Our vision is that all children and young people with SEND will be empowered to make choices which lead to fulfilled lives where they are included in their local community socially, access meaningful employment, are physically and emotionally healthy and live as independently as possible.
Implementation of the graduated response enables early identification and a clear understanding of each individual’s needs within their school community. This includes consideration of the individual’s life from their viewpoint and discovering with them what their needs are rather than assessing them from the outside. Getting this process right will reveal their strengths, vulnerabilities, skills, aspirations, and preferences including what resources the individual can contribute, as well as the contribution available from informal support such as their family, friendship and community network.
The graduated approach encompasses an array of strategies which are underpinned by a number of central principles:
- All children / young people can learn and make progress
- all children / young people can learn and make progress
- all teachers are teachers of SEND
- a differentiated curriculum is not SEND provision - differentiated learning opportunities should be given to all learners;
- Provision for a child / young person with SEND should match the nature of their needs
- There should be a regular recording of a child's / young person's SEND, of the planned outcomes, of the action that the setting is taking, and of impact of those actions and the outcomes achieved
The Graduated Response and Early Years Graduated Response documents found in the 'Related Documents' section of this page, contain a wealth of information to support your whole school approach to inclusion. They include an explanation, guidance and strategies for each level of the whole school approach to inclusion for each area of the Assess, Plan, Do, Review cycle along with Reasonable Adjustments and a helpful glossary of terms.
The guidance and strategies are organised according to the four areas of SEND:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health (SEMH)
- Sensory and / or physical needs
Derbyshire Sensory Processing Needs Toolkit
The Derbyshire Sensory Processing Needs Toolkit found in the 'Related Documents' section of this page, has been created by a multi-disciplinary team to support schools to understand the impact, along with strategies for individual learners. It is based on a graduated response model.