Strengthening the graduated approach and building parent confidence in SEND provision

This large primary school, serving a highly disadvantaged community, identified inconsistency in the graduated approach and weak parental understanding of SEND provision. Existing IEPs were not sufficiently linked to pupils' primary needs or progress. Leaders introduced a collaborative 'My Book' approach in Early Years, capturing contextual information, SMART targets, strategies and evidence of progress, with parent voice embedded throughout the cycle. Teachers were supported through CPD and phase-lead monitoring to strengthen target quality and implementation. Evidence of impact includes clearer, need-led targets, improved statutory compliance, stronger day-to-day provision, and 100% of responding parents reporting improved understanding, confidence and involvement in their child's SEND support.