The Assess-Plan-Do-Review cycle
The Assess-Plan-Do-Review cycle
The Assess-Plan-Do-Review cycle
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‘Where a pupil is identified as having SEND, early years’ settings, schools and colleges should take action to remove barriers to learning and put effective special educational provision in place’
(DfE, SEND Code of Practice, p.100).
The SEND Code of Practice promotes the use of the ‘Assess-Plan-Do-Review’ Cycle to support the graduated approach. This works by developing, through ongoing cycles, our understanding of a child or young person’s needs and what works to support them over time. This does not mean starting again if a child/ young person moves class or school/ college, but building on what has been done before.
Through the assess-plan-do-review cycle (sometimes called APDR cycles), schools can identify and plan support for children and young people.
A short video explaining APDR can be found here:
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A short video explaining APDR
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Assess
School or college staff, supported by the SENCo, gather different information to understand the needs of the children and young people. This includes talking to the children and young people and parents/carers. It might also include, for example, observations in lessons or during social times, completing assessments, and/or working with other professionals.
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Plan
Based on the information that has been gathered, a plan is put together with the children and young people and parents/carers (depending on the age of the children and young people). This is an agreement about what intervention or support will be put in place, and for how long, to support the children and young people. Expected outcomes of this support should be agreed (e.g. what will be different as a result of the support in place for the children and young people). You can ask for a copy of the plan from the SENCo.
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Do
The plan is put in place for the agreed timescale.
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Review
The plan is reviewed and the impact of any intervention or support is considered based on the views of staff, parents/carers and the children and young people. This often happens during a meeting at school or college (see the section on Attending meetings)..
It is helpful for everyone to think about what has been learnt – did the children and young people enjoy the intervention? Did they respond well to a particular approach or strategy? This information can be used to guide the next steps.
Often the cycle will then repeat, with new outcomes identified, with everyone's agreement.