Introduction
This guide signposts training, professional development, services and resources that may help settings implement the Somerset Graduated Response Framework.
Key principles
- Resources support professional judgement
- No single programme or intervention is required
- Staff should base their choices on assessment and the Assess, Plan, Do, Review (APDR) process
- Settings should evaluate impact and effectiveness rather than rely on a programme’s reputation
We will review and update this guide regularly to keep links, resources and professional learning opportunities current and relevant.
Somerset services and guidance
The following services, guidance and professional learning resources can support the implementation of the Somerset Graduated Response Framework.
- Somerset’s SEND Local Offer
- Inclusion Advice Line service overview
- Emotionally Based School Avoidance (EBSA) website on Support Services for Education
- Somerset Pastoral Support Plan
- Sensory Processing Handbook
- Somerset Council Training Portal
- Somerset Parent Carer Forum resources
- SENDIAS – Send Information, Advice and Support
- Somerset SEND Network groups
- Early Years SENCO Network
- Support and training for SENCOs on Autism and ADHD
- Understanding Special Educational Needs
Somerset sensory loss, physical needs, accessibility and assistive technology resources
These resources, training opportunities and guidance can help professionals support children and young people with sensory loss, physical needs, and Special Educational Needs and Disabilities (SEND).
Information is available on:
- Assistive technology and SEND technology
- Accessibility tools and inclusive practice
- Alternative methods of recording and learning
- Communication support and resources
- Sensory support services
Guidance is available through Somerset SEND Tech, Somerset Sensory Support Services and other Local Offer resources.
Professional learning
Core inclusion
These organisations provide evidence-informed guidance, training and resources to support inclusive practice across education settings.
- Whole School SEND resources and guidance
- NASEN the National Association for Special Educational Needs
- Education Endowment Foundation evidence, guidance reports and toolkits
- Neuroinclusive Education Network (Formerly Autism Education Trust) for resources and professional development
SEND leadership
These resources support Special Educational Needs Co-ordinators (SENCOs), school leaders and inclusion leads to develop effective SEND leadership.
- NASEN SENDCO resources listing
- Whole School SEND SENDCO professional development programme
- NPQs Special educational needs co-ordinator (SENCO) national professional qualification on GOV.UK
National organisations and professional resources
Cognition and learning
These organisations provide guidance, training and resources to support children and young people with cognition and learning needs.
Communication and interaction
These organisations provide evidence-based resources and support for speech, language, communication and neurodiversity.
- Speech and Language UK resources and support
- ICAN speech and language resources
- Neuroinclusive Education Network resources and professional development
Sensory and physical
These organisations provide information, guidance and support for children and young people with sensory and physical needs.
- RNIB the Royal National Institute of Blind People
- NDCS the National Deaf Children’s Society
- Council for Disabled Children resources and policy guidance
Social, Emotional and Mental Health (SEMH)
These organisations provide resources, guidance and professional learning to support social, emotional and mental health needs.
- Anna Freud Mental Health Charity resources and training
- Mentally Healthy Schools resources and teaching materials
Examples of interventions and approaches
The examples below are not exhaustive. Settings should select approaches based on identified needs, assessment information and the Assess, Plan, Do, Review (APDR) cycle.
Cognition and learning
Examples may include:
- Precision Teaching
- Sound Linkage
- SNIP Literacy
- Working Memory strategies
- Retrieval and overlearning approaches
Communication and interaction
Examples may include:
- Word Aware
- Inclusive Communication
- Talkabout
- Communication Trust resources
Sensory and physical
Examples may include:
- Sensory Processing Handbook resources
- Assistive Technology
- Fine motor programmes
- Visual impairment resources
- Hearing impairment resources
Social, Emotional and Mental Health (SEMH)
Examples may include:
- ELSA
- Circle of Friends
- Nurture approaches
- Emotion Coaching
- Zones of Regulation
Attendance, participation and inclusion
Examples may include:
- Somerset EBSA Guidance
- Somerset Pastoral Support Plan
- Reintegration planning resources
- Alternative provision guidance
Preparation for adulthood
Examples may include:
- Careers education resources
- Supported internship guidance
- Travel training resources
- Employment and employability resources
- Self-advocacy and independence resources
Key messages
- Resources and interventions should support, not replace, high-quality inclusive practice
- Staff should select provision based on assessment and review its impact through the Assess, Plan, Do, Review (APDR) cycle
- No single intervention or programme is suitable for every learner
- Settings should evaluate the impact of provision and adapt support where needed
- Settings should use Somerset services, training and guidance alongside national evidence-informed resources