Hi, what do you know about a graduated approach?
When planning for the individual needs of your children, who do you know is involved? who do you ask to be part of making the activity ideas happen, both in the setting and in a child's home?
Do you ask parents to share information with you about how their child's development is going? How do find out what's new, gather suggestions and advice that health professionals might of given to parents that you can help with?
For example
How following a graduated approach within Early Years provides support for children and families?
The knowledge that a child's individual needs will be met with close, regular monitoring, assessments, evaluation, revised planning and action is reassuring to families and professionals. It is good to know this approach means a child's development is going to be well supported, ensuring the child will have equal opportunity to access all aspects of the planned curriculum, take part and be able to learn - this fulfils the requirements of EYFS.
Why its important to engage with parents and professionals throughout the graduated approach?
The 4 stage cycle of a graduated approach needs to occur throughout a specified amount of time and everyone needs to be know what the approach is and how it will work. Meetings need to be arranged at times and a place that parents are happy and able to attend so that everyone is aware of who is involved and what their own role and responsibilities are in supporting the child's development.
The graduated approach applies to activities and development that occurs at home as well as in the setting so there needs to be an agreed way to share that information between the two settings -a diary, weekend book are possible ways to record this information.
Ways to engage parents during the graduated approach?
Arrange meetings to explain what the Graduated Approach at a time and place the parent is able to attend.
Provide a way to gather information, feedback and suggestions from parents eg. use or introduce a daily diary book that can travel home with the child on a set day that the parent chooses eg. on a friday to track activities over the weekend.
These resources may help
https://www.foundationyears.org.uk/f...d-approach.pdf
and this, although it's aimed at schools, a graduated approach scales to any provision.
http://www.nasen.org.uk/utilities/do...FECDC985A.html
Where a pupil is identified as having SEN, to enable the pupil to participate, learn and make progress schools should take action to:
• remove barriers to learning
• put effective special educational provision in place.
SEN support should arise from a four- part cycle, known as the graduated approach, through which earlier decisions and actions are revisited, refined and revised, leading to a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes.
The four stages of the cycle are:
• Assess
• Plan
• Do
• Review
Maybe search online using your county name and 'graduated approach' for example here's information for Durham
http://www.countydurhamfamilies.info...id=Bit-jBXzcY4
and York
https://www.yor-ok.org.uk/families/L...ted%20approach
THE SEND has changed since
this book's publication however page 9 states:
The revised Code of Practice states that a graduated approach should be developed to help children who have special educational needs.
Differentiating the curriculum, thus providing for weach child's needs, will be the first step in this model of action and intervention.
All children within a group can be supported in their learning alongside each other, as long as staff are aware of the difference in each child's stage of development and plan carefully, building on and extending children's knowledge, experiences, interests and skills.
Hope this helps, best wishes xx
Using a graduated appraoch in Early Years settings
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