The Graduated Approach Explained

Quick Summary

The graduated approach is a structured way for schools to identify, plan, deliver and review SEND support.
It is usually described as Assess, Plan, Do, Review.
It is part of the current SEND support system, not just a proposed reform idea.
Parents can ask schools what has been assessed, what support is planned, who is delivering it and when it will be reviewed.
If the graduated approach is not enough, an EHC needs assessment may need to be considered.

The graduated approach is the process schools should use to understand a child’s needs, put support in place, check whether it is working, and decide what should happen next.

It is often described as a four-part cycle: Assess, Plan, Do, Review.

This guide explains what the graduated approach means, how it links to SEN Support and EHCPs, and what parents can ask schools to show if support is not working.

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What is the graduated approach?

The graduated approach is a step-by-step way of supporting children and young people with special educational needs.

It is designed to help schools move from concern to action. Instead of simply noting that a child is struggling, the school should identify the needs, plan support, deliver that support, review the impact, and then decide whether anything needs to change.

The approach is usually described as:

Assess — understand the child’s needs and the barriers they are facing
Plan — agree what support will be put in place
Do — provide the support consistently
Review — check whether the support is helping and decide next steps

Key point

The graduated approach should be more than a label. Parents should be able to see what has been assessed, what support has been planned, what has actually been done, and what changed after review.

Is the graduated approach current SEND law?

The graduated approach is part of the current SEND support framework and is described in SEND guidance. At the time of writing, schools should still use the current SEND system while proposed reforms are being developed.

You can read more here: What Is SEND Support?

How does the graduated approach link to SEN Support?

SEN Support is the current school-based support route for many children and young people with SEND who do not have an EHCP.

The graduated approach is the process schools should use within SEN Support. It helps the school understand what a child needs, what support should be tried, and whether that support is working.

For parents, the graduated approach can make SEN Support more visible. It gives a structure for asking:

what has been identified
what support is being provided
who is responsible for the support
how long the support will be tried for
how the school will know whether it is working
what happens if progress is limited

Assess: understanding the child’s needs

The first stage is to assess the child’s needs. This should not only mean looking at academic results. It may also involve understanding communication, sensory needs, emotional wellbeing, attention, behaviour, attendance, social interaction, physical needs or independence.

Assessment may include:

teacher observations
parent or carer views
the child or young person’s views
work samples
attendance information
behaviour or anxiety patterns
screening tools or school assessments
external professional reports where available

Parents can ask the school what needs have been identified and what evidence has been used to understand those needs.

Plan: agreeing what support will be put in place

The planning stage should set out what support will be provided and what the school expects it to achieve.

A plan may include:

specific support strategies
reasonable adjustments
small group or individual interventions
adapted teaching approaches
sensory or regulation support
communication support
staff responsibilities
review dates

Support should be clear enough that parents, teachers and the SENCO understand what is supposed to happen.

Key point

If support is vague, it is hard to review. “Extra help in class” is less useful than a clear description of what support will be provided, by whom, how often, and for what purpose.

Do: providing the support

The “Do” stage is where the agreed support should actually happen.

This is important because support can look good on paper but still fail if it is not delivered consistently.

Parents may want to ask:

who is delivering the support
whether staff know what has been agreed
whether the support is happening as planned
whether the child understands the support
whether the support is helping in real situations

If support is not being provided, parents can ask the school to explain what has happened and how this will be corrected.

Review: checking whether support is working

The review stage should look at whether the support has made a difference.

A review should consider:

whether the child has made progress
whether barriers have reduced
whether attendance, wellbeing or access to learning has improved
whether the support has been delivered as agreed
whether the child and parents feel the support is helping
whether further support or advice is needed

If support has not worked, the school should not simply repeat the same plan without thinking carefully about what needs to change.

What should parents ask schools?

If your child is receiving SEN Support, these questions can help you understand whether the graduated approach is being used properly:

What needs has the school identified?
What evidence has been used?
What support is currently in place?
Who is responsible for delivering it?
How often is the support happening?
When will the support be reviewed?
How will we know whether it is working?
What will happen if progress is limited?
Has the SENCO reviewed the plan?
Does the school think external advice is needed?

These questions are useful because they move the discussion away from general reassurance and towards specific support, evidence and next steps.

How many cycles should there be before an EHCP request?

There is no fixed number of graduated approach cycles that must happen before an EHC needs assessment can be requested.

Schools and local authorities often look at what support has already been tried, how the child responded, and whether there is evidence that needs cannot be met through SEN Support alone.

However, parents should not assume they must wait indefinitely. If a child’s needs are significant, support is not working, or the school cannot meet need through ordinary SEN Support, an EHC needs assessment may need to be considered.

You can read more here: What Schools Must Do Before an EHCP Request.

How does the graduated approach link to EHCPs?

The graduated approach can provide useful evidence if an EHCP request is being considered.

It may show:

what needs were identified
what support was tried
whether support was delivered
how the child responded
why further assessment or support may be needed

This does not mean a child must fail repeatedly before help is considered. It means schools should keep clear records so decisions are based on evidence rather than assumptions.

You can read more here: EHCP Process Explained Simply.

How might SEND reforms affect the graduated approach?

Proposed SEND reforms may make support planning more visible and structured through Individual Support Plans, National Inclusion Standards and clearer expectations for mainstream inclusion.

However, the basic idea of assess, plan, do and review remains important. Families still need to know what support is being provided, whether it is working, and what happens next.

When should parents ask for more help?

Parents may want to ask for further advice if:

the school cannot clearly explain what support is in place
support is not being delivered
reviews keep happening but nothing changes
the child’s distress, attendance or progress is getting worse
the school says it cannot meet need
an EHCP request or appeal may need to be considered

Decision point for parents

If the school cannot show what has been assessed, planned, delivered and reviewed, it may be harder to understand whether SEN Support is working or whether further steps are needed.

Frequently Asked Questions

What does the graduated approach mean in SEND?

The graduated approach is a cycle schools use to assess a child’s needs, plan support, deliver that support and review whether it is working. It is often described as Assess, Plan, Do, Review.

Is the graduated approach the same as SEN Support?

The graduated approach is the process schools use within SEN Support. SEN Support is the current support route, while the graduated approach explains how needs and support should be assessed, planned, delivered and reviewed.

What are the four stages of the graduated approach?

The four stages are Assess, Plan, Do and Review. Schools should identify needs, plan support, provide that support and check whether it is helping.

How many graduated approach cycles are needed before an EHCP?

There is no fixed number of cycles that must happen before an EHC needs assessment can be requested. The key issue is whether there is evidence of needs, support tried, impact and whether SEN Support is enough.

Can parents ask to see the graduated approach records?

Parents can ask schools what needs have been identified, what support is in place, when it will be reviewed and what evidence is being used to decide next steps.

What if the graduated approach is not working?

If support is not working, parents can ask for a review, ask what will change, request SENCO involvement, ask whether outside advice is needed, and consider whether an EHC needs assessment may be appropriate.

Useful external sources

Find Support UK provides general information to help families understand support options. This guide does not provide legal advice, medical advice, diagnosis or formal SEND advice.