The Three Stages of the Graduated Approach at Lilly Brook ​ Ordinarily Available Provision (OAP) This is the first level of support in our settings and includes high-quality teaching, reasonable adjustments, and simple resources to help students thrive. Examples include: Movement breaks Sensory activities Access to a calm, safe space Access to transition images to signal transition times Makaton supported communication for all These provisions aim to remove barriers to learning using the pre school’s usual resources. SEN Support (Assess → Plan → Do → Review) If OAP is not sufficient, the setting initiates the Assess-Plan-Do-Review cycle, where: Assess: Identify and understand the specific needs Plan: Develop a targeted support plan with expected outcomes Do: Implement the support (e.g., tailored interventions) Review: Measure impact and revise as necessary The school—or nursery—will often involve the SENCO and parents throughout. Education, Health and Care Plan (EHC or EHCP) For a small number of children whose needs can not be met by OAP or SEN Support alone, a formal EHCP (previously known as EHC Plan) may be required. This is a legally binding document developed through a local authority assessment. It outlines the child’s needs and the support they should receive, spanning education, health, and care services. Implementation in Lilly Brook Bromley’s Graduated Approach Framework provides clear guidance to professionals on applying this model across different types of SEN. The overall aim is to make education accessible and inclusive for all children in the borough. In early years settings, the process is similar. Early years practitioners, along with the SENCO and parents, regularly assess the child's progress, plan interventions, implement support, and review outcomes. If progress stalls, external professionals may be involved. Bromley’s Early Years Inclusion Team (EYIT) and Portage services offer additional early intervention support for children from 0–4 years old—often triggered by a health professional's notification (Section 23). These services work with families and settings to promote inclusion and develop bespoke support strategies. What You Can Do Next Talk to our SENCO. They are the key contact in coordinating support. Ensure you understand how the Assess-Plan-Do-Review cycle is implemented and get involved in each stage—you know your child best. If you feel the support being provided isn't enough, discuss the possibility of further referrals or an EHCP assessment with the SENCO or request it yourself.