Levels of support
Explore how the Graduated Response Framework helps education settings provide the right support at the right time for children and young people
Support levels as needs change
The graduated response provides a flexible continuum of support. It helps settings respond to needs in a proportionate and timely way.
Support is flexible and responsive. Children and young people may move between levels of support as their needs change and outcomes are achieved. The level of support should reflect current needs and be reviewed regularly.
Base level
Ordinarily Available Inclusive Practice (OAIP)
High-quality teaching, inclusive practice and reasonable adjustments that support all children and young people.
What it means in practice: The expected level of support for all children and young people.
OAIP key features
- High-quality teaching
- Adaptive teaching approaches
- Reasonable adjustments where needed
- Delivered through existing funding and resources
Second level
Targeted Support
Additional support beyond Ordinarily Available Inclusive Practice to meet identified needs. This support is usually time-limited and focused on specific outcomes.
What it means in practice: Additional support beyond OAIP to address identified needs.
Targeted key features
- Time-limited support
- Evidence-informed interventions
- Focused on specific area of need
- Regular review of progress and outcomes
Third level
Targeted Plus Support
The next level of personalised and sustained support for children and young people with greater needs. This level of support often includes specialist advice and more frequent review.
What it means in practice: A more personalised level of support for children and young people whose needs require additional planning and monitoring.
Targeted plus key features
- Sustained support over time
- Personalised provision informed by specialist advice
- Informed by specialist advice
- Frequent review and adjustment
Highest level
Specialist Support
Highly individualised support for children and young people with complex needs. It may include specialist assessment, advice, interventions or equipment to support participation, learning and positive outcomes.
What it means in practice: The highest level of support for children and young people with complex needs.
Specialist key features
- Support from multi-agencies
- Highly individualised provision
- Coordinated planning across education, health and social care
- Specialist assessment, advice, interventions or equipment where required to support participation, learning and outcomes