Start with the whole pupil
Understand a pupil's strengths, interests, barriers to participation and what helps them succeed. Bring classroom evidence together with the pupil's and family's perspective.
Record observations separately from hypotheses and seek relevant professional advice where a question lies outside the school's competence.
Plan for actual delivery
Agree the teaching adaptations, interventions, responsible roles and expected frequency. A plan is only useful when staff can understand how it works within the school day.
Make the class teacher central to everyday learning and clarify the SENCO's coordination and oversight role.
Review what really happened
Check whether support was actually delivered before judging its impact. Where it was not delivered, identify the practical barrier and a corrective action.
Invite pupil and family feedback. Write down what to continue, change, stop or refer for further advice.
A brief review agenda
- What was planned and who owned it?
- What took place, and how often?
- What changed for the pupil?
- What is the next agreed action and review date?
Official sources
These links support the overview above. Check the latest version and your particular circumstances.
General information about England's SEND framework, not an individual assessment, diagnosis or legal opinion. Statutory exceptions or case-specific arrangements may apply.