Before accessing support from the Specialist Teaching and Learning Service, schools are expected to have followed the Graduated Response (Assess, Plan, Do, Review) and established that, despite good quality teaching and targeted support, the child or young person has still not made progress.

ASSESS

Initially, schools are required to identify possible cognition and learning difficulties through their usual assessment processes, seeking to identify children or young people making less than expected progress given their age and individual circumstances.

This includes looking at whole school policies and practices, assessing and reviewing the quality of teaching and support in the child or young person’s class using guidance materials issued by KCC. 

PLAN

Class teachers need to plan for any adaptations which need to be put in place to support a child or young person’s learning, to enable them to access the curriculum and make progress at school. This could be helped by additional targeted support, such as an extra phonics session or using specific computer programs such as CLICKER. This should be recorded on a Provision Map or Personalised Plan. The child or young person and parents should be involved in creating the plan.

We have provided links to useful resources and recommended websites to help you to put appropriate support plans in place.

DO

Schools should allow time for new strategies to be carried out over a period of at least a term. This is the responsibility of the class teacher.

REVIEW       

The class teacher with the SENCO, child or young person and parents should regularly review the personalised plan. The impact and quality of the support and interventions should be evaluated, along with the views of the child or young person and their parents. This should feed back into the analysis of the child or young person’s needs. The class or subject teacher, working with the SENCO, should revise the support in light of the child or young person’s progress and development, deciding on any changes to the support and outcomes in consultation with the parent and child or young person.

At this stage it may be decided that it would be appropriate to refer to a Drop-In, Local Inclusion Forum Team (LIFT) meeting or other professionals for further support.