Graduated Approach: Universal + Level

- The SENDCO should be involved in targeted observations and quality assurance measures, across a range of lessons.
- SENDCO and/ class teacher will have spent one-to-one time with the learner identifying strengths and needs, to enable them to plan strategies to remove barriers more effectively.
- Screeners and diagnostic assessment may be used to further identify needs.

- Curriculum planning clearly addresses learning gaps and barriers.
- Interventions in place, should have clear, assessable SMART outcomes. These should have an identified review date from the outset.

- High Quality Teaching and learning informed by the assessment and planning undertaken. This could include:

•  Whole class teaching and learning activities would be personalised to individual needs.
•  Small group learning with class teacher in addition to High Quality Teaching lessons
•  Short term specific provision and interventions to address needs through a structured approach, e.g. fine motor skills, social skills,     emotions work, work from communication champions etc.

- Across the setting all staff clearly understand the needs and provisions a learner requires to make progress and these are effectively communicated through robust setting systems.

- A wide range of evidence has been collated and reviewed once an intervention has been in place and given time to have an impact.
- Evaluation of provisions and interventions will be used to inform future planning and outcomes.
- Decision could include:

• Reduce support to Universal Level (Accelerated progress)
• A further cycle of Assess, Plan, Do, Review at Universal + Level (Some progress)
• Escalation to Targeted Level where additional provision and formal plans may be required (a minimum 2 cycles at this level)