Assess, plan, do and review (APDR)

From the section: Graduated Approach - Social, emotional and mental health

In this section:

Assess, plan, do and review (APDR)

The provision delivered through quality first teaching (above table) has not resulted in adequate progress for the child. Therefore, you now need to begin the Assess, Plan, Do and Review cycle (APDR).

Examples of behaviours which may indicate a child/young person needs targeted support:

  • The young person’s social and emotional regulation skills are below age-related expectation and there is evidence of an increasing gap between them and their peers.
  • The development of the young person’s social and/or emotional regulation skills is a barrier to accessing the opportunities school provides.
  • There has been an increase in behaviour incidents related to the child/young person.
  • There has been a significant change in the child/young person’s personal life which requires targeted intervention. 
  • The child/ young person’s attendance has deteriorated, and this is showing signs of being linked to their SEMH needs rather than physical barriers preventing attendance.

The SENCO should be involved with any pupils who are requiring targeted or specialist support. Ensure you seek support from your SENCO, if you have not already done so.

Consideration should be given to the following, for all pupils who may require targeted or specialist support.

Pupil profile / Individual Education Plan:

A personalised document which captures a pupil’s strengths, needs and the supportive measures in place for them. These are typically completed by the SENDCo and reviewed 3x a year with pupils and their parents/carers and shared with all relevant staff. The document should demonstrate the targeted and/or specialist provision the child is receiving with clear assess, plan, do, review cycles of each intervention. It is expected that all members of staff working with the pupil have read, understood and are following their plan.

Relational support plan and co-regulation:

Some pupils will require a Relational support plan and co-regulation plan.

Examples are available within the Graduated Approach Toolkit.

Reintegration plans and part-tie / reduced timetables:

Some pupils will require Reintegration Plans and part-time/ reduced timetables.

Contact with the Inclusion Team is important before initiating a reduced timetable.

Risk assessments:

This will need to be in place for pupils who are displaying levels of risk-taking behaviour within the school. This should be co-created and regularly reviewed with parents/carers and other agencies. 

It is paramount that all members of staff working alongside the child have read and understood the risk assessment every time the document is updated.