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Supporting Children in Kent with Special Educational Needs and Disability

Following The Graduated Response

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.


Initially, schools are required to identify possible communication and interaction difficulties through their usual assessment processes, seeking to identify children and young people making less than expected progress academically or socially 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

A Risk Assessment should be carried out where appropriate.


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.

Class teachers need to consider whether a child or young person’s learning and progress could be helped by additional targeted support, such by following advice given by a Speech and Language Therapist (SALT) or using visuals or signing in addition to speech. All targeted support should be recorded on a Provision Map, Personalised Plan or Pastoral Support Plan. The child or young person and parents should be involved in creating the plan. If the child or young person is considered a risk of harm to themselves or to others, the school would normally complete a Risk Assessment to clarify ways of reducing the risk. 

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


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.


The class teacher with the SENCO, child or young person and parents should regularly review the Pastoral Support / Personalised Plans and Risk Assessments. 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.

A referral to Social Services or referral for support in the home (Early Help) might be considered, depending on the level of support required.

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.