Each tier is cumulative. Universal provision is the foundation that applies to every child. At each tier above, staff deliver everything described below plus the additional expectations listed, so an item stated once at a lower tier applies at every tier above it. The tiers align with the Trust’s threshold matrix: Universal (no SEN), Monitoring, Targeted (SEN Support, K) and Specialist (EHCP / GSP). Movement between tiers is decided at the school’s weekly Belonging meeting and may be triggered automatically against agreed thresholds. Read this document alongside the SEND Code of Practice, the Trust’s Inclusive Classroom for Belonging guidance, and school specific provision documents.
Teachers and form tutors (the key adult) are expected to fulfil all lower-tier expectations, plus:
Teachers and form tutors (the key adult) are expected to fulfil all lower-tier expectations, plus:
Teachers and form tutors are expected to fulfil all lower-tier expectations, plus:
Teachers and form tutors (primary: class teachers) are expected to:
Teachers and form tutors (the key adult) are expected to fulfil all lower-tier expectations, plus:
The SENDCO is expected to fulfil all lower-tier expectations, plus:
Within school:
Teachers and form tutors (the key adult) are expected to fulfil all lower-tier expectations, plus:
• Co-produce the child's Inclusion Plan with the child and family, remaining the consistent link rather than passing them on, and reference targeted interventions on the school's learning provision document, ensuring these are implemented and reviewed.
• Complete termly reviews of the Inclusion Plan, keeping up-to-date knowledge of the child's needs and targets.
The assigned keyworker is expected to:
• Provide targeted support and oversight, gathering the whole-child picture across every strand.
The SENDCO is expected to fulfil all lower-tier expectations, plus:
• Add the child to the SEN register at SEN Support (K) and coordinate personalised support with specialist staff and external agencies.
• Consider referral for external professional advice and assessment, and whether an EHCNA request should be initiated.
At the weekly Belonging meeting (attended by the Head of Year / House — primary: phase lead — and overseen by a member of SLT):
• The Inclusion Plan is reviewed on the assess–plan–do–review cycle, and step-up or step-down is decided.
Teachers and form tutors (the key adult) are expected to fulfil all lower-tier expectations, plus:
Teachers and form tutors are expected to:
The SENDCO and Heads of Year / House (primary: phase leads) are expected to:
Teachers and the SENDCO are expected to fulfil all lower-tier expectations, plus:
Teachers, the keyworker and the SENDCO are expected to fulfil all lower-tier expectations, plus:
Teachers and form tutors are expected to fulfil all lower-tier expectations, plus:
Teachers and form tutors are expected to:
The SENDCO and inclusion leads are expected to:
As below, plus the following, named explicitly:
As below, plus the following, named explicitly and selected from the school's learning provision document / Inclusion Plan platform menu:
As below, plus a flavour of the additional provision typically drawn on at this tier (not exhaustive):
Representative universal provision (not an exhaustive list), underpinned by the Belonging Framework and Quality First Teaching (EEF five-a-day):
