Following on from the theoretical presentation of the graduated response in the last issue, this case study show how one primary school is putting it into practice.
As you read and reflect on it consider:
Use this case study to ask:
How do I put the graduated response into practice?
Could I do it better?
The Graduated Response at Berry Hill Primary School, Gloucestershire
At Berry Hill Primary, our SEND policy states that ‘we value the contribution that every child makes and we are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs and abilities.’ So, what does this look like in reality and how is the Graduated Pathway implemented in our school?
Set in the Forest of Dean in Gloucestershire, Berry Hill Primary has 182 children, nearly 20 per cent of which receive free school meals. 16 per cent are on the SEND register with 3.6 per cent having an Education Health Care Plan (EHCP), which is slightly above the national average. We are very committed to the value of family and this is central to learning and development. Everybody in the school works hard to foster genuine and active partnerships with families and our local community. The values of creating ‘successful learners, confident individuals and responsible citizens’ underpins provision and is embodied in the behaviour of pupils and attitudes to school. As a school community, we aim for each of our children to leave us having made excellent progress in all areas of their learning.
At the core of Special Educational provision is high quality teaching, which takes high priority at Berry Hill. All teachers ensure that their teaching is both personalised and differentiated so that all children can access the learning in their classroom. Strategies are put in place so that children can build their learning independence and confidence. For example, personalised spelling/word mats, practical equipment in Maths and clearly labelled resources which can be freely accessed in lessons.
At the beginning of each academic year all of the children in school, regardless of whether or not they have an identified SEN, complete a ‘My Profile’ sheet. For us, the voice of the child is fundamental and we value the importance of children being able to share what matters to them, what they want to be able to do and the things that help and don’t help them to learn and achieve. The ‘My Profile’ has had many benefits, including sharing with parents/carers how their child works best, which could help them better support at home. There was a particular case where a parent was worried about their child and the ‘My Profile’ proved a useful tool to share with them and allay their concerns. In addition to this, it is good for addressing any safeguarding concerns. If class teachers have any worries about what a child has written, they will share this with either the Head or myself. This can then be followed up, often with the Family Support Worker, who will complete some appropriate one-to-one work with the child. This team approach is a key factor in the early identification and addressing of individual needs.