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Graduated approach – the right support at the right time
In Bromley, we want every child and young person to thrive in their education, whatever their needs. That’s why schools and early years settings follow something called the Graduated Approach, a step-by-step way of making sure children with emerging needs as well as special educational needs and disabilities (SEND) get the right support at the right time.
What is the Graduated Approach?
It’s a three-stage process used by schools and early years settings to support children with SEND. It starts with everyday classroom support and can lead to more tailored help if needed.
Stage 1: Ordinarily Available Provision (OAP)
This is the support that all children should receive in their school or early years settings, whether or not they have SEND. It includes:
- High-quality teaching
- Reasonable adjustments (like seating arrangements or extra movement breaks)
- Targeted help (such as using visual aids or noise-cancelling headphones)
These are things schools do every day to help children learn and feel included. You might hear teachers talk about inclusive practice, that’s what this is.
Examples in Bromley include:
- Access to a quiet space
- Use of a time-out card
- Movement breaks during lessons
- Carefully chosen seating in class
Stage 2: SEN support
If your child needs more help than what’s ordinarily available, the school or early years setting will move to SEN support. This involves a cycle called:
Assess – Plan – Do – Review
Here’s what that means:
- Assess: Teachers and the SENCO (Special Educational Needs Coordinator) look closely at your child’s needs.
- Plan: Together with you, they decide what support to put in place.
- Do: The support is delivered; this could be small group work, specialist resources, or extra adult help.
- Review: Everyone checks how well the support is working and what to do next.
This cycle can happen more than once and is tailored to your child’s progress. You’ll be involved at every step.
Stage 3: Education, Health and Care plans (EHC plans, often referred to as EHCP)
Most children’s needs are met through the first two stages. But if your child needs more specialist support, they might need an EHCP.
An EHCP is a legal document that sets out:
- Your child’s needs
- The support they must receive
- Long-term outcomes for their education, health and care
To get an EHCP, the local authority carries out an Education, Health and Care Needs Assessment. You, your child’s school or early years setting, and other professionals will be involved in this process.
Working collaboratively with your child's education setting
Building a positive relationship with your child’s nursery, preschool or school can make a big difference. You know your child best, and working together helps ensure they get the right support at the right time.
Who to speak to
When you know what education setting your child or young person will attend, it’s important to make contact early. You can speak to the SENCO about your child’s or young person’s needs. Starting these conversations early helps the setting understand your child’s needs and plan the right support to give them the best possible start to their education.
What is a SENCO and how can they help
A SENCO (Special Educational Needs Coordinator) is a member of staff responsible for making sure children and young people with additional needs receive the help they need.
They are your point of contact and can help:
- the identification of children and young people with special educational needs
- planning and reviewing support (such as SEN support or individual plans)
- putting support in place, including interventions or resources
- working with you to make sure your child is receiving the right help for them
- linking with other professionals, such as educational psychologists
A SENCO’s role is to help develop ways of overcoming barriers to your child’s or young person’s learning so they can thrive.
Find advice on how to speak to your SENCO on Scope’s website.
When to get in touch
It’s helpful to contact the SENCO as early as possible if:
- You think your child may have additional needs
- Your child already has a diagnosis
- Your child is starting or moving to a new setting
You can ask about:
- Support plans (for example SEN support or IEPs)
- Extra help in class or small group work
- Specialist support or interventions
- Support for exams (for older children), such as extra time or a reader
Try to keep conversations open and collaborative. You and the setting are working together to support your child.
How to prepare for a conversation
It can help to write down a list of things you have noticed to help you feel more confident.
This could include:
- what you have noticed about your child’s learning or development
- any concerns you have
- what other people (such as nursery staff or health professional) have said
- what works well at home
- any difficulties your child or young person experiences outside of their education setting
You could also ask:
- What support can the setting offer?
- What can you do at home to help?
Top tips for working with your education setting
- Keep a record of emails, meetings, reports and agreed actions
- Ask for information in writing if you are unsure
- Be open and honest about your child’s needs
- Remember that your knowledge as a parent or carer is important
- Work in partnership with the setting
There is useful guidance on how to communicate with education settings on the Information, Advice and Support Service (IASS) webpage. Visit the IASS website.