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Record of Assessment Cycle |
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Please tick evidence methods used during this contact: |
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DO (A) |
Questions (N) |
Professional Discussion (B) |
Work Products (D) |
Reflective Account (J) |
Verbal Witness Testimony (H) |
Other: (K) Written & Pictorial √ |
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Please clearly indicate any WHOLE UNITS which have been completed and signed off during this contact. |
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This unit is looking at Strategies and techniques for supporting children and families. Task 1 Develop guidance material to support other staff members in their understanding of the graduated approach including the following:
– confidence and well-being – improved social skills – holistic condition improvement. (Examples from practice in own setting may be used)
(Reflection on own practice may be useful here) Reflection on own practice:
Task 2 Refer to relevant guidelines or use examples from own practice to:
Examples from SMART goal setting and associated strategies may be used.
Task 3 Refer to statutory framework for the early years to:
Must refer to SEND Code of Practice www.gov.uk/government/publications/sen d-code-of-practice-0-to-25 Must refer to information provided in The Role of the Early Years SENCo (Special Educational Needs Coordinator) document, which is available from the qualification webpage on www.qualhub.co.uk Useful websites and resources: www.interventionsforliteracy.org.uk/ |
Unit 2
1.1,2,3,4 & 5
4.1,2 & 3
3.1,2 & 3
2.1 & 2
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Planned Date
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Guidance Material on the Graduated Approach for Supporting SEND in Early Years
The Graduated Approach Cycle: Stages and Descriptions
The graduated approach is a model of SEND support based on four stages: Assess, Plan, Do, Review. This cycle allows practitioners to respond flexibly to each child`s individual needs, offering appropriate interventions and support.
- Assess
- In this stage, practitioners assess the child’s needs by observing them in different settings, discussing their progress with parents/carers, and consulting with colleagues or specialists. The assessment should be continuous and dynamic to identify any specific areas where the child requires additional support.
- Example from Practice: In our setting, a child exhibiting communication difficulties was observed during playtime. Discussions with the family revealed some challenges at home, leading to further investigation through collaboration with a speech and language therapist.
- Plan
- Following the assessment, the next step involves planning interventions tailored to the child’s identified needs. This could involve setting SMART (Specific, Measurable, Achievable, Relevant, Time-bound) targets in partnership with parents/carers and other professionals.
- Example from Practice: After assessing the child’s communication needs, a personalised speech plan was developed involving daily language activities and focused attention on developing vocabulary during free play.
- Do
- In this phase, the planned interventions are put into practice. It involves ensuring all staff working with the child implement the agreed-upon strategies and activities consistently