Requires specialist adult support to access the learning and social curriculum for a large part of the time. With this support the child can access a surface level of understanding but will still experience severe difficulties in making inferences and generalisation. A2 Children with severe learning difficulties (SLD) plus difficulties As above and including: The identified additional needs should be considered as long term. Either medical, physical, sensory or behavioural difficulties associated with their learning difficulties. Child needs modification and explicit teaching of the curriculum for most of the timetable in order to facilitate their inclusion. This will involve detailed task analysis and teaching approaches such as prompting, explicit modelling etc. Such approaches will be required for social skills/responses, the learning of routines and personal development in addition to learning attainments. Ongoing intervention from Health and Education and possibly social care. Child is 2 age bands below their chronological age on ‘Development Matters Best Fit’ profiles in all 3 prime areas. Child requires specialist adult support to access learning including social interaction for the majority of session time. With this level of support the child is able to access a surface level of understanding. The setting requires frequent (termly) specialist advice and input for staff on Levels achieved will be below expected EYFS age bands for all areas of learning An individualised programme for a part of session is needed Social immaturity, support with social interaction with peers Regular advice planning to inform/advise and train staff and establish the individual pupil programme Supplementary resources including furniture and specialist equipment will be required Use of therapeutic mediums e.g. soft play, hydrotherapy, sensory and music therapy may be required As above and including: SEND support planning reflects child’s needs and recommendations from other agencies EYFS best fit judgements Tracking of progress over time 3 x IPPs/IEPs detailing/identifying targets, activities/experiences and adult/specialist support strategies Support timetable Differentiated planning Review notes Medical reports Details of personalised programme Individual Play Plan (IPP) reviews contributed to by child, parents and outside agencies
B0 Children with speech and language impairment or communication difficulty/delay The child has either a speech and language impairment or communication difficulty/delay which is at least one age band below the chronological age of the child and may be due to social and emotional factors. The is known to the Speech and Language Therapy Service. The child is known to the Area SENCO Team. Trained adult targeted on-going intervention is needed for 40% of the week to enable child to access learning including social interaction with peers and adults. The child has behaviour and/or emotional management needs associated with his/her communication difficulties. These are frequently associated with frustration and/or anxiety or the child’s difficulty in communicating verbally. Some children at this level are compliant but have issues with anxiety whilst others may express their anxiety through behaviours. Teaching of language and communication skills in play situations Daily individual programme of activities beyond that delivered by Speech and Language Therapy Service Whole setting training Support for peer interaction Whole setting focus on key signs, symbols/visual representation SEND support planning reflects child’s needs and recommendations from other agencies 2 reviewed IPPs/IEPs which includes input from parents and child Log of implementation of language and communication programme Support identified in setting planning Evidence of staff attendance at training/in-service training Evidence of Area SENCO involvement Ages and Stages assessment (Health) Every Child a Talker Monitoring Tool Evidence MUST include Speech and Language Therapy report Evidence that recommendations to support communication and language development are being implemented Evidence of behavioural/emotional management needs, for example, ABCC/STAR observations, behaviour management plan, Nurture Care Plan Evidence showing the frequency, intensity and duration of behavioural/emotional needs B1 The child is identified by a Speech and Language Therapist as having a specific speech and/or language or communication difficulty or disorder. The difficulty is likely to have significant and/or severe impact on communication. As above and including: Teaching of specific language skills or communication skills throughout the day in play situations, everyday learning opportunities and through the daily routine EYFS planning identifies targeted support reflecting child’s needs and interests As above and including: SEND support planning reflects child’s needs and recommendations from other agencies Reports identifying language impairment/disorder/delay or communication difficulty, e.g. from Health
C0 Children who exhibit challenging behaviour: Have had regular advice and intervention from the setting’s Will often exhibit challenging behaviour even when a structured behaviour management plan is in place and is supported by a member of staff for 40% of the week to access learning. Intensity and duration may be lessened by targeted support but frequency remains significant at least once per session. Displays some oppositional defiant behaviour / aggressive outbursts / intensive emotional distress. Is very easily distracted and needs a tightly structured support to engage in play and remain on task. Finds it difficult to approach / relate to peers appropriately and will sometimes use physical and verbal intimidation and aggression towards peers / adults or withdraws from peers and finds it difficult to respond to offers of friendship. Regularly disrupts other children’s access to learning. Have little awareness of impact of behaviour on others . Professional involvement from services has been sought. Regular key person/adult support Whole team training on Social and Emotional development targeting needs of the child e.g. inset/staff meeting/Early Years IDP material/N.S. Early Years Guidance SMART behaviour plan targets which are regularly reviewed with parents/carers and informed by Education, Health or Children’s Social Care Interventions that support emotional safety/well-being Interventions that support social interactions with peers/adults Family Support from provider and/or Children’s centre Family Support Worker SEND support planning reflects needs and recommendations from other agencies Education/Health/Children’s Social Care report/s and evidence that recommendations have been implemented 2 reviewed IPPs/IEPs which includes input from parents and child Support identified in setting planning Evidence of staff attendance at training Detailed risk assessments Area SENCO notes of visit Evidence MUST include Evidence of behavioural/emotional management needs, for example, ABCC/STAR observations, behaviour management plan, Nurture Care Plan Detailed log of incidents showing frequency, intensity and duration of behaviours C1 Children who exhibit severe and challenging behaviour: Exhibit severe and challenging behaviour even when a structured Significant periods off mainstream provision and requires flexible and individualised provision As and including: SEND support planning reflects child’s needs and recommendations from other agencies school
Special Educational Needs Top-up Funding Category D – Sensory Level Children must meet all of the following core criteria Provision may include Evidence could include D0 Children with a hearing impairment: Have a moderate hearing impairment. Have a moderate hearing loss in either ear as advised by the Hearing Support Service or auditory neuropathy spectrum disorder. Receive audiological and learning support by a teacher of the deaf. Have a gap in linguistic development particularly vocabulary and formation of sentences or phrases. Require support advised by support teacher for the deaf for 40% of session time. Hearing friendly physical environment Individualised Play Plan supports child’s ability to talk and sign and listen Visual support strategies in place Strategies in place to develop interaction with peers and emotional well being Hearing Support Service recommendations inform play plans Team training from Hearing Support Service to support all staff Area SENCO support accessed Ages and Stages Assessment (Health) 2 Year Old Progress check Regularly reviewed IPP in place training MAISEY Professional reports Area SENCO visit notes Staff training Hearing Support Service involvement D1 Children with a hearing impairment: Receive significant/regular audiological and learning support by a teacher of the deaf for assessment, monitoring of progress, advice and guidance to staff. Severe permanent hearing impairment or moderate impairment overlain by a long standing conductive problem. Have a difficulty with understanding the speech of adults and peers at an age appropriate level without individual support, whether signed, written or oral/aural. Are unable to access learning without skilled adult support in targeted language sessions. Modification of language content to allow access to concepts Individualised plan for speaking, listening and auditory skills Individualised play plan to support development of social skills and emotional well-being Hearing Support Service contribute to individualised Access to a range of specialised equipment and resources Training from hearing support service to assist pre-school staff Access to support from range of educational, health and social care agencies As above and including: Known diagnosis Detailed personalised programme in place Details of specialist equipment and resources being used Person specification of support
May use personal hearing aids and/or cochlear implants and FM systems. Hearing Support Service recommendations inform play plans D2 Children with hearing impairment: Receive significant high level audiological and learning support by a teacher of the deaf for assessment, monitoring of progress, advice and guidance to pre-school staff. Have severe or profound hearing loss in the better ear as advised by medical diagnosis or the Sensory Impairment Service. Unable to access range of learning opportunities or understand speech of adults and peers in setting without constant individual and constant support whether signed or oral/aural. 1:1 support from a trained support worker in a quiet environment in order to develop listening / language skills. N.B. The vast majority of children will have severe language delay and/or lip reading difficulties and/or be lacking in confidence in communicating independently in the setting. Broad and balanced provision for learning which is commensurate with child’s aptitude needed Modification of language to allow access to concepts IPP in place to support the development of speaking and listening, auditory skills and early reading and mark making skills IPP in place targets support to develop social interaction and emotional well-being Hearing Support Service recommendations inform play plans Access to a range of specialist equipment and resources needed Specialist INSET for whole staff training As above including: Provision of quiet area for specialist support activities D0 Children with visual impairment: Have a severe visual impairment and in a mainstream years setting. Are capable of accessing all learning opportunities with appropriate modifications. Receive significant involvement from Sensory Impairment Service. Require on-going adult intervention for 40% of session time to facilitate access to learning and ensure safety. Regular monitoring and support by QT from sensory Impairment Service to provide advice and guidance on needs and differentiation and advice to staff Daily targeted support to access broad learning opportunities. IPPs and reviews focus on recommendations of Sensory Impairment Service Support at mealtimes and outdoor play may be required Ages and Stages Assessment (Health) 2 Year Old Progress check Regularly reviewed IPP plans in place Staff training MAISEY Professional agency reports/assessments/ recommendations Area visit notes Staff training Sensory Impairment Service involvement
Have impaired mobility or be in a wheelchair. Trained adult support for up to 100% of session time. Require long term therapy support. Require adults with appropriate training in manual handling to provide support as needed. Children with medical Other medical needs which require adult support e.g. severe epilepsy, asthma etc. Trained staff to implement healthcare plan which includes emergency medical procedure. Additional adult support to enable the child to be safely placed with good medical support. Environment needs risk assessment in place to ensure safety. Ongoing support and guidance from an appropriately qualified health professional. Specialist medical procedure training delivered by e.g. lifetime nurse Specialist training for medical procedures Adaptations to environment E2 Children with impaired mobility: As for E1 and including: Non-independent wheelchair user unable to transfer without support. Requires Alternative and Augmented Communication aid because of physical impairment. Requires long term therapy support. Requires manual handling risk assessment. Requires support for toileting. Requires support to enable access to and for adaptation of almost all learning opportunities/experiences including access to outdoor learning. As for E1 and including: Detailed daily therapy programme Detailed healthcare planning