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Review

Making the most of reviewing

A reflective and meaningful review is pivotal to ensuring that support is timely, appropriate to need and builds upon the child or young person’s strengths.

The key questions that underpin the review phase of the graduated approach cycle are:

  • How has your understanding of the child or young person, in terms of their strengths and needs, increased as a result of the actions that have been implemented?
  • Are there any other areas which you need to take into account or explore further?
  • What is the reasoning behind any decision to amend the plan or its objectives, or to continue as they were?

Consider the following as part of the review phase:

  • Have you evaluated the measures agreed at the planning stage?
  • Consider repeating the initial assessment so provide data to measure progress.
  • Has the child or young person made progress? What is the child or young person’s view and understanding of their progress?
  • Build on strengths: What went well? What made a difference? Consider the strategies, teaching, scaffolding and quality of interactions between key adults and the child or young person.
  • Reflect: Was the support agreed implemented effectively and consistently?

If little or no progress has been made, consider:

  • Whether the assessment tool used was appropriate to capture the changes.
  • Did any implementation issues have an effect on the child or young person’s ability to access interventions and support?
  • Are there any other factors which may be impacting on the child or young person’s ability to self regulate and learn?
  • Build up a richer picture: What further assessment would be helpful? Consider recording information on the Interactive Factors Framework to develop a comprehensive understanding of the child or young person.
  • Consider whether there will need to be a change of intervention or delivery. Adapt the plan or delivery accordingly .
  • Consider whether referral to outside agencies would be useful.
  • What is the child or young person’s view of their progress? Find out what they would like to work on next.
  • Meet with child or young person and parents to share progress and agree new targets.
  • If further support is needed, begin the next phase of the ‘Assess, plan, do, review‘ cycle.

Last updated 30 November 2020

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