The ‘Graduated Approach’

All children will have full access the curriculum where they are able to.

Work in class will be set at the right level for pupils to be able to develop their skills at their own pace and level. This is called ‘differentiation’. If a pupil is finding work too difficult, other options will be looked at. School staff will then follow this route:

  1. Following assessment and evaluation/analysis of progress, a discussion will take place between the class staff and the SENDCO (Special Educational Needs Coordinator) and advice taken as to how to proceed.
  2. It may then be decided, following discussion with Parents, teaching staff and the SENDCO, to provide some additional provision (referred to as ‘School Support). This will be recorded on school systems as tier 1.
  3. An ‘Assess, Plan, Do, Review,’ process then follows. Pupil’s arrangements will be reviewed each term and Parents will be invited to join staff to plan the provision and outcomes.
  4. Kings Heath Primary School uses a dedicated tracking system designed to track smaller steps progress for children working on objectives below their year group. This is called the Birmingham Toolkit.
  5. The record of meetings and pupil SEND targets and plans are stored on a system called Provision Map. This is a paperless system that allows data to be safely stored, is accessible to staff via a password protected log in. This will be shared with parents of SEND pupils at parent meeting/reviews.
  6. If progress has been made or an agreed level has been reached, then the pupil will not need additional support or provision made.
  7. Where a pupil’s needs continue or are specific, special activities or interventions may be put in place. These could be in a small group or 1:1 as part of their weekly timetable. This is a higher level of school support. Where needs are identified, a pupil may then be registered as needing ‘special provision’.

Four main areas of need are identified:

  • Communication & Interaction (Might include children with specific Speech & Language difficulties or Autistic Spectrum Difficulty/Asperger’s Syndrome and Autism.
  • Cognition & Learning — children with slower, moderate, specific or severe learning difficulties. Multiple difficulties or sensory impairment.
  • Social, Emotional and Mental Health Difficulties — a range of behavioural difficulties that reflect underlying mental health or specific behavioural difficulties.
  • Sensory and /or physical needs — a physical disability, preventing or hindering them making use of school facilities. This could include visual or hearing impairment.