Since the 2015 SEN Code of Practice SEN support has been based on a graduate response that includes an Assess, Plan, Do, Review (APDR) cycle. Unfortunately, this cycle is becoming fragmented, with each component operating in isolation. Assessments are not being linked to children’s needs or plans to support them. Plans are made but not implemented and reviews are just a recap of what a child can or cannot do.

Sara Alson, SEND and Safeguarding Consultant and Trainer, joins Dale in the studio to discuss why the APDR cycle matters.  Sara stresses that it is an ongoing process that should adapt to the needs of each child, ultimately aiming to improve their educational experience.

I thoroughly enjoyed this episode, especially Sara's engaging analogies, including her comparison of Monopoly rules to planned interventions! Make sure you listen to learn the key elements of an effective APDR cycle and how to implement it successfully.

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About Sara Alston

Sara Alston has over 38 years teaching experience as a classroom teacher, school leader, SENCO and DSL and is now an independent SEND and Safeguarding Consultant and Trainer. She provides support and training to schools for special needs and safeguarding.  

She is the co-author of The Inclusive Classroom: A New Approach to Differentiation (Bloomsbury, 2021) and author of Working Effectively with Your TA (Bloomsbury, 2023). She writes regular articles for SecEd and Headteacher Update. 

 

Contact Sara

www.seainclusion.co.uk

https://www.facebook.com/seainclusion.co.uk

[email protected]

 

Useful Links

The Inclusive Classroom book

Working Effectively with your TA book

 

• B Squared Website – www.bsquared.co.uk 
• Meeting with Dale to find out about B Squared - https://calendly.com/b-squared-team/overview-of-b-squared-sendcast 
• Email Dale – [email protected] 
• Subscribe to the SENDcast - https://www.thesendcast.com/subscribe

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