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The Graduated Response to SEND at Bradley Barton

At Bradley Barton School, we ensure all special education needs are met through good classroom practice. This is called Quality First Teaching. In addition to this, we use a graduated approach called 'Assess, Plan, Do and Review'. 



Not all children requiring additional help have special educational needs. Children requiring SEND support are those who have significantly greater difficulties than their peers and require provision which is additional and different from that of their peers – often known as “Universal” provision.  Universal provision can be adapted without meaning a child has SEND if they access it..

All children’s progress is monitored constantly by Class Teachers and LSAs and their needs are responded to immediately through feedback. This feeds into the teaching cycle of planning and evaluation (often known as “plan, do, review”). Where concerns build about a child’s progress over time, the class teacher will then seek advice from the SENDCO, especially where it is felt the child needs more “bespoke” or “complex” support in order to make progress towards their targets..

A range of information is considered when deciding if a child requires additional support at a bespoke or complex level in School. This process is overseen by the SENDCO. The process draws on the views of many different people, including the child, the parent/carer, the class teacher, other adults working with the child and where necessary outside agencies are taken into account.

The process of implementing SEND support may stem from,

  • Concerns raised by a parent, class teacher, learning support assistant or previous school/setting.
  • Observation of the child in class or in the wider School (e.g. playground).
  • A lack of progress made by the child in subjects or target areas
  • Pupil premium interventions not showing impact
  • Report from outside agencies (e.g. medical letters, speech and language reports)