About the areas of need
The Somerset Graduated Response Framework is organised around the four areas of need identified in the Special Educational Needs and Disability (SEND) Code of Practice.
Ordinarily Available Inclusive Practice forms the foundation of support across all four areas. It includes the high-quality teaching, inclusive practice and everyday adaptations that every setting should provide for all children and young people.
Ordinarily Available Inclusive Practice helps children and young people to participate, engage in learning and make progress. When needs persist or become more complex, support is strengthened through the graduated response.
Detailed examples of Ordinarily Available Inclusive Practice are available in the guidance section of the Somerset Graduated Response framework main page.
Cognition and learning indicators
Consider whether a child or young person may need support beyond Ordinarily Available Inclusive Practice if they:
- Make slower progress than expected over time
- Make limited progress despite high-quality teaching and appropriate support
- Experience significant difficulties with literacy, numeracy or both
Communication and interaction indicators
Consider whether a child or young person may need support beyond ordinarily available inclusive practice if they:
- Continue to find it difficult to understand or use language over time
- Experience ongoing challenges with communication and social interaction
- Have difficulty listening, concentrating or maintaining attention
- Find it hard to take part in learning activities or social situations
Sensory and physical indicators
Consider whether a child or young person may need support beyond ordinarily available inclusive practice if they:
- Have difficulty seeing or hearing, or experience sensitivity to noise, light or touch
- Have difficulty with movement, mobility or coordination
- Find everyday self-care activities challenging, such as toileting, dressing or eating
- Need specialist equipment, adaptations or support to access learning and take part in daily activities
- Have medical needs that affect their learning, participation or day-to-day experiences
Social, Emotional and Mental Health (SEMH) indicators
Consider whether a child or young person may need support beyond ordinarily available inclusive practice if they:
- Experience ongoing difficulties with emotional wellbeing, such as anxiety, low mood or low confidence
- Find it difficult to manage or regulate their emotions and responses
- Display behaviours that affect their learning, relationships or participation
- Withdraw from, or avoid, learning and social situations
- Show strong responses to stress, such as becoming overwhelmed, shutting down or avoiding activities and situations
Identifying needs early
Effective identification of needs:
- Happens as early as possible
- Is ongoing and considers the whole child or young person
- Draws on a range of information, including assessment, observation, and the views of families, children and young people
- Focuses on strengths, needs and barriers to learning, rather than diagnosis alone
Settings should use a range of tools and approaches to support the identification of need.
For information on screening tools, assessment approaches and identification guidance, see the guidance section on the main Somerset Graduated Response Framework page.
Education, Health and Care Plans
An Education, Health and Care (EHC) plan may be needed when a child or young person’s needs cannot be met through ordinarily available inclusive practice and targeted support alone.
This may be appropriate when:
- Needs remain significant despite a well-evidenced graduated response
- A higher level of coordinated support is required across education, health and social care
Key points
- Settings must show evidence of the graduated response through the assess, plan, do, review cycle
- Support set out in an Education, Health and Care plan builds on ordinarily available inclusive practice and does not replace it
- Most children and young people with an Education, Health and Care plan attend mainstream schools and settings
- Education, Health and Care plans should be developed with children, young people and families, placing their views, strengths and aspirations at the centre of decision-making
An Education, Health and Care plan is one part of a continuum of support. High-quality teaching and inclusive practice remain essential at every stage.