Graduated Response Toolkit - Schools

The toolkit helps schools support children and young people with SEND using practical guidance aligned with the SEND Code of Practice.

Contents

Cognition and learning support

Some children and young people find learning more difficult than others. They may need extra help to develop skills in reading, writing, maths, or understanding new information. This is called cognition and learning support.

What does this mean?

Children with cognition and learning needs might:

  • Struggle to keep up with lessons
  • Find it hard to remember information
  • Need more time to process instructions
  • Have difficulties with problem-solving or reasoning

How schools can help

Schools should:

  • Use a graduated approach: assess, plan, do, review
  • Provide high-quality teaching tailored to the child’s needs
  • Offer targeted interventions, such as small group work or specialist resources
  • Work closely with parents and carers to share strategies

When to seek extra support

If a child continues to struggle despite extra help in school, staff may:

  • Involve specialist teachers or educational psychologists
  • Consider an Education, Health and Care (EHC) needs assessment

Useful resources

Whole-school responsibilities for cognition and learning

Supporting pupils with cognition and learning needs is a shared responsibility across the whole school. Strong leadership, clear procedures, and effective monitoring help ensure every child gets the right support.

School Ethos and Leadership Responsibilities

  • Promote an inclusive culture where all pupils can achieve.
  • Ensure senior leaders champion SEND and allocate resources effectively.
  • Embed the graduated approach (assess, plan, do, review) across the school.
  • Provide staff with training and guidance on cognition and learning needs.

Whole-School Procedures

  • Have clear policies for identifying and supporting pupils with additional needs.
  • Make sure staff understand their responsibilities under the SEND Code of Practice.
  • Use evidence-based interventions and monitor their impact.
  • Communicate regularly with parents and carers about progress and support.

Assessment, Identification and Monitoring

  • Assess pupils’ needs early and accurately using a range of tools.
  • Track progress and adjust support as needed.
  • Record interventions and outcomes to inform future planning.
  • Work with external specialists when required.

Key Principles

  • High-quality teaching is the foundation for all pupils.
  • Support should be personalised and reviewed regularly.
  • Collaboration between staff, families, and professionals is essential.

Quality first teaching

Quality First Teaching (QFT) is the foundation for supporting pupils with cognition and learning needs. It ensures that all children receive high-quality, inclusive teaching before additional interventions are considered.

Assessment, Identification and Monitoring

  • Assess pupils regularly to identify learning needs early.
  • Use a range of assessment tools to understand strengths and areas for development.
  • Monitor progress and adapt teaching strategies as needed.
  • Record interventions and outcomes to inform future planning.

Curriculum Content

  • Ensure the curriculum is accessible and relevant for all pupils.
  • Break down complex concepts into manageable steps.
  • Provide opportunities for overlearning and reinforcement.
  • Use visual aids, practical activities, and real-life examples to support understanding.

Curriculum Delivery

  • Differentiate teaching to meet individual needs.
  • Give clear, simple instructions and check understanding.
  • Allow extra time for processing and responding.
  • Use multi-sensory approaches to engage learners.

Staff Knowledge and Understanding

  • Make sure all staff understand cognition and learning needs.
  • Provide training on effective strategies and interventions.
  • Share good practice across the school.
  • Encourage collaboration between teachers, support staff, and specialists.

Key Principles

  • High-quality teaching benefits all pupils.
  • Support should be personalised and reviewed regularly.
  • Strong communication with parents and carers is essential.

SEN support in schools

Schools must follow the graduated approach – assess, plan, do, review – when supporting pupils with cognition and learning needs. This ensures that help is tailored, monitored, and adjusted as needed.

Identification

  • Identify pupils who are not making expected progress despite high-quality teaching.
  • Use observations, assessments, and feedback from staff and parents.
  • Consider factors such as language, attendance, and emotional wellbeing before deciding on SEN support.

Assess

  • Gather detailed information about the pupil’s strengths and needs.
  • Use a range of assessment tools and evidence from classroom work.
  • Involve parents and carers in the assessment process.
  • Seek advice from specialists if needed.

Plan

  • Agree clear outcomes and strategies with parents, carers, and the pupil.
  • Set short-term targets that are specific and measurable.
  • Decide what support will be provided, who will deliver it, and when.
  • Record the plan and share it with all staff involved.

Do

  • Implement the agreed support in the classroom or through targeted interventions.
  • Ensure staff understand their role and responsibilities.
  • Adapt teaching methods and resources to meet the pupil’s needs.
  • Keep communication open with parents and carers.

Review

  • Review progress regularly against the agreed outcomes.
  • Adjust support if the pupil is not making expected progress.
  • Involve parents, carers, and the pupil in the review process.
  • Consider additional specialist input or an Education, Health and Care (EHC) needs assessment if progress remains limited.

Using specialist support services

Specialist support services can provide expert advice and interventions for pupils with significant cognition and learning needs. Schools should use these services when additional expertise is required beyond what can be provided through Quality First Teaching and SEN support.

Guidelines for Using Specialist Support Services

  • Seek specialist support only after implementing and reviewing school-based strategies.
  • Ensure the graduated approach (assess, plan, do, review) has been followed and documented.
  • Involve parents and carers in discussions before making a referral.
  • Share relevant information, including assessments and intervention records, with the specialist service.
  • Continue to provide high-quality teaching and targeted support while waiting for specialist input.

Referral Pathways

  • Follow the local referral process for accessing specialist services.
  • Complete all required forms accurately and include supporting evidence.
  • Provide details of previous interventions and their outcomes.
  • Maintain communication with the specialist service and parents throughout the process.
  • Use advice from specialists to update the pupil’s support plan and teaching strategies.

Key Principles

  • Specialist support complements, not replaces, school-based provision.
  • Collaboration between school staff, parents, and specialists is essential.
  • Regular reviews ensure that support remains effective and appropriate.