Strategy Banks (0 to 25)
Explore practical SEND strategies, assessment tools and resources to identify needs, plan support and review impact through the graduated response
Practical strategies to support identified needs
This guide gives practical strategies to help practitioners respond to identified needs. It supports the plan and do stages of the Assess, Plan, Do, Review (APDR) cycle.
These strategies help ensure provision is:
- Inclusive and responsive
- Based on Ordinarily Available Inclusive Practice (OAIP)
- Matched to identified strengths and barriers within the identification and assessment tools
Key principle
High-quality inclusive practice should be the first response to identified need. Most needs can be met through effective Ordinarily Available Inclusive Practice (OAIP). Introduce targeted approaches when needed.
Sensory regulation approaches can support children and young people across all four areas of need. Consider them as part of a whole-setting approach to inclusion.
Build a deeper understanding of need
Start with the patterns identified through the Quick Checkers and the Identification and assessment tools. Use this information to build a deeper understanding of the child or young person’s strengths, needs and barriers.
Choose strategies that:
- Build on strengths
- Address identified barriers
- Are used consistently
- Are reviewed and adapted through the Assess, Plan, Do, Review (APDR) cycle
Select and review strategies
Use the graduated response framework to select and review strategies:
- Ordinarily Available Inclusive Practice (OAIP) – High-quality inclusive practice and adaptive teaching available to all learners.
- Targeted – Additional, time-limited support provided alongside Ordinarily Available Inclusive Practice.
- Targeted Plus – Personalised and sustained support, often informed by specialist advice.
- Specialist – Highly individualised support requiring specialist involvement and/or multi-agency planning.
Use assessment information, the Assess, Plan, Do, Review (APDR) cycle and evidence of impact to decide whether support should remain at the current level or move to another level.
Strategies for responding to identified patterns
Use the section below to choose approaches that match the identified patterns of need. The strategies are grouped using the graduated response framework to help you provide the right level of support.
For each pattern, consider the strategies available through Ordinarily Available Inclusive Practice (OAIP) before adding targeted support.
Use assessment information, reviews and evidence of impact to adapt support and decide whether a different level is needed.
Cognition and learning
Communication and interaction
Sensory and physical
Social, Emotional and Mental Health (SEMH)
Key messages across all areas
- Start with Ordinarily Available Inclusive Practice (OAIP).
- Use targeted approaches when patterns continue despite strong Ordinarily Available Inclusive Practice.
- Use targeted plus approaches when barriers remain despite appropriate targeted support.
- Apply strategies consistently and review their impact through the Assess, Plan, Do, Review (APDR) cycle.
- Focus on strengths, relationships, participation and the environment, not only on individual difficulties.
- Promote independence, self-advocacy and preparation for adulthood at every stage.
- Consider all four areas of need and the wider context when planning support.
- Work with children and young people, parents, carers and relevant professionals to make informed decisions.
- Base support on assessment, evidence and outcomes rather than assumptions.
- Adapt provision in response to progress, changing needs and evidence of impact.
How it all fits together
The guidance documents work together as part of the graduated response. They help you identify needs, understand what may be happening, select appropriate support and review its impact.
Use the guidance documents alongside this section that has covered What do you do about it?, to support each stage of the process.
Ordinarily Available Inclusion Practice
Targeted
Targeted Plus
Individual social communication support plan.
Consider specialist advice when there are significant barriers to relationships, inclusion or participation.