ABSTRACT
This chapter covers the teacher accountability for SEND pupils attainment, progress and outcomes, making best use of the Department for Education (DfE) guidance on Progression. It also explains meta-cognition and self-regulation to improve SEND pupils' learning and progress, supporting pupils with SEND to become independent learners. The graduated approach offers class and subject teachers a four-part cycle to providing SEN Support for those pupils identified with SEND who do not require or already have an Education, Health and Care (EHC) plan. The four parts of the graduated approach are as follows namely Assess, Plan, Do, Review. Self-regulation refers to pupils managing their own motivation towards learning, and maintaining motivation in order to complete a given task, which is a meta-cognitive skill. The Department for Children, Schools and Families (DCSF) research on independent learning found a number of effective strategies teachers can employ to help to support pupils to become independent learners.
