Solihull Graduated Approach

The majority of children and young people can have their needs met through high quality inclusive teaching, which includes using adaptive teaching strategies, identifying needs and intervening early using evidence-based interventions.

Guidance to help all Solihull schools with developing inclusive practice, and their graduated approach to identifying and meeting the additional support needs, including SEND, is detailed here.

What does the graduated approach mean for parent carers?

We have split this area into different sections; whole-school support- includes guidance for senior leaders in schools on inclusive practice, focusing on school culture and values, policies to support inclusive practice, shared leadership, workforce development and ideas for monitoring inclusive practice in a school.

Then targeted at classroom practitioners and Special Educational needs Coordinators, as well as school leaders’, guidance for a Graduated Approach (GA) to supporting pupils with SEND is structured across the four areas of need, matching the SEND Code of Practice.

In each section, guidance is included on quality first teaching (QFT) - adaptive teaching strategies, reasonable adjustments, identifying a special educational need and then supporting children and young people with SEND through the Graduated Approach, assess/ plan/do/review cycles of support.