Assess, Plan, Do, Review

The SEND Code of Practice: 0-25 2015 identified the need for a graduated approach towards the identification of children who may have SEND. This is a circular model using assess, plan, do, review.

5.38 All settings should adopt a graduated approach with four stages of action: assess, plan, do and review.

5.4 Providers must have arrangements in place to support children with SEN or disabilities. These arrangements should include a clear approach to identifying and responding to SEN. The benefits of early identification are widely recognised – identifying need at the earliest point, and then making effective provision, improves long-term outcomes for children.

Identifying and supporting children in the Early Years

We have developed a guide to explain what SEND is, the legislations surrounding it and how to identify children with additional needs. The guide also looks at strategies to help you to support children with SEND and explains the graduated approach and how it can be applied to the children that are in your setting/that you mind. There are two guides, one aimed at childminders and one aimed at providers.

Identifying and supporting children with SEND - guide for childminders    PDF,  433 kbOpens new window

Identifying and supporting children with SEND - guide for providers    PDF,  435 kbOpens new window

SEND Graduated Approach booklet    PDF,  612 kbOpens new window

Assess

Universally all children will be assessed in the early stages. The Integrated Health Check should be used to provide developmental levels for Early Assessment Review.

Assessment includes considering all the information about the child’s learning and development both within and beyond the setting, working with the setting SENCO and the child’s parents.

This initial assessment should be reviewed regularly to ensure that support is matched to need.

Where a child continues to make less than expected progress, despite evidence-based support and interventions that are matched to the child’s area of need, practitioners should consider involving appropriate specialists, the decision to be taken with the child’s parents.

Early Learning Guidelines

Early Years Sensory Processing Resource Pack    PDF,  1.5 mbOpens new window

Social Communiction Group booklet    PDF,  1.1 mbOpens new window

Early Communication Observation Profile    Word,  1.85 mbOpens new window

Play based assessment 1-2 years    Word,  134 kbOpens new window

Play based assessment 2+ years    Word,  230 kb

Opens new windowSupporting Children with Physical and Medical Needs in Early Years Settings  Opens new windowEvery Child a Talker (ECAT) Opens new window

Plan

The practitioner and the SENCO should agree, in consultation with the parent, the outcomes they are seeking, the interventions and support to be put in place, the expected impact on progress, development or behaviour, and a clear date for review. Plans should take into account the views of the child.

Behaviour plan examples    DOC,  64 kbOpens new window

Behaviour plan blank master    DOC,  61 kbOpens new window

ABC Chart    Word,  157 kbOpens new window

ABC Chart example    Word,  107 kbOpens new window

Target plan blank    Word,  31 kbOpens new window

Target plan example 1    Word,  34 kbOpens new window

Target plan example 2    Word,  33 kbOpens new window

Target plan example 3    Word,  34 kbOpens new window