Liverpool City Council Top Up and Banding: Liverpool’s approach to meeting the needs of High Needs Pupils 1 Acknowledgements Liverpool City Council would like to thank school colleagues (Head Teachers and senior managers) and Local Authority Officers that supported this piece of work. Without their time, commitment and expertise this strategy would not have been developed. Thank you! 2 Contents Acknowledgements 2 Introduction 3 Section 1: High Needs Pupils; Guidance to mainstream Schools 5 Section 2: Use of Descriptors 8 Section 3: Accessing the High Needs Block 62 Section 4: Banding 63 Section 4: Transitional Arrangements 82 Appendix 1 83 Appendix 2 84 3 Special Educational Needs High Needs Pupils Banding Document Introduction This document fulfils a DfE requirement that each Local Authority (LA) explains the special educational needs provision that it expects to be made from within mainstream schools or early year’s budget share. The legislative framework for this document is underpinned by the principles set out in Clause 19 of the Children and Families Act (2014). A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they: (a) have a significantly greater difficulty in learning than the majority of others the same age ; or (b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post 16 institutions. A child under compulsory school age has special educational needs if they fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them (Clause 20 Children and Families Bill). This is a broad definition covering children and young people from 0-25 years of age. Where a child or young person has a disability or a health condition which requires special educational provision to be made they will be covered by the SEN definition. DfE Draft Code of Practice 2013 4 This document refers to children and young people for whom schools need to make additional provision from the schools block funding in order for them to make and maintain progress. These children and young people require support that is “additional to” or different from” the (differentiated educational provision) made generally for students of their age in settings or schools maintained by the LA, other than special schools in their area. This would be a justification for funding additional provision from schools block. This additional provision should not be just “more literacy” or “more maths” – these are not the pupils for whom schools may be offering Wave 2 or Wave 3 interventions (which are just methods of differentiating the usual school curriculum). On the contrary pupils requiring additional funding from schools block in addition to the AWPU are likely to be those who need individual interventions that are particular to them in order to address their underlying; learning, behaviour, sensory and communication/interaction needs and enable schools to improve the child/young person’s access to the curriculum. Many schools and settings both nationally and within Liverpool mistake under achieving pupils for those with a genuine special educational need. Therefore, schools are encouraged to develop detailed provision maps which will help them distinguish between these two quite different groups. Pupils with a statement of Special Educational Needs or an Education Health and Care plan who are accessing High Needs Funding will have their needs considered against Liverpool’s banding Criteria. 5 Section 1: High Needs Pupils – Guidance to mainstream schools All mainstream schools and colleges are provided with resources they can use to support those with additional needs, including children and young people with SEN and disabilities. Schools have an amount identified within their overall budget called the ‘Notional SEN Budget’. This is not a ring fenced amount and it is for schools to provide, high quality appropriate support from the whole of its budget. It is for schools as part of their normal budget planning to determine their approach using their resources to support the progress of children and young people with SEN. This approach will enable schools to provide clear descriptors of the types of special educational provision that they normally provide in their local offer. Mainstream schools are expected to provide additional support which costs up to £10,000 (£6,000 notional SEN budget plus £4,000 AWPU core funding). However, where the cost of special educational needs provision required to meet the needs of an individual child or young person exceeds this level, the Local Authority will consider an application for “top up” funding. It is envisaged that the majority of High Needs pupils will be in receipt of a Statement of Special Educational Needs or an Education, Health and Care Plan. Liverpool City Council define High Needs Pupils as those whose development/learning and or behaviour needs are: Significantly “additional to” or “different from” the differentiated curriculum and educational provision made generally for children or young people of their age in mainstream schools. AND When offering that support there is irrefutable evidence that the cost to the school, per annum is more than the AWPU + £6,000 from the school’s devolved additional needs funding (notional SEN budget- schools block). AND 6 When having been offered that support there is evidence from school progress data and a compelling argument that more accelerated progress could be made if additional resources were provided and the school has a specific costed action plan (which might be part of a Statement of Special Educational Needs or an education, Health and Care Plan) which outlines how High Needs Block funding would enable specific, measurable and achievable outcomes for the child or young person to be made. Further guidance about how to make an application, the evidence required to support the application and decision making regarding the level of “top up” awarded can be found within section 3: Accessing the High Needs Block. 7 Section 2: Use of descriptors Liverpool City Council has produced a set of level descriptors which will support mainstream schools in their ability to make appropriate provision of their notional SEN budgets. Mainstream schools must have evidence that the recommended provision (described within a pupil’s Statement of Special Educational Needs, Education, Health and Care Plan and or costed intervention plan) has been made or attempted to be made prior to an application for High Needs Block funding. It will not be necessary to evidence all of the recommended interventions described below, however evidence of support from ‘Schools Block Funding’ presented to the panel must demonstrate further support to be: Educationally/developmentally justified as being likely to lead to accelerated progress Sustainable Costed In order to support school staff to define the nature and extent of a child/young person’s needs this document applies the following categories of need: (1) Cognition and Learning (2) Autistic Spectrum Disorder (ASD) (3) Social, Mental and Emotional Health (4) Speech, Language and Communication Needs (5) Hearing Impaired (6) Visually Impaired 8 Mainstream schools applying for top up support from the High Needs Funding Block will need to be clear about the nature of the child/young person’s needs and demonstrate robust evidence in support of their application (see section 3 for further guidance). Descriptors The following descriptor pages define the ways in which Liverpool City Council determines in general terms the level of additional support required by a mainstream school in order to meet a pupil’s identified special educational needs. The descriptors are intended to be indicative and are not an exhaustive list. A pupil need not to be experiencing all the needs described for consideration to be given regarding assessing the High Needs Funding Block. However, there needs to be sufficiently robust and costed evidence that schools have provided additional and targeted support (up to £10,000). The descriptors can only give an indication of the amount and type of support that might be provided. It is not possible to have blanket policies that cover every situation. In each case, it is the particular needs of the individual pupil that will determine the nature and extent of the additional support that is required. Nevertheless, the use of descriptors is helpful to ensure consistency when supporting pupils with similar needs. In the first instance schools are expected to exhaust their own school based resources before they make application for top up from the High Needs Funding. Furthermore, it is anticipated that schools should make an application for top up from the High Needs Funding Block before they make a request for a statutory assessment of pupil’s education, health and care needs. This will then ensure a graduated response and support mainstream schools to be able to meet a diverse range of pupil needs. 9 Cognition and learning The majority of pupils experiencing learning difficulties will be identified early in their school careers. In most cases they will have difficulty acquiring basic numeracy and literacy skills and may have commensurate speech and language difficulties. They may well experience difficulty dealing with abstract ideas and generalising from their own experience. Some pupils may also have poor social skills and show signs of social, mental and emotional difficulties. Pupils subject to wave two interventions that aim to promote curriculum enhancement through targeted initiatives such as Early Literacy Support, Additional Literacy Support or Catch Up should not be characterised as having general learning difficulties, unless there is evidence of indicators as outlined below in their profiles of attainment. Resources needing to be deployed which are additional to or different from those normally available to the students in the school, through the differentiated curriculum. Consistently evident problems with regard to memory and reasoning skills. Consistently evident problems with processing, organising and co-ordinating spoken and written language to aid cognition. Consistently evident problems with sequencing and organising steps needed to complete tasks; Consistently evident problems with problem solving and developing concepts; Consistently evident problems with understanding ideas, concepts and experiences when information cannot be gained through first hand sensory or physical experiences. 10 Possible Description of Pupil – An illustration Pupils in this category; Will have low attainment in comparison to other pupils of the same chronological age. May be emotionally and socially immature and have limited interpersonal skills. Will have persistent difficulties in the acquisition of written and oral communication. May have poor learning habits and concentration difficulties; be poorly motivated and resistant to learning. Pupils may require adult intervention and curriculum modification as there may be evidence to suggest that the pupil struggles with skill and knowledge transfer and has significant difficulties in making and maintaining friendships. May also have difficulties with sequencing, visual and or auditory perception, co-ordination, concentration or short term working memory. May have difficulties with other areas such as motor skills, organisation skills, behaviour, social or emotional issues and as such multi-agency advice may be required. May also have diminished self-esteem and difficult to manage behaviour linked to avoidance of or frustration with tasks requiring literacy etc. The pupil has previously been subject to relevant teaching programmes as arranged through Schools’ Block Funding yet evidence of reviews have shown that this additional support has not enabled the pupil to make expected progress. Despite carefully planned and executed interventions at previous levels the pupil continues to have difficulties with the acquisition of language, literacy and numeracy and access to most aspects of the curriculum is affected. The difficulties are persistently severe and require major adjustments to be made. Progress is minimal or regressive even with high levels of intervention precluding participation, understanding and contribution to activities in the majority of settings. 11 The pupil may have received support from one of the Local Authorities Complex Learning Difficulties provisions. N.B it is important to note that many children and young people that have learning and cognition needs may also have significant needs in other areas. Therefore it may be necessary to include other descriptors as part of an evidence pack along with further detail regarding intervention and support, learning environment, partnership with parents, carers and other agencies and the monitoring, assessment and review procedures that have been put in place in order to meet the pupil’s holistic needs. Further information about how to make an application for top up funding from the High Needs Block can be gained from Section 3: How to access Top up Funding. The following table illustrates the type and frequency of support that schools could be expected to provide for a pupil with learning and cognition needs from both the AWPU and their notional SEN budget. Upon making an application to access additional funding from the High Needs Funding Block for children and young people with learning and cognition schools will be asked to demonstrate the range of evidence that is listed under section 3; Accessing the High Needs Block. Evidence should be specific and include direct examples from the range of strategies/support that is listed below. However, it also noted that often children and young people have a diverse range of needs and as such may require a diverse range of strategies. Therefore, in this instance schools should consider the level descriptors from all appropriate areas of need before making an application for additional funding. 12 Intervention and support Learning Environment Partnership with parents, Monitoring, carers and other agencies and Review Differentiation to ensure the development of literacy, numeracy, expressive language, communication skills, minimise behaviour and emotional difficulties and promote appropriate interpersonal skills with other pupils. Staffs consider appropriate pupil groupings, seating arrangements and surroundings. Learning materials and Pupil’s self-assessment resources to help remove routinely used to set barriers to learning are individual learning targets. available in school or on loan from outside agencies. Teaching assistants experienced in meeting the needs of pupil’s with general learning difficulties at either a moderate or severe level and the use of multi-sensory and over learning teaching approaches, Access to learning/pastoral base during unstructured times of the day. 13 Assessment Regular liaison with parents IEPs are reviewed on a and any outside agencies termly basis. Systematic records maintained. Additional adult support for that are supporting pupil. developing language and Use of precision teaching communication skills, approaches to acknowledge developing listening and and celebrate success. attention skills, practical concrete/visual materials to establish concepts and skills. I.T equipment and Access to appropriate appropriately structured resources such as lap tops, I software to develop and Pads etc. support basic skills. Regular opportunities for pupil to experience successful learning outcomes. Programmes to deliver life Support arrangements could skills. include appropriate on/off site Access to appropriate and provision. supported work experiences. Specialist carer’s guidance. Teaching arrangements for alternative curriculum such Arrangements for awards and as entry level course, alternative/vocational alternative accreditation, courses. work related learning and college opportunities. 14 15 Autistic Spectrum Disorders Pupils with autistic spectrum disorders experience difficulties with social communication, social understanding and flexibility of thought. However, the difficulties that a child or young person with an autistic spectrum disorder may experience can vary widely in terms of both the severity and the way in which they manifest themselves. Autistic spectrum disorders occur across a wide range of abilities and may also be present in combination with other difficulties. Some of the difficulties pupils experience include: Difficulties in understanding social situations and responding to normal social/environmental cues; Difficulty in understanding that other people may think or feel differently to them (mind blindness) which can result in problems sensing other people’s feelings and intentions; Problems in initiating and maintaining reciprocal relationships; Rigidity of thought and inflexibility, this can present its self with a fear or dislike of change or the need to rely on consistent daily routines; Difficulty in using initiative to solve everyday problems; Difficulty understanding non-literal use of language and interpreting unstructured social situations; High susceptibility to anxiety and stress; Limitations in expressive or creative activities extending to obsessive interests of repetitive routines; Difficulties in demonstrating higher order thinking skills such as inference and deduction; 16 Difficulties in planning activities and organising themselves and equipment accordingly; Impaired use of language either expressive or receptive, which may include qualitatively different tone, phrasing and or idiosyncratic phrases. Sometimes pupils may demonstrate echolalia (repetition of learned phrases irrespective of their appropriateness). Socially awkward use of language can reduce the potential for two way communication. Alternatively, good vocabulary can sometimes mask significant difficulties that pupils may be experiencing with understanding. Possible description of a pupil – An illustration Many pupils with an autistic spectrum disorder will be able to participate in most aspects of ordinary school life but may require some support through quality first teaching and waves of intervention. Other pupils may have more observable difficulties in the following areas: Difficulties with social interaction and social communication which affect behaviour across school contexts. Pupil may be socially vulnerable or withdrawn and prone to aggressive outbursts. Pupil can display highly untypical behaviour such as obsessiveness, challenging or oppositional behaviours, inappropriate social use of language, heightened responses to sensory stimuli such as noise, smell, touch etc. May require significant adjustments to the curriculum and learning environment. Evidence of rigidity of thought, making the pupil inflexible and less likely to be able to cope with change which may culminate in significant levels of stress and anxiety. The pupil may experience significant barriers to their learning caused by difficulties with social development, rigidity of thought and social understanding. 17 Adaptations and modifications to the pupil’s access to the national curriculum and their learning environment have not resulted in expected progress towards their learning and or behaviour targets. Individually administered assessments illustrate little progress and indicate that the pupil’s social communication difficulties, rigidity of thought and social understanding are becoming a greater barrier to their participation and school achievement. School observations suggest the need for specialist external agency support in order to develop a more highly individualised and differentiated educational programme. Evidence of the pupil’s continuing difficulties in the development of his/her expressive and receptive communication skills. The pupil may have received specialist outreach support which has failed to support reasonable rates of progress. The pupil may have received support from one of the Local Authorities ASD resourced provisions. N.B it is important to note that many children and young people that have autistic spectrum needs may also have significant needs in other areas. Therefore it may be necessary to include other descriptors as part of an evidence pack along with further detail regarding intervention and support, learning environment, partnership with parents, carers and other agencies and the monitoring, assessment and review procedures that have been put in place in order to meet the pupil’s holistic needs. Further information about how to make an application for top up funding from the High Needs Block can be gained from Section 3: How to access Top up Funding. The following table illustrates the type and frequency of support that schools could be expected to provide for a pupil with autistic spectrum needs from both the AWPU and their notional SEN budget. Upon making an application to access additional funding from the High Needs Funding Block for children and young people with autistic spectrum 18 needs schools will be asked to demonstrate the range of evidence that is listed under section 3; Accessing the High Needs Block. Evidence should be specific and include direct examples from the range of strategies/support that is listed below. However, it also noted that often children and young people have a diverse range of needs and as such may require a diverse range of strategies. Therefore, in this instance schools should consider the level descriptors from all appropriate areas of need before making an application for additional funding. Intervention and Support Pupils may need access to: Learning Environment There should be consistency in the classroom in terms of Where necessary organisation, structure and support in developing routine, space and place with communicative intent identified work spaces. and (in the case of nonverbal pupils) support in In the classroom written or implementing alternative drawn visual supports to aid understanding re: communication systems pupils routines, task completion and such as PECS personal organisation. Such Flexible teaching support may also be required arrangements to manage change and or transition points. Support in acquiring, comprehending and Classroom supports may using language; Include the use of visual 19 Partnership with parents, Monitoring, Assessment and carers and other agencies Review Parent/carer should work in partnership with the school to identify pupil’s strengths and areas of development. They should co-author pupil IEP/IBP targets and involved fully in all reviews. A cycle of assessment, implementation should exist. identification, planning, and review Parents have been signposted to Local Authority’s Local Offer, including all relevant parent forums and any All strengths and areas of development re; social understanding and social communication should be Regular reviews of pupil progress should take place on a termly basis and Use of home-school assessments, observations communication systems to aid and the views of parents and information sharing and pupils should be used to inform consistency of response. future target setting. Help in acquiring timetables, prompt and or sheets visually basic/more advanced instruction identified expectations and literacy skills; teaching outcomes, frequent Support in organising visual supports for teaching and co-ordinating oral and communication. Teachers and written language. will be expected to use these strategies consistently in accordance with individual pupil’s needs. The structured promotion of social interaction, social understanding and flexibility of thinking should be integral within the content and delivery of the academic curriculum as should opportunities to develop imaginative and creative skills. 20 Grouping arrangements or additional support in the classroom is used flexibly to promote social interaction, language use, understanding and the use of imagination. Pupil’s may need access to work stations and equipment for alternative forms of communication (e.g. PECS/Makaton) Additional support may be required initially to build communicative inclusive play and leisure identified and analysed the opportunities that are occurring outcome of which should be in their local community. used to inform future actions/interventions. External advice has been sought and all appropriate SMART targets that focus on recommendations have been social understanding, flexibility implemented. of thought and social independence should be Outreach has been sought and itemised and identified on the training/advice has been given school provision map. Entry to all appropriate school (both and exit criteria should be used teaching and non-teaching) to help establish progress. staff. Reviews should identify On-going commitment to the reasons for slow progress and training and capacity building actions/resources implemented as appropriate. of all staff. All subject/class teachers planning should aim to address identified targets. Individual risk assessments completed if/as appropriate. Holistic Early Help assessment completed as/if appropriate. Provision map targets should be addressed through small group and class work within each aspect of the National Curriculum. intent and support pupil’s to understand expectations, routines and reinforce the exchanges. IDP materials used and shared with all staff to ensure that any reasonable and helpful environmental adaptations/adjustments are made. TA time may be used for individual support, for example checking understanding, breaking down tasks into small steps, assisting with organisation, modelling and opportunities for support for tasks and the use Regular individual or small group work of equipment. within the classroom or on a Visual timetables should be withdrawal basis. used to support the pupil’s knowledge of class room and school routines. Withdrawal facilities should be provided for times of stress. Teacher explanation should be explicit and consistent. Curriculum delivery adapted to 21 accommodate any reluctance to accept adult directed activities. The pupil’s potential for Peer support structures may learning is likely to be provide opportunities for the of social promoted by the use of development objects, visual supports and interaction and communication skills. All necessary actions are vocabulary lists. undertaken to support pupil’s Routines should be broken to develop positive down and the use of TEACCH relationships with peers. type principles with a work station and “now” and “next” Pupil’s may benefit from to quieter more could be used to build access motivation and promote task organised spaces (such as learning support bases) during completion. lunch and break times. Staff is able to monitor and assess for access to special exam arrangements. Sensory issues should be considered and the use of sensory diet approach implemented if/as appropriate. Strategies 22 such as Social Stories may be used to promote social success/appropriate behaviour. Emphasis on the teaching of social understanding, inference, deduction, active listening and imaginative play. Where necessary support in developing 23 Physical and Medical Needs Many children and young people with physical and medical needs will make good progress against the National Curriculum and will be able to participate in all aspects of ordinary school life. However, other children and young people will require additional support. A medical diagnosis or a disability does not imply a Special Educational Need (SEN). It is a child’s educational needs rather than a medical diagnosis that must be considered. Possible Description of Pupil – An illustration Pupils with physical or medical needs may/will have; Known medical needs. A medical condition which is generally stable and under control but may need monitoring in school and close liaison maintained at home A medical condition that necessitates supervision or support at specific times e.g. medication, diet, toileting Progress within the curriculum which may be affected by condition or medication May participate in most/all activities but at a slower pace than peers or show signs of increasing fatigue during the school day May need more supervision during potentially harmful activities such as swimming, using PE apparatus, Design and Technology etc. May have some incontinence including ileostomy and colostomy A medical condition which may impact on independent functioning in some curriculum areas A condition which may influence tiredness and concentration levels throughout the school day 24 The pupil may be receiving support from the physiotherapy and occupational therapy services. The pupil may be placed in the Local Authorities physical/medical needs resourced provision. Other indicators The condition has a significant impact on the pupil’s education and requires intervention and support. Assessments over time by the class/subject teacher and or SENCO indicate that external advice and or support is necessary to devise a more highly individualised and differentiated educational programme. Medical treatment sometimes requires regular treatment/therapy. There may be some intermittent limitation of normal activities caused by general fluctuation in health levels. Close monitoring of conditions likely to be generative or subject to peaks and troughs. Evidence that the pupil is beginning to experience increasing amounts of frustration and or difficulty forming relationships with his/her peers and shows a tendency towards being socially isolated in less structured parts of the school day. N.B it is important to note that many children and young people who have physical and medical needs may also have significant needs in other areas. Therefore it may be necessary to include other descriptors as part of an evidence pack along with further detail regarding intervention and support, learning environment, partnership with parents, carers and other agencies and the monitoring, assessment and review procedures that have been put in place in order to meet the pupil’s holistic needs. Further information about how to make an application for top up funding from the High Needs Block can be gained from Section 3: How to access Top up Funding. 25 The following table illustrates the type and frequency of support that schools could be expected to provide for a pupil with physical and medical needs from both the AWPU and their notional SEN budget. Upon making an application to access additional funding from the High Needs Funding Block for children and young people with physical and medical needs schools will be asked to demonstrate the range of evidence that is listed under section 3; Accessing the High Needs Block. Evidence should be specific and include direct examples from the range of strategies/support that is listed below. However, it also noted that often children and young people have a diverse range of needs and as such may require a diverse range of strategies. Therefore, in this instance schools should consider the level descriptors from all appropriate areas of need before making an application for additional funding. Intervention and Support Learning Environment Mainstream class with some School curriculum promotes supervision/support for personal care and safety. medical/dietary needs. Suitable arrangements may also need to be in place for the administration of medication. Supervision required for health and personal hygiene needs. Risk assessment and emergency plan in place to manage any potential medical emergency. 26 Partnership with Parents, Carers and other agencies Monitoring, Assessment and Review Parent/carer involvement through normal school policy arrangements. Provision map describes specific targets that are additional to whole class curriculum planning. External health professionals may also provide specialist assessments, monitoring and review in order to support the development of specialist programmes and targets. The use of additional support e.g. TA is kept under regular review with the emphasis being on developing selfhelp/independent skills. TA support. Exit criteria should be drawn up to ensure TA support is faded (as appropriate) over time. Regular liaison between external professionals and Differentiation may need to take account of slower pace in performing tasks – may tire easily. Focussed support via a provision map to allow pupil to catch up following periods of absence. Access to alternative methods of recording. Consideration of exam concessions and pen portrait detailing children or young person’s needs will be needed to be circulated to staff. Class or subject teachers are responsible for working with the student on a daily basis delivering specific programmes of work. Some specific support may be required at certain periods of the school day such as lunch 27 school staff in relation to specific programmes and targets. The provision map will include some or all of the following: Regular review by school is essential. Full inclusion in all school assessments, statutory assessments and tasks. Monitoring/supervision of student within a group by a TA for safety during practical/PE lessons Supervision of medication outside the classroom Pastoral support Close liaison with home/school in order to manage any absences from school Prioritisation of targets to take into account pupil’s Regular home-school liaison Access to word processors, hand held recorders and some limited items of special equipment and teaching approaches. Minor classroom/school modifications have been made, careful consideration given to the pupil’s positioning in the classroom. Tasks have been differentiated by level, outcome, pitch, pace and or grouping. Where progress is inadequate or lesson breaks. Training in manual handling may be required for staff. personalised learning programmes have been developed and delivered. learning and social and emotional wellbeing Teaching strategies (beyond wave 2 and 3 interventions) that take into account medical condition, age, ability and learning style in order to support pupil to make most progress Where pupil progress is not adequate it will be necessary to review strategies being used. Use of IT/alternative forms of recording Supervision of structured and unstructured time Exit criteria made explicit for all additional whether it is practical or learning support. TA may need to be trained in administering medication and supporting personal care. Differentiation required accessing some curriculum areas requiring some minor environmental adaptations. 28 Social, Mental and Emotional Health This area of need includes pupils who demonstrate features of emotional and social difficulties. It also includes pupil’s whose mental health is also a cause for concern. It is important to note that behavioural difficulties do not necessarily mean that a child or young person has SEN. However consistent disruptive or withdrawn behaviours can be an indication of unmet SEN, and where there are concerns about behaviour and or emotional wellbeing, there should be a holistic assessment to determine whether there are any causal difficulties such as unmet SEN, such as undiagnosed learning difficulties, difficulties with communication or mental health difficulties. Social, mental and emotional difficulties occur when pupils have difficulty in managing interactions with others in school effectively and appropriately. Pupils may have difficulties making the necessary adjustments to conform to the expectations of others in a variety of school settings. These difficulties may impact significantly on a pupil’s ability to learn. Pupil’s presenting social, emotional and mental health difficulties may act unpredictably, unusually or in an extreme fashion across a variety of settings. Severely withdrawn or passive behaviour may be as significant an indicator as aggressive or very strange or age inappropriate behaviour. It is important to realise that even the most challenging or difficult to understand behaviour serves a legitimate function for the pupil and as such all behaviour difficulties should be considered within the context in which they occur and behaviour should be always be considered as a form of communication. Functions to pupil’s behaviour may include any or all of the following: The attempt to initiate of social interaction/gaining of attention Gaining things or controlling events Avoiding things or events Expressing emotion Seeking external validation for own beliefs/constructs 29 Understanding the purpose, role and function of a pupil’s behaviour is the first step in helping them replace negative yet functional patterns of behaviour with more positive alternatives (that provide the same function). This understanding is important as it makes it less likely that pupil’s will be inappropriately pathologised for what could be seen as normal responses to abnormal circumstances. Pupil’s experiencing behaviour difficulties that fall well outside of the normal range of age or developmentally appropriate behaviours may be described by health professionals as experiencing mental health problems. Arrangements to meet this group of pupils’ needs are likely to be the outcome of multi-agency assessment and planning. If it is thought housing, family or other domestic circumstances may be contributing to the presenting behaviour a multi-agency approach as supported by an Early Help Assessment (EHAT) may be appropriate. 30 Possible Description of a Pupil – An Illustration A small but significant number of pupils will be subject to emotional, social and emotional behaviour difficulties at some point during their school career. Some pupil’s will have emotional needs and or behaviour difficulties others will also have mental health difficulties. The presence or these behavioural responses and the absence of other more positive ones may interfere with their own ability to learn effectively. In some instances the behaviours that they display may also cause disruption to the learning of other pupils. Many pupils’ with social, mental and emotional health difficulties will be able to participate in most aspects of ordinary school life and make progress within the National Curriculum but may need support through quality first teaching and waves of support. BESD is a barrier to learning and inhibits any participation, understanding and contribution to activities in the classroom. May not have progressed at nationally expected levels of prior attainment. Investigation and identification and co-morbidity factors for example other aspects of SEN Significant difficulty in social interaction. Shows lack of trust in adults. Severe emotional difficulties Behaviours result in significant harm to self and others, even with close adult support, leading to extreme social isolation, vulnerability and disengagement Takes physical risks in situations where the outcome is potential harm to others Has difficulty engaging in a group of accepting individual support 31 Extreme and disproportionate behavioural or emotional responses leading to the inability to engage with any formal learning situations Complete disruption of social, mental and emotional state leading to extreme disengagement, withdrawal and isolation A highly individualised programme is required. Other indicators The pupil’s performance across the curriculum is well below that expected according to his/her general level of ability and/or that normally expected of pupil’s age or level of development despite differentiated classroom provision. The pupil’s social, mental and emotional difficulties are clearly shown to be the major contributory factor to this gap between expectation and achievement. The pupil’s social, mental and emotional difficulties are not only a significant obstacle to his or her own learning but are also preventing their peers from learning. The pupil’s social, mental and emotional difficulties are severely impacting on their social interaction, communication and overall personal development. The pupil’s social, mental and emotional difficulties are increasing or are showing no improvement in serenity, frequency and persistency despite the use of outreach, STAR support and placement in one of the Local Authorities Student Support Centres. The pupil has previously been subject to relevant behaviour and or teaching programmes yet has failed to make noticeable progress. 32 Arrangements that have previously been made for the pupil have been insufficient in managing their needs and there is robust and costed evidence to demonstrate that more highly individualised and differentiated provision is required. N.B it is important to note that many children and young people that have social, mental and emotional needs may also have significant needs in other areas. Therefore it may be necessary to include other descriptors as part of an evidence pack along with further detail regarding intervention and support, learning environment, partnership with parents, carers and other agencies and the monitoring, assessment and review procedures that have been put in place in order to meet the pupil’s holistic needs. Further information about how to make an application for top up funding from the High Needs Block can be gained from Section 3: How to access Top up Funding. The following table illustrates the type and frequency of support that schools could be expected to provide for a pupil with social, mental and emotional needs from both the AWPU and their notional SEN budget. Upon making an application to access additional funding from the High Needs Funding Block for children and young people with social, mental and emotional needs schools will be asked to demonstrate the range of evidence that is listed under accessing the High Needs Block which can be found on page 4. Evidence should be specific and include direct examples from the range of strategies/support that is listed below. However, it also noted that often children and young people have a diverse range of needs and as such may require a diverse range of strategies. Therefore, in this instance schools should consider the level descriptors from all appropriate areas of need before making an application for additional funding. 33 Intervention and Support Learning Environment Partnership with parents, carers and other agencies Monitoring, Assessment and Review All schools are expected to meet a wide range of pupil Simple changes to the ordinary classroom setting to Positive parenting programmes are Self-evaluation encouraged and needs. Therefore, it is expected that all school staff will have the required understanding and expertise. support individual differentiation. Clear boundaries and structured classroom/school routines. Appropriate pupil groupings, seating arrangements and surroundings. Positive behaviour for learning policy that is consistently applied. Calm learning environment where good behaviour models are present. Differentiated task by level/outcome/pitch/pace and grouping to match/reflect pupil needs, preferred learning style, strengths and motivations. Appropriate differentiated curriculum, access to a broad and flexible range of learning aids. Dissemination and development of nurturing policies for all key stages. Access to National Curriculum with suitable differentiation of the methods of delivery for pupil’s with 34 Separate discrete space or whole class nurturing principals are in place. Nurture base of student support centre developed. A broad range of flexible recording aids. identified. developed. Parents referred to parent partnership for support if required. Pupils have regular opportunities to evaluate their performance in learning activities. Parents involved in target setting and reviewing pupil progress. Outside agency support re: functional analysis as required. Pupil’s self-assessment routinely used to set individual learning targets. CAMHS support as required. Identified Key Worker or external counsellor as required. Full inclusion in all school assessments, statutory assessment and tasks. In assessing, planning presenting behavioural difficulties. Clearly identified outcomes agreed with all parties for both appropriate and inappropriate behaviours. Strategies to focus on emotional needs such as circle time and coping skills. Provision map targets addressed through small group and class work within the framework. Staffs monitor pupils during unstructured times of the school day such as lunch and break. Strategies are in place to support pupil’s to adopt positive behaviours at these times of the school day. Exam concessions are arranged as appropriate. 35 Key staff trained to undertake functional analysis of pupil’s behaviour. Key pastoral staff to attend therapeutic training. Therapeutic environment. Key personnel identified and visible/accessible to the pupil. Suitable arrangements/environmental and reviewing it is expected that schools will have regard to advice given by specialist agencies and used accordingly. On-going recording of particularly difficult or significant behaviours for new baseline(s). The recording strategies used should enable clear analysis of presenting behaviours, causation and outcomes involved. IEPs and PSPs may be set following consultation with external professionals such as staff from specialist settings, educational psychologists and professionals from CAMHS. Regular reviews with all professionals will be held All appropriate class/subject teachers are responsible for working with the student on a daily basis to address the student’s needs. Some additional TA support may be provided. Student mentor, class teacher head of year etc. provide appropriate coaching support to encourage the pupil to develop and practice positive behavioural responses. Consideration given to the use of IT, audio visual support, “time out” strategies to support the delivery of a differentiated curriculum. Desired behaviours support and outcomes formalised as part of a Pastoral Support Plan. 36 adaptations are made. Key personnel are identified whom are easily accessible to the pupil. and parents/cares and students will be involved. The school will ensure the timescale for pupil feedback is appropriate Where required clear systems will be in place to ensure role definition and liaison between pastoral staff and learning support staff. Appropriate curriculum adaptations are made and individual timetables may be restructured within the context of an inclusive curriculum. 37 Speech Language and Communication Needs (SCLN) Description of Need Pupils may experience a range of difficulties with speech and language, some of which will resolve themselves as the pupil develops. Most pupils with more significant and enduring speech and language difficulties are likely to have been identified through Health Services programmes prior to school entry. For some pupils such difficulties may be confined to problems with their speech production. For others pupils they may find it hard to identify the correct words or join them together meaningfully in order to express their needs/views or be able to comment on their environment. Pupils may experience difficulties or delays in understanding or responding to verbal cues from others, may struggle to follow instructions/directions or in understanding the appropriate language for social interaction. In some instances a persistent failure to communicate effectively with others may give rise to feelings of frustration and anxiety. These feelings may in turn lead to some behavioural difficulties and or deteriorating social relationships with peers and adults. The fact that pupils may speak and understand English as an additional language does not in its self, constitute a speech and language difficulty. However, it is important to note that different languages have different structures/phonologies which can then cause the pupil some initial difficulties in the learning of a new language. Pupils with speech language and communication needs may experience some of the following: 38 Impaired utterance of speech sounds, rendering some, or even most of the pupil’s speech unintelligible when the context is not known. 39 Expressive language ability restricted in grammar, word order and/or vocabulary as to significantly reduce the pupil’s ability to communicate thoughts or information effectively at a level expected of their peer group. Comprehension of language is so restricted that the pupil frequently fails to understand requests, instructions and explanation easily understood by the majority of his/her peer group, although in other requests the pupil appear to be of average learning potential. Difficulties in using language for learning and/or social interaction, although other areas of expressive language appear to be age appropriate. The pupil’s responses to verbal and non-verbal communication are often inappropriate. Difficulties impact on access to the curriculum without support. Difficulties in using language for learning and or social interaction. The pupil’s responses to verbal and nonverbal communication appear to be habitually inappropriate. Differentiated classroom provision for the pupil’s education over time has not resulted in progress towards achieving learning targets set to improve his/her speech and language. Evidence that the pupil’s speech and language difficulties are not solely attributable to a hearing impairment. A marked discrepancy between the pupils attainment levels in English and or other core subjects. A marked discrepancy in the pupil’s attainments in literacy/English and/or other core subjects. Evidence of the pupil’s underachievement in a number of curriculum areas not predicted by the pupil’s overall potential for learning. Recorded examples of the pupil’s difficult to manage behaviours in a variety of learning and or social settings within the school. Evidence that the pupil’s speech and or language difficulties have given rise to significant associated social, mental and emotional difficulties. There is a significant speech or language difficulty that prevents access to a large part of the National Curriculum. Provision maps learning and speech and language difficulties have been implemented along with a clear understanding of the entry and exit criteria for any additional (to wave 2 and 3 interventions) support that is being deployed. Possible description of a pupil The pupil; 40 Demonstrates some delay/difficulties in verbal comprehension and/or social use and understanding of language, when compared to equivalent age peers. Have specific difficulties with language, which impede their learning and access to the curriculum. Has poorly developed receptive and expressive language skills that do not follow the normal pattern. Social interaction is limited and there may be some difficulty in making and sustaining relationships despite good social intent. May demonstrate frustration and stress. May possibly have motor difficulties and be over physical with other pupils. May show signs of lack of engagement/disaffection with learning. 41 Shows a marked difference between the pupil’s understanding and use of language and his/her cognitive, social and adaptive skills. Needs regular encouragement to take responsibility for their own learning and to collaborate with peers in curriculum activities. Needs regular additional explanation in a group to help understanding of whole class instructions and information across the curriculum. Needs regular support to include sufficient relevant detail to make a successful contribution to discussion about imaginary and factual activities. Needs regular support to listen and respond to longer explanations, stories, sequences of information across the curriculum. Comments and questions indicate in understanding the main points of discussions, explanations, information given – needs small group support. Needs regular support to use vocabulary precisely and effectively. May take cues from the actions of others and may not readily ask for help or clarification. May have a specific diagnosis regarding their speech, language and communication difficulties and may be receiving support from the Speech and Language Therapy Service. May have a specific diagnosis regarding their speech, language and communication difficulties and may be receiving support from the Speech and Language Therapy Service and or outreach service. May have a specific diagnosis regarding their speech, language and communication difficulties and may be receiving support from the Speech and Language Therapy Service and or outreach service and/or may be accessing a part of full time placement in one of Liverpool’s speech and language resourced provisions. N.B it is important to note that many children and young people that have speech, language and communication needs may also have significant needs in other areas. Therefore it may be necessary to include other descriptors as part of an evidence pack along with further detail regarding intervention and support, learning environment, partnership with parents, carers and other agencies and the monitoring, assessment and review procedures that have been put in place in order to meet the pupil’s holistic needs. Further information about how to make an application for top up funding from the High Needs Block can be gained from Section 3: How to access Top up Funding. The following table illustrates the type and frequency of support that schools could be expected to provide for a pupil with speech, language and communication needs from both the AWPU and their notional SEN budget. Upon making an application to access additional funding from the High Needs Funding Block for children and young people with speech, language and communication needs, schools will be asked to demonstrate the range of evidence that is listed under section 3; Accessing the High Needs Block. Evidence should be specific and include direct examples from the range of strategies/support that is listed below. However, it also noted that often children and young people have a diverse range of needs and as such may require a diverse range of strategies. Therefore, in this instance schools should consider the level descriptors from all appropriate areas of need before making an application for additional funding. 42 Intervention and Support Learning Environment Partnership with parents, carers and other agencies Monitoring, Assessment and Review Teaching methods Classroom environment Regular advice/input The pupil’s strengths and may include the use of visual aids, signalling and signing to support understanding in lessons. Provision map interventions will be addressed through small group and class work within the curriculum framework. There should be opportunities to facilitate peer awareness and support. There may need to be specific teaching or vocabulary, comprehension and inference, use of language, sentence 43 should be well organised, labelled and conductive to good attention and listening. Groupings in class should provide good language models and opportunities for peer support, the development of social understanding and inference, together with structured opportunities for conversation. Verbal instructions and explanations require simplification and visual or experiential support. from external agencies including Speech and Language Therapist. Parents/pupils involved in target setting and review and pupils have an understanding of the targets they are working to achieve. IEP’S and provision map implement advice from SALT. Speech and language therapy Individual support for specific programmes skills implemented minute development/reinforcement. by minute during curriculum delivery Rewards/recognition to build as well as during confidence/self-esteem. discrete withdrawal activities. Staff have access to areas of development in expressive and receptive language are observed and recorded. Provision maps will be set using SMART targets that focus on developing understanding and use of language. Class and subject teachers will plan to address aspects of the map in their lessons. The provision map should identify: The nature of the pupil’s speech and language difficulties AND strengths The short term targets set The teaching strategies to be used structures, the speech sound systems, sequencing and active listening skills. Staff may need to use prompt and scaffold tasks to promote independent working. Possible fine motor activities will be addressed through differentiated resources, tasks and expected outcomes. Strategies used to facilitate transfer from one school teacher to another may include a file of coping strategies including important questions and 44 appropriate training and leadership standards enable the implementation of all relevant IDP materials. The provision to be put in place The teaching arrangements and resources When the plan is reviewed Success and exit criteria Outcomes Environmental strategies that describe how the pupil’s physical, personal and instructional environments will be changed to support him/her The reward strategies that will support and statements. TA support informed by provision map and differentiated planning by the teacher. IEP/IBP’s in place. Teaching staff explanations should be concise and repetitive. Targeted and consistent approach towards the teaching of vocabulary. encourage change The non-punitive Reactive strategies that will be used to keep the situation safe for all concerns should problems arise. There should be a clear cycle of identification, assessment, planning, implementation, monitoring and review. An individual risk assessment may be needed. 45 . 46 Hearing Impairment Description of Need Hearing impairment can have a significant impact on a pupil’s educational development in some cases resulting in learning delay and reduced curriculum access. Hearing impairment spans a range from mild/moderate to severe/profound. It can be temporary or permanent. Most pupils with hearing impairment will have been diagnosed at the pre-school stage and will have accessed some level of support from the hearing impairment team and Health colleagues. It is possible for some pupils to acquire a hearing loss later in life through accident or illness or a genetic condition. In some cases hearing impairment is one aspect of a multiple disability. A significant proportion of pupils will have some form of hearing difficulty at some time. Temporary hearing loss in the early years is usually caused by the condition known as “glue ear”. Such conductive hearing losses fluctuate and may be mild to moderate in degree. They can compound other learning difficulties. Occasionally a significant hearing loss may be caused by a long term hearing loss in both ears. Significant permanent hearing losses are usually bilateral and sensori-neural in origin. They will be severe or profound and may give rise to severe and complex communication difficulties. A permanent loss in one ear and a temporary loss in the other may also cause significant hearing impairment. Listening to language through hearing aids and cochlear implants and the visual concentration required to follow lip reading and sign language is very tiring. Pupils with a hearing impairment are at greater risk of developing social, mental and emotional difficulties compared to hearing peers. Many pupils with a hearing impairment may require some of the following: 47 Flexible teaching arrangements; Appropriate seating, acoustic conditioning and lighting; Adaptations to the physical environment of the school; Adaptations to school policies and procedures; Access to alternative or augmented forms of communication; Access to different amplification systems; Access in all areas of the curriculum through specialist aids, equipment or furniture; Regular and frequent access to specialist support. Possible description of a pupil Mild fluctuating loss: The pupil has a loss which comes and goes and is usually related to having catarrh linked to on-going and frequent colds. Fluctuating loss is very common amongst Key Stage One pupils in particular and usually clears up by the time they move to Key Stage Two. Fluctuating hearing loss is less common in pupils of high school age. However, some pupils may continue to experience on-going conductive hearing loss and as such may require on-going support. Monaural hearing loss: The pupil has a hearing loss in one ear only. The loss can be of varying degrees from mild to profound. The pupil may have a hearing aid but this is not normally the case. The loss can be of varying degrees, from mild to profound. The pupil may have a hearing aid but this is not normally the case. A pupil with monaural hearing loss will have difficulties with sound location and communicating in background noise. Mild permanent hearing loss 48 The pupil has a hearing loss that is permanent. This may be conductive (middle ear) or could have a sensory neural (inner ear) element. The pupil sometimes has a hearing aid which could be worn at all times but sometimes only when needed the most, or at identified times. Pupils with mild loss should function well in a school environment providing all staff are aware of their needs. However all pupils are individuals and the effects of a mild loss on one pupil may be greater than another. Moderate hearing loss The loss is permanent or long term and can be conductive but is more likely to have a sensori-neural element. The pupil usually wears two hearing aids for all of the time. Pupils with a moderate hearing loss may vary in the effects this has upon their communication and language development. Most pupils will be able to participate in all aspects of school life with minimal additional support and with only periodic advice from a teacher of the deaf to school staff. Where the effects of the loss are more marked and severe, and where their functioning in school is at a lower level than would be expected, there may be a greater need for resourced provision with higher levels of in class support and greater involvement from a teacher of the deaf. The hearing loss may affect the pupil’s social interaction as he/she may have difficulty with new vocabulary and concepts and specific listening activities may give problems e.g. video/tape work, spelling tests. A high needs pupil with a hearing impairment will also have one or more of the following: A hearing impairment significant enough to impact on learning; A hearing impairment that has been confirmed as either permanent sensori-neural or long term conductive hearing loss. Requirements for hearing aids and a FM system; 49 Despite receiving individualised help the pupil continues to have sensory needs that require specialist equipment and or regular advice and visits from a teacher of the deaf. An appropriate professional has advised the school that the pupil’s hearing loss is impeding his/her learning and is educationally significant; Assessments over time by the class/subject teacher/Senco and the Local Authorities teacher of the deaf together with discussion at reviews indicate that external advice and support is necessary to devise a more highly individualised ad differentiated educational programme. A requirement for: - Hearing aid management - Language/literacy development for hearing impaired pupils - Parental support on issues related to hearing loss; - Advice for teachers on educational issues and classroom management concerning pupils with significant hearing loss; - Undertaking regular monitoring and evaluation of hearing equipment and speech discrimination skills. - Evidence that the pupil shows signs of increasing fatigue e.g. towards the end of the school day. - Evidence that the pupil is slower or finds it difficult to process and understand verbal instructions. - The pupil may access one of the Local Authorities hearing impaired unit. N.B it is important to note that many children and young people that have a hearing impairement may also have significant needs in other areas. Therefore it may be necessary to include other descriptors as part of an evidence pack along with further detail regarding intervention and support, learning environment, partnership with parents, 50 carers and other agencies and the monitoring, assessment and review procedures that have been put in place in order to meet the pupil’s holistic needs. Further information about how to make an application for top up funding from the High Needs Block can be gained from Section 3: How to access Top up Funding. The following table illustrates the type and frequency of support that schools could be expected to provide for a pupil with a hearing impairment from both the AWPU and their notional SEN budget. Upon making an application to access additional funding from the High Needs Funding Block for children and young people with a hearing impairment schools will be asked to demonstrate the range of evidence that is listed under section 3; Accessing the High Needs Block. Evidence should be specific and include direct examples from the range of strategies/support that is listed below. However, it also noted that often children and young people have a diverse range of needs and as such may require a diverse range of strategies. Therefore, in this instance schools should consider the level descriptors from all appropriate areas of need before making an application for additional funding. 51 Intervention and Support Learning Environment Partnership with parents, carers and other agencies Monitoring, Assessment and Review Teacher of the deaf will give school staff advice re; impact of pupil’s hearing impairment and best strategies to aid language development and maximise curriculum progress. All school staff should be aware of the pupils hearing loss and its implications for their learning and achievement in school. School staff to check pupil understands of task, content and any other required actions such as homework. Where a pupil wears a hearing aid they should be encouraged to wear it as instructed by the audiologist or ENT consultant. Any concerns or observations about the use of the prescribed aid should be followed up with the parent and advice from the sensory support service should be sought if difficulties cannot be resolved. Advice and guidance will be given by the sensory support service. A teacher of the deaf will visit the school as appropriate in order to identify strategies, targets and support the on-going review of pupil progress. The pupil’s progress, strengths and areas of development will have been monitored using a arrange of activities baseline assessments, observations, checklists, dialogue with staff and external agencies, nonstandardised tests and or diagnostic tests and standardised tests. Pre-tutoring of subject specific vocabulary and concepts. Possibly small group support for differentiated access to the curriculum. Materials and resources are differentiated, available and 52 Parents should be partners in the planning and carrying out of all interventions. School based support may be required to support pupil’s language development and social skills. SMART targets will be set using a provision map, taking into account the pupil’s full needs. The drafting of this may require advice from specialist services. IEP’s will be developed to reflect used as agreed and necessary. Possible use of home/school diary. Teacher of the deaf will: - - - 53 provide advice and guidance to school staff about the use and maintenance of hearing and radio aids where/as appropriate Be responsible for on-going provision and maintenance of radio aids, and sound field systems Talk to school staff about deaf awareness and If the pupil has a monaural or mild permanent bi-lateral hearing loss they should be encouraged to position themselves close to the teacher. The person who is speaking should identify themselves in some way so that the pupil can identify them before they begin to talk. This is particularly important in a group discussion. The speaker should speak clearly but without shouting or exaggerating lip movements. The pupil should be made aware of safety measures in technology rooms, science labs etc. and staff should ensure they have heard and understood instructions. Some pupils may need the The level of on-going support from the sensory support service will be based on the NATSIP guidance and will be agreed with parents in advance. identified targets, strategies and approaches. Regular reviews should be held to which parents/carers and the pupil are invited. The review should focus on The teacher of the deaf identifying pupil progress, will liaise closely with the effectiveness of strategies, class teacher and the new information or factors SENCo and any and the setting of new additional classroom targets. support to ensure that they create a classroom environment that supports optimum learning and listening conditions for the pupil. Staff able to monitor a pupil with mild hearing impairment, conductive, sensori neural, moderate or high frequency hearing impairment and liaise how best to support the pupil - - 54 Observe and assess the pupil and report to school staff about their needs in connection to their hearing impairment and its implications in school Assess where necessary the language levels of the pupil for both receptive and expressive language development and advise staff about how best to communicate following additional support: - Check understanding of instructions as they may say they have understood when they have not - Give as much visual representation to what you say as possible. The use of pictures, key vocabulary lists, diagrams etc. are useful. - Ensure that the lighting in the classroom is good and that the pupil can through termly reviews with parents. Staff are trained to complete appropriate daily functional tests of radio aids, personal hearing aids and sound field systems and to support a programme of developing the pupil’s audiological independence. with the pupil and support their language development - Advise on presentation of learning materials and modification and differentiation according to their needs. see clearly at all times. - Tell the pupil what the session will be about so that they are cues in to the topic from the start. The classroom environment should provide good acoustics and good lighting. There should be a good - Advise on exam awareness of how hearing concessions aids perform in a mainstream environment. Where other professionals are working with the pupil the Interventions could include sensory support service will the use of more specialist liaise and plan jointly with strategies, teaching materials them ensuring that a shared or equipment. understanding of the pupil’s Where a radio aid is used the needs is gained and all teacher of the deaf will give aspects of needs are met. advice and support in its best 55 use. All staff should be aware of how to use radio aids and in which situations it is most beneficial to the pupil. In class support to reinforce and support access to classroom discussions e.g. through note taking. Use of classroom displays to provide word banks, visual dictionaries, identify appropriate topic vocabulary and reinforce new verbal concepts. 56 Visual Impairment Description of Need Visual impairment can have a significant impact on a pupil’s educational development which in some cases can lead to learning delay and reduced curricular access. This will require careful monitoring by schools and the sensory support service. It is possible for some pupils to acquire visual loss later in life through accident or illness. Visual difficulties may take many forms, with widely differing implications for a pupil’s education. They range from relatively minor and remediable conditions to total blindness. Some pupils are born blind: others lose their sight, partially or completely as a result of accident, hereditary/genetic conditions or illness. In some instances visual impairment is one aspect of a multiple disability. Whatever the nature and cause of the pupil’s visual impairment, the major issue in identifying and assessing his/her special educational needs will relate to the degree and nature of the functional vision and the pupil’s ability to adapt socially and psychologically, as well as be able to make progress in an educational context. Definitions for pupil’s with a visual impairment Cerebral visual Impairment: A condition where some of the special “vision” parts of the brain and its connections are damaged and as such the pupil with this condition is unable to make sense of what they see. This condition can sometimes improve as a pupil gets older. Perceptual Difficulties: Inability to perceive, integrate and recall visual stimuli. 57 Mild Sensory Loss: Visual acuity better than 6/18 with visual field loss. Moderate: Visual acuity between 6/36 and 6/60. Severe: Visual acuity between 6/30 and 6/60. Profound; Visual acuity of 6/60 or less. Possible description of a pupil The pupil: 58 - Will have a severe level of visual impairment which may include cerebral visual impairment and/or perceptual or processing difficulties (visual acuity of 6/60 or less). - Will use LVAs and will need 1:1 planned support - Visual impairment has severe impact on their ability to function independently in the school environment and in their everyday life. - Will require mobility and independence training at least 3 times each - Will always need practical tasks, activities and experiments modifying. The significant modification of materials and presentation will allow access to the majority of the curriculum. - Will require significant 1:1 planned intervention, support to manage personal access equipment and specialist teaching of life skills to access age appropriate activities independently, money management, shopping, personal hygiene, cooking and cleaning; - May have extreme difficulties in making and maintaining relationships resulting in frequent social isolation and vulnerability, with some disengagement requiring extensive adult support. N.B it is important to note that many children and young people that have a visual impairment may also have significant needs in other areas. Therefore it may be necessary to include other descriptors as part of an evidence pack along with further detail regarding intervention and support, learning environment, partnership with parents, carers and other agencies and the monitoring, assessment and review procedures that have been put in place in order to meet the pupil’s holistic needs. Further information about how to make an application for top up funding from the High Needs Block can be gained from Section 3: How to access Top up Funding. The following table illustrates the type and frequency of support that schools could be expected to provide for a pupil with a visual impairment from both the AWPU and their notional SEN budget. Upon making an application to access additional funding from the High Needs Funding Block for children and young people with a visual impairment schools will be asked to demonstrate the range of evidence that is listed under section 3; Accessing the High Needs Block. Evidence should be specific and include direct examples from the range of strategies/support that is listed below. However, it also noted that often children and young people have a diverse range of needs and as such may require a diverse range of strategies. Therefore, in this instance schools should consider the level descriptors from all appropriate areas of need before making an application for additional funding. 59 Intervention and Support Learning Environment Partnership with parents, carers and other agencies Monitoring, Assessment and Review All areas of the curriculum should be accessible with appropriate adaptation or modification as necessary. School should provide some changes in the learning environment as advised by a visually impaired teacher. Targets will be written with advice from the sensory support service, all targets reviewed regularly. Interventions could include alternative teaching materials, group or individual support, staff training regarding the implications of visual impairments and the impact on curricular access. The pupil should remain part of the mainstream class for most activities. Schools should receive advice from the sensory support service following a full assessment of the pupil’s functional vision in the educational setting. School will provide the assessment, providing space, liaison time and details of their own observations. The pupil’s position in class will need to be considered for access to visual stimuli. Some additional adult support to support difficulties in making and Social interaction with other maintaining friendships and pupils may need to be relationships. encouraged through sensitive grouping arrangements. All areas of the curriculum should be accessible with appropriate modification/adaptations. Teachers must have regard to advice provided by visually 60 Withdrawal sessions for individual or group work may be necessary to: - Complete tasks made slower by Provision maps or IEP’s will be set with SMART targets. There will be regular detailed monitoring of the pupil’s progress in terms of the effectiveness of the Parents/carers to be interventions arising from the consulted on levels of concern IEP. and to be asked for further Teacher of the visually advice along with permission Impaired to liaise with to gain advice from other SENCo/school examination agencies. secretary to ensure that Appropriate steps to be taken appropriate ensure pupil access to the SATS/GCSE/other curriculum. Some adaptations examination concessions are to the school environment applied for. might be necessary with Regular reviews should be professional advice. held which parents/carers and impaired teacher as well as parents, health professionals in how they use environmental teaching aids such as: - The whiteboard - Accessibility of print - Speed work - Physical position of student Additional in class support may be required in certain subjects and with certain topics. the visual impairment; - Prepare a pupil for a class activity/learning experience; - Reinforce mainstream work - Provide additional hands on experience of materials or presentations - Learn particular skills to improve curriculum access e.g. touch typing or the use of magnifiers or Braille - Increase social interaction with Auditory or tactile approaches to learning should be used to support visual stimuli used. Care must be taken to maintain appropriately high expectations of pupils. 61 Staff skilled and knowledgeable to develop peer awareness and are able to implement and manage changes and adaptations to the learning environment. the pupil are invited. Multi-agency support to be accessed as required. peers - Learn mobility skills Pupils may benefit from using specialist equipment such as: - Sloping reading/writing boards - Low power magnifiers - Dark pens/pencils - Dark lined books/paper - Large print materials - Bright PE equipment Sometimes printed materials 62 may need to be enlarged and it would be expected that schools should use their own resources to do this. 63 Section Three Accessing the High Needs Block The Local Authority has devised an application process that must be completed in all cases where schools are requesting top up funding from the High Needs Funding Block. This process will require schools to complete a provision map, which will demonstrate the additional (to that of wave 2 and 3 interventions) support that a pupil has received. This provision map must also be costed to demonstrate that a child/young person is unlikely to make accelerated and sustained progress unless learning/development or behaviour needs can be met with additional monies from the High Needs Funding Block. In supporting their application schools may also wish to include additional evidence such as: Pupil progress data outlining progress over the last year (or longer) in core areas of the curriculum and if appropriate in personal and social development A costed provision map evidence to cross reference additional support (to wave 2 or 3 interventions) given and corresponding outcomes (See appendix 1) Pupil views detailing the child/young person’s views of what type of additional support is important to and for them Parents views detailing their views regarding what additional support is important to and for their child Summary of outcomes of formal assessments such as reading/spelling levels, PIVAT scores, Boxall profile etc. Observational assessments re; engagement in the classroom (collaborated if possible by a SENISS teacher for early years and or an Educational Psychologist) Progress against IEP/IBP targets For pupils transferring from one Key Stage to another a detailed transition plan defining and costing the additional transition support required 64 Reports from professionals that describe the nature, persistency and severity of a child/young person’s needs. Further information about both the application and moderation processes can be found within section 3. Within the primary sector it is envisaged that all requests for top up funding from the High Needs Funding Block should first be discussed and moderated at Consortia. This process will build on existing networks of support and enable consistency of practice to be developed. It is the Local Authorities aim to support as many pupils to access their education within their local mainstream schools as possible. With this in mind it is hoped that by providing appropriate top up’s pupils with even the most significant levels of additional need can be educated within their local communities. Once the Local Authority receives an application for top up the papers will be prepared and presented at a monthly panel. The panel will consist of representatives from across the schools sectors as well as relevant colleagues from children’s services as well as representatives from the appropriate health services. Decisions will be based on the range of evidence provided. However, it is essential that schools complete (Appendix 1) a detailed and costed provision map demonstrating the nature, level and frequency of the required additional support. Decisions will then be made about the level of top up to be applied. In determining the extent of the additional support required, colleagues will consult the Local Authorities Banding Criteria (see section four). Pupil’s will be assigned to a band (of which there are five in total) and the top up will take the form of the difference between the costed support that the school has already provided (up to £10,000) and the cost identified for that band. The Local Authority acknowledges that it may cost more to make adequate provision for one pupil rather than a group of pupils. Therefore, in addition to the amount of top up awarded through the banding system a single pupil premium will also be awarded to mainstream schools where there is only one pupil in a class with a particular type, range and/or severity of needs. 65 Section 4: Banding In making decisions about how to fund pupils with a Statement or an Education, Health and Care plan, school and officers of the Local Authority must follow statutory legislation and have regard to both the local and national context. This section sets the criteria which the Local Authority will apply consistently, openly and objectively to identify the level of funding that will be made available to support an individual pupil both within the mainstream and special school sectors. The bands contained within this section will offer seamless progression from the descriptors outlined in section 2 thus ensuring that mainstream schools exhaust all available internal resources before requesting a top up of funding from the High Needs Funding Block or a statutory assessment of a pupil’s needs. This approach will make best use of the Local Authorities limited resources and ensure that a graduated and clear response to identifying and meeting individual pupil needs is maintained throughout the Authority. The Local Authority has developed five discreet bands which aim to capture the diverse range of pupil needs. The bands are not condition specific, rather they focus on the pupil’s need for additional intervention and support and the adjustments required to provide a suitable learning environment. The content of the bands will be kept under continuous review and will evolve alongside Liverpool’s approach to personal budgets. Not all criteria needs to be met. Rather a pupil will be assigned to the band which most accurately reflects their needs. 66 Band 1 Band 1 Cognition, Learning and Environment (C/L/E) Communication and Interaction (C/I) Physical and Sensory (P/S) Social, Mental and Emotional Health (S/M/E/H) ( 1 C/L/E 1) Working at Level 2C NC in Maths or English. (1 C/I 1) Able to respond to simple instructions throughout the day. (1 C/L/E 2) Pupil may require differentiated small group support where a high level of individualised support is required to reinforce key learning concepts. (1 C/I 2) In the classroom written or drawn visual supports for tasks and/or personal organisation may be needed. Such support may also be used to manage change e.g. visual timetables. ( 1 P/S 1) Some minor sensory impairment that is fully managed by simple equipment or adaptions. (1 S/M/E/H 1) Personal needs in the wider community may need to be assessed via A robust risk assessment. (1 P/S 2) The need to undertake some minor environmental adaptations and accommodate some low level specialist equipment such as standing frames, slopping desks. (1 S/E/M/H 2) Pupils may be working on how best to relate to other peers and are able to demonstrate social awareness and reduce own anxiety/verbal aggression and or withdrawal. (1 C/L/E 3) Pupil may require alternative arrangements to record their learning. (1 C/L/E 4) Curriculum content delivered in a small group where a level of individual support can be provided. (1 P/S 3) The pupil may have a moderate degree of hearing loss which impacts on their access to the National Curriculum and their inclusion in ordinary school life. (1 P/S 4) The pupil may 67 require additional support to ensure that the appropriate hearing and radio aids are used to access curriculum content. (1 P/S 5) The pupil may have a Moderate or severe visual difficulty which impacts on their access to the National Curriculum and inclusion in ordinary school life. (1P/S 6) The pupil may require individualised support to ensure that curriculum content is presented in an appropriate format. 68 Band 2 Band Cognition and Learning (C/L) (2 C/L 1) Pupil may have a Moderate degree of learning difficulty which places their learning within 1a-p8. Communication and Interaction (C/I) (2 C/I 1) With additional support pupil is working towards understanding simple information and routine instructions using a structured language (2 C/L 2) Despite approach which uses carefully planned and visual reinforcers, context executed interventions at and cues throughout the previous levels the day. student continues to have difficulties with the (2 C/I 2) There will be a acquisition of language, necessity to provide a literacy and numeracy natural sensory and access to most environment and for curriculum areas is pupils to follow targeted and sensory integration affected. approaches. (2 C/L 3) Pupil may require a developmental (2 C/I 3) Classroom curriculum, differentiated supports may include the into small steps. use of visual timetable, prompt and/or instruction (2 C/L 4) Pupil will be sheets visually identified 2 69 Physical and Sensory (P/S) (2 P/S 1) Pupil may experience frequent and intense sensory over or under sensitivity within the school day, despite planned access to neutral sensory environment, so that the student requires some individualised specialised sensory programmes to enable successful learning for those parts of the day. (2 P/S 2) Pupil can move independently around familiar places. However, they may require supervision and occasional support when out in the community. (2 P/S 3) The Social, Mental and Emotional Health (S/M/E/H) (2 S/M/E/H 1) Working towards being able to maintain attention on a required activity for very short amounts of time with adult direction. (2 S/M/E/H 2 ) Pupil is working with continual adult assistance on increasing positive and appropriate interaction and reducing the high level of daily anxiety/aggression. (2 S/M/E/H 3) Pupil has medium frequency/medium severity behaviour difficulties. They will be working towards a reduction of the following working above lower quartile of P levels for chronological age. (2 C/L 5) Assistance needed with/and alternative recording for some curriculum areas An appropriately skilled workforce where specialist teacher knowledge may/will be required to identify and manage specific needs. 70 expectations and teaching outcomes, frequent visual supports for teaching and also signalling and signing. Teachers will be expected to use several or all of these strategies (2 C/1 4) Specialist language programmes such as SULP may be required. involvement of specialist and targeted services will be required to support and manage any existing health conditions. An individual care plan is developed in partnership with parents/carers and health care professionals. (2 P/S 4) Frequent (throughout the day) additional support to ensure that pupils whose hearing is binaurally aided and radio aided are able to access curriculum content. behaviours: deliberate destruction of materials within the learning environment, responding to peers with verbal and physical aggression or displaying behaviours that demonstrate acute anxiety (e.g. acts of self-harm or risk taking behaviour). (2 S/M/E/H 4) Pupils can with frequent adult supervision continue/complete a set activity. They will be working towards a reduction of the following behaviours: deliberate (2 P/S 5) Additional destruction of materials (daily) support required to ensure that pupils who within the learning have a Moderate or environment, responding severe visual difficulty to peers with verbal and are presented with curriculum content in an physical aggression or displaying behaviours that appropriate format. demonstrate acute anxiety (2 P/S 6) Pupil requires (e.g. acts of self-harm or adaptations for PE, curriculum and all practical subjects. 71 risk taking behaviour). Band 3 Band Cognition, Learning and Environment (C/L/E) Communication and Interaction (C/I) Physical and Sensory (P/S) Social, Mental Emotional Health (S/E/M/H) 3 (3 C/L/E 1) Pupils learning, development and behaviour needs requires a high level of small group support where the following adult to pupil ratios could be provided: (1 teacher, 2 support staff to 7/8 pupils). (3 C/I 1) Pupil uses some speech or proficient with a communication aid (no significant support required), can be understood by most people. (3 PS 1) Pupil can move independently around familiar places (3 S/E/M/H 1) Pupil has on-going need for behavioural support in order to develop age appropriate listening, attention and impulse control skills. (3 C/L/E 2) Pupil requires developmental curriculum, differentiated into small steps. (3 C/L/E 3) Pupil requires hands on, multi-sensory approach to learning (3 C/L/E 4) Pupil requires curriculum designed to develop life skills 72 (3 C/I 2) Pupil is able to express at least simple requests and opinions. (3 P/S 2) Pupil requires supervision and occasional support when out in the community. (3 P/S 3) Pupil can perform most basic self care tasks in line with approximate (3 C/I 3) Pupil is able chronological age (no to form appropriate more than 1 year relationships with staff behind). and peers. Pupil may (3 P/S 4) Pupil may require some staff support in social/play experience severe levels of sensory (3 S/E/M/H 2) Pupil displays immature emotional responses that require some adult support and guidance. (3 S/E/M/H 3) Pupil displays immature behaviour or lack of social understanding that requires adult supervision and situations. (3 C/L/E 5) Pupil is working above lower quartile of P levels for chronological age. (3 C/L/E 6) Pupil requires assistance with/and alternative recording for most curriculum areas (3 C/I 4) Pupil may require support to develop attention and concentration skills throughout the day (hearing or visual) impairment that is fully managed by simple equipment or adaptations. support. (3 S/E/M/H 4) Pupil displays; High Frequency/Medium severity disruptive (3 P/S 5) Pupil has behaviours, such as some sensory issues (verbal aggression, i.e. distressed by noise refusal to follow which can be instructions, moving addressed using ear around the class room defenders or other and some self-exiting simple equipment of the classroom. adaptations. Pupil also needs daily sensory (Although remaining exercises to help feeling on school site). of calm, lower need to run or behave in a (3 S/E/M/H 5) Pupil hyperactive way. may demonstrate some over sexualised behaviour (that has been identified as Amber on the Brook Advisory Tool). (3 S/E/M/H 6) Pupil requires supervision and support when out in the community to 73 keep safe. 74 Band 4 Band Cognition, Learning and Environment (C/L/E) Communication and Interaction (C/I) Physical and Sensory (P/S) Social, Mental Emotional Health (S/E/M/H) 4 (4 C/L/E 1) Pupil requires some 1-1 support (25%-75% of the school day) for activities and learning opportunities in order to have full access to an appropriate developmental/learning curriculum. (4 C/I 1) Pupil requires significant support for communication (either or both expressive or receptive). (4 P/S 1) Pupil requires some manual handling and positioning support. (4 S/E/M/H 1) Pupil requires proactive behaviour support strategies to avoid incidents and/or regular behavioural incidents recorded, with some damage to property or some risk to staff/self. (4 C/L/E 2) Pupil’s learning, development, behaviour needs would require a high level of small group support where the following adult to pupil ratios could be provided: (1 teacher, 2 support staff to 7/8 pupils). In addition to this pupils may also require occasional access to additional learning/behaviour support. 75 (4 C/I 2) Pupil uses some form of AAC with support. (4 C/I 3) Pupil requires support to interact appropriately with adults and peers (relative to age). (4 C/I 4) Pupil needs intensive interaction techniques in order to support and facilitate their communication. (4 P/S 2) Pupil requires some small specialist equipment in order to support their positioning/moving. (4 P/S 3) Pupil requires access to large specialist equipment that is also used by others. (4 P/S 4) Pupil requires constant supervision to maintain safety in and out of school (4 S/E/M/H 2) Pupil may engage in frequent self-harming behaviour and may demonstrate severe emotional distress. (4 S/E/M/H 3) Occasional involvement with police, YOS and (4 C/L/E 3) Pupil is working in lower quartile of P levels for chronological age. (4 C/L/E 4) Pupil requires continuous (throughout the day) significant modification of curriculum materials/curriculum delivery to that of the rest of their class. (4 C/L/E 5) Pupil requires alternative methods of recording for all curriculum areas and requires a high level of individualised support to support their efforts. (4 P/S 5) Pupil requires access to sensory equipment specifically recommended for them i.e. weighted jackets, special seating. (4 P/S 6) Pupil experiences a profound level of sensory impairment that requires adult intervention or significant modification/adaptation of most activities. (4 P/S 7) Pupil requires some support with medical interventions on a regular basismedication, peg feeding, physiotherapy programmes. (4 P/S 8) Pupil’s selfhelp and independence skills require significant 76 courts. (4 S/E/M/H 4) Pupil demonstrates high Frequency/medium severity behaviours. These are behaviours are very regular, (such as on-going demand avoidance) and require a high level of teacher skill and resource additional to that which could be delivered within a small group (1 teacher, 2 support staff to 7/8 pupils) or specialist setting. (4 S/E/M/H 5) Pupil demonstrates High Severity/Medium frequency behaviours which are extremely disruptive and challenging and require physical 1-1 support. intervention by a high ratio of staff (e.g. 4:1). (4 S/E/M/H 6) Pupil’s behaviour is inconsequential. They regularly demonstrate wilful intent to cause damage to property and engage in high risk behaviours which are physically harmful to others. (4 S/E/M/H 7) Pupil engages in selfharming behaviours of a significant nature which demonstrate high levels of emotional distress. Pupil may have been diagnosed with OCD/ mental health problems that necessitate the need for intense highly 77 skilled adult support and supervision. (4 S/E/M/H 8) Behaviour is unpredictable and significantly different to their peer group. A robust, detailed and rigorous risk assessment is required in order to support their on-going presence in school. (4 S/E/M/H 9) Occasional displays of sexually inappropriate behaviour of an extreme or predatory nature (identified as red on Brook Advisory Traffic Light Tool). (4 S/E/M/H 10) Regular multi agency involvement. 78 Band 5 Band Cognition, Learning and Environment (C/L/E) Communication and Interaction (C/I) Physical and Sensory (P/S) Social, Mental Emotional Health (S/E/M/H) 5 (5 C/L/E 1) Pupil requires 1-1 support for 75% or more of the school day and/or 2:1 support frequently to access the curriculum. (5 C/I 1) Pupil requires specialist support with communication as well as AAC. (5 C/L/E 2) Pupil’s learning, development, behaviour needs would require a high level of small group support where the following adult to pupil ratios could be provided: (1 teacher, 2 support staff to 7/8 pupils). In addition to this pupils may also require frequent access to additional learning/behaviour support. (5 C/I 2) Pupil has extensive communication needs. Communicative intent is not established and as such they require highly skilled intensive interaction interventions. (5 P/S 1) Pupil requires skilled manual handling and positioning support e.g. brittle bone, more than 5 position changes are required each day. (5 S/E/M/H 1) Pupil requires skilled staff to implement proactive behaviour support strategies for most of the day to avoid incidents and/or exhibits frequent incidents requiring skilled intervention to avoid damage to property, or injury to self or others. (5 C/L/E 3) Pupil requires a very individualized curriculum that is in addition to, or an alternative to, that provided for the rest of 79 (5 P/S 2) Pupil requires consistent 1-1 support to manage transitions in school and to access the community/off-site learning. (5 P/S 3) Pupil requires skilled 1-1 and occasional 2-1 support for self-help tasks. (5 P/S 4) Pupil experiences severe sensory processing (5 S/E/M/H 2) Pupil has complex needs with challenging behaviour and/or associated communication difficulties that their class. (5 C/L/E 4) Pupil requires high level of specialist teaching techniques on an individual basis. (5 C/L/E 5) Pupil has a high dependence on familiar team of skilled staff. issues requiring individualized strategies. (5 P/S 5) Pupil experiences profound Multi-sensory impairment. (5 P/S 6) Pupil has complex medical/health issues requiring frequent or constant 1:1 or 2:1 support e.g. suction, oxygen management (5 P/S 7) Pupil requires sole use of highly specialised equipment for moving, handling and positioning. frequently impact on learning and safety/well being of self and others. (5 S/E/M/H 3) Pupil demonstrates frequent severe self-harming behaviour, severe emotional distress and very unusual patterns of behaviour which have a direct threat to the well-being of peers and staff. (5 S/E/M/H 4) Pupil demonstrates regular, extreme disruptive, challenging and dangerous behaviours that require physical intervention by a high ratio of staff (e.g. 4:1). (5 S/E/M/H 5) Pupil has frequent / regular 80 involvement with police, YOS and courts. (5 S/E/M/H 6) Pupil regularly displays sexually inappropriate behaviour of an extreme / repetitive / predatory nature (identified as red on Brook Advisory Traffic Light tool). (5 S/E/M/H 7) Pupil requires extensive multi-agency involvement. 81 Transitional Arrangements Within the special school sector head teachers and their senior managers will be asked to band pupils who are in receipt of a statement of Special Educational Needs or an Education, Health and Care plan. A percentage of pupils in each band in each of the special schools will be moderated by a panel. The panel will consist of representatives from the Local Authority, schools and health services. The panels will take place during the summer term 2014 and the outcome of this exercise will be used to inform the amount of money assigned to each band. Panels will rely on schools providing them with robust evidence as to the bands they have determined for each of their pupils. It is envisaged that schools making applications for the higher bands (D and E) will support their applications with additional information (assessment data, observations, professional reports which describe the nature, persistency and severity of pupil needs along with their impact on pupils attainment and adaptive functioning. The mainstream sector will also be asked to band any pupils that are currently in their school with a statement of Special Educational Needs. Once again mainstream school pupils will be moderated using the process as described above. The Local Authority acknowledges that it is likely to cost more to make provision for one pupil than it is to make the same provision for a group of pupils with similar needs. Therefore, it has developed a single pupil premium which will be applied to a pupil where they are the only one within their class to have the same or similar needs. This will help support mainstream schools to meet the diverse range of pupil needs and provide schools with a little more flexibility about the way they develop and deliver resources. All pupil’s accessing any of the Local Authorities assessment or resourced provisions irrespective of whether they are in receipt of a Statement of Special Educational Needs or an Education, Health and Care plan will be banded. This will ensure that mainstream school’s offering this provision have the appropriate level of resourcing in order to best meet individual pupil needs. At the point at which pupil’s under assessment have a completed statutory assessment they will be re-banded to ensure that suitable resources and provision is available for their long term educational placement. 82 A further detailed transitional framework accompanies this document which describes the activities and the timescales that will need to be completed in order to support the implementation of this strategy. 83 Appendix 1 Application for top up from the High Needs Funding Block – Provision Map Please complete all sections in this application. You may also wish to supplement your application with additional information see Appendix 2 as a guide. Area of Need 84 Type of Provision Pupil/Pupils Outcomes to be achieved Staff to Pupil Ratio Equipment Cost per week Appendix 2 School: Pupil: Date of application: Guide to making an application to access top up from the High Needs Funding Block When making an application for top up funding schools MUST complete Appendix 1. However in order to make the most robust case schools may also wish to include one/some or all of the following sources of additional information. Please attach additional information to Appendices 1 and 2 and indicate on this form (by ticking the box) which sources of information you have attached. Pupil progress data outlining progress over the last year (or longer) in core areas of the curriculum and if appropriate in personal and social development Early Help Assessment (EHAT) Pupil views detailing the child/young person’s views of what type of additional support is important to and for them Parents views detailing their views regarding what additional support is important to and for their child Summary of outcomes of formal assessments such as reading/spelling levels, PIVAT scores, Boxall profile etc. 85 Observational assessments re; engagement in the classroom (collaborated if possible by a SENISS teacher for early years and or an Educational Psychologist) For pupils transferring from one Key Stage to another a detailed transition plan defining and costing the additional transition support required Reports from professionals that describe the nature, persistency and severity of a child/young person’s needs 86
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