Enhanced Assess, Plan, Do, Review

Staffordshire has a clear framework in place for meeting SEND needs before an Educational Health and Care Plan. This is called the ‘Graduated Approach’. 

Schools and educational settings understand this approach as the 'Assess, Plan, Do, Review', often called the APDR cycle.  

Nationally, it is recognised that for most children with SEND, their needs can be met in mainstream school within the school's existing resources using cycles of the ‘Assess, Plan, Do Review’ pathway. 

This approach enables schools to assess what additional support the child or young person needs, give them more support and check and refine this support through regular reviews. 

This is a successful approach. However, sometimes despite this additional support, a smaller number of children and young people may require further support. 

It is here that the school can access Staffordshire’s new non-statutory graduated approach known as an 'Enhanced Assess, Plan, Do, Review' (EAPDR) pathway.

What is the Enhanced Assess, Plan, Do, Review (EAPDR) pathway? 

The EAPDR pathway sets out a clear methodology to make sure schools and educational settings are supported to access further additional advice, support and resources to meet the needs of children and young people in their setting. 

The enhancement is a focused APDR process that places outcomes at the centre of the work undertaken to support the child or young person and provides support and resources to schools and settings so that they can meet needs quickly and effectively. 

The primary purposes of the pathway are to: 

• Support schools to meet the needs of children and young people in their local mainstream school
• Make sure the needs of children and young people are met earlier
• Improve co-production in how we work with children, young people, and families
• Improve multi-disciplinary working and partnerships
• Improve the ‘tell it once’ approach by reducing duplication of information 
• Record pre statutory interventions in a centralised document, capturing assessment and learning about the child over time, accessible by all professionals involved, along with parents and carers
• Place holistic outcomes at the very start of the graduated approach to meeting children and young people’s need
• Make sure there is fair and equal access of support across the county 
• Place the child, young person, and family at the centre of discussions, planning and decision-making within the context of their learning environment 
• Improve the quality and timeliness of EHCNAs if they are required
• Improve the quality of EHCPs, if an EHCNA suggests that this is required