Where a child or young person has made limited or no progress using universal strategies and reasonable adjustments, further assessment of barriers to learning should take place. This assessment will inform which strategies at universal and targeted support should be put in place in order to enable the pupil to make progress.
The first cycle of targeted support will aim to enable a pupil to ‘catch up’, however should progress remain a concern a pupil may then be identified as having special educational needs and targeted and/or specialist support may be provided through SEN Support. Progress will be monitored through cycles of Assess, Plan, Do, Review (APDR) .