In Essex, we use One Planning to follow the special educational needs and disabilities (SEND) code of practice. It is a way to complete the graduated approach (assess, plan, do, review) in a person-centred way, which means that we put the child or person's needs first.
As an early years and childcare provider you must:
- have arrangements in place to identify and support children with SEND
- promote equality of opportunity
The graduated approach
SEN support should take the form of a four-part cycle known as the graduated approach. It will give you the tools to help secure good outcomes for the child.
You will need to assess and review the child's needs on a regular basis. As a result, you may need to make changes to the support you give. Remember, as part of this approach you must work with the parents (or carers) and the child in a person-centred way.
The graduated approach four-part cycle
Below is a brief outline of what you need to do. Read the SEND code of practice for full details.
- Assess: make a clear analysis of needs. Code of Practice, paragraphs 5.28 and 5.39.
- Plan: the practitioner, SENCO, parent or carers with the child, agree on a plan of action. Code of Practice, paragraphs 5.40, 5.41, 5.50 and 5.51.
- Do: make all the practitioners aware of the plan. Put in place the adjustments, support and interventions. Code of Practice, paragraphs 5.42 and 5.45.
- Review: evaluate the quality, effectiveness and impact of provision by the review date. Code of Practice, paragraphs 5.43 and 5.44.
The one planning process
One planning is what Essex calls the graduated approach. It is a continuous process and not something that happens once. It:
- places the child at the centre
- enables children and their families to be part of any decisions made
- brings the child and all the important people involved in the child’s life together
You should put in place one planning for all children identified with SEND. You will need to work in partnership with the child, parents or carers and professionals on this.
To check you are using one planning successfully, you need to:
- make sure your staff are informed, well-prepared and confident
- revisit your systems and processes to make sure they support the learner’s needs
- review the curriculum’s relevance and breadth to make sure you meet the needs of the learner
- make sure resources are used effectively and their impact is evaluated
A one plan is the written record of one planning. Every child that has an identified SEND should have a one plan no matter how many people are involved.
The detail, number of people involved, and amount of information will vary. It depends on need and level of concern.
A one plan should include:
- who is involved
- the child's aspirations
- what matters to the child
- preparing for adulthood
- clear targets and outcomes for the child or young person
Visit the links below for ideas and templates for one planning:
The Special Educational Needs and Disability Information Advice and Support Service (SEND IASS) has more advice for parents.