Not Exceptional Normal School Entitlement Provided from AWPU Not exceptional Provided from School’s delegated Budget Exceptional Significant (and in sufficient quantity and with enough evidence) Exceptional profound and specialist provision Cognitive development attainment and progress Attainment is at a lower level that majority of peers even with some additional support. Progress is at slower rate than majority of peers. Some difficulty in acquiring skills, notably in language, literacy, numeracy skills (or early developmental skills) May be slower to use, retain and apply everyday concepts than age equivalent peers Will have low attainment reflected in levels typical of 2/3 chronological age. May have moderate and persistent difficulties in the acquisition and/or use of language, literacy and numeracy skills which affect progress in other areas of the curriculum. May also have difficulties with sequencing, visual and/or auditory perception, concentration or phonological or memory. Attainment is significantly than majority of peers – gaps in comparative attainment levels increasing. Operating at P scale in primary; unlikely to achieve above national curriculum level 2 in secondary unlikely to achieve expected level for end of KS1 in secondary/ by the end of KS 3 / 4. Slow progress, even with significant and increasing levels of intervention. The student’s difficulties in acquiring expected There is very little and very slow progress, even with high levels of intervention. Attainment in upper P scale range for much of school career.
Very specific difficulties (dyslexia, dyspraxia) affecting literacy skills Significant difficulties in the acquisition of reading, writing, spelling or number skills which do not fit his/her general pattern of learning and performance. literacy and numeracy skills are significantly greater and more persistent than would normally be expected for pupils of his/her age. Requires a highly individualised learning programme developed by the SENCO with support from external professionals which evidences Interventions implemented and impact on progress with planned strategies to support the individual and expected outcomes. Communication and Participation Some language and communication difficulties Average or above average levels of reasoning/ability with evidence of discrepancies between attainments in different core subjects or within one core subject. Significant communication difficulties inhibit regular participation, understanding and contribution to activities in classroom setting Will have difficulties with written and oral communication Extreme communication difficulties seriously inhibit participation, understanding and contribution to activities in classroom setting Extreme communication difficulties preclude participation, understanding and contribution to activities in the majority of settings.
Low level difficulties in the acquisition and/or use of language Curriculum access/pupil participation Some difficulties with concentration even with some intervention and curriculum modification. Limited ability to transfer skills and knowledge. May have poor learning habits and concentration difficulties, be poorly motivated and resistant to learning Requires extensive adult support and a highly adapted curriculum Totally dependent on adult support and require an individualised curriculum. Social Development Some difficulties in making and maintaining friendships and relationships May have some difficulties related to behaviour, social or emotional issues and need some help with these. Significant difficulties in making and maintaining friendships and relationships, likely to occur as a result of delayed learning Extreme difficulties in making and maintaining friendships, resulting in frequent social isolation, vulnerability with some disengagement. Likely to occur as a result of delayed learning. Little evidence of positive social relationships resulting in extreme social isolation, vulnerability and disengagement Motor Skills Some delay in fine and gross motor skills. May be untidy, poor handwriting skills, low spelling scores. Very specific difficulties (dyslexia, dyspraxia) affecting spatial and perceptual skills. Significant delay in fine and gross motor skills, requiring adult intervention .Extreme in fine and gross motor skills requiring extensive adult intervention. Motor skills at a level that prevents access to the curriculum without high levels of adult support
Self-help skills May need some additional support to develop independence in organisational skills and personal care needs May need time for mobility issues Requires significant additional input to develop age appropriate independence skills for daily living and personal care needs Requires extensive additional input to develop age appropriate independence skills for daily living and personal care skills. Totally dependent on for daily living and personal care needs.