Taking a graduated approach to EBSA means that difficulties can be identified early and the right support can be put in place for a pupil.
To support all pupils with their attendance schools should:
- be curious and concerned about changes to attendance
- make reasonable adjustments to policies and procedures
- work in partnership with families, so that schools have a sense of school belonging
Some pupils may need enhanced adaptations and support which may:
- include time specific, targeted interventions, including a personalised stepped support plan
- require support from external agencies
A small number of pupils may need specialist attendance support, such as:
- multi-agency support
- support outlined in an education, health and care (EHC) plan, or via Section 19.
A graduated response (or graduated approach) recognises that there is a continuum of needs which pupils experience. Whilst a pupil’s needs will remain the same, the steps a setting will need to take to address these needs will increase, via a ‘response to intervention’ approach. By monitoring if a pupil makes the expected progress following an intervention, will determine if further steps are needed to meet their needs.
For the majority of pupils a whole-school, Ordinarily Available Inclusive Provision (OAIP) approach will be sufficient to meet their needs. However, some pupils will require more targeted support, or specialist support.