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Torbay’s Guidance and Descriptors for SEND Support (A Graduated Response)

This document has been created in response to requests from schools and colleges in Torbay to assist them in providing equality of opportunity across all educational settings within the fragmented education system.

The special educational need of the majority of children and young people should be met effectively in mainstream settings through SEN Support without the local authority needing to carry out a Statutory Assessment.

Where a child or young person is identified as having SEN, schools should take action to remove barriers to learning and put effective special educational provision in place. The 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 child or young person’s needs and of what supports them in making good progress and securing good outcomes. This is known as a 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.

To view this document please either click on the image below or on the title in  the downloads section on the right hand side of this page.

The purpose of this document

This document provides a set of minimum standards for High Quality Teaching and SEND provision. It sets out what schools/settings are expected to provide from their delegated funds (i.e., Element 1 and 2 funding) for children and young people with SEND.

This document aims to support:

  • good inclusive practice
  • early intervention and the graduated approach to meeting children and young people’s SEND
  • consistent standards of good practice across all schools
  • school to school moderation and challenge
  • school senior management teams and governors, SENCOs and their school colleagues in developing and implementing good practice
  • appropriate decision making to ensure effective support
  • information for parents and partner agencies on schools’ inclusive practice

This document also fulfils the local authority’s duty to set out, in its Local Offer, a description of the special educational provision it expects to be available for children and young people in its area who have SEN or disabilities.

How to use this document

Following an introduction that includes contextual information and definitions, there are seperate pages on the following topic area:

  • Cognition and Learning – Specific Learning Difficulties (SpLD)
  • Cognition and Learning – Moderate Learning Difficulties (MLD)
  • Communication and Interaction - Speech, Language and Communication Needs (SLCN)
  • Communication and Interaction – Autism Spectrum Disorder (ASD)
  • Social Emotional and Mental Health needs (SEMH)
  • Physical and Sensory: Hearing Impairment (HI)
  • Physical and Sensory: Visual Impairment (VI)
  • Physical and Sensory: Multi-Sensory Impairment (MSI)
  • Physical and Sensory: Physical Difficulty (PD)

Each topic area section contains the following:

  • A description of the type of SEND and its associated features
  • Impact on attainment
  • Expected arrangements to meet needs including High Quality teaching and SEN Support

For each section, the involvement of children, their parents/carers and young people in discussions and decisions about their individual support is seen as an integral and key element in school/setting based arrangements.