Where a learner has an EHCP, what are our additional responsibilities within the Graduated Approach?

Following an EHCP being issued, the Graduated Approach’s Assess, Plan, Do, Review cycle should continue to be a process of refining our understanding of the learner’s needs and reviewing how well the provision outlined in the plan is supporting progress toward the agreed outcomes as the learner grows and develops.

Utilising Person Centred Practices continue to be the best approach to gather, share information and plan and review provision.

In addition to the Assess, Plan, Do, Review actions outlined in the SEND Support section above it will also be important to consider the following:

ASSESS
Outside agency involvement may continue to be sought as outlined in the EHCP or as required to support further analysis of SEND.

PLAN
Teacher(s) and SENCO should agree, in consultation with the learner and their parents/carers:

• The smaller-step targets towards meeting outcomes detailed in the EHC Plan e.g. these may be termly or half termly, depending on the learner.
• Preparing for Adulthood outcomes should be planned for.
• Records of progress are regularly updated.
• How and when the provision as outlined in Section F will be put in place over the week/term.
• How and when any therapeutic provision in Section G will be timetabled in.
• Liaison with social care teams as part of Section H provision.
• All key staff working with the learner know how to implement strategies and support outlined in the EHCP.

DO
All key staff working with the learner implement strategies and support outlined in the EHCP The teacher remains responsible for all pedagogical decisions relating to the direction of teaching and support even where a child requires significant adult support to meet their needs.

The teacher gives as much teaching attention to the learner with an EHCP, as any other learner.

REVIEW 

Teacher(s), SENCo, the learner and their family and key support staff should continue to be involved in the review of provision and its impact on the learner’s progress on a termly basis and formally at the Annual Review.

The Annual Review of the EHCP must take place within 12 months of the issue of the fin al EHCP and then within 12 months of any previous review. Annual Reviews must focus on the learner’s progress towards achieving the outcomes specified in the EHCP and consider whether these outcomes and supporting targets remain appropriate.

All reviews taking place from Year 9 at the latest and onwards must include a focus on preparing for adulthood, including employment, independent living and participation in society. This transition planning must be built into the EHC plan.

Interim or emergency reviews can be held at any time.