A Graduated Response to SEND Provision in Schools

In this episode, Clare talks to independent SEND and behaviour consultant, Andrea Reid-Kelly, about a graduated response to SEND provision in schools.

They talk about establishing a cyclical process of assessing, planning, doing, and reviewing that starts with the class teacher. Staff can then use this system to identify needs and implement appropriate strategies for individual children and young people.

They discuss the importance of being a reflective practitioner and adapting approaches to meet the needs of different students, whether they have a specific special educational need or not. Andrea also talks about the partnership between home and school and some of the challenges that parents, carers and staff can face when working together to advocate for the child or young person.

Andrea is SEND and behaviour consultant with a Master’s degree in Autism and Education. She has over 25 years’ teaching experience spanning mainstream, specialist provisions, early years, secondary schools, class teaching, and advisory services. Andrea has lived experience of neurodiversity and disability as the result of having a rare disease called Noonan Syndrome, as well as having a brother with Down Syndrome.

Andrea shares three tips during the episode:

• There can often be barriers to overcome, so active listening is a key part of the process. Staff and families need to listen to each other, to better understand each other’s perspective.
• Rather than gatekeeping, everyone needs to work openly and collaboratively to find positive ways forward together.
• An EHCP is not always necessary if a child or young person’s needs can be met through a graduated response where the right provisions and supports are in place.

The Team Teach podcast shares the latest thinking in behaviour, all in handy 15-minute (ish) bite-sized chunks. Each episode features a new guest chatting about a different aspect of behaviour and leaves you with three handy tips to use in your setting.

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