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Graduated Response

Parent and carers graduated response survey

Our recent BCP Council Ofsted (2021) found that the quality of support for children who struggle in school depends upon what setting they are in and which professionals and services are involved.  It is important for us to gain parent and carer views on areas of strength and weakness and what might help in order for us to improve. We are asking parents and carers to complete a quick survey and help us plan our support more effectively. The survey is open until 10 July and the results will be posted on this page.  Please click on this link to take part in the survey, or scan this QR code with your phone.

The graduated response is a 4 stage cycle that helps to provide a growing understanding of a child or young person’s strengths and needs and what helps them to make good progress and have good outcomes. As the level of the child or young person’s need increases, so this cycle, and their support become more targeted. The stages of the cycle are:

Assess: 

The staff from the educational setting assess the child's needs. They listen to the views of the child and their parents or carers. They may ask for advice from other specialist support services if needed.

Plan:

The staff plan how to support the child. This is most effective when teachers and key workers working with the SENCO (Special Educational Needs Co-ordinator), have completed a thorough assessment. They consider what outcomes they want to achieve and how best to do this. They involve the child / young person and their parents or carers in this process and agree a review date.

Do:

The setting staff consider the child's strengths and weaknesses in order to support them effectively.  The teacher works with the SENCO (Special Educational Needs Co-ordinator), teaching assistants (TAs) and any specialist staff involved. They monitor and assess how helpful the support is. Additional support can take many forms and might include:

  • a targeted literacy or numeracy programme
  • additional adult support for particular lessons or at key times
  • the use of a personalised work area
  • structured activities to develop specific social skills in small groups
  • assessment and advice from external support services and professionals
  • adaptions to the physical environment
  • support from a mentor or key worker.

Review:

Everyone discusses how effective the support has been and reviews the data. The school adapts the support depending on the child's progress. The child or young person’s views and those of their parents or carers are an important part of the review process.

The graduated approach starts at whole-school level. Teachers are continually assessing, planning, implementing and reviewing their approach to teaching all children. However, where a potential special educational need has been identified, this cyclical process becomes increasingly personalised and targeted.

If you're worried about your child's learning you can find information here

The BCP Council Graduated Response and Toolkit

The BCP Council 'Graduated Response and Toolkit' is a document that sets out how pre-schools, schools and colleges can provide the right level of support to meet your child's special educational needs. 

There are 3 Graduated Response documents. Please click on the one relevant to your child's age: 

You can find out more about the Graduated Response for each of the age groups by clicking on the relevant link below: