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Strengthening the graduated approach and building parent confidence in SEND provision
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Authors
Editors
Date
2026
Educational Level
ISCED Level 0 Early Childhood Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
This large primary school, serving a highly disadvantaged community, identified inconsistency in the graduated approach and weak parental understanding of SEND provision. Existing IEPs were not sufficiently linked to pupils' primary needs or progress. Leaders introduced a collaborative 'My Book' approach in Early Years, capturing contextual information, SMART targets, strategies and evidence of progress, with parent voice embedded throughout the cycle. Teachers were supported through CPD and phase-lead monitoring to strengthen target quality and implementation. Evidence of impact includes clearer, need-led targets, improved statutory compliance, stronger day-to-day provision, and 100% of responding parents reporting improved understanding, confidence and involvement in their child's SEND support.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), support plans