Part of
Somerset’s Graduated Response Tool

The purpose of this pathway is to ensure every child and young person in a Somerset school receives the support they are entitled to

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Part of
Somerset’s Graduated Response Tool

The purpose of this pathway is to ensure every child and young person in a Somerset school receives the support they are entitled to

1

Statutory Special Educational Needs (SEN) information

Statutory Special educational needs and disabilities (SEND) information
5

Expectations for Whole School Inclusion

Expectations for Whole School Inclusion
7

Inclusion for each Broad Area of Need

Information about the four areas of need set out in the Code of Practice

Inclusion for each Broad Area of Need
12

Graduated Response Tool – Complex Medical Needs

Graduated Response Tool – Complex Medical Needs
13

Supporting tools, documents and signposting

Supporting tools, documents and signposting

SEN Support

Where limited or no progress is made using Universal strategies, further assessment of barriers should take place. This assessment will inform which strategies at both Universal and SEN Support should be put into place. Progress will be monitored through successive Assess, Plan, Do, Review (APDR) cycles.

Phonological awareness skills

Tools for identification of need

Phonological awareness – what can help

To include Universal support plus targeted interventions in small groups or one-to-one using evidence-based learning principles. Other interventions include:

Reading

Tools for identification of need

Reading – what can help

Spelling

Tools for identification of need

Spelling – what can help

Recognising common high frequency words

Tools for identification of need

Recognising common high-frequency words – what can help

    • See the videos below for more information on Precision Teaching
  • Individualized Literacy Intervention (ILI) programme – one-to-one personalised literacy intervention doubles the rate of progress in reading and spelling. Training available through the Access to Inclusion team, book via Support Services for Education, free to access

Writing/Recording

Tools for identification of need
  • DASH 2007 – speed and legibility of handwriting, 9 to 16 years 11 months, at a cost
  • Dyslexia Portfolio writing subtest, ages 5 to 16+, at a cost

Writing/Recording – what can help

  • Brooks’s What Works for Literacy Difficulties? – up-to-date list of evidence-based schemes targeting writing for key stages 1 to 5. Schemes are reviewed for impact and contact details for each scheme are provided
  • Motor skills support interventions 1: Foundation Skills

Numeracy

Tools for identification of need

Numeracy – what can help

  • Catch-up Numeracy – a structured one-to-one intervention, ages 6 to 14, at a cost
  • Number Shark – game based catch up programme for maths foundations, ages 5 to 14, at a cost
  • First Class @ Number – intervention to address gaps in year 1 and 2 curriculum, at a cost
  • Numicon Breaking Barriers – assessment and step-by-step activities, ages 7 onwards, at a cost
  • Beat Dyscalculia – highly structured, multi-sensory numeracy programme, for all ages (but designed with key stage 1 and key stage 2 curriculum), at a cost
  • Dynamo Maths – intervention for those not meeting age-related expectations in maths. Contains assessment and intervention, at a cost
  • Maths for Life – differentiated approach to the maths curriculum that lays down solid foundations of essential maths for life, all ages, at a cost
  • Number Detectives – group number intervention, training free to access, book via Support Services for Education 

Cognitive barriers - working memory

Tools for identification of need

Dyslexia Portfolio Digit Recall Forwards, Digit Recall backwards, ages 5 to 16+, at a cost

Working memory – what can help

Cognitive barriers - speed of processing

Tools for identification of need

Speed of processing – what can help

  • Refer to universal strategies for speed of processing
  • One-to-one or small group support to develop and use their own toolkit of strategies to support their speed of processing needs

More information

See our Cognition and Learning – How can I find out more? page for assessments, learning strategies, provisions and suggested training.

Last updated: August 21, 2024

Next review due: February 21, 2025

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