About the Somerset Graduated Response Framework
The Somerset Graduated Response Framework (SGRF) provides a clear and consistent approach for education settings supporting children and young people from birth to 25 with special educational needs and disabilities (SEND).
At the heart of the framework is Somerset’s shared understanding of Ordinarily Available Inclusive Practice (OAIP). This is the foundation of inclusive education and sets out what every child and young person should be able to expect in any setting, at any time.
The framework explains:
- what all settings should provide as a minimum entitlement
- how to use a graduated response when a child or young person needs additional or different support
- how to deliver timely, inclusive and outcomes-focused support
To keep the framework practical and easy to use, detailed guidance, strategies, tools and resources sit within separate guidance pages and supporting materials.
The framework builds on the previous Somerset Graduated Response Tool. While the Somerset Graduated Response Tool supported many practitioners, it was often lengthy and difficult to navigate. We have kept the most effective elements and improved the structure, clarity and accessibility of the content. We have also updated the guidance, strategies and support to reflect current evidence, national guidance and regional good practice in ordinarily available inclusive practice.
The Somerset Graduated Response Framework supports all schools, settings and providers across Somerset for children and young people aged 0 to 25. It helps leaders, teachers, Special Educational Needs Coordinators (SENCOs) and support staff to:
- set clear expectations for inclusive practice across all settings
- understand the provision that should be available through existing funding and resources
- promote consistency and reduce variation between settings
- identify needs early and provide timely support through high-quality teaching
- improve outcomes for children and young people through a graduated and person-centred approach
Legal framework
This guidance is based on the legal duties and requirements set out in:
- Special Educational Needs and Disability (SEND) Code of Practice (2015)
- Children and Families Act 2014
- Equality Act 2010
- Special Educational Needs and Disability Regulations 2014
These laws and statutory guidance support a consistent approach to identifying, assessing and meeting the needs of children and young people with special educational needs and disabilities (SEND). They also promote inclusive practice, early support and positive outcomes.