The Graduated Response
is a way of helping to identify the needs of children and young people with Special Educational Needs and Disabilities (SEND). It provides the most effective support to help them learn and progress. This is a ‘staged’ approach and follows a four part cycle (assess, plan, do and review), known as the Graduated Response.
Plan Do Review Cycle
Pre-teaching is a strategy that involves teaching pupils concepts, skills, or vocabulary prior to a lesson so they can hit the ground running. It can provide pupils with more knowledge and confidence when approaching a new topic. This can help to increase engagement and reduce frustration.
Pupil Progress meetings
Individual children are discussed within a small team to ensure that we understand their needs and plan for early intervention.
Worry monster/ok not ok
All children use an emotional check in board and have access to the Worry Monster. This is used to safeguard children, regulate emotions and also form positive and trusting relationships with class teachers/Teaching assistants.
Bayley the Brilliant Dog
Bayley can come into school with the aim of providing a calming or harmonious influence that children (and perhaps sometimes the staff) can focus on to reduce classroom anxiety and stress levels. She is a Spring Spaniel aged 2 years, she loves to play ball with th children but mostly loves to hear the children read. On some occasions, whilst learning her own Brilliant Behaviour has been used to promote positive choices.
Meet the SENDCo
At this stage you would be invited in to discuss the concerns that either yourself or parents have so that we can work together to support pupils. We would plan a cycle of early intervention which may include some of the targeted approaches listed below in Stage 3.
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