need when they need it. It is not about giving all CYP with SEND the same provision.
The graduated approach is about providing the support CYP need when the need it, it is not about all CYP getting the same.
The Graduated Approach was formally launched to schools and partners on 17 November. The launch event was well attended with representatives from parents groups and schools and the revised approach was positively received.
Parents shared their views about what inclusion meant to them and Jack inspired us, a young man who was educated in a mainstream school despite being visually impaired, told us that the ‘Sky is the Limit’ as he prepares to go to university next year.
Speakers, Niki Clemo, Marcus Warne, Cllr Evan and Cllr Bridges expressed their commitment working in partnership toward greater inclusion for children, young people and their families.