Enhanced Assess, Plan, Do, Review

Staffordshire has a clear framework in place for meeting SEND needs (before an Educational Health and Care Plan). This is called the ‘Graduated Approach’.
Schools and educational settings understand this approach as the 'Assess, Plan, Do, Review' (APDR) cycle.

Nationally, it is recognised that for most children with SEND, their needs can be met in school within the schools’ existing resources using cycles of the ‘Assess, Plan, Do Review’ pathway.

This approach enables schools to Assess what additional support the child or young person needs and refine this support through regular reviews.
However, despite this additional support, a smaller number of children and young people may require further support that is not normally available in a school or educational setting.

It is here that the school may consider requesting an Educational Health and Care Needs Assessment (EHCNA).

The EAPDR pathway will build on the current model of the ‘Graduated Approach’.

What is the Enhanced Assess, Plan, Do Review Pathway

The EAPDR Pathway sets out a clear methodology to ensure schools and educational settings are supported to access further additional advice, support and resources in order to meet the needs of children and young people in their setting.

The enhancement is a focused APDR process that places outcomes at the centre of the work undertaken to support the child or young person and makes resources available to schools and settings so that they can meet needs quickly and effectively.

The primary purposes of the pathway are to:

• Support settings to meet the needs of children and young people in their local mainstream school.
• Ensure children and young people have their needs met earlier.
• Improve co-production in how we work with children, young people, and families.
• Improve multi-disciplinary working and partnerships.
• Improve the ‘tell it once’ approach by reducing duplication of information.
• To record pre statutory interventions in a centralised document, capturing Assessment and learning about the child over time, accessible by all professionals involved, along with parents / carers.
• Place holistic outcomes at the very start of the graduated approach to meeting children and young people’s need.
• Ensure equity of practice across the county and place the child, young person, and family at the centre of discussions, planning and decision-making within the context of their learning environment.
• Improve the quality and timeliness of EHCNAs if they are required.
• Improve the quality of EHCPs (if an EHCNA suggests that this is required.)

Frequently asked questionsTraining
and resources'One Form' and guidance

More Information

For more information, please contact your SEND and Inclusion Hub manager.