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The 3-18 Education Trust: Implementation of the Graduated Approach to Learning

How to read this table

Each tier is cumulative. Universal provision sits at the foundation and applies to every child. At Monitoring, staff deliver everything described at Universal plus the additional expectations listed. At Targeted, staff deliver everything from Universal and Monitoring plus the additional expectations listed. At Specialist, staff deliver everything from Universal, Monitoring and Targeted plus the additional specialist expectations. Staff should read each tier as a full expectation stack: an item listed once at a lower tier applies at every tier above it. Read this document alongside the Trust’s ‘Graduated Approach to Learning Support’ pyramid, which sets out the pupil profile and key provision markers for each tier.

In-class Expectations

Introductory text for this tab can go here.

SPECIALIST

Teachers are expected to fulfil all lower-tier expectations, plus:

  • Read and understand each child's EHCP/GSP plan to ensure targets inform daily practice.
  • Ensure specialist resources recommended within the EHCP/GSP are in place and accessible.
TARGETED

Teachers are expected to fulfil all lower-tier expectations, plus:

  • Read and understand each child's APDR and ensure their targets inform daily practice.
  • Identify and work closely with the child's keyworker (at secondary?) / class teacher (at primary) to provide consistent communication and support.
  • Provide targeted support aligned to APDR targets.

SENDCOs are expected to fulfil all lower-tier expectations, plus:

  • Consider, where appropriate, referral for external professional advice and assessment to further inform personalised support strategies.
MONITORING

Teachers are expected to fulfil all lower-tier expectations, plus:

  • Be aware of which children are at this stage and monitor them carefully across all areas of the curriculum.
  • Employ enhanced adaptations (e.g. pre-teaching, live feedback) where appropriate.

SENDCOs are expected to fulfil all lower-tier expectations, plus:

• Ensure the right pupils have access to intervention, where appropriate, to address gaps in learning and secure engagement.

UNIVERSAL

Teachers are expected to:

  • Make adaptations as part of Quality First Teaching to ensure inclusion and access to high-quality universal provision, through consistent use of the EEF 5-a-day principles.
  • Scaffold learning tasks to suit individual needs.
  • Ensure all universal resources are accessible.
  • Develop an inclusive classroom environment using the Trust Inclusive Classroom for Belonging guidance.
  • Monitor all pupils and identify any reduction in progress or emerging concerns.
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