Graduated Response

The Code of Practice suggests a ‘graduated response’ in order to meet children’s needs. The stages are as follows:

Early Years Action/School Action

This is the first stage within the graduated response and is used when practitioners are taking additional or different action in order to enable a child to learn more effectively.  Strategies used to support the child to make progress are recorded on an Individual Education Plan (IEP) or Individual Play Plan (IPP).  Staff, the setting SENCo and parents/carers monitor and review the progress made by the child on a regular basis.  In Non-Maintained Private, Voluntary and Independent pre-school settings, your Birth to Five Service Early Years Advisory Teacher may become involved. Support may include helping practitioners to draw up/ review the IEP or IPP for a child.

Click here to see a flowchart illustrating this process.

Early Years Action Plus/School Action Plus

This is the second stage of the graduated response and is used when, following a period of time at Early Years Action/School Action, there continue to be concerns regarding a child’s development and progress.  At this stage, other professionals from outside the school/setting will be contacted with the agreement of parents/carers.  Other professionals may include a Speech & Language Therapist; Community Paediatrician; Physiotherapist; Occupational Therapist; Educational Psychologist and Sensory Impaired Service Teacher.  IEPs or IPPs continue to be used and reviewed regularly, with those professionals involved providing ideas and strategies to support a child.

Click here to see a flowchart illustrating this process.

Statutory Assessment

The Code of Practice suggests that very few children will require a statement of 'Special Educational Needs' as the majority of children’s needs should be met through Action and Action Plus.  A statement of SEN is a legally binding document that sets out the support that is needed to meet a child’s needs.