The Graduated Approach
Please note: These resources are designed for school staff and professionals to support children, young people, and families facing barriers to education.
While parents and carers may find the information helpful, they are encouraged to contact their child’s school or a relevant professional for personalised support.
In line with the SEND Code of Practice (DfE, 2014), schools should work with children and young people (CYP) and their families to identify needs as early as possible and to agree the support required to facilitate change. This should then be reviewed, following the four stages of the Assess, Plan, Do, Review cycle, known as the graduated approach.
CYP experiencing barriers to education will require reasonable adjustments and support. For some, these may be shorter-term adjustments, while for others there may be repeated cycles of support needed to facilitate access to education and to support their wellbeing.
The resources below will help you to follow a graduated approach for Emotionally Based School Non-Attendance:
Please see our training video:
Introducing Warwickshire’s EBSNA Graduated Approach