Support and guidance is accessed from the Croydon Specialist Teaching Service (Hearing Impairment and Visual Impairment) and via the outreach offer from Croydon’s Special Schools and Enhanced Learning Provisions. Advice, information and training from local support services such as the Educational Psychology Service and the Children with Disabilities Team; via the Learning Without Boundaries training offer; and via the local and national voluntary sector. 6.2 DESCRIPTORS OF PROVISION FOR PUPILS IN SPECIAL SCHOOLS The descriptors below are those currently used to assign funding based on the complexity and resource intensiveness of provision required for individual pupils. This is subject to an annual moderation exercise. The descriptors have not yet been reviewed against the new Code of Practice. BANDS Place Funding Additional Needs Exceptional 1 Exceptional 2 Exceptional 3 Exceptional 4 Staffing Model Typically pupils who can manage within the overall organisation and curriculum but who, on occasions require some low level additional supervision and intervention for mothers, over and above the class team e.g. Speech and Typically pupils can manage only within a small group and require close supervision and interventions from staff Typically pupils need regular, additional time from a range of adults. They may make frequent demands for support because of their learning/behavioural difficulties and/or because of their dependency on adults for their needs. Typically pupils require constant interventions on a daily basis from a range of adults. They may be unable to interact greatly with other pupils and staff due to learning and/or social difficulties Typically requires constant 1:1 support throughout the day and individual strategies to support learning. Most pupils will feature in more than one category, with the exception of Emotional, Behavioural Typically requires constant 1:2 support throughout the day and individual strategies/resources to support learning. Typically has additional diagnosis and involvement from other professionals
Display challenging behaviour which will require physical intervention complex health needs. Autism Spectrum Have good functional communication Communication may be dependent on lo-tech communication aids, e.g. communication PECS Show signs of distress when faced with new people, places or events Exhibit difficulty expressing feelings or needs Have some functional communication Exhibit some rigid or obsessional behaviours Have difficulties developing relationships with others Have a limited functional communication Be dependent on a specialist environment with the on visual support systems such as PECS & visual timetables Need structure and routine to reduce stress and anxiety Exhibit “acting out “ behaviour or “withdrawn” behaviour Have extremely limited functional communication Need adult support to access learning, communication systems (AAC) and social interaction Be reliant on adults for personal care including eating & drinking Exhibit frustration may manifest itself in challenging behaviour and supervision is necessary to Have extremely limited expressive communication Exhibit behaviour on a daily basis which causes harm to and/or severely damages property Require 1:1 supervision within playground and social times Display challenging behaviour which will require physical intervention
maintain safety at all times Display challenging behaviour which will require physical intervention Physical Difficulties (and Medical) Independently use a mobility aid to overcome physical difficulties e.g. walking frame, power chair Need to use a lo-tech communication aid occasionally to support verbal communication Require some support in moving, positioning, personal care Have some independent mobility e.g. independent transfers Have some communication difficulties associated with their physical difficulties Be highly reliant on adults for support in moving, positioning, personal care Have some independent mobility e.g. assist with transfers, use a power chair Have a physical disability that creates communication difficulties Need support related to an additional learning need Be reliant on adults for moving, positioning, personal care including eating and drinking e.g. require hoisting Have a physical disability that creates severe communication difficulties Be communication aid users e.g. 4Talk4 Need support to access learning and social interaction Have an additional Be totally reliant on 1 or more adults for positioning, Movement, personal care including eating and drinking require hoisting, gastrostomy. Be complex communication aid users e.g. Tellus/Dynavox Need 1:1 specialist adult support to access learning and social Pupils may have severe medical needs e.g. unstable epilepsy
need in one other area e.g. sensory or LDs Social, Emotional and Mental Health Difficulties Low level verbal or physical challenging behaviour which causes disruption to other learners and requires regular intervention by an adult Low challenging behaviour requiring behaviour support plans and regular oversight by adults Emotional needs requiring regular support from an adult Only manage their behaviour in a small group Have no additional learning needs Pupils may Be involved in incidents which may require physical intervention Emotional requiring regular support from the Leadership Team Often need support to manage their own behaviour and/or reflect on the consequences for others Need support for an additional learning need Pupils may Exhibit aggression Be involved in incidents which may require physical intervention Require occasional interventions by the Leadership Team Regularly need support to manage their own behaviour and/or reflect on the consequences for others exhibit recurring behaviour and will need additional support within playground and social times Be involved in frequent incidents which may require physical intervention Require regular intervention by the Leadership Team Be unable or unwilling to manage their own behaviour and/or reflect on the consequences for others Exhibit violence on a daily basis and 1:1 supervision is necessary within playground and social times Be involved in daily incidents which may require physical intervention Require frequent interventions by the Leadership Team Sensory Difficulties Have moderate sensory loss Have a very profound
Have a moderate sensory loss Use aids to overcome sensory loss Medical oversight and interventions by trained staff For diabetes, epilepsy, allergies Use aids to overcome their sensory loss Need mediation of the environment at all times Epilepsy requiring support by specialist trained staff Have a visual impairment or difficulty They require meditation of the visual or auditory environment for a proportion of the day They may have additional needs in one other area E.g. PD, ASD Have a significant hearing loss They require mediation of the visual or auditory environment for a high proportion of the day They may have additional needs in one other area e.g. PD, ASD sensory loss necessitating 1:1 specialist adult support Have additional needs in one or more other area e.g. BESD, PD