Further Education Sector College High Needs Funding

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GUIDANCE

Details of 2013/14 Audit with Arrangements for Financial Year 2014/15

Purpose

To provide resources to Somerset colleges of further education through the allocation of funds for students with severe and complex needs (High Needs) attending those colleges, based on their level and category of need, in order that they will achieve their defined targets.

Background

The audit process described here is being introduced in 2013 for the financial year 2014/15. This is in response to the new funding arrangements introduced in April 2013.

Information

Details of the audit process, the criteria used, together with contextual information regarding overall funding.

Issued to colleges: October 2013

KEITH BRELSTAFF SEN Statutory Services Manager

SEN/KB/0913f024edo 1 2018／4／4 TABLE OF CONTENTS

SECTION PAGE TITLE 1 1 Introduction.

2 5 The Moderation Process.

4 7 The Evidence Required.

5 8 After the Audit.

6 9 Frequently Asked Questions.

ANNEX TITLE DETAILS Annex 1 Special School Bandings

Annex 2 Criteria for grade descriptors.

Annex 3 Graphs Showing Number of Students with additional needs in each college requiring support costing over £6,000. Annex 4 Sample Spreadsheet demonstrating format as used at audit (sent pre-populated from County Hall).

SEN/KB/0913f024edo 2 2018／4／4 SECTION 1

INTRODUCTION

Not since before incorporation in 1993 has the local authority had such a close relationship with colleges of further education with respect to funding of students with additional needs as now.

The funding reforms have given the local authority the responsibility for the use of the High Needs budget and this includes those supported at college. For the first time there is now a consistency of funding and (soon to be), legal frameworks that will allow young people to progress to college with a clear understanding of their needs and in the case where an Education, Health and Care plan is in place, a legal framework as reflected in the SEN Code of Practice.

There are therefore two related reforms that at the time of writing are being implemented: the funding reforms and the Children and Families Bill. Details of these can be found at the following links:

Funding https://www.gov.uk/government/uploads/system/uploads/attachment_da ta/file/180949/school_funding_reform_-_final_2013- 14_arrangements.pdf http://media.education.gov.uk/assets/files/pdf/o/operational %20guidance%20for%20providers%20-%20high%20needs%20reforms %20-%20final.pdf http://media.education.gov.uk/assets/files/pdf/h/hn%20funding %20matrix%20from%201%20april%202013.pdf http://www.education.gov.uk/aboutdfe/executiveagencies/efa/funding/fu ndings/a00222378/funding-guidance-2013-to-14

efa and sfa position statement 2013 to 2014 march 13.pdf

Children and Families Bill http://www.education.gov.uk/a00221161/

This guidance aims to provide the structure for the processes of funding placements for students who need resources that cost more than elements 1 and 2 (ie programme costs and the first £6,000 of additional support).

SEN/KB/0910p025edo 1 2018 年 4 月 4 日 The aim of the audit is to achieve:  Effectiveness in ensuring that the resources allocated support provision for those with High needs and so facilitates achievement  Efficiency in the best possible use of the limited resources for learners with High Needs  Transparency in the allocation of those resources  Clarity with regard to the appropriate resource to meet identified needs

An important issue that audit will address is the continuity between the school and college in terms of assessment of need and the allocation of provision. Whilst all settings are professionally responsible for these processes, the audit will clarify the rationale.

Given that this is the first year, the process will be simple whilst colleges and the LA will be working together to agree the final protocol.

To that end, for this year the audit will look at:

 all new students who started September 2013, (except where there are more than 20 in which case a sample will be taken)

 any students the college wish to discuss.

 Although there will be no change to the funding as there is a commitment to continue the agreed amount through the programme of learning, the LA may want to discuss some individual cases where there is a high discrepancy between the funding paid to the college and that which was available to the previous school or college. This will help the LA understand the issues faced by the college and inform the discussions of the working group

Consideration was given to the use of the criteria and funding bandings currently used by mainstream schools and special schools as a framework for the audit. Advantages are:

 a level of objectivity can be brought to the discussion.

 they are rooted in activity led analysis and with where applied for those in special school, allow for a primary and secondary need that gives a combination that in turn leads to a weighting held within a band.

However, any such framework should emerge from the working group and not be imposed by the LA. Therefore the LA suggests using the criteria and bandings as a shadowing exercise to test its use in principle in the FE context.

SEN/KB/0910p025edo 2 2018 年 4 月 4 日 What is clear is that the High Needs budget is considerably overspent and collectively all have a responsibility to ensure that the resources are allocated to students with the highest level of need and link the funding to the delivery of measureable outcomes. These will be reflected in the EHC Plan and so effectively colleges will be able to tie the two processes, which is after all the intention of the DfE.

The target area for these outcomes are best described in the Transition Planning for Full Lives: Pathways to Getting a Life Document, (published March 2011) which although focuses on those with learning difficulties, provides pathways relevant to all young people with additional needs moving towards adult life.

Those are: 1. Paid work 2. Housing 3. Health 4. Friends relationships and community

Person centred reviewing and planning are central to defining these target outcomes and is an expectation of the Children and Families Bill.

The Role of the Statements of SEN/ Education, Health and Care Plan and the Learning Disability Assessment

There has been a long debate between college managers for additional needs and the local authority about the purpose and nature of statements, their relationship to Learning Disability Assessment, (LDA), assessment data that colleges need and how this will change with the introduction of Education Health and Care Plans.

From September 2014 the legal processes and safeguards that are delivered through a statement of SEN will be transferred to Education, Health and Care Plans. Presently the Statement lapses or ceases when the young person leaves school. From September 2014 this statutory framework will continue into FE and possibly up to the age of 25 where education or training are seen as a key need. In addition, Plans will not lapse or be ceased if a young person becomes NEET.

In recent years the concern from colleges has been that for funding over the £5,500 (as it was then), ALS was only available if an LDA was in place. LDAs are only statutory if the learner has a statement and they are completed in the last year of the school career.

As advised by the YPLA regional manager for LDD, reassurance was given that this was not so and only needed if the 16 -18 year old had costs exceeding £19,000 per year, and in such circumstances the learner would most likely have a statement.

SEN/KB/0910p025edo 3 2018 年 4 月 4 日 For those over 19 and returning to learning, an LDA was required where ALS would be sought over the £5,500 threshold. These were commissioned from Careers South West on an individual basis.

The new arrangements have made the threshold of £6,000 consistent across all providers and this suggests that costings should also be relatively consistent.

Access to High Needs element 3 ‘top up’ funding for 16 -19 year olds does not require an LDA and in September 2014 it is expected that the LDA as currently defined, will no longer exist.

It does appear however that for those over 19, the Skills Funding Agency are stating that they will not release High Needs funding unless an LDA or Plan is in place. Clarification is currently being sought by the local authority with senior civil servants at DfE. (August 2013). The section below is taken from EFA/SFA statement provided in full as one of the list of documents at the top of this document.

9. For 2013/14 the EFA is introducing a new fairer, simpler and more transparent funding system for HNS. These arrangements will enable LAs to make cost effective commissioning decisions by encouraging collaboration between education institutions and across health and social care services. For students, funding decisions as part of the new funding methodology will be easier to understand. In line with LA statutory duties, from September 2013 the EFA will only pass funds (as set out in 1 above) in respect of young people aged 19-24 starting a new course in further education if they are subject to a LDA (or, in the SEN Pathfinder areas, an Education, Health and Care Plan).

We want to achieve good quality transition planning informed by high quality, relevant information from schools or the previous provider. Any learner who is described as ‘High Needs’ should have an Annual Review in their last year of school and this, alongside visits, link courses, good careers advice and sensitive bespoke interviewing by the college, should ensure that learners get on the right programme. Determining the content of the information needed by colleges is the subject of ongoing conversations between the LA, schools and colleges.

Finding Our Way

The working group of college and LA representatives will be meeting in late September to discuss and agree the final process for future audits.

Somerset LA very much appreciates the ‘can do’ attitude from colleges in Somerset and surrounding areas and the co-operation in moving together towards a process that will deliver the outcomes we all want: young people with severe and complex additional needs accessing further

SEN/KB/0910p025edo 4 2018 年 4 月 4 日 education and as a result, achieving their aspirations for a full and exciting adult life. The Ofsted report form 2011 is still a useful guide to good practice.

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SEN/KB/0910p025edo 5 2018 年 4 月 4 日 SECTION 2

THE MODERATION PROCESS

 During the Summer/early Autumn term appointments will be made by Vulnerable Learners administration team for the audit to take place at the college in the autumn term.

 Those attending the audit are the college additional needs manager, any other member of staff identified by the college, a college additional needs manager from another sector college, as arranged by the colleges, the Statutory Services Manager, and the FE Commissioning officer.

 Using ‘Spirals’ the colleges will send the LA a list of all new students with details of their costs by the end of September

 The list of student names subject to audit (ie all new learners and those identified by the LA for discussion only) will be sent to colleges on a spreadsheet by the end of September.

 Colleges agree the list with any additions that they wish to add.

 The meeting will take approximately four hours, therefore a minimum of half a day should be allowed by all attending. It is expected that a realistic maximum of 20 learners can be discussed in that time. If a sample is necessary, those not included will have their funding remain, but this will not preclude further discussions with the college if necessary.

 College managers will bring the evidence to be reviewed ie both the need(s) of the student, the provision plan and the costing of that provision. The local authority will bring the audit spread sheet on which the agreed level of funding will be entered.

 Copies of the decisions will be agreed and shared electronically or printed from an electronic source, or photocopied.

 The banding criteria will be mapped onto the individual’s needs as part of this discussion and if possible, a ghost allocation made accordingly

 Discussion should be open and evidence based. To be at a certain level of Top Up element 3 funding, it is imperative that the need is seen as being an educational need that impacts negatively on the learner’s access to education, and the provision to reduce it’s impact is seen as having a resource implication for the college over and above the initial £10,000 for the commissioned place.

SEN/KB/0910p025edo 6 2018 年 4 月 4 日  The verified sheets are sent to the Finance Manager, for High Needs Accountancy. The audit data is then used to calculate the Top Up funding included within individual college budgets for the following financial year.

 There is no further appeal.

SEN/KB/0910p025edo 7 2018 年 4 月 4 日 The process is summarised in the table below:

Date LA Action College Action Reporting July/ Appointments Colleges notified of September made for audit in confirmed dates October / November Late Colleges send ‘Spirals’ September spreadsheet to Commissioning officer October LA send colleges Colleges enter Return to LA list of new information re learners (either academic levels and 100% or a course enrolled on. sample) for audit Number of hours on based on study programme to spreadsheet be recorded to be supplied. entered. (NB Full time = 540 - 600+ hours) Nov/Dec Audit takes place Colleges produce files Agreed results are in each college. with evidence of need taken by LA officer and provision. Clear for processing four hours for the audit to take place. Jan Funding notification prepared and sent to colleges

THE EVIDENCE REQUIRED

 For all students audited, the college will produce evidence of need and its significance, such as evidence from school, recent assessment at college including particularly for new students, any completed during transition and since the beginning of term.

 The provision in place to meet identified needs and clearly explained

 The process of identifying the cost for the provision as well as the end total allocated to support the student

 The engagement of the learner in understanding and identifying their needs and the best way to support them.

AFTER THE AUDIT

 The FE High Needs commissioning team will process the information and confirm the funding.

 Any further places required by the Local Authority will either be within the number commissioned with ‘top up’ provided or will be a single commissioned place with ‘top up’ or full funding.

 Audit information will be available to the Education Funding Agency and Skills Funding Agency

 The local authority will be able to report to college representatives in summer term; ie how the evidence was produced, the context of the colleges regarding the complexity and range of the SEN within the colleges. Feedback may be given on the process by college managers and amendments to the process agreed as necessary.

 Any places commissioned by other LAs will be the result of an agreement between the college and the commissioning LA. Local authorities will however, work together to understand each other’s methods for agreeing costs.

 In June or July the guidance is reviewed and amended.

 In September the guidance is issued.

FREQUENTLY ASKED QUESTIONS

This section will be developed in response to the questions asked by colleagues in colleges and the local authority either directly or thought the working group.

If there are questions that result from reading the document or from the audit process generally they will be responded to and added to this document which can be re circulated at a later date.

SEN/KB/0910p025edo 11 2018 年 4 月 4 日 Annex 1

Special School High Needs Audit Bandings - for Financial Year 2014/15

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SEN/KB/0910p025edo 2018 年 4 月 4 日 Annex 2

Criteria for Special School High Needs Descriptors

SEN/KB/0910p025edo 2018 年 4 月 4 日 CONTENTS

Challenging Behaviour Needs CB 1-3 Behavioural, Emotional and Social Development BESD 1-4 Needs Learning – Literacy Needs SpLD Learning – General Developmental Delay Needs LGDD 1-3 Learning – Language and Communication Needs LLSC 1-2 Autistic Spectrum Disorder Needs ASD 1-4 Physical Impairment Needs PI 1-3 Sensory – Hearing Needs SH 1-3 Sensory – Visual Needs SV 1-3 Medical Needs M 1-3

SEN/KB/0910p025edo 2018 年 4 月 4 日 Special School High Needs Funding Criteria for Challenging Behaviour Needs criteria for meeting the needs of pupils whose behaviour challenges the school’s ability to deliver learning

1 2 3 Item Exemplification Item Exemplification Item Exemplification 1. Pupils may self harm through scratching 1. Pupils may self harm through, eg, 1. Pupils may be attempting on a continuous Need or head slapping on occasions (weekly) Need scratching or head slapping requiring Need basis to self harm to a level that would cause (Clarificatio when upset or angry. (Clarificatio intervention by staff on a daily basis. (Clarificatio injury requiring attention n of need, 2. Pupils may loose self moderation of n of need, 2. Pupils may put themselves at risk n of need, 2. Pupils are unable to asses risks to not just list behaviour on occasions of stress resulting not just list unknowingly in unstructured times, eg, not just list themselves in structured and unstructured of in potential danger to themselves. of in the way of others’ games or wish to of time, eg, objects may be inserted into difficulties) 3. a) Pupils may be verbally aggressive (eg, difficulties) run into the road. difficulties) mouths, ears etc, or they may resist Tourettes) and or occasionally (ie, up 3. Pupils may on occasion attempt to harm attempts to prevent harm to themselves to once a week), physically aggressive others (staff or pupils) through 3. Staff and other pupils are at constant through indiscriminate but short lived throwing, kicking, scratching etc. physical risk from behaviour that may include attempts to hit others. 4. Pupils will be destructive to their own throwing, hitting, biting, kicking and Or work and the work of others, including scratching. b) A high degree of isolation reflecting a school property. 4. Pupils are routinely and indiscriminatorily withdrawal from social contact leading 5. Pupils find it difficult to modulate destructive. to clinical depression and high expressions related to mood, eg, 5. Loud, intrusive vocalisations routinely anxiety. shouting when happy or angry, running interrupt the learning environment. 4. Pupils may be destructive to their own out of the room, interrupting others etc, 6. There are constant incidences of non- and other’s work. resulting in considerable disturbance to compliance that are not amenable to 5. A lack of awareness of others will others including staff. conventional techniques. frequently result in a level of noise or a 6. Behaviour does not respond to 7. Behaviour patterns are very obsessional and impulse to see someone that results in conventional interventions, eg, verbal difficult to modify. disturbance to others (including staff) reprimands, counselling, or in the short 6. The usual methods of teaching acceptable to medium term, behaviour behaviour are ineffective. modification. 7. Behaviour is deep rooted and requires a 7. Behaviour are deep rooted patterns of specialist, systematic approach to modify. responses and as such are difficult to ameliorate, requiring engagement of all working with the child. 1. A risk assessment is carried out and 1. 1. A risk assessment is carried out 1. A full risk assessment is carried out and Qualitative evaluated at least termly. Qualitative and evaluated at least half termly. Qualitative updated according to assessment of pupil. provision provision provision 2. Staff must be trained in positive physical currently 2. A number of staff able and trained in de- currently 2. All staff working and in contact with currently intervention strategies. Such staff will being made being made being made always be available to intervene in a crisis at escalation and physical intervention the individual are trained and all times when the pupil is receiving strategies will be required to work with confident in the use of de-escalation education. the individual. and physical intervention strategies. 3. Staff will engage with other agencies as well as the family on a routine as well as crisis 3. The pupil will need individual monitoring 3. Close monitoring at all times is basis when necessary. at all times and close supervision at key provided to prevent self harming 4. Close supervision is necessary at all times to activities of assessed high risk including and or harm to others. ensure the safety and welfare of the pupil unstructured times. and others. 4. Daily liaison with senior leadership 5. An individual timetable will be necessary to maintain the safety of others. 4. Daily contact with home is maintained to team, class team and home 6. Premises, materials and equipment will be ensure effective communication. together with regular contact with safe and robust. other agencies and attendance at 7. The management of the pupil’s challenging 5. Support will consider the vulnerability of multi agency meetings is necessary. behaviour will be led by the head teacher SEN/KB/0913f024edo 2018 年 4 月 4 日 other young people and at high risk times 5. Pupil is supervised at all times and or senior member of staff following a more than one member of staff will be although this may take the form of recognised and validated approach. necessary. discrete observation. Procedures are in place to ensure effective good practice to manage and address the challenging behaviour include support for 6. The class teacher may be required to 6. Support recognises the vulnerability staff such as professional de briefing. These work with other professional and of other pupils, ie more than 1 staff procedures will be reviewed regularly. agencies / support services (eg PFSA, EP, will be necessary where close social Health services) to provide assessment activity is likely. material and participate in holistic planning. 7. Audits of equipment and resources will be necessary at the end of each 7. Support for the teacher / TA to be session provided through supervision to discuss new learning /teaching strategies and 8. The management of the pupil’s also give opportunities for staff to challenging behaviour will involve manage their emotional response to the the head teacher and or a senior observed behaviour member of staff following a recognised and validated approach. 8. The class teacher is the lead in the classroom and unless specified is also the lead with regard to strategies used during unstructured times.

SEN/KB/0913f024edo 2018 年 4 月 4 日 Special School High Needs Funding criteria for Behavioural, Emotional and Social Development Needs BESD 1 BESD 2 BESD 3 These difficulties are seen throughout a significant proportion These difficulties are seen throughout a significant These difficulties are seen throughout a significant proportion of of the time spent in school and affect the young person’s proportion of the time spent in school and affect the young the time spent in school and affect the young person’s ability to ability to access learning. person’s ability to access learning. access learning. Behaviours may be externalised (acting out) or internalised (acting Behaviours may be externalised (acting out) or internalised (acting Behaviours may be externalised (acting out) or internalised (acting in) - in) - please be specific. in) - please be specific. please be specific. Item Exemplification Item Exemplification Item Exemplification  Child needs support to understand, label and  Child/young person has clear and long term  The pupil is unwilling to take risks with learning, Need control strong feelings and emotions - self- Need social and emotional or mental health needs. Need but indulges in high risk behaviour in other (Clarification awareness and self-regulation. (Clarificatio  Child/yp is very emotionally vulnerable. (Clarification contexts. Frequently leaves class, absconds from of need, not  Child needs support to access some areas of n of need,  Child/yp needs support to access most areas of of need, not site or refuses to attend without sustained just list of the curriculum - motivation. not just list the curriculum. just list of intervention. difficulties)  Child needs opportunities to engage with and of difficulties)  Relationships between and within school, family and  Child/yp needs to experience a consistently build trusting relationship with key adults and difficulties) peer group display consistently negative aspects trusting relationship with a dependable adult. support from those adults to understand the and are in frequent danger of breakdown. consequences and impact of their actions -  Child/yp needs adult mediation in a significant  Concerns within the wider community. Pupil is empathy. number of situations and support to understand offending or at serious risk of offending. and consider the consequences and impact of  Child needs support to initiate appropriate peer  Severe difficulties in forming and maintaining their actions. relationships - social skills. positive relationships, with emphasis on a range  Child needs regular planned intervention to  Child/yp requires adult guidance in a significant of social, emotional and behavioural issues. support development of social and emotional number of social and learning situations to  Task avoidance at most times and in most settings. more fully access school life. competencies. Destructive towards own work and others.  Specific note is made to investigate and  Child/yp needs a safe place to develop calming  Frequently verbally and physically abusive. Staff support any speech, language and strategies (acting out) or copying strategies and other pupils are at risk without consistently communication needs the child may have (acting in) suited to their developmental, managed intervention. through using the identification checklist with emotional or mental health needs.  Unpredictable responses with consistently intense appropriate referrals and/or support as  Specific note is made to investigate and behaviour patterns. necessary. support any speech, language and  Very rarely works cooperatively, no communication needs the child may have motivation/isolated. Expansion of Need through using the identification checklist  Frequent, violent mood swings that are difficult to  a)Appropriate curriculum arrangements are in (primary or secondary) from the IDP library predict. with appropriate referrals and/or support. place to address any learning difficulties and  Very rarely shows empathy with others. taking account of individual learning styles -  Child/yp might exhibit significant variation in  May be involved in substance abuse that has a opportunities to experience success. mood/depression/anxiety and attachment marked, detrimental effect upon behaviour in  b)Arrangements are in place to provide related difficulties. school and may be at serious risk of opportunities for child to share thoughts, ideas using/sharing/dealing in school. and feelings. Expansion of Need  May be seriously abusive towards self and/or others  c)Views and support of the parents/carers are involving intervention by other agencies. actively sought (eg, use of PFSAs, learning  Child/yp needs support for their emotional well- mentors, etc). being and mental health.  Child/yp needs support to develop knowledge, skills and understanding that help them make sense of the world.  Child/yp needs an adult/adults who can empathise with them and their emotions.  Child/yp needs support to respond to and accept boundaries.  Child/yp needs support for changes/transitions of any kind.  Adults who can provide constructive relationships that promote emotional and mental well being.

SEN/KB/0913f024edo 2018 年 4 月 4 日 Expansion of Provision  Significant opportunities to develop social and  Individual teacher/TA available to learner at Qualitative  Additional opportunities to develop social and Qualitative emotional competencies - individual/small Qualitative all times. provision emotional competencies (minimum of two provision group or both (minimum of five hours weekly). provision  Cover to allow teacher time with pupil and time for currently hours weekly - individual or small group currently  Support is delivered (by an appropriate adult currently meetings of key staff and other agencies. being made according to evidence of need). being made with whom the child/yp is developing a trusting being made  Transport to offsite provision supported to  Clear and consistent management linked to relationship) for 90% of the time (100% in maintain safety and to enable effective use of school behaviour policy but showing specific times of crisis). offsite resource strategies for child.  Management of intervention programme for  Appropriately trained support for less structured  Evidence of individualised reward and sanction child/yp is overseen by member of school time is in place. programme that is consistently used by all SLT/SMT.  Appropriately trained staff are always available to staff. supervise when the pupil is out of class.  Evidence of support for the emotional health  Planned interventions are in place for less  All staff informed about appropriate behaviour and well-being of key adult/s working with structured times, eg, practical activities/named management strategies for pupil. child/yp (staff meetings, collaborative problem- adults/safe place, etc.  Regular meetings with parent/carer. solving, supervision times, etc).  Planned time with class teacher/tutor to  Curriculum is modified to provide significant specifically develop and maintain positive  Clear evidence of how child/yp's plan is emphasis on PSHE issues. relationship to review targets and progress disseminated to all staff with clear strategies to  Appropriate staff, trained in crisis intervention (minim one hour weekly). support any difficulties and clear processes for techniques, are always immediately available to  In class support delivered by an appropriate times of crisis (this may include a positive support when extreme behaviour occurs. adult with whom the child is developing a handling plan).  Counselling support is available on site. trusting relationship for 40% of the time.  Evidence of differentiation of the school  Sufficient management time to plan and co- environment or school day that supports the ordinate individual programme that is likely to engagement of the child/yp into school life. involve offsite and transport arrangements  Access to school based listening on creative therapies.

SEN/KB/0913f024edo 2018 年 4 月 4 日 BESD 4 Item Exemplification

Need Note: Young person meets all criteria for BESD 3 (Clarification funding and in addition, meets the following criteria. of need, not just list of difficulties) 1. Return to specialist provision after a placement at:

- a secure unit - other independent specialist provision

2. The young person is unwilling to take risks in relationships with adults.

3. Unable to take any advantage/rejecting of offer from a school context.

4. Very high level of anger and distrust shown through frequent intentional violence towards staff.

Qualitative 1. Adults need to meet the young person in provision situations where they can interact with some currently receptiveness. being made

SEN/KB/0913f024edo 2018 年 4 月 4 日 Special School High Needs Funding Criteria for Learning - General Developmental Delay Needs LGDD 1 LGDD 2 LGDD 3 Item Exemplification Item Exemplification Item Exemplification (a) The pupil demonstrates NB: There a need to recognise that with 1. The pupil demonstrates profound delay in Need significant delay in learning Need some conditions such as Down’s Need learning across the academic and social (Clarificatio across the academic and social (Clarificatio Syndrome there are – by the nature (Clarification of need, curriculum such that attainment remains n of need, curriculum. n of need, of it being a syndrome - a collection not just list of within the P scale range 1-4 throughout their not just list not just list of traits and risk factors that need to difficulties) school lives despite extensive targeted of  In the Foundation Stage at least of be taken into account and supported. interventions. difficulties) 3 areas of development scoring difficulties) For example, behavioural traits that 2. The pupil has profoundly delayed receptive 3 points or under, which must may lead to the need for supervision and expressive language skills. There is no include in the following 2 areas in unstructured times, respiratory or speech or speech is limited to a very small of development: heart conditions, and issues relating repertoire of words and (possibly) short to eating and digestion. phrases. Receptive language is similarly Personal and Social Development P scales are the best guide available limited. Communication, Language and but may be treated with a degree of 3. Significantly delayed social and emotional Literacy. caution where the total picture of the development relative to peers – relationships child indicates SLD but where the P with others remain emergent.  P Scales/National Curriculum scale may be one over the threshold. 4. Pupils are unable to perform for themselves Levels (a) The pupil demonstrates severe delay the tasks of everyday living with a lack of - Below Level 1 at end of KS1 in learning across the academic and problem solving ability. (P5 to P8) social curriculum. 5. There has been multi-agency planning to - Below Level 2 at end of KS2  Working within the first three point inform/advise staff, including involvement of (P7 to Level 1) scores across most areas of the appropriate LEA agencies - Below Level 3 at end of KS3 Foundation Stage Profile at end of (in Maths and English) Year R (Foundation Stage Profile).  P Scales. End of key stage 1 P2 - P5. End of Key Stage 2 P4 – 8. End of Key Stage 3 P5 – Level 1c. (b) There has been multi-agency planning to inform/advise staff, including involvement of appropriate SEN Support Services.

Qualitative (a) Access to the full curriculum is Qualitative (a) There will be an individualised Qualitative provision 1. There will be an individualised programme provision provided through extensive provision programme for a large part of the currently being made for the majority of the academic and social currently differentiation, additional to or currently academic and social curriculum in curriculum in order to enable the pupil to being made different from Provision for All being made order to enable the pupil to make make progress. The programme will be and School Action. progress. characterised by identifying very small steps. There is allocated time each There is allocated time each week for 2. There will be high levels of support for week for the teacher to plan and the teacher to plan and modify the personal care and hygiene. Independence modify the curriculum and liaise curriculum and liaise with support skills will be promoted where appropriate. with support staff. staff (approx 2 hours per week). 3. There will be a language and communication (b) Active strategies are in place to (b) There will be support for supervision programme employing additional augmented assist the pupil’s social of and/or teaching of personal care, communication. integration in class and through hygiene and/or independence skills. 4. Care plans and where appropriate a additional provision. (c) There will be a language and behaviour plan is provided (c) Teacher/TA/LSA support for communication programme. 60% of curriculum time. (d) TA support within class for 90% of (d) Evidence of small group, the curriculum, to support the pupil in SEN/KB/0913f024edo 2018 年 4 月 4 日 individual provision, eg, Wave 3. whole class, small group and (e) Evidence of outside agency individual work. involvement in planning and monitoring provision.

SEN/KB/0913f024edo 2018 年 4 月 4 日 Specific Literacy Difficulty (SPLD) DYSLEXIA

Item Expansion Required Evidence – this must be provided in full Need This will be evidenced by The pupil has severe and persistent specific learning   A relevant report identifying the exceptional need of the pupil written and signed by someone holding a qualification in Clarify needs, not difficulties of a dyslexic nature, characterised by difficulties specific learning difficulties. just a list of with phonology, verbal memory and verbal processing (Rose).  There may be further supplementary information from a Private Educational Psychologist or Specialist Tutor difficulties These difficulties will have been identified in discussion with For a first application this report must be included in its entirety someone holding a qualification in specific learning difficulties To evidence severity please provide standardised scores for the following – these scores will fall in the below – (Somerset Support Services, SENCO, Teacher) average range for reading and spelling.  Reading accuracy, reading comprehension and reading rate (eg, NARA 2 New McMillan) Severity is a measure of the nature and extent of the pupil’s  Single word reading score (eg, WRAT) learning difficulty and can be measured by:  Spelling (eg, WRAT, SWST)  a Speed of Handwriting Assessment (eg, PATOSS, Hedderly)  Standardised reading and spelling tests  Curriculum assessment To evidence that the pupil shows the characteristics of a dyslexic pupil (Rose). Please provide the following test results:  Diagnostic and observational assessment  Verbal Memory – eg, Digit Recall Test – (include digit forwards and digit backwards score ) (Turner and Risdale – free downloadable from the Dyslexia Action website.)  Verbal Processing, eg, Naming Speed Tests from the Phonological Assessment Battery, Comprehensive Test of Phonological Processing CTOPP)  Phonics/Phonology – highlight where the pupil is in terms of phonic development, eg, the Letters and Sounds Phonic Progression, Sound Linkage Assessment

To show the pupil is working significantly below age related expectations in literacy and that progress is less than at the expected rate please provide:

 National Curriculum levels  Pupil Tracking Sheets.  The ‘Progress and Attainment’ section from the current and the previous Annual Review if available Provision Persistence is a measure of the duration of the difficulty in Details of all of this will be evidenced by a fully completed ‘Summary of Current Provision’ from the current and the response to appropriate and thorough learning opportunities previous Annual Review if available. Describe strategies and support offered to the pupil over time and can be assessed by: you are currently  Quality of inclusive dyslexia friendly classroom teaching and This will detail what has been delivered to meet literacy needs over time. using and classroom support frequency/duration  Whole school awareness of dyslexia (use of IDP materials) Include completed examples of monitoring sheets for specific literacy intervention for the named pupil– examples of TA  Duration, appropriateness and thoroughness of monitoring sheets from intervention programme, SAIL data pre and post intervention data. individualised literacy interventions Provide a weekly timetable of intervention received which details access to additional adult support in all literacy intensive Therefore curriculum areas.  A graduated response will have been in place throughout Key Stage 1 or in subsequent key stages for at least one year Detail any relevant staff training prior to application. This means that appropriate learning opportunities will have been provided at waves 1,2 and 3  The pupil will currently have a detailed programme of specific intervention to address literacy difficulties related to Dyslexia at Wave 3. It is expected that the pupil will be receiving a minimum of 3 x 30 minutes per week delivered in a one to one situation  Group Support – the pupil would also be receiving small group support to develop areas of weakness – additional targeted phonic practice, study skills, self esteem, independence and organizational skills  Quality First Teaching – within the class the pupil would have access to Dyslexia Friendly Teaching and Learning Strategies. Staff will be familiar with Inclusion Development Programme materials for Dyslexia. Review Ensure pupil, parents and school staff are involved in the review of You should clearly show how review of IEPs/PLPs directly link to targets on the next IEP/PLP and how provision is focused Review process in provision, in order that pupil progress is identified and recorded on pupil progress and future planning through the Annual Review place

SEN/KB/0913f024edo 2018 年 4 月 4 日 Learning: Specific Literacy Level (Spld) Dyspraxia

Item Expansion Suggested Evidence Need The pupil has severe specific learning difficulties related to DCD/Dyspraxia as identified by a health practitioner  In 2E of the Annual Review Form please reference reports of a medical diagnosis unless this is a new Clarify needs, and in conjunction with Somerset Support Services (eg, application when a copy of a new report will be needed. not just a list of severe difficulties with recording/organisation). difficulties  Evidence must be provided of the impact on recording skills and access to the curriculum (eg, Writing speed, sample of writing)

 Include National Curriculum Writing Levels indicating which access strategies were used, eg, scribe/word processor Provision The pupil has a detailed programme of specific Reference Annual Review Form 2f intervention to address literacy difficulties related to Provide a weekly timetable of intervention received Describe DCD/Dyspraxia Show access to adult support in all literacy intensive curriculum areas. strategies you are currently  give details of programmes addressing the Detail which strategies are being adopted to develop using (or plan coordination/handwriting/ planning/recording skills to use) and related to DCD/Dyspraxia  study skills frequency/  independence skills duration  self esteem  Detail specific ICT programmes being used to support the pupil. Review Ensure pupil, parents and school staff involvement in the You should clearly show how review of IEPs/PLPs, directly links to targets on next IEP/PLP, and how experience of review of provision, in order that pupil provision is focused on pupil progress and future planning through Annual Review. Review process progress is identified and recorded. in place

SEN/KB/0913f024edo 2018 年 4 月 4 日 Special School High Needs Funding Criteria for Learning - Language and Communication Needs LLC1 LLC2 Item Exemplification Item Exemplification (a) The pupil has either specific speech and/or language impairment (a) The pupil has severe specific language impairment identified by the Speech Need (SLI) or social communication/ pragmatic language impairment Need and Language Therapy Service. With on-going involvement and monitoring. (Clarification (including ASD), identified by SLT (SLI) or paediatrician (ASD). (Clarification (b) Ongoing monitoring and involvement from the SLI Team or Educational of need, not (b) Advice has been obtained from Somerset Support Services of need, not Psychologist Service to develop speech, language and communication. just list of (c) Regular planned intervention is required to support development of just list of (c) Planned intervention is vital to enable development of language and difficulties) language and social communication and to ensure access to the difficulties) communication and ensure access to the curriculum. curriculum.

(a) Class/subject teacher builds curriculum modification into core (a) Individual programme (published or tailor-made) of language/communication Qualitative planning. There is mediated access to the curriculum including for Qualitative activities delivered systematically. provision unstructured times. provision (b) Specialised resources (eg, ICT) and high level of individual time to present currently (b) There is additional teaching of language/communication skills currently key ideas to the pupil. being made (minimum of one hour a week, individual or small group). Eg, SLT being made (c) There is augmented communication/mediated environment (eg, total programme. communication, symbol and sign use) with support and differentiation across (c) Access to an individualised language/communication programme the curriculum. Theory of Mind, Emotional Intelligence, social stories (Published or (d) There is actual or planned support from a teacher and/or language-trained TA tailor made) and holistic systems, eg, STC. for 75% of week to support pupil in the whole class, small group and (d) There is actual or planned support from teacher and/or a language- individual work. trained TA for 40% of the week to support pupil in the whole class, small group and individual work. (As described above).

SEN/KB/0913f024edo 2018 年 4 月 4 日 Special School High Needs Funding Criteria for Autistic Spectrum Disorder Needs ASD2 ASD3 Item Exemplification Item Exemplification (a) The pupil has been diagnosed with autistic spectrum disorder by (a) The pupil has a diagnosis of ASD requiring multi-agency involvement. Need recognised health professional(s). Need (b) The pupil has clear and substantial long term difficulties within the triad of (Clarification (b) The pupil has clear and long term difficulties within the triad of (Clarification impairments and sensory issues which have a substantial impact on day to of need, not impairments and sensory issues, eg, - restricted and rigid of need, not day functioning just list of behaviours, social communication and social interaction difficulties. just list of (c) Long term support, intervention and advice is needed from the Educational difficulties) (c) There is ongoing monitoring from either an Educational difficulties) Psychologist, Autism & Communication Service and Speech and Language Psychologist, Autism & Communication Service, Speech and Therapist (as appropriate). Language Therapist (as appropriate) and Occupational Therapist. (d) Persistent severe challenging behaviour with significant lack of compliance, (d) The degree of communication difficulty is such that planned failure to understand consequences, and therefore presenting a threat to intervention is needed to develop social skills, alleviate difficulties in staff/pupil safety. forming relationships or address obsessional and/or difficult OR behaviours. (e) Highly distressed behaviour, anxiety (including passivity) arising from a (e) The pupil requires mediation to access the curriculum and support significant lack of comprehension e.g. misreading social and emotional communication and social aspects of the classroom. gestures/tone of voice to an extent and degree that requires recognition/mediation for all aspects of the social and academic curriculum through the school day. (f) The primary need being ASD/Aspergers Syndrome but may have co-occurring conditions such as ADHD, Tourette’s, OCD, sensory integration difficulties, poor self-regulation which require intensive mediation regarding communication, social interaction and behaviour management (a) Extensive individual teaching of language/social (a) School entry and/or Transition planning includes multi-agency liaison, parental Qualitative interaction/communication. Qualitative involvement preparation and ASD awareness training for school staff. provision (b) Evidence of sensory/environmental adjustments provision (b) Regular ongoing multi agency meetings which include parents currently (c) Individual teacher time (minimum two hours per week) is used for currently (c) Pupil requires augmented and/or mediated communication as the primary being made planning, co-ordinating and monitoring provision and/or to enable being made channel for educational and social interaction. access to the social and academic curriculum. (d) Approaches to managing behaviour and anxiety and minimising consequences (d) Additional support is available for the majority of the school day to are developed by key staff in conjunction with SENCO and Senior Management ensure a mediated communication system and to facilitate Team and include liaison with parents social/emotional communication. There is a requirement for significant current and relevant staff training, eg, (e) Evidence of the active teaching of social/emotional/life skills/how to PECS, STC, TEACCH, Team Teach manage difficult behaviours and emotional awareness and the (e) School is actively engaged in County/other ASD training opportunities to impact of this on the child or young person. support inclusive provision and Social and Emotional Development (f) Strategies to develop social use of language, eg, (f) Active mediation and support using suitable strategies throughout the whole understanding/processing/ social interaction. school day. (g) Minimum of three hours per week of TA/LSA support for individual (g) ASD trained teacher for a minimum of 5 hours (in total) a week monitored by and/or small group work. the Autism Service – to plan, monitor and model delivery of support. (h) Training on ASD planned or received by key staff including the use (h) Trained adult mediators to facilitate social interaction with peers, and help of ASD IDP materials. with self-care/emotional awareness in all aspects of school life. (i) Key member of staff has trained expertise and designated oversight of provision

SEN/KB/0913f024edo 2018 年 4 月 4 日 ASD 4 Item Exemplification All the needs as described in ASD 3 apply. Need In addition: (Clarification of need, not A severe or profound learning difficulty as defined by just list of LGDD1 or 2 difficulties) The behaviour that challenges staff and may pose a threat to both staff, other learners, and the fabric of the building, does not respond to responsive measures taken at that time.

The behaviour that challenges is not rooted in deliberate non compliance but in severe anxiety.

The behaviour may or may not respond to traditional behavioural approaches

Qualitative As with ASD 3 provision currently In addition: being made A dedicated environment and the expectation that time will be taken and support in place for the young person to adapt to change.

Staff will need to prepare the young person for their day with AAC and continue to support him/her through it.

A full risk assessment will identify times and areas in the day where support will need to be more or less and or delivered in particular ways. It is likely there will be no lone working with the young person.

Access to trained support staff within the school over the normal allocation is essential to ensure minimisation of risk

Behaviour management plans should be drawn up with the educational psychologist for the school or member of the ASD team.

Support for staff will enable levels of resilience to manage the demands associated with delivering support to the young person. This will involve senior management.

When the behaviour of the young person is very challenging the role of staff is to secure the safety of others and not to attempt any direct intervention with the young person unless clearly specified in the management plan

SEN/KB/0913f024edo 2018 年 4 月 4 日 Special School High Needs Funding Criteria for Physical Impairment Needs PI1 PI2 PI3 Item Exemplification Item Exemplification Item Exemplification There is ongoing monitoring by the Physical There is ongoing monitoring by the Physical (a) The pupil has a physical impairment, with no Need and Medical Support Team Need and Medical support Team (PIMST) Need independent mobility or is a non-independent (Clarification (PIMST). (Clarificatio and (Clarificatio wheelchair user. of need, not And: n of need, (1a) The pupil has a physical impairment, n of need, just list of Pupils must meet 3 out of 4 (a to d) below: not just list which necessitates use of additional not just list (b) A Moving and Handling Risk Assessment will be difficulties) of equipment, i.e. a wheelchair or walking frame of required. (a) The pupil has a diagnosed physical difficulties) as their main means of mobility. A Moving and difficulties) impairment, which significantly affects their Handling Risk Assessment will be required. (c) There is significant involvement from the Physical mobility and their ability to access the school OR and Medical Support Team (P&MST) site and some physical curriculum activities. (1b) The pupil has a physical impairment, which . e.g. PE, off site activities, swimming etc. means they have no functional use of both (d) The pupil has a severe communication impairment their arms; in which case a Moving and diagnosed by a Speech & Language Therapist and (b) The pupil requires support to enable practical Handling Risk Assessment may not be they need augmented support. access to the curriculum, including recording required. Accessible school transport may not and personal organisation, as a result of their be required. physical impairment. As well as 1 (a or b) Pupils must meet 3 out of 4 (a to d) below: (c) The pupil needs 1:1 support to enable (2a) The pupil has a diagnosed physical physio/occupational therapy programmes to impairment, which significantly affects their be carried out. mobility and their ability to access the school site and physical curriculum activities. e.g. PE, (d) The pupil has a physical impairment which off site activities, swimming etc. means they require additional support to meet (2b) The pupil requires support to enable their personal care needs, eg, toileting eating practical access to the curriculum, including and drinking. recording and personal organisation, as a result of their physical impairment. (2c) Pupil needs 1:1 support to enable physio/ occupational therapy programmes to be carried out. (2d) The pupil has a physical impairment that means they require 1:1 support to meet their personal care needs, eg, toileting eating and drinking. (a) Class teacher time is provided to ensure (a) Class teacher time is available to: (a) Significant teaching time is used to maximise Qualitative access to the curriculum and to liase with the Qualitative  Liaise with parents, TAs/LSAs and other Qualitative curriculum access and provide: provision TA and other professionals. provision professionals (advisory teachers, provision  Differentiation of the curriculum. currently One hour teaching time on average is available currently physiotherapists, speech and language currently  Preparation of work. being made each week for planning and liaison. being made being made therapists).  Facilitation of alternative communication.  Plan with TAs/LSAs.  Liaison with parents, TAs and other (b) Therapy support is required.  Differentiate the curriculum. professionals.  (2 hours teaching time on average is (c) Some TA support is provided for physical available per week for planning and  Long-term therapy support is provided, eg, access to the curriculum due to Health and liaison). physiotherapy, speech and language therapy Safety issues, eg, DT, PE. (b) TA time is provided for: and occupational therapy.  Curriculum support. (b) Full time TA support to: (d) Support for personal toileting needs is  Break time and lunchtime support.  Enable access to and adaptation of the provided.  Specific therapy input. curriculum.  Personal support, eg, dressing, toileting,  Provide personal support for (e) TA time is available for specific activities and eating and drinking. toileting/eating/drinking and throughout break support.  Significant TA/LSA time is allocated. time and lunchtime. (c) Therapy support is provided.  Support for the management of equipment (f) Consumables to support personal needs may (d) ICT support may be provided for adapted associated with the physical impairment. be provided. access or written work/recording.  Adapted ICT access or software is necessary. (e) Support for the management of equipment (c) Training for staff, particularly at transfer time. associated with the physical impairment may (d) Accessible transport and additional staffing is be provided. provided for school trips. SEN/KB/0913f024edo 2018 年 4 月 4 日 (f) Consumables to support personal needs may (e) Consumables to support personal needs may be be provided. provided. (g) Accessible transport and additional staffing is provided for.

SEN/KB/0913f024edo 2018 年 4 月 4 日 Special School High Needs Funding Criteria Sensory - Hearing Needs SH1 SH2 Item Exemplification Item Exemplification

Need The pupil has a diagnosed long standing or permanent moderate, severe Need The pupil has a diagnosed permanent severe or profound hearing loss in the better (Clarification or profound hearing loss in the better ear and meets the criteria listed a- (Clarification ear and meets the criteria a-c, d and/or e below: of need, not of need, not just list of c, d and/or e below. just list of difficulties) difficulties) (a) The pupil requires supplementary communication methods (signed, written, (a) There is ongoing monitoring from the sensory hearing team. oral/aural) across 100% of the curriculum in order to access learning. (b) An FM system or alternative assistive hearing equipment is available (b) The pupil language development is significantly delayed or impaired such that to address acoustic access issues. access to the curriculum requires differentiation for concept and linguistic content (c) The pupil requires support in order to access curriculum and other for all subject areas. social contexts for learning (c) Assistive equipment such as an FM system is essential to ensure maximisation of (d) The pupil has a need for support to extend and acquire higher residual hearing. language skills across curriculum subject areas (d) The pupil has a complex profile of communication and language needs which (e) The pupils has a significantly delayed vocabulary such that the require individual support or mediation for personal and social interaction. understanding and acquisition of subject specific vocabulary will be (e) restricted without specific support and/or and/or Support is required in order for others to understand the pupil’s own speech or The pupil has a significantly delayed vocabulary such that the communication. understanding and acquisition of subject specific vocabulary will be severely restricted without specific support.

(a) The child has access to skilled individual TA/LSA support using supplementary Qualitative (a) Class teacher/SENCO time is available to plan is available to plan for Qualitative communication methods (signed, written, or oral/aural) to access the curriculum provision differentiation of the curriculum, for developing listening and age provision currently currently and for informal interactions. being made appropriate language and literacy skills and for liaison with parents, being made (b) There is regular access to support from the Hearing Support Team in order to support services and outside agencies. provide targeted teaching and support for language and communication, (b) Staff working with the child have attended formal training and curriculum and social development. INSET as approved by Somerset Hearing Support Team (c) Support is available for daily checking and trouble-shooting hearing equipment. (c) Monitoring and advisory support including targeted time limited (d) Teacher time is available (minimum one hour per week) to differentiate the direct interventions are available from the hearing support team. curriculum, and to liaise with Support Services and other outside agencies. (d) Specialist audiological support is available from the hearing support (e) Staff working with the child have attended formal INSET/training as approved by team. Somerset Hearing Support Team (e) Direct specialist teaching and audiological support is available from (f) Staff receive ongoing advisory support and guidance from the Hearing Support a teacher of the deaf/HLTA. An FM system, or alternative assistive team. hearing equipment is available for the child’s personal use. (g) Measures have been taken to provide a listening friendly environment for the (f) Time is available from a skilled TA/LSA, trained in support child. techniques for hearing impaired children. (h) An FM system or alternative assistive hearing equipment, is available for the (g) Support is available for daily checking and trouble-shooting hearing child’s personal use. equipment. (i) Full TA/LSA support is designated to this child. (h) Measures have been taken to provide a listening friendly environment for the child. (i) A minimum of 10 hours a week of TA/LSA support is designated only to this child.

SEN/KB/0913f024edo 2018 年 4 月 4 日 The Annual Review Report (pupils with statements or School Action Plus) will structure the application – additional information may be necessary to supplement certain aspects

Sensory – Hearing Impairment level 3 (SH3) Item Expansion Suggested Evidence Need The pupil is diagnosed as severely or profoundly deaf and has a specific requirement at any key stage for a fully sign-supported access Clarify needs, programme necessitating full time communication support staffed by not just a list of more than one support worker. difficulties

 Reports provided by qualified specialist professionals confirm the level of hearing impairment and the specific communication requirements.  School entry and transition plans include arrangements for training of new staff and pre- transition work on required curriculum adaptation (materials and activities) and proposed personal support timetable.  Reports from qualified teachers of the deaf and specialist support assistants clarify resources provided/required, record regular involvement of specialist teacher/support staff. Provision There is specialist teaching and support for the effective use by the pupil  Details provided of the specialist teaching provided for of a sign-based or sign-supported access and interaction programme. pupils as well as training taken up by school staff. Describe This is supported by initial and ongoing training in teaching and support  Reports outline the effectiveness with which specialist strategies you strategies for a pupil with hearing-impairment and includes work with advice and guidance has been implemented. are currently the whole school staff and peers.  Review minutes and discussion notes. using (or plan to  IEP shows parent, pupil and specialist staff use) and Measures have been taken to ensure an acoustically appropriate involvement. frequency/ environment for a pupil with hearing-impairment, eg, use of FM system,  Monitoring procedures devised by school. duration classroom soundfields, noise reduction measures and classroom noise  Reports clearly outline the progress made and specific management techniques. This includes access to a visually and requirements of the pupil. acoustically quiet space for individuals or small group language and  Provision map illustrating contributions from all targeted skills work. agencies involved.  Acoustic audit report and evidence of measures taken Teacher time is available (minimum two hours a week) to differentiate to provide a good listening environment. the curriculum, plan with support staff, plan and monitor pupil progress  Evidence of INSET provided by the HST and action and meet with the team around the pupil including carers and support resulting. services to review development and plan forward.  Log of daily checks of child’s personal amplification and assistive equipment. There is full curriculum support and preparation with sign-based/Total  Evidence of staff training that ensures access to skilled Communication or alternative means of access to the spoken and communication support at an appropriate level. written curriculum, eg, photographic video/picture/symbol materials, including resources to support homework and extended school activities.

There are staff in the school with audiological training and skills sufficient to support trouble-shooting and maintenance as required through a programme of daily equipment checks.

SEN/KB/0913f024edo 2018 年 4 月 4 日 Sensory – Hearing Impairment level 3 (SH3) Item Expansion Suggested Evidence

An FM system is available to the pupil for use across the full curriculum. There is regular access to a specialist teacher of the hearing-impaired for targeted teaching and support of language, literacy and numeracy, curriculum access and social, emotional and personal development.

The regular support provided for pupil and support staff from a specialist teacher of the hearing-impaired and associated technical and audiological/specialist teaching support staff, subject to ongoing assessment and review by a teacher of the hearing-impaired and which may vary from 0.2 to 0.5 fte input.

There is specialist training and support for TA work so that pupil has access to consistent and skilled support in communication terms.

Full time support across curriculum provided by at least two workers in accordance with required working practice for sign communicators. Support plan includes extended school activities and break times. Pupil is fully involved in the preparation and review of his/her support plan.

Personal Support Plans should include access to role models through curriculum materials and activities and full involvement of home/carers to ensure consistency and positive self-image. Review You should clearly show how review of IEPs, directly links to targets on next IEP, and how provision is focused on Review process pupil progress and future planning through Annual Review. in place

SEN/KB/0913f024edo 2018 年 4 月 4 日 Special School High Needs Funding Criteria Sensory - Visual Needs SV1 SV2 Item Exemplification Item Exemplification

Need (a) The pupil has a moderate visual impairment involving the loss Need (a) The pupil has a severe visual impairment involving the loss of visual function to a (Clarification of visual function to a level of between 6/24 to 6/36 or (Clarification level of 6/36 – 6/60 or equivalent on a recognized test of visual acuity and/or a near of need, not equivalent on a recognised test of visual acuity and/or a near of need, not vision comfort threshold for reading of print size N36 or greater. just list of vision comfort threshold for print reading of N24-36 or greater just list of difficulties) at KS1, N14 or greater at KS2, N12 or greater at KS3 & 4. difficulties) There is also a requirement for: (b) The pupil needs assistance to access the majority of interactive white board presentations accurately and/or needs the majority 100% differentiated/modified learning materials across the curriculum. of their reading material to be reformatted to a greater print All test and exam papers to be modified. size, in line with visual access requirements above. Assistance to access all board work/OHP presentations. (c) There is regular monitoring and support from a Vision Support Regular (every 2-4 weeks) input, monitoring and advice from the Somerset Vision Team QTVI Support Team VST recommendations are incorporated into daily routine Regular 1:1 sessions provided by the Vision Support Team delivered by a QTVI, mobility VST Provision of specialist resources and development of specialist or HLTA. specialist skills in IT as appropriate. VST Mobility specialist involvement as appropriate.

There is support for lessons involving: There is: Qualitative  Regular board work Qualitative Specialist (VI) teaching of low vision literacy and numeracy skills. provision  High level of reading provision Provision of specialist resources and development of specialist skills in IT currently  Detailed visual content. currently Preparation in A4 of large print (N36+) resources for lessons. being made being made Mobility input to facilitate independence and personal safety.  Demonstrations. Specialist training for TA/LSA work. Consideration is given to: Regular support from a qualified teacher from the VST, ranging from once a fortnight to  Challenging pace of work. monthly - input being subject to an assessment of need through the VST.  Health and Safety issues. Full-time TA/LSA support for the curriculum. Lunchtime/break supervision and support.  Ensuring a quiet and controlled learning environment In line Short-term programmes of work by VST HLTA. with the Vision Support Team Provision Map:  Work is differentiated or adapted into a more accessible style In line with the VST Provision Map there is a requirement for: or format and submitted by teaching staff in good time for Work to be submitted by teaching staff in good time reformatting, differentiating or reformatting. adapting into an accessible style or format.  There is daily TA/LSA support in class and/or for preparation of A commitment to: differentiated learning materials.  Encouraging use of specialist equipment in class  A commitment to:  Liaison with VST  Encouraging use of specialist equipment in class  Releasing pupil for 1:1 input from VST  Liaison with VST  Releasing LSAs for modification work, training, discussion, 1:1 work on pupil program  Release pupil for 1:1 input from VST  CT/SENCO available for planning/liaison/parent meeting with QTVI  Release LSAs for modification work, training, discussion, 1:1 work on pupil program VST: Vision Support Team  CT/SENCO being available for planning/liaison/parent QTVI: Qualified Teacher of the Visually Impaired meeting LSA: Learning Support Assistant VST: Vision Support Team SENCo: Special Educational Needs Co-ordinator LSA: Learning Support Assistant INSET: In-Service Training SENCo: Special Educational Needs Co-ordinator LA: Local Authority INSET: In-Service Training IEP: Individual Education Plan LA: Local Authority IEP: Individual Education Plan SENCO – Special Educational Needs Coordinator

SEN/KB/0913f024edo 2018 年 4 月 4 日 The Annual Review Report (pupils with statements or School Action Plus) will structure the application – additional information may be necessary to supplement certain aspects Sensory – Visual impairment Level 3 - Braille Item Expansion Suggested Evidence Need The pupil diagnosed as experiencing a degree of sight loss of 6/60 or less requiring use of Braille/non-sighted means across all of the Clarify needs, curriculum and is Foundation stage, KS1 or KS2 for SV2 (Braille), or not just a list of entering or within KS 3 or KS4 for SV3 (Braille). difficulties

 Reports provided by qualified professionals able to confirm this level of visual functioning.  School transition plan includes arrangements for training of new staff and pre-transition work on required curriculum adaptation (materials and activities) and a proposed personal support timetable.  Reports from the Vision Support Team clarify resources provided/required and record regular involvement of members of the Vision Support Team.

SEN/KB/0913f024edo 2018 年 4 月 4 日 Sensory – Visual impairment Level 3 - Braille Item Expansion Suggested Evidence Provision There is a requirement for: 1. Specialist teaching and support for Braille, non-sighted access,  As for SV2 plus: Describe mobility and self help skills, concept development, social skills and  Evidence of school and class actions from a VST Provision map with strategies you self-advocacy. contributions from all agencies in school involved in support for are currently 2. Full curriculum preparation of Braille or alternative means suitable child/young person. using (or plan to for non-sighted requirements eg audio CD texts, tactile diagrams.  Details of the specialist teaching and independence training provided use) and 3. Mobility training and school follow-up to facilitate independence and for pupil as well as training taken up by school support staff. frequency/ personal safety across the extended school activities.  Reports outline the effectiveness with which specialist advice and duration 4. Specialist training and support for TA work. guidance has been implemented. 5. Provision of specialist resources and development of specialist skills  Review minutes and discussion notes. in IT.  IEP shows parent, child/young person and specialist staff involvement. 6. Full time support across curriculum.  Monitoring procedures devised by school. 7. The young persons SUPPORT PLAN includes extended school  Particular consideration for child/young person at any stage of activities and break times. transition including evidence of pupil and parental involvement in 8. Regular support provided for pupil and support staff from a Annual Review specialist teacher of the visually impaired, specialist mobility officer and a Vision Support Team HLTA, subject to ongoing assessment and review by a teacher of the visually-impaired (this may vary from 0.2 to 0.5 fte input).

The young person to be fully involved in the preparation and review of his/her support plan which includes skill development for new technology and independent learning at home and at school.

In line with a Vision Support team Provision Map there is a requirement for:

Work to be submitted by staff in good time for reformatting and is differentiated or adapted into an accessible style or format.

Daily TA/LSA support in class and/or for preparation of differentiated learning materials.

A commitment to:  Encouraging use of specialist pupil equipment in class  Liaison with VST  Releasing pupil for 1:1 input by the VST  Releasing LSAs for modification work, training, discussion, 1:1 work on pupil program  CT/SENCO available for planning/liaison/parent meeting with QTVI

Review You should clearly show how review of IEPs, directly links to targets on next IEP, and how provision is focused on pupil progress and future Review process planning through Annual Review. in place

SEN/KB/0913f024edo 2018 年 4 月 4 日 Special School High Needs Funding: Medical Needs M 1 M 2 M 3 Item Exemplification Item Exemplification Item Exemplification

Need 1. Pupil has a medical diagnosis written by Need 1. Pupil has a medical diagnosis written by Need 1. Pupil has a medical diagnosis written by (Clarificat paediatrician or other medical professional (Clarificati paediatrician or other medical (Clarificati paediatrician or other medical professional ion of including date of diagnosis or change in on of professional including date of diagnosis on of including date of diagnosis or change in need, not condition and, where appropriate, need, not or change in condition and, where need, not condition and, where appropriate, predicted just list predicted duration of the condition. just list of appropriate, predicted duration of the just list of duration of the condition that is likely to be of 2. Requires support specific to the medical difficulties condition that is likely to be long term. difficulties permanent. difficultie need rather than any ) 2. Requires support specific to the medical ) 2. Requires support specific to the medical need s) physical/sensory/learning or emotional need rather than any rather than any physical/sensory/learning or need. physical/sensory/learning or emotional emotional need. 3. Need is stable and/or controlled by drugs need. 3. The medical condition can become unstable or other treatment regime. Treatment is 3. Need is relatively stable and/or controlled with very serious (possibly life threatening) required during the school day. by drugs or other treatment regime. implications. The medical condition requires 4. Medical need is not life threatening and, However, the need requires regular constant monitoring. although staffed trained to meet the need monitoring with occasional modifications 4. Treatment is carried out regularly within the will be available within the school, it is not to the treatment regime. school and may be on an emergency as well necessary for them to be immediately on 4. Treatment is required during the school as a routine basis. hand. day. 5. Need requires extensive modification to the 5. The medical need has very little effect 5. There is some possibility of immediate curriculum/premises to provide maximum upon the ability to access the curriculum. risk if suitably trained staff do not access and minimise risk. 6. Incontinence associated with the condition regularly monitor the condition. 6. Total incontinence may be a feature of the may occur but is infrequent. 6. Need requires some modification to the condition. curriculum to provide maximum access 7. Extensive assistance with feeding may be and minimise risk. required either by tube or careful, planned 7. Incontinence associated with the “by mouth” methods. condition may be a common occurrence.

Qualitativ 1. Regular, routine care/treatment regimes Qualitativ 1. Regular, routine care/treatment regimes Qualitativ 1. Regular, routine and emergency e apply that might involve dispensing of e apply that might involve dispensing of e care/treatment regimes apply that might provision drugs, applying standard dressings etc provision drugs, applying dressings, undertaking provision involve dispensing of drugs, applying currently requiring an average of 15 mins per day currently therapeutic interventions under the currently dressings, undertaking therapeutic being or less. being direction of a medical professional etc being interventions under the direction of a medical made 2. No significant clinical waste is generated. made requiring an average of between 15 and made professional etc requiring an average of above 3. There is a medical care plan with staff 45 mins per day. 45 mins per day. always available within the school who 2. Moderate amounts of clinical waste are 2. Large amounts of clinical waste are understand the implications. generated regularly. generated. 4. Staff regularly dealing with the pupil are 3. There is a medical care plan with staff 3. There is a medical care plan with staff trained to be vigilant for always available within the department immediately available who have a improvements/contra-indications etc. who have a comprehensive comprehensive understanding of the 5. Medical supplies/equipment provided by understanding of the implications. implications. the school are of a low level routine 4. Staff in regular contact with the pupil are 5. All staff in regular contact with the pupil are nature. aware of risks and are vigilant for contra- aware of risks and are vigilant for contra- indications. indications. 5. Medical supplies/equipment must be 6. Medical supplies/equipment must be provided provided regularly by the school. constantly by the school.

SEN/KB/0913f024edo 2018 年 4 月 4 日 Annex 3

High Needs Statistical Profile for Colleges in Somerset

SEN/KB/0913f024edo 2018 年 4 月 4 日 Introduction

You will see that the first table focuses on ‘dyslexia’ to highlight some of the issues pertinent to the audit. As we all know, it is an SEN that can be legitimately defined in a variety of ways for certain contexts or purposes.

In 2009 Sir Jim Rose’s Report on 'Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties’ gave the following description of dyslexia, which was adopted by the BDA Management Board, but with the addition of the further paragraph shown below, which should always appear with it:

The description of dyslexia adopted in the report is as follows:

 'Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.  Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.  Dyslexia occurs across the range of intellectual abilities.  It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points.  Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia.  A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well founded intervention.'

In addition to these characteristics, the BDA acknowledges the visual and auditory processing difficulties that some individuals with dyslexia can experience, and points out that dyslexic readers can show a combination of abilities and difficulties that affect the learning process. Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills.

In October 2007, the BDA Management Board approved the following definition:

Dyslexia is a specific learning difficulty that mainly affects the development of literacy and language related skills. It is likely to be present at birth and to be life-long in its effects. It is characterised by difficulties with phonological

SEN/KB/0913f024edo 2018 年 4 月 4 日 processing, rapid naming, working memory, processing speed, and the automatic development of skills that may not match up to an individual's other cognitive abilities. It tends to be resistant to conventional teaching methods, but its effect can be mitigated by appropriately specific intervention, including the application of information technology and supportive counseling.

The British Psychological Association defines it as:

“evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty. This focuses on literacy at the word level and implies that the problem is severe and persistent despite appropriate learning opportunities.”

As you can see someone with a global delay could also be described as dyslexic under these definitions.

Given this lack of consistency, it is not surprising that there is a variation in numbers. Also the other variable of severity plays a part in that schools and colleges may support students with dyslexia at element 2 whilst others may need support involving element 3 resources, indeed specialist placement.

The table shows the discrepancy between the funding being sought by colleges and the records of those young people whilst at school.

To understand the table, be aware that we are also at a point of transition and those that are shown as having been School action Plus (SA+) in the past will now be unidentified as they will be supported through element 2. This is because the individual funding for significant dyslexia was £2,400 ie well within the £6,000.

One of the target outcomes of the audit is to explain the need for ‘top up’ of £183,215 requested by colleges for Somerset students.

The other tables show the distribution of placements by college and by type of SEN. Please note that in mainstream schools, only the primary need is funded whereas in special schools a secondary need can be described and the combination brings a resource. For an explanation of the codes (eg PI1) please see Annex 2.

SEN/KB/0913f024edo 2018 年 4 月 4 日 The tables for all learners covers all those at the college: both new and continuing.

SEN/KB/0913f024edo 2018 年 4 月 4 日 Dyslexia TOTAL Of which no SEN SUPPORT TOTAL TOP UP Involvement or Of which Of which COSTS AVERAGE TOP UP AVERAGE at School Action SA+ Statement TOTALS No Record % 81 £669,215.45 £8,261.92 £183,215.45 £2,261.92 44 31 6 81 54%

Over 10K 13 £160,857.78 £12,373.68 £82,857.78 £6,373.68 Over 10K Bridgwater 3 5 1 9 33% Weston 1 3 0 4 25% 4 8 1 13 Over 6K 68 £508,357.67 £7,475.85 £100,357.67 £1,475.85 Over 6K but less than 10K Bridgwater 32 23 4 59 54% C of Bath 0 0 0 0 Kingston M 0 0 0 0 This part of the analysis used the information supplied by the colleges regarding the Norton R 0 0 0 0 students primary need. The LA has looked at those students with a record of SEN Richard H 0 0 0 0 and it is acknowledged that some students have a more significant learning difficulty Somerset 0 0 0 0 than that indicated. The purpose of this bit of analysis is intended to highlight the need for accurate information. This takes on particular significance if the student has Strode 1 0 0 1 no previous record of SEN support pre 16. Yeovil 0 0 0 0 Weston 7 0 1 8 88% 40 23 5 68

ALL LEARNING DIFFICULTIES AND/OR DISABILITIES No SEN 16 - 18 19 - 24 Total Involve SA Plus Statement Total STATEMENT 104 75 179 Bridgwater 103 84 119 306 34% SA Plus 116 10 126 C of Bath 0 1 2 3 0% NO SEN INVOLVE 144 24 168 Kingston M 1 0 2 3 33% 364 109 473 Norton R 3 2 8 13 23% Richard H 4 4 2 10 40% Somerset 16 9 21 46 35% Strode 14 11 5 30 47% Yeovil 7 8 14 29 24% Weston 20 7 6 33 61%

168 126 179 473 36% 27% 38% 36%

BREAKDOWN BY AGE SEN/KB/0913f024edo 2018 年 4 月 4 日 16Yr 17Yr 18Yr 19Yr 20Yr 21Yr 22Yr 23Yr 24Yr Bridgwater 141 64 34 31 8 9 7 10 2 306 C of Bath 3 0 0 0 0 0 0 0 0 3 Kingston M 1 1 0 0 0 1 0 0 0 3 Norton R 0 8 3 2 0 0 0 0 0 13 Richard H 8 1 0 0 0 0 0 0 0 9 Somerset 12 9 3 7 6 3 4 2 0 46 Strode 17 9 1 0 1 0 0 0 0 28 Yeovil 10 7 2 2 6 2 0 0 0 29 Weston 2 14 8 4 2 1 0 1 1 33 194 113 51 46 23 16 11 13 3

SEN/KB/0913f024edo 2018 年 4 月 4 日 PRIMARY NEED (STATEMENTED) ASD BESD BESPOKE HI MLD NI PD PMED PMLD SLCN SLD SPLD VI Bridgwater 16 14 0 0 30 0 9 1 9 13 22 3 1 118 C of Bath 1 0 0 0 0 0 0 0 0 1 0 0 0 2 Kingston M 0 0 0 0 0 0 0 0 0 1 1 0 0 2 Norton R 2 1 0 0 2 0 0 0 0 1 2 0 0 8 Richard H 0 0 0 0 0 0 0 0 0 2 0 0 0 2 Somerset 6 1 2 0 4 0 1 0 0 0 6 1 1 22 Strode 1 0 0 0 3 0 0 0 0 1 0 0 0 5 Yeovil 1 1 0 0 3 1 2 0 0 1 5 0 0 14 Weston 3 0 0 0 0 0 1 0 0 0 1 1 0 6 30 17 2 0 42 1 13 1 9 20 37 5 2

SEN/KB/0913f024edo 2018 年 4 月 4 日 SCHOOL ACTION PLUS FUNDING ASD ASD BESD LGDD LGDD LL LLC LLC PI SH SPLD BESD 2 LLC 2 PI 1 PI 3 SV 1 SV 3 MEDTA OTHTA 2 3 1 1 2 1 1 3 2 2 1 Bridgwater 11 8 9 18 37 17 8 6 17 0 0 5 2 0 15 1 0 3 1 158 C of Bath 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 3 Kingston M 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Norton R 2 1 0 0 2 2 0 1 1 0 0 0 0 0 0 0 0 0 1 10 Richard H 2 2 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 6 Somerset 5 3 0 0 1 4 0 1 2 0 0 3 1 0 0 0 0 0 0 20 Strode 2 0 1 0 7 2 0 0 0 0 0 0 0 0 1 0 0 0 0 13 Yeovil 3 0 1 1 1 4 0 0 0 0 0 0 1 0 0 0 0 2 1 14 Weston 1 2 2 0 1 0 1 0 0 0 1 0 0 0 1 0 0 1 1 11 27 17 13 19 49 29 9 8 20 1 1 9 4 0 17 1 0 6 5

SEN/KB/0913f024edo 2018 年 4 月 4 日 As Level 1 BESD and LGDD were moved to School Action formula since 2011, the funding recorded was from earlier in their school career.

SEN/KB/0913f024edo 2018 年 4 月 4 日 Annex 4 Sample Spreadsheet as Used at Audit

SEN/KB/0913f024edo 2018 年 4 月 4 日 College AUDIT IN Nov 2013 Programme To be College AGREED First of learning Previous year’s Annual Review Reviewed Surname DOB submission for BAND / Level Name with weekly achievement available? Shadow Banding in Nov funding COSTS 2013 hours 2014?

SEN/KB/0913f024edo 2018 年 4 月 4 日