Graduated Approach: Targeted + Level

- A range of stakeholders (SENDCO, families, teachers, professionals) will be involved in the assessment strengths and needs.
- Consider all previous assessments and progress over time.
- Identify any further gaps in learning through use of assessment. Progress meetings between stakeholders should take place termly through cycles of Assess, Plan, Do, Review.

- Long-term additional to and different from provisions are clearly planned for, through Assess, Plan, Do, Review cycles to address specific gaps in learning and recorded on a SEND plan.
- Plan provision using information from a range of stakeholders (families, SENDCO, specialist and outreach teams) with clear, measurable outcomes.
- Ensure aspirations of the family and learner are taken into consideration and are included in the long-term outcomes and throughout the plan.

- Implemented strategies and provision (long term additional to and different from) are recorded in the plan in addition to High Quality Teaching strategies.
- Where appropriate and with the support of other professionals, create a balanced personalised curriculum (bespoke timetable) that addresses needs and supports the learner to make progress.

- Evaluation of plan and provision takes place on a termly basis and other professionals who support the learner are informed or invited as appropriate.
- Decision could include:-

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