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Graduated Approach and PPL Documents
What is the Graduated Response?
Where a child/young person is identified as having Special Educational Needs, educational settings
must take action to remove barriers to learning and put effective special educational provision in
place. This is called SEN support and should take the form of a four-part cycle of Assess-Plan-DoReview (APDR). This is known as the Graduated Response.
What the Law says – a definition of Special Educational Provision
The Children and Families Act 2014 (Section 3 Para 21 (1)
SEN Provision is educational or training provision that is additional to or different from that
generally made for others of the same age in mainstream schools, nurseries, and Post 16 institutions
Access the full document here Hull Graduated Approach Oct 23 (1)
This progressive provision document has been collaboratively written to outline the possible levels of need and provision for learners with Special Educational Needs (SEN) at SEN Support and those learners with an Education, Health, and Care Plan.
The provision detailed within these levels is designed to support the graduated approach which is built on a strong foundation of High-quality teaching, adapted for individual pupils and that this is considered as the first step in responding to pupils who have or may have SEND. This expectation is clearly detailed both within the SEND Code of Practice and within the teacher standards. It should be supported within the educational setting through high quality professional development for all staff in addition to regular engagement with more focused professional development for those responsible for SEND. It is important to remember that additional intervention and support cannot compensate for a lack of good quality teaching.
Access the full document here Progressive Provision Levels 2023 Oct