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We are engaging with partners on the Graduated Pathway – a framework that makes accessible a set of direct tools to support the assess, plan, do, review model. This model was designed to align with processes, pathways and interventions available to CYP/families from a variety of agencies and services.
Gloucestershire’s Graduated Approach is familiar to those working with Special Educational Needs in Education and applies to meeting CYPs’ wider, holistic needs. It is intended to provide CYP and families with the right support at the right time, and should therefore be utilised alongside Gloucestershire’s Levels of Intervention at the earliest opportunity.
Why are we engaging now?
The Graduated Approach has been active in Gloucestershire since 2016 and it is timely to engage on how the model is utilised and the tools available to support the use. The Covid-19 pandemic has re-energised multi-agency partners across the county to prioritise collaborative working as an integral priority within their strategies, as demonstrated in GCC’s inclusion and SEND strategies and the ICB’s (Integrated Care Board) 4 Point Plan. This commitment requires a common framework to support our shared commitment to working holistically with CYP and families. The Graduated Approach provides that universal framework.
There are further opportunities that mean now is the right time to build on the existing foundations of the Graduated Approach, such as:
The development of Early Help and Early Years Strategies
The proposed refresh of Gloucestershire’s Levels of Intervention Guidance
The development of commissioning briefs for Children and Family Hubs
This engagement will concentrate on three key areas:
We are engaging with partners on the Graduated Pathway – a framework that makes accessible a set of direct tools to support the assess, plan, do, review model. This model was designed to align with processes, pathways and interventions available to CYP/families from a variety of agencies and services.
Gloucestershire’s Graduated Approach is familiar to those working with Special Educational Needs in Education and applies to meeting CYPs’ wider, holistic needs. It is intended to provide CYP and families with the right support at the right time, and should therefore be utilised alongside Gloucestershire’s Levels of Intervention at the earliest opportunity.
Why are we engaging now?
The Graduated Approach has been active in Gloucestershire since 2016 and it is timely to engage on how the model is utilised and the tools available to support the use. The Covid-19 pandemic has re-energised multi-agency partners across the county to prioritise collaborative working as an integral priority within their strategies, as demonstrated in GCC’s inclusion and SEND strategies and the ICB’s (Integrated Care Board) 4 Point Plan. This commitment requires a common framework to support our shared commitment to working holistically with CYP and families. The Graduated Approach provides that universal framework.
There are further opportunities that mean now is the right time to build on the existing foundations of the Graduated Approach, such as:
The development of Early Help and Early Years Strategies
The proposed refresh of Gloucestershire’s Levels of Intervention Guidance
The development of commissioning briefs for Children and Family Hubs
This engagement will concentrate on three key areas:
Please help us understand what works and what could be better when families need extra support by completing this short survey.
Engagement has concluded
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