SENCo practice and the graduated response

Define the unanswered question

Gather a small set of examples, current attainment and participation information, pupil and family views, and what has already been tried. Support should follow educational need, without waiting for a diagnosis. Describe the functional barrier rather than relying on a list of labels.

Agree provision that is workable

Specify what staff will teach or adjust, the context in which it happens and how the pupil will use it. Distinguish a classroom adjustment from additional skill teaching. Check that people, resources and information are available; a plan that exists only on paper cannot be evaluated fairly.

A review example

For a pupil who waits for an adult before every writing task, agree a visible first step and explicit teaching of a starting routine. Record independent starts and meaningful work completed. At review, consider whether provision happened consistently before deciding that the approach was ineffective.

Use evidence to revise the plan

Keep what improves access and independence, adapt what does not, and identify the question further advice would answer. Share changes clearly with teachers, TAs and families. Avoid multiplying targets when one well-chosen priority would be more useful.

Further reading

EEF: Special Educational Needs in Mainstream Schools · SEND Code of Practice

General guidance for school staff. Apply professional judgement, current school policies and advice based on the individual pupil’s circumstances.