Swan Lane, Whetstone, London, N20 0PL      



All staff should use the highest quality teaching strategies. Quality First Teaching is a requirement under the SEN Code of Practice 2014. All staff ensure decisions are informed by the insights of parents and those of children and young people themselves.

“Teachers are responsible and accountable for the progress and development of the pupils in their class, even where pupils access support from teaching assistants or specialist staff”
DfE 2014

Teachers should:

  • have high ambitions and set stretching targets for their pupils
  • track their progress towards these goals
  • keep under review the additional or different provision that is made for them
  • promote positive outcomes in the wider areas of personal and social development
  • feedback on whether interventions are having the desired impact on pupil outcomes

The Graduated Approach is at the heart of whole school practice as we are continually assessing, planning, implementing and reviewing our approach to teaching all children where a potential special educational need has been identified. This process becomes increasingly personalised and responds over time to a growing understanding of the child’s or young person’s barriers to and gaps in learning and an increasingly individualised assessment of need cyclical process enables schools to continually reflect on its approaches to meeting a child’s needs.

In order to implement the Graduated Approach we should use the Assess, Plan, Do, Review cycle.

How to work with the SENCo/Inclusion Manager

The SENCo is the lead professional and will act as a source of guidance and advice. However, if SEN assessment is to be effective there needs to be consistency across the school
If you identify a child who you think may have additional learning needs, you should contact the SENCo as early as possible. Together you will work on the ‘PLAN’ element of the cycle. Constant feedback will be necessary to inform your next steps. The teacher and SENCo should contact the parents to discuss these concerns as well and see if they are shared. Strategies, interventions and outside help should be implemented where necessary.

How to measure progress for pupils with SEND

  • High expectations are key to securing good progress.
  • Accurate assessment is essential to securing and measuring pupil progress.
  • Age and prior attainment are the starting points for developing expectations of pupil progress.
  • It can be useful to draw up a matrix for each pupil to profile all the appropriate characteristics.
  • Decisions need to be made about what data to use, and when.


It is essential that you know all interventions that are carried out in your classroom. Under the new guidance you are responsible for the learning of each and every pupil. If you don’t know the purpose of an intervention, ask. Find out what the children are working on, how long they will be on the intervention, what happens next etc.

Provision Mapping

A provision map is a comprehensive tool that we use to have an overview and a summary of all the wave 2 and wave 3 provision we have at St John’s. It records who is delivering the interventions, for how long and what the cost is for it. It also sets the time frame for the intervention. The reason we use a provision map is because it enables us to manage our budgets effectively, to target those children with additional needs and also plans for the deployment of support staff. We use both class and whole school provision maps as this enables us to see the provision for each cohort quickly and assess whether everything is going to plan.

SEND improvement priorities

  • Increase the range of highly effective intervention programmes
  • Improve reporting procedures for initial concerns
  • Develop an effective assessment strategy
  • Ensure all staff understand the requirements under the new SEN code of practice 2014.