The following information is based on BMBC best practice. Individual schools may use different words, phrases and paperwork, you should speak to your SENCO to find out more.  It might look a bit different in different settings, but  will be designed to do the same things.

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• assess
• plan
• do and
• review their teaching and how they meet he needs of all children and young people.
  

• High quality, inclusive teaching for all.
  
• Teaching and learning strategies that meet individual need
  
• Engaging, creative and interactive learning which is carefully planned.
  
• Lessons or sessions that have clear structures and outcomes.
  

• Show where resources have been used for individual pupils
• Understand the level and main area of need 
• Support the education setting, parents and carers to decide if SEN Support is needed
• Track progress over time
• Set targets that can be measured and are timely.
• Share progress with other professionals

In Early Years, education settings will use the graduated response document to look at provision and record progress towards outcomes.  

This Document can be viewed by asking the SENDCo at the settiing

This means that for children over 2 years old, they will get extra educational provision which is different from their peers

Parents and carers must be involved in the assess, plan, do review cycles. They should be invited to termly meetings to look at decision making and progress towards outcomes.

The Barnsley Early Years SEN Support Inclusion Toolkit 

The Barnsley Early Years SEN Support Inclusion Toolkit provides guidance for Early Years settings, schools and services on identifying and meeting the special educational needs (SEN) of children in the early years. The Toolkit also offers support on working with parents and carers to meet the needs of all children.

You can download a copy here 

School age children in mainstream educational settings, or young people in post-16 settings are seen as having SEN if they;

• Have a significantly greater difficulty in learning than most others of the same age, or
• Have a disability which stops them using facilities generally provided for others of the same age

Services that support the graduated response: 

• Educational Psychology (EP) service
  
• Social Communication and Interaction (SCI) service
  
• Hearing Support and Vision Support
  
• Portage
  
• Early Years
  
• Early Help Assessment (EHA)
  
• CAMHS
• Compass 

• Co-ordinates SEND support and provision across the education setting
• Is there to offer advice and support on the graduated approach.
  
• Helps children and young people and their parents and carers, to be involved in their special educational needs (SEN) journey.
  
• Talks to people outside the setting including during transition times
• Manages SEN policy and provision for supporting pupils with SEN.
  

High quality differentiated teaching is the first step in responding to pupils who have or may have SEN.

Parents and carers should always raise any concerns with the teacher or practitioner first

All teachers or practitioners should track the progress of children and young people.

If they are concerned, they should work with the SENCO to begin the graduated approach.

Teachers or practitioners should hold regular meetings with parents and carers to discuss their child’s progress and co-produce outcomes and planned provision. The SENCO will help with this.