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The graduated approach: how staff can collaborate to support pupils with SEN

Understand how your teaching staff and SENCO can work together to deliver the graduated approach to SEN support. Be clear on their responsibilities at each stage, so you can be confident your staff are supporting pupils with SEN effectively.

Last reviewed on 23 March 2026
School types: All•School phases: All•Ref: 12730
Contents
  1. What is the 'graduated approach'?
  2. 1. Assess: identify pupils who need SEN support
  3. 2. Plan: agree a plan of support for the pupil
  4. 3. Do: put your plan into action
  5. 4. Review: evaluate current support arrangements 
  6. Repeat the cycle

What is the 'graduated approach'?

Your school's support for pupils with special educational needs and disabilities (SEND) and other vulnerable cohorts should follow a continuous cycle of planning, actions and review. 

This is set out in the SEND Code of Practice (pages 86 and 100) and the inclusion requirements of Ofsted's school inspection toolkit (page 10). 

For pupils with SEND, this cycle is known as the 'graduated approach'. It has 4 parts:

1. Assess: identify pupils who need support
2. Plan: agree on the support you'll provide for a pupil, in consultation with the pupil and their parents/carers 
3. Do: put your plan into action
4. Review: look at the effectiveness of your support and its impact on the pupil's progress

The approach relies on special educational needs co-ordinators (SENCOs) and teachers – or early years practitioners in Early Years Foundation Stage (EYFS) settings –