SEND Support and the Graduated Approach

Learning purpose: Staff should understand how to notice emerging needs early and share concerns appropriately.

JLK practice standard: At JLK, SEND support starts with noticing, adapting and discussing next steps. We do not wait for a diagnosis to support a child.

Key staff expectations:

• Observe patterns over time.
• Compare progress with developmental expectations.
• Share concerns with the room leader or SENCo.
• Speak factually and respectfully.
• Avoid labels.
• Keep parents informed through the correct process.

Practical scenario: A child rarely responds to their name, avoids eye contact and struggles with transitions. Staff observe, record patterns and speak to the SENCo rather than making a diagnosis.

• I observe patterns over time rather than reacting to a single moment
• I share concerns with the room leader or SENCo factually and respectfully
• I avoid making informal diagnoses or labels — I describe what I see

Learning purpose: Staff should understand how to adapt routines, communication and the environment to support children's needs.

JLK practice standard: Inclusion means changing our approach so children can access learning safely and confidently.

Key staff expectations:

• Use visual supports where helpful.
• Break instructions into small steps.
• Offer predictable routines.
• Use calm adult modelling and co-regulation.
• Adapt activities, not expectations of dignity.
• Record what works.

Practical scenario: A child becomes overwhelmed during group time. Staff offer a smaller group, visual cues and a calm space, while still helping the child access the learning intention.

• I use visual supports and break instructions into small steps where helpful
• I adapt the activity so the child can access it — I do not lower the dignity of the experience
• I record what works so the team can stay consistent across shifts

Learning purpose: Staff should understand the graduated approach: assess, plan, do, review.

JLK practice standard: SEND support is a cycle. We assess what is happening, plan support, carry it out consistently, and review impact with parents and professionals where needed.

Key staff expectations:

• Contribute observations.
• Follow agreed support plans. At JLK the SENCo keeps each child’s SEND support plan on the portal and reviews it with the parents at least termly; you work from the printed room copy. Support plans: when and how.
• Record impact.
• Share information with SENCo.
• Work respectfully with parents.
• Keep support consistent across the team.

Practical scenario: A child has a speech and language target. The key person builds the target into daily routines, records progress and feeds back to the SENCo for review.

• I can describe the graduated approach: assess, plan, do, review
• I follow agreed support plans consistently and record impact, not just activity
• I work respectfully with parents and feed back to the SENCo for review