What is the graduated approach? Assess, Plan, Do, Review explained
The graduated approach is the four-stage cycle of Assess, Plan, Do and Review that schools and early years settings in England use to support pupils with special educational needs. Each time round the cycle, staff learn more about what helps the pupil, and the support is adjusted.
Where it comes from
The graduated approach is set out in the SEND Code of Practice: 0 to 25 years (2015), which gives statutory guidance under the Children and Families Act 2014. Chapter 6 covers schools and chapter 5 covers early years. When a pupil is identified as having SEN, the school should take action to remove barriers to learning and put effective special educational provision in place. This is known as SEN support.
It starts with good teaching. High-quality teaching, adapted for individual pupils, is the first step for every pupil who may have SEN. SEN support adds to that; it doesn't replace it.
The four stages
1. Assess
Build a clear picture of the pupil's needs. Bring together:
- the class teacher's observations and assessments;
- the pupil's progress and attainment, compared with their peers and national data;
- the views and experience of the pupil and their parents;
- advice from outside professionals, such as speech and language therapists or educational psychologists, where they're involved.
The aim is to name the barriers to learning, such as understanding spoken language, working memory or coping with change, rather than to label the pupil.
2. Plan
Agree with the pupil and parents what support will be put in place, what difference it should make, and when it will be reviewed. A good plan includes:
- quality first teaching strategies for each barrier;
- any extra interventions or adult support;
- SMART targets that describe the expected outcome;
- a clear review date.
Every adult who works with the pupil should know the plan. A one-page profile is a quick way to share it.
3. Do
Put the plan into practice. The class or subject teacher stays responsible for the pupil's progress, even when a teaching assistant or specialist delivers some of the support. The SENCo supports the teacher with problem-solving and advice. Keep short, regular notes of what's been tried and how the pupil responds, because this is the evidence for the review.
4. Review
On the agreed date, check how well the support has worked. Was each target met? What made a difference? What should change? Include the pupil's and parents' views. The review then feeds straight into the next Assess stage, and the cycle starts again with better information.
How often should the cycle run?
The Code doesn't set a fixed length. Many schools review termly or half-termly, and early years settings often review more often because young children change quickly. The Code expects schools to meet parents of pupils on SEN support at least three times a year, so a termly cycle that includes a meeting with parents is a common pattern.
Who does what
| Person | Role |
|---|---|
| Class or subject teacher | Responsible for the pupil's progress. Adapts teaching, delivers the plan day to day and gathers evidence. |
| SENCo | Coordinates support, advises staff, keeps records, and brings in outside agencies when needed. |
| Teaching assistant | Delivers agreed support and interventions, and shares observations with the teacher. |
| Pupil and parents | Share what they know, help set targets and take part in every review. |
When to consider an EHC needs assessment
If a pupil is still not making expected progress after the school has taken relevant and purposeful action through several cycles, the school or parents may ask the local authority for an education, health and care (EHC) needs assessment. Records from each Assess, Plan, Do, Review cycle are the evidence the local authority will look for.
What's changing
The government's schools white paper, Every Child Achieving and Thriving, published on 23 February 2026, proposes that every child with SEND should have a digital Individual Support Plan (ISP) recording their barriers to learning and the support in place, developed with parents and reviewed regularly. The proposals include ISPs becoming statutory from September 2029, and an updated SEND Code of Practice. Until any changes are made, the current Code and the graduated approach still apply. The habits it builds, such as naming barriers, planning with families, tracking what works and reviewing regularly, are exactly what the proposed plans would need.