How can you provide an effective special educational needs provision?
The Assess, Plan, Do, Review cycle is key to the graduated response to special educational needs laid out in the SEND Code of Practice 0-25 (2014). The approach is essential to successful work with children with special educational needs or possible special needs at all stages of the SEND process from raising concerns to EHCP.
A graduated approach to special educational needs
This resource acts a checklist for a special educational needs coordinator (SENCo) to record their work with individual pupils as they move through the Assess, Plan, Do, Review cycle. It helps to systemise and clarify the process, ensuring that responsibility is clear at each stage.
How to use the Assess, Plan, Do, Review resource
Look at what is being done to assess the child and by who and ensure that it is being recorded.
- It is the teacher’s role to provide clear analysis and evaluation of student’s needs.
- The teacher is supported by the SENCO in gathering assessment information and interpreting it.
- Parent views and external advice also form part of assessment.
Ensure that a plan is developed in response to the assessment process, keeping the child and their needs at the centre of the process.
- If it’s agreed that a student requires SEN support then parents must be informed.
- The teacher (note that he/she is taking the lead here) and the SENCO should agree (with the parents/carers and the student) what support or interventions will be put in place, what the expected outcomes are, the impact and progress expected and a review date
Implement the plan. Ensure it is evidenced and considers the roles of different staff involved and their different responsibilities identified.
- The subject or class teacher retains the responsibility for the student for day to day teaching, small group or 1:1 teaching away from the classroom.
- The subject or class teacher works closely with any specialists or SEN support to plan and assess the interventions.
- The child may be supported by a teaching assistant, but they work under the direction of a teacher.
It is far too easy to continue with a SEND plan without a regular review process – ensure this does not happen.
- On the date agreed, consider the impact of any intervention against student progress.
- Evaluate the effectiveness of the support.
The process should then be begun again to ensure continued promotions of the child’s learning and wellbeing.
Download the resource
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This resource was created by Inclusion Expert. Inclusion Expert have worked with over a thousand schools to help them improve inclusion for every child. By developing collaborative action plans, updating school systems, providing bespoke resources and training for senior leaders to continue their work, they help schools achieve sustainable change.
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