Applying the assess-plan-do review cycle to pupils with vision impairment

The SEND Code of Practice requires settings to apply a graduated response to meeting the needs of learners based on the assess-plan-do review cycle.

Where a pupil is identified as having SEN, schools should take action to remove barriers to learning and put effective special educational provision in place. This SEN support should take the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach. It draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people.

para 6.44, DfE SEND Code of Practice

This briefing note is intended to help settings follow this approach for pupils with vision impairment

(PDF Format)

Applying the assess-plan-do review cycle to pupils with a hearing impairment  (Document v2 December 2015)

The SEND Code of Practice requires schools to apply a graduated response to meeting the needs of pupils based on the assess-plan-do review cycle. 

Where a pupil is identified as having SEN, schools should take action to remove barriers to learning and put effective special educational provision in place. This SEN support should take the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach. It draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people.

para 6.44 of SEND Code of Practice - DfE

This briefing note is intended to help settings follow this approach for pupils with a hearing impairment.

This document, originally published as v1 (22 May 2015) was revised and updated to v2 in December 2015

Document version P2 (December 2015)

PDF Format