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Thriving: early identification, early intervention and the graduated approach
Thriving: early identification, early intervention and the graduated approach
Thriving: early identification, early intervention and the graduated approach
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Whole-setting approaches, which champion inclusion and celebrate difference and diversity, allow all children and young people to thrive. A focus on prevention and inclusive approaches through Quality First Teaching (QFT) ensures that the needs of all children and young people are well supported through Ordinarily Available Provision (support that is available as part of the basic good practice in school or college).
Early identification of needs and early intervention is everyone’s role within schools. The SENCO has a key role in upskilling and developing confidence in relation to SEND within staff teams, co-ordinating support and managing the graduated approach for children with identified additional needs.
SENCO leadership role: Supporting and upskilling staff
Experienced SENCOs lead on the coordination of QFT within settings, supporting teachers and pastoral staff to deliver effective provision.
Effective early information gathering and assessment
With support from the SENCO, all staff need to take responsibility for understanding the strengths and needs of all the children and young people.
Notice, Check, Try
The Notice, Check, Try model, developed in collaboration with Bury SENCOs to support class teachers with the early identification of needs and early intervention.
Identification and categorisation of SEND
Most schools and colleges choose to hold a ‘SEND list’ to support the identification of need across the setting.
Graduated Approach
The graduated approach encourages teachers to revisit, refine and revise decisions and actions that have been made, to grow their understanding of their pupil’s needs.
The Assess-Plan-Do-Review Cycle
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.
Working together with other professionals
The SENCO role is facilitated by working closely with others (staff within settings and external agencies) and linking up with other SENCOs.
Mapping needs and provision using SEND data
SENCOs can meet children and young people's needs most effectively through robust provision mapping and management.
