Background Information 

SECTIONS:

• Graduated Approach – Glossary of Terms
• 1. Introduction to the Halton Graduated Approach
• 2. Summary of SEND Reforms
• 3. Identifying Children and Young People’s Needs
• 4. Element 2 funding is available for school budgets and short-term Discretionary Top-up Funding for increased need (panel application process)
• 5. Specialist Provision in Halton

Assess, Plan, Do, Review

SECTIONS:

• 6. Summary-Halton Graduated Approach
• 6.1 Assess-Plan-Do-Review The Graduated Approach to SEND
• 6.2 Assess – Best Practice Model
• 6.3 Plan – Best Practice Model
• 6.4 Do – Best Practice Model
• 6.5 Review – Best Practice Model
• 6.6 Identification and Progress Monitoring – Assess Plan Do Review Cycle
• 6.7 Quick Reference Guide – Graduated Approach Cycles

Sources of Support

As part of the graduated approach, schools, colleges and settings can access support from a range of Educational, Health and Care Services for children and young people with SEND.

Support can be accessed for varying levels of need, not just for those who are undergoing an EHC assessment or have an EHC Plan.

Halton has developed a multi-agency Partnership Group, involving representatives of Education, Health and Social Care to make joint decisions about the allocation of SEND provision, services in Halton work together to support families.

Halton has adopted the ‘tell us once’ approach through multi-agency person-centred planning meetings which are undertaken as part of the EHC assessment process.

SECTIONS:

• 7.1 Sources of Support- Education
• 7.2 Sources of Support-Health
• 7.2a Halton CAMHS involvement within the Graduated Approach
• 7.2b Halton CAMHS – Current Link Workers for schools
• 7.3 Sources of Support-Care
• 7.4 Halton Local Offer

EHC Assessment Process, Early Years and Preparing for Adulthood

Please note – the documents below without hyperlinks will be added shortly

SECTIONS:

• 8. Education, Health and Care Assessment Process
• 8.1 Person-centred Planning Meeting
• 8.2 The role of the Assessment Coordinator
• 8.3 The role of the EHC Partnership Group
• 9. Early Years 0-5 Graduated Approach
• 10. Overview – Preparation for Adulthood PfA

Dimensions for Learning Guides 

These Guides have been developed for the consideration, identification and support for children and young people in Halton who have difficulties in the SEND areas of need.  They provide strategies and resources for teachers to employ through the initial stages of the Graduated Approach: Universal and Quality First Teaching; SEND Support targeted and SEND Support specialist.

These Guides should be used in conjunction with information found in the Graduated Approach Strategy Toolkit.

• Dimensions Learning-Cognition and Learning
• Cognition and Learning Needs-Generalised Learning Difficulties
• Communication and Interaction Needs UTS
• Communication and Interaction
• pdnet Standards for Schools-Physical-Sensory-Medical
• Physical Medical
• Physical and Sensory
• Hearing Impairment
• Vision Impairment
• Social, Emotional and Mental Health-SEMH
• Social, Emotional, Mental Health (SEMH) Strategies

Graduated Approach Strategy Toolkit 

This Tookit should be used in conjunction with information found in Dimensions of Learning Guides for the areas of identified need

• Graduated Approach Strategy Toolkit
• pdnet Standards for Schools-Physical-Sensory-Medical
• NEW Halton Graduated Approach and Strategy Toolkit presentation