Introduction to R2i
Routes to Inclusion (R2i) is an inclusive framework for the identification, assessment and intervention of children presenting with SEND, including social, emotional and mental health (SEMH) needs. It aims to promote inclusion, build capacity and help to identify the children who most need targeted support.
Developed collaboratively by the Educational Psychology Service, Specialist Teaching and Support Teams, together with Nottingham City SENDCo’s, it aligns directly with the SEND Code of Practice and the Assess, Plan, Do, Review (APDR) Model.
The R2i Graduated Response is also aligned to other processes in the Local Authority such as requests for: High Level Needs (HLN) Funding; Education, Health and Care Plans (EHCP) and support from the INclude Service.
R2i provides a structured, graduated framework that supports schools in identifying, assessing, and responding to the needs of children and young people with SEND. It offers practical evidence-based resources, assessment tools, processes and guidance that can lead to a holistic understanding of need, together with appropriate interventions that are matched to the identified needs of children and young people.
The R2i toolkit helps schools to:
o Systematically assess needs using evidence-based tools
o Plan and implement targeted support within ordinarily available provision
o Review impact through structured reflection and data analysis
This approach ensures that inclusive practice is not only consistent and transparent but also co-produced with families and young people, in line with Nottingham’s commitment to relational and inclusive education.
Why R2i?
A graduated response is a legal requirement for schools in England as stated in the SEND Code of Practice (2015). The R2i graduated response helps schools identify and support students’ additional needs early and effectively, using a step by-step approach that matches support to each child’s needs. This ensures interventions are timely, evidence-based, and make the best use of resources, while involving staff and families throughout the process.
Psychological Underpinnings
Behavioural Psychology studies how behaviour is learned and changed through interactions with the environment.
Assessments: Initial Concerns Assessment and Behaviour Frequency Count.
Cognitive Psychology studies how people think, learn, remember, and solve problems.
Assessments: Pupil Views, Executive Functions Assessment and Round Robin.
Systems Psychology studies how people are influenced by the different relationships and interactions around them.
Assessments: Learning Environment, Developmental Environment and Family Views.
Psychodynamic Psychology studies how unconscious thoughts and early experiences influence behaviour and emotions.
Assessments: Developmental Environment, Family Views and Pupil Views.
Maslow’s Hierarchy of Needs (Maslow, 1954)
Students must have their basic needs (like food, safety, and a sense of belonging) met at school before they can fully engage in learning and achieve their potential.
Assessments: Developmental Environment, Learning Environment, Round Robin and Pupil Views.
Enabling Success in School (Looney, 2018)
Research with Nottingham City students, staff, and parents identified key factors for student success. The most important was positive teacher-student relationships, especially the learning and emotional support students felt from teachers.
Assessments: Learning Environment, Round Robin and Pupil Views.
Self-determination Theory (Deci & Ryan, 2000)
Students are more motivated and engaged when they feel they have autonomy (choice and control), competence (a sense of mastery), and belonging (connection with others). Supporting these needs can lead to deeper learning and better wellbeing (Niemiec & Ryan, 2009).
Assessments: Developmental Environment, Learning Environment, Round Robin and Pupil Views.
Download a pdf of the Rationale and Psychological Underpinnings poster
R2i has consistently demonstrated a valued and impactful graduated response process year on year that has led to positive outcomes for children and school staff. Continued evaluation of R2i has demonstrated the positive impact for our schools, children, young people, and parents. This has involved interviews with schools, case studies, SENDCo and parent focus groups, as well as questionnaires for our schools.
