on making sure children and families are at the heart of
decision-making. Kay Mathieson takes a look at how the early years might
approach this.
A 'graduated response' is central to the new Special Educational Needs and Disability (SEND) Code of Practice. It is not a new idea, and was also core to the 2001 SEN Code of Practice. Then, it was characterised as a progression in the intensity of support a child needed from early years action (EYA) plan and early years action plus (EYAP) to statutory assessment and a statement of SEN. The statement of SEN was a legal document designed to ensure that children received the support they needed through multi-agency assessment.
The intention of this 'graduated response' was to support children according to their needs, beginning with minimal intervention and increasing as necessary based on evidence of progress and effectiveness of strategies. Sadly, in many cases the reality was that:
Register now to continue reading
Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates. Why not register today and enjoy the following great benefits:
What's included
-
Free access to 4 subscriber-only articles per month
-
Unlimited access to news and opinion
-
Email newsletter providing activity ideas, best practice and breaking news
Already have an account? Sign in here