Introduction

Many children and young people will have their learning needs met through high quality teaching as part of universal provision. Educational settings should offer an inclusive approach to learning and teaching which is adapted for individual children and young people.

This approach should be embedded in their provision in all subject areas at all levels, and support the teaching of all children and young people, including those with Special Educational Needs and/or Disabilities (SEND).

Where limited or no progress is made using universal strategies, further assessment of barriers to learning should take place through the graduated response.

The graduated response is a four-part cycle:

• assess
• plan
• do
• review

Progress should be monitored at every stage of the graduated response process.

The Targeted education provision that is available for children and young people with Special Educational Needs and/or Disabilities is described in our Somerset’s Graduated Response Tool page.