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Rutland Information Service

Graduated approach to meeting SEND in School

Where a pupil is identified as having SEND, schools should take action to remove barriers to learning and put effective special educational provision in place.The vast majority of children and young people with special educational needs and/or disability (SEND) are supported in local mainstream schools.  

This SEND support should take the form of a four-part cycle, ‘Identify, Plan , Do and Review’ through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and what supports the pupil to make good progress and secure good outcomes, promoting independence and Preparation for Adulthood

This is known as the graduated approach. It draws on more detailed approaches, more frequent reviews and more specialist expertise in successive cycles in order to match intervention and provision to the child’s SEND. This process really helps to ensure that everyone involved in supporting the child really understands his or her needs.


Talking to the teacher

Working in partnership with parents supports the child’s wellbeing and contributes to the best education. If at any time you are concerned about your child please arrange an appointment with your child’s class teacher/ form tutor as soon as possible; an initial phone call or letter might also be a good start.   It is also important to ask any questions you may have during parent meetings. If a child is not making progress, additional assessments will be made to ensure that the school is addressing their needs. If after further investigation the school believes your child may have Special Educational Needs then the school will arrange a meeting, to discuss and identify these needs further and plan support.

Involving children

We want encourage all children, including those with SEND, to make decisions about their education. All children are expected to evaluate their own learning success and discuss their needs with their teacher; this may be achieved by asking questions in lessons or setting targets.

Children with SEND support should have an individual plan that outlines the support needed to achieve additional agreed outcomes and to help them become better prepared for adulthood. These outcomes are decided with pupils and with parents.

 Involving the Special Educational Needs Coordinator (SENCo

When progress continues to be less than expected the school’s Special Educational Needs Coordinator (SENCo) may be involved to ensure that needs are identified accurately and that appropriate support is put in place.

A SENCo is a teacher with a particular role who works with parents and carers to ensure that children with a learning disability or difficulty receive the right support in school.

All schools have a SENCo and can be contacted through the school without having to go through any specific referral method.


What do SENCo’s do?

  • Helps to identify young people with SEND and secure their support
  • Link with parents and carers and to keep them informed of plans in place for their child
  • Liaise with specialist organisations and individuals who provide a child’s support
  • Maintain records of decisions and interventions on the child’s behalf
  • Delivers on school SEND policy


Every school  will have a published description of how they support young people with special educational needs. 

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