APDR – Review

In this section:

Regular (usually termly but may be more frequent as required) multidisciplinary reviews are needed to share information, review progress, evaluate support strategies and interventions and make appropriate refinements. 

Records should be kept of all strategies that have been used and interventions delivered, the frequency of delivery, who delivered them, including, attendance, the child or young person’s engagement level, and the impact they have had on the young person – specifically linked to intended outcomes and targets set- see review section. Interventions should be reviewed at regular intervals.

  • All relevant adults (including parent/carers) need to be invited to the review and given notice to attend.
  • Relevant school staff need to be actively involved in the review process so they can report on how interventions in and out of the classroom have been implemented and the progress that has been made.
  • School staff need to have time to attend review meetings, whenever possible all relevant information needs to be available at the review, including: 
    • assessment of the young person's progress in the area of concern.
    • information about the adjustments that have been made in the classroom and their effectiveness   information about how the individual intervention has been implemented including how often it took place, who delivered it and how engaged the young person was.
    • pupil and parent/carer voice.
    • any other updated information.
  • The review must be person centred in approach and the child/young person needs to be actively involved in the review as appropriate to their age and developmental level.
  • At the review meeting the following needs to be discussed:
    • How the additional support has been implemented - have the interventions been implemented as planned?  
    • What progress has the child/young person made in line with the outcomes that were set?
    • There are a number of actions that could be concluded from the review:  The child/young person has made accelerated progress and the level of support can be reduced to encourage more independence. 
    • The child/young person has made expected progress and the level of support needs to continue.
    • The child/young person has not made expected progress and the intervention needs to be refined.
    • Very occasionally the review will indicate that significant concerns remain despite rigorous cycles of Assess, Plan, Do, Review, and advice from specialist support services implemented in school. In such cases further assessment can be requested through an Education, Health and Care Needs Assessment.