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Havering Graduated Approach for SEND Pupils

Where there are concerns regarding a child’s progress, the SENCo will be expected to implement the Code of Practice ( 2014 ) Assess, Plan, Do, Review cycle. This will help identify the specific areas of need and support required. 

Through this process, the SENCo will coordinate the identification of SEND, maintain records, monitor progress and set targets, as well as link with outside agencies if needed.

See the sections below for more details on this cycle

Stage 1 Quality First Teaching

Quality First Teaching (QFT) – to engage and support the learning and development of all pupils (Expectations of school staff)

  • Ø Ensure QFT and reasonable adjustments in place - additional intervention and support cannot compensate for a lack of good quality teaching (SEND Code of Practice, 6.37)
  • Ø Use of assessment to inform day-to-day teaching
  • Ø Track and evidence progress against targets
  • Ø Class teacher to identify pupils who are not making expected progress and discuss with SENCO to evaluate whether the support that is additional to and different from that is normally available to pupils or students of the same age is required

Stage 2 Identification and targeted support

Assess, Plan, Do, Review cycle (assess – baseline, plan – intervention and outcomes identified, do – implementation, review – progress check)

  • Ø School staff to undertake an assessment of individual pupil's needs
  • Ø School staff to use assessment to target interventions  with a clear purpose, specific outcomes, and timescales
  • Ø Ensure all staff are aware of pupil needs
  • Ø School staff to take action to remove barriers to learning and put effective special educational provision in place
  • Ø 5P profile completed
  • Ø Class/ subject teacher responsible for planning and monitoring cycle with support from SENCO and learning support staff to implement (IEPs/ pupil passports)
  • Ø Highlight at caseload/ planning  meeting with CAD Team (SLSC caseload/ Advisory Teacher Caseload, EP Planning Meetings) - CAD Team Professional and SENCO to discuss support and strategies in place currently, rate progress, raise any individual concerns and identify next steps
  • Ø Next steps may include additional advice, training recommendations or referral to stage 3

Stage 3 Collaboration

Involvement of Relevant External Services to provide a more detailed assessment and development of intervention programmes

  • Ø Review identifies progress is less than expected for the pupil's cognitive level, despite  relevant interventions and support at stage 1 and 2
  • Ø Follow caseload/ planning meeting recommendations which may include;
    • Individual support from Local Authority Professionals including observation, direct work (group/ individual), assessment etc. An inclusion gateway referral form must be completed and returned to for Educational Psychologist referrals an EPS2 form must also be completed and returned
    • Referral for inclusion consultation/ Educational Psychologist drop in with Local Authority Professionals for solution-focused discussion and advice regarding individual pupils (contact CAD 5-19 service at
    • Indirect support/ training - details of training available via the Havering Education Services portal. Bespoke support / INSET to be discussed with CAD Team
    • Referral to appropriate health and social care services signposted

Stage 4 EHC Assessment

Education, Health and Care (EHC) Needs Assessment

  • Ø If schools require extra provision beyond their own resources, there should be clear evidence that appropriate intervention has been implemented as outlined in the graduated approach
  • Ø An application for an EHC needs assessment can be made using evidence collated throughout stages 1-3 to demonstrate that the school has taken relevant and purposeful action to identify, assess and meet the special educational needs of the child or young person (SEND Code of Practice, 9.14)
  • Ø Evidence of advice given at stages 2 and 3 (including link EP assessment/involvement) should be submitted alongside evidence of how this has been implemented and evaluated (SEND Code of Practice, 2015, 6.63)


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