# What does SEN support look like at school? The graduated approach explained

> Assess, plan, do, review: how SEN support should work for autistic pupils, and what good provision looks like.

URL: https://theautismkit.com/guides/sen-support-graduated-approach
By The Autism Kit team · Updated 2026-09-27

**Short answer:** SEN support is the help schools in England give pupils with special educational needs, without an EHCP. The SEND Code of Practice describes a graduated approach: assess the pupil's needs, plan support with the pupil and family, do it, and review how well it's working. For autistic pupils, good SEN support often includes visual timetables, predictable routines, sensory adjustments and communication support.

**Key takeaways**
- SEN support uses a **graduated approach**: **assess, plan, do, review**.
- **Class teachers** are responsible, with **SENCO** support.
- **Parents and pupils** should be involved at every stage.
- If progress stalls, consider **specialist advice** or an **EHCP**.

## What is the graduated approach?

The SEND Code of Practice describes SEN support as a cycle of **assess, plan, do, review**, repeated and refined over time.[1]

| Step | For an autistic pupil, this might mean |
| --- | --- |
| Assess | Observing when things are hard, talking with the pupil and family, gathering views |
| Plan | Agreeing outcomes and supports: visual timetable, breaks, communication aids |
| Do | The class teacher delivers support daily, with help from teaching assistants |
| Review | Checking progress with the pupil and family, then adjusting |

## What does good support look like for autistic pupils?

**Try:**
- A visual timetable and warnings before changes
- A calm space and planned sensory breaks
- Clear, visual instructions and extra processing time
- A one-page profile shared with all staff

**Skip:**
- Support that only exists on paper
- Changes without telling the pupil
- Reviews without the family

The Autism Education Trust offers training and frameworks many schools use to plan support.[3]

**Make it visible.** Supports everyone can see and use, like a timetable on the desk or a break card, are easier to keep consistent across
  staff.

## When should we consider an EHCP?

If the pupil isn't making expected progress despite relevant and purposeful support, the school or parents can request an EHC needs assessment.[2] See [What is an EHCP?](https://theautismkit.com/guides/what-is-an-ehcp)

Free printable: [Free printable: classroom pack](https://theautismkit.com/printables/classroom-pack.pdf)

## What can I do this half term?

- [ ] Gather the pupil's and family's views
- [ ] Agree two outcomes and the supports for each
- [ ] Set a review date and share it with the family

## Common questions

### Is autism a special educational need?

Autism itself isn't automatically SEN. A pupil has SEN if they have a learning difficulty or disability that calls for special educational provision. Many autistic pupils do.

### Who leads SEN support?

The class teacher is responsible for the pupil's progress, with advice and coordination from the SENCO.

### When should a school consider an EHCP?

When a pupil isn't making expected progress despite relevant, purposeful action through SEN support, or needs more than the school can provide from its resources.

## Sources

1. GOV.UK: SEND code of practice, 0 to 25 years. https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
2. GOV.UK: Children with special educational needs and disabilities, extra help. https://www.gov.uk/children-with-special-educational-needs/extra-SEN-help
3. Autism Education Trust. https://www.autismeducationtrust.org.uk/

General guidance, not a diagnosis or treatment plan. Talk with your pediatrician or a developmental specialist about your child's care.