LEVELS OF RESOURCING AND SUPPORT FOR … OF RESOURCING AND SUPPORT FOR SCHOOL AGE PUPILS ... this will be expressed as an amount of Learning Support Assistant (LSA) ... At Level 1,

V17.1 SEND Resource Levels & Banding Matrix Page 1 of 20

LEVELS OF RESOURCING AND SUPPORT FOR SCHOOL AGE PUPILS (5-16) WITH SPECIAL NEEDS AND

DISABILITY IN MAINSTREAM AND SPECIAL SETTINGS

In Redbridge, our vision for children and young people with special educational needs and disability is that they should be:

Supported to develop well during their early years at home;

Receiving ongoing support throughout their formal education to help them develop and achieve their full potential;

Offered opportunities for their families to have real choices and control over decisions affecting them and their future.

This vision should be seen reflected in this and all our other Local Authority policies and procedures.

School funding system for Additional and Special Needs

The school funding reforms (DfE 2013*) introduced a place-plus approach to the way support for

pupils/students with high needs were funded. High needs pupils/students are defined as those

requiring over £10,000 to meet their special educational needs. This additional funding is generally

referred to as pupil top-up funding. Pupil top-p funding must be a sum per pupil and the funding

must follow pupils when they move during the year. Unlike previous per pupil funding it is not based

on the preceding January count.

Under a place-plus approach high needs funding will comprise three elements. Element 1: Funding

per pupil at a school – each school will receive an amount to fund a place at the school. Element 2:

Additional learning support funding – each setting, school or academy will be expected to provide

support to meet the additional requirements of children who would benefit from this support.

Element 3: Top up funding from the Local Authority commissioner to meet the assessed needs of the

individual pupils.

Figure 1. Equivalence of funding for all high needs provision under a place plus approach.

Fig.1 Mainstream School Special School/Resource Provision in Mainstream School

Element 1

Universal

Basic entitlement – per pupil of £4K within school delegated budget

Place funding of £10K through delegated budget

Element 2

Low cost, high incidence

Additional funding through the schools delegated notional SEN budget – schools are expected to provide support up to the equivalent of £6K per


pupil

Element 3

High cost, low incidence

Top up funding

Further funding required

above the £6K of Element 2 to

meet the assessed needs of

the pupil as set out in their

EHC Plan or statement of SEN

Budget centrally managed and allocated to schools based on individual pupil need.

Further funding required

above the place element of

£10K to meet the assessed

needs of the pupil as set out in

their EHC Plan or statement of

SEN

Budget centrally managed and

allocated to schools based on

individual pupil need.

*DfE (2013): School Funding Reforms

Inclusion, Equity and Efficiency

Within Redbridge we believe that children and young people should be educated within their local

mainstream school wherever appropriate, in accordance with relevant legislation. However, we also

recognise that mainstream education will not always be right for every child or young person all of

the time and therefore our aim is to ensure that young learners are placed in the most appropriate

educational settings. Children and young people will have their needs met appropriately within a

continuum of provision that will include the use of specialist and alternative provision.

Regardless of where children and young people undertake their education we expect all those

involved to adhere to the following principles:

upholding the principles of a person-centred, outcome focused approach

inclusive practice across all services supporting children and young people with SEN and

disabilities

fairness and equity in all aspects.

the effective and efficient use of public resources.

Statutory EHC Need Assessment

In Redbridge, the Education, Health and Care (EHC) multi-agency panel meets weekly to consider

requests for EHC Need assessments and also completed assessments. Once an assessment has been

completed the panel considers both whether to issue an EHC Plan and if so the level of resourcing

necessary to meet the needs identified as a result of the statutory assessment process. Most often

this will be expressed as an amount of Learning Support Assistant (LSA) hours; however, this is

essentially for accounting purposes and should not be considered immutable in practice when

deciding support arrangements for the pupil.

At the next level, for pupils already in or those being considered for special schools or other

specialist provision, the question to be considered is whether top up funding is required in order to

address the student’s special educational needs and which banding best describes the required

arrangements. The pupil will then be allocated to this resourcing level or banding and will receive

the recommended amount of top up funding.

In order to achieve robust decision making the following will be necessary:


The advice gathered during the assessment process will need to be available to panel

members;

Panel members will need to be familiar with the Resourcing Levels and Banding matrix and

guidance papers;

Panel summary sheets must record the information considered, key points of discussion and

the final decision.

Further guidance on EHC Panel functions can be found in the Terms of Reference (TOR) revised

December 2016

Allocation of Pupils to Resourcing Levels and Bands

For a pupil with identified severe and complex special educational needs there are two clear points

where consideration needs to be given to allocating the pupil to a resourcing level or banding, i.e. at

the end of the statutory assessment process and at an annual review. Additionally, this process will

need to be applied to pupils with an EHCP who move in to Redbridge from other Local Authorities.

Best practice in terms of decision making and accountability would suggest that in line with standard

procedures the EHC multi-disciplinary panel will be pivotal in all cases when considering resource

allocation.

Annual Reviews

The majority of annual reviews are processed as ‘no change’ meaning that there have been no

significant changes to the arrangements a pupil needs since either the statement/EHCP was issued

or since the previous annual review. However, for some pupils the review papers will indicate a

change in need or a lack of progress and a request for additional funding or possibly a change of

placement.

Occasionally a pupil’s progress is such that the annual review recommends a reduction on the level

of arrangements needed by the pupil. Where there is disagreement between parties regarding a

reduction or increase in support the decision should also be considered through some form of

mediation or moderation involving a third-party professional (e.g. educational psychologist) or

moderating group.

In keeping with legislative and standard procedures within Redbridge all significant changes in levels

of provision or placement would need to be ratified through the EHC multi-agency panel. (Please

refer to the Terms of Reference for the EHC panel)

Resourcing Levels and Banding Matrix

Along with the decision to issue or continue to maintain an EHC Plan, the multi-agency panel will

also have to determine the amount of additional support the pupil will require to meet their needs

by addressing the outcomes set out in the plan. To ensure transparency and consistency across all

providers the Local Authority (LA) has developed a resourcing level and banding framework which

describes the mix of provision available to pupils in order to address their identified additional or

special educational needs. Within this framework the key is to identify the particular support,

intervention programmes and other arrangements required by an individual pupil.

The resources allocated through the different levels or banding to schools and centres relate only to

the funding available through elements 1, 2 and 3 set out above. Whether in mainstream or special


schools, the matrix follows a graded response where the arrangements increase in complexity

and/or intensity from the core offer (wave 1, 2 and 3) through to Band 4. Each resourcing level or

band builds on the arrangements described in the previous one.

Levels in Mainstream

For mainstream schools, the resourcing levels matrix shows the amount of additional support to be

made available as a proportionate response to meet the level of need of the identified pupil.

Ordinarily this will be expressed as an amount of additional Learning Support Assistant (LSA) hours;

however, this is merely indicative of an amount of additional budgetary support and should not be

regarded as immutable but rather more flexible in how it is used in practice. The information

provided by the school, parents and support professionals should enable the EHC Panel to

determine both the broad level of (LSA) support required (Level 1-4) but also more specifically the

number of LSA hours indicated, based on the evidence of how it is to be used. The levels of support

in mainstream are outlined in Figure 2 below.

Per Pupil Top Up Funding Figure 2 -Top Up Values for mainstream 2016/17

Level Per Pupil Top Up Value Equivalent LSA Hours per week in mainstream *

School Based Core Offer Below threshold for EHCP

£0 No additional top-up, arrangements funded through elements 1 and 2

Up to 11

Level 1 Meets threshold for EHCP

£0k to £3000

12 to 18

Level 2

£3000 to £7000

19 to 26

Level 3

£7000 to £10,000

27 to 32

Level 4

£10,000 and above

Above 32.5

* Based on average LSA cost. For pupils requiring additional qualified teacher support this could be calculated at 3 times the cost of LSA support.

School Based Core Offer and the Redbridge Local Offer provides broad descriptors of the

arrangements that should be considered for pupils with additional needs who do not meet the

threshold for an EHCP. This level does not attract top-up funding. When considering the

arrangements needed for pupils who are at this level, all professionals should be referring to the

good practice guidance found in Chapter 6 of the Code of Practice (DfE 2015).

Pupils requiring the arrangements described at Level 1 and above are those most likely to meet the

threshold for an EHCP. Levels 1 to 4 attract a range of top-up funding to ensure the placement/host

school has sufficient financial capacity to put in place the arrangements necessary to ensure the

pupil progresses towards the outcomes agreed as part of the EHCP assessment process. Each level


carries a range of additional funding to allow for individual pupil differences. The precise

arrangements required by an individual pupil will determine the amount of top up funding required

within the mainstream sector.

At Level 1, focus is on those pupils who require additional adult support and supervision for specified

subject areas and/or parts of the day e.g. over lunch- or play-time. For Level 2, increased resource is

needed across several subject areas (e.g. literacy and number; reading and behaviour) and often

associated difficulties with concentration and attention. Pupils at Level 3 will require adult

support/supervision most of the time; and for Level 4 they are regarded as needing such support for

the vast majority of the school day. At these upper resourcing levels, there are often concerns

around health and safety, pupils whose difficulties and behaviour are most likely to put themselves

and others at risk e.g. little awareness of danger or prone to tantrums.

Whilst Learning Support Assistant (LSA) hours are included in the matrix as the main source of

additional support, this is for illustrative purposes and should not be taken as a recommendation for

how support arrangements should be delivered. It is always expected that provision and support

arrangements will be considered jointly by parents, teachers and other practitioners and will be

informed by evidence based practice.

Understanding and using the Resourcing Levels matrix:

Pupils who require top up funding will be those with the most severe and complex needs i.e.

support arrangements exceed that which can be provided from within the delegated funding

of £10k.

Pupils will be allocated to one level only. This will be the level which best describes the

support arrangements identified in the pupil’s EHCP or subsequent annual review papers.

The Resourcing Levels funding is not cumulative i.e. if a pupil is identified as needing the

arrangements outlined at Level 3 then they will receive this top up value only and not levels

1, 2 and 3.

If, as is often the case, a pupil has complex needs across different categories of SEN this does

not mean that they require multiple additional amounts of top-up funding for each type of

need e.g. for a pupil with needs in both cognition-learning and communication-interaction

requiring arrangements best described at Level 3 they will receive just one amount of top-up

funding and not 2 x Level 3 top up.

For a small percentage of pupils with special needs and disabilities, their profile may so

similar that the only determining factor as to whether they are in mainstream or placed in

special school is parental preference and/or the inclusiveness and latitude of tolerance in

their local school. This is reflected in the areas of overlap both in the funding ranges

(especially Resourcing Levels 3-4 with Bands A-B) and mix of support programmes and

strategies outlined in Part B of this document.

In the case of specialist centres, requests for exceptional funding arrangements should be

made also to EHC panel.

These resourcing levels arrangements apply only to school based funding. Therefore,

supplementary resources and provision identified from other providers, such as health or

social care, will be determined in line with the resource allocation systems established by

those agencies and joint commissioning protocols.


Outreach Support from Special to Mainstream

Outreach support is provided by special schools and specialist services for individual pupils with EHC plans in mainstream schools who have a range of significant language, behavioural, learning and/or physical difficulties. This support is also commissioned from the High Needs Block funding and should in all cases be authorised through the EHC panel. Outreach support is generally at one of two levels. For the vast majority, advice and monitoring is provided to support mainstream teachers and Learning Support Assistants (LSA) with the implementation of the pupil’s EHC plan, working jointly to ensure that the objectives are met. This level of outreach support equates to five hours spread over the school term, usually a review session every two or three weeks. Under more exceptional circumstances, the EHC panel may agree that the pupil, their mainstream teachers/s and support staff would need a shorter period of more intensive input from specialist colleagues, in order to devise and refine strategies and imbed staff training. Ordinarily this amounts to a session per week over the school term (i.e. usually thirteen hours). Therefore where this is part of an EHC plan it is even more time-limited and subject to further success criteria.

Banding Matrix in Maintained Special Schools and Specialist Centres

Under agreed funding formulae each Special School or specialist centre will receive the appropriate

amount from within the Banding matrix for the pupil placement. This will be based on the evidence

of need which matches with the profile descriptors for that particular band. The banding matrix

provides a set of descriptors across the four areas of SEN which outline the support arrangements a

pupil might require in order to have their identified additional needs addressed. These descriptors

are set out in a latter section of this document. Figure 3 below outlines the increasing complexity of

need from Band A-D and the associated cost of provision.

Figure 3: Banding Level and Top UP Values for Special Schools/Centres 2016/17

Band School Sector Per Pupil Top Up Funding

Band A Global Developmental Delay (GDD)/General Learning Difficulties (GLD) Speech Language Communication Needs (SLCN)

£5-8K* + Additional £5K approx. for SEMH placements**

Band B Global Developmental Delay (GDD)/General Learning Difficulties (GLD) (more severe) Communication and Social Interaction Needs (CSIN) Pupils in Additional Resourced Provisions (ARP) or SEND Support centres


Band C Severe Learning Difficulties(SLD) /Profound and Multiple Learning Difficulties (PMLD) Autism and related conditions + Social, Mental, and Emotional difficulties Hearing/Visual Impairment



Band D Profound Hearing/Visual Impairment Autism and related conditions (Most extreme) Severe and Challenging Behaviour Non-Maintained/Independent Sector

£16-20K and above +Additional £5K or more approx. for SEMH placements**

* Within this range cost may vary across special schools and units, depending on contextual factors, e.g. maintenance

costs, need for physical aids and equipment etc.

** It is difficult to give precise figures due to the range of associated difficulties and whether in-borough or out-borough

placements.

Where pupils have severe and complex needs it can sometimes be difficult for practitioners to

identify one primary need; and historically this has delayed or even compromised pupil access to

provision. Using the banding matrix and a set of descriptors across the four areas of SEN to outline

the support arrangements a pupil might require, enables a move away from the notion that primary

need only should drive resourcing. Where it is not easy to decide the profile of needs and/or

appropriate band for a pupil who is attending a special school or specialist centre, through a process

of moderation officers will engage the school and significant others (e.g. school EP or speech

therapist) as necessary in order to arrive at a final agreement.

Understanding and using the Banding matrix:

Pupils who require top up funding will be those with the most severe and complex needs i.e.

support arrangements exceed that which can be provided from within the delegated funding

of £10k.

Pupils will be allocated to one band only. This will be the band which best describes the

support arrangements identified in the pupil’s EHCP or subsequent annual review papers.

The banding funding is not cumulative i.e. if a pupil is identified as needing the

arrangements outlined in band 3 then they will receive this top up value only and not bands

1, 2 and 3.

If, as is to be expected, a pupil has complex needs across different categories of SEN this

does not mean that they require multiple additional amounts of top up funding for each

need type e.g. for a pupil with needs in both cognition and learning and communication and

interaction requiring arrangements best described in Band 3 they will receive just one

amount of top up funding and not 2 x band 3 top up.

It is not expected that pupils will need support arrangements spanning more than two

different bandings. The LA does however recognise that on occasion pupils can present with

challenges requiring additional arrangements to be made. Additional funding arrangements

for these pupils will be considered by the EHC multi-agency Panel.

For a small percentage of pupils with special needs and disabilities, their profile may so

similar that the only determining factor as to whether they are in mainstream or placed in

special school is parental preference and/or the inclusiveness and latitude of tolerance in

their local school. This is reflected in the areas of overlap both in the funding ranges

(especially Resourcing Levels 3-4 with Bands A-B) and mix of support programmes and

strategies outlined in Part B of this document.


In the case of specialist centres, requests for exceptional funding arrangements should also

be made to EHC panel.

These banding arrangements apply only to school based funding; supplementary resources

and provision identified from other providers, such as health or social care, will be

determined in line with the resource allocation systems established by those agencies and

joint commissioning protocols.

Personal Budgets

Consideration needs to be given as to how the resource allocation resulting from the Resourcing

Levels /banding matrix will influence decision making around personal budgets, and vice versa. This

too will be part of the EHC Panel remit although Personal Budgets may also be considered separately

within Social Care resourcing processes.

Pupil Premium

Pupil Premium funding is separate to and distinct from SEND funding.

…………………………………………………………………………………………………………………………………………………Part B

to follow Here:



Redbridge Resourcing Levels and Banding Matrix – Part B

School Based Core Offer Below threshold for Education Health and Care Plan No Additional top-up funding Cognition and Learning Communication and Interaction Social, Emotional and Mental Health Sensory and/or Physical

Significant modification of the curriculum through presentation timing and recording methods. Specialist advice and regular input for school staff on how to enable full access to curriculum and provide support for a number of curriculum or skills areas and/or task analysis, differentiated activities and resources in small groups/1:1 situations or smaller classes. Assistance with and alternative recording for a number of curriculum areas. Identified staffing to support access to the curriculum and/or with personal development. In order to access the set curriculum, the pupil will require some teaching in small groups, 1:1

Support to facilitate effective communication, interaction and curriculum access; personal development; and to ensure understanding of instructions and tasks and to modify language through a specified programme for most of the day. Support to develop attention and concentration skills for most of the day. Alternative and Augmentative Communication programme required, e.g. signing, symbol system. Frequent advice and occasional input from SLT or staff with relevant expertise to train school staff in Assistive Communication. Specific/targeted and visual

Support to develop a combination of:

social skills using adult intervention to structure learning and social situations

specific programmes/small group opportunities to develop empathy and awareness of others

strategies to enhance attention control

programmes/approaches to develop emotional regulation

a range of coping strategies for dealing with difficult situations

independent learning strategies

Positive Handling Plan in place. Supervision to ensure safety at unstructured times.

Implementation of health-related programmes on a daily basis. Support for mobility and healthcare plans. Multi-sensory delivery of some of the curriculum. Strategies to support fine and gross motor skills. Guidance and support to develop self-help and independence skills. Specialist teacher advice and regular input from qualified teachers of HI/VI/MSI/PD Daily access to a trained adult to ensure correct functioning of audiological equipment.


situations or within smaller classes.

strategies to enhance the communication environment throughout the day.

Access to a safe area at break times.

Staff training and qualification Access to a SENCo who is a qualified Teacher with responsibility for co-ordinating the provision for children with additional needs. Staff in all educational settings who are working with children and young people with special educational needs will receive training in the relevant area following the Redbridge staff support and training programmes.


Resourcing Level 1 Meets threshold for Education Health and Care Plan Up to £3K

Cognition and Learning Communication and Interaction Social, Emotional and Mental

Health

Sensory and/or Physical

In addition to Core Offer:

Curriculum adapted to meet the

needs of pupils with complex

learning difficulties differentiated

through presentation, pace of

delivery and recording mechanisms.

Opportunities for

reinforcement/learning

enrichments to apply skills learnt,

support with life skills,

organisational and problem solving

skills.

Access to intervention programmes

which focus on functional learning

across school, home and the wider

community.

Access to an inclusive peer group to facilitate social and emotional development.


Language enriched adapted

curriculum to meet the needs of

pupils with complex communication

and interaction difficulties

differentiated through presentation,

pace of delivery and recording

mechanisms.

Intervention to support social

communication in unstructured

times.

Opportunities for

reinforcement/learning

enrichments to apply skills learnt,

support with life skills,

organisational and problem solving

skills.

Access to intervention programmes which focus on functional learning across school, home and the wider Community.

Access to an inclusive peer group


Curriculum adapted to meet the needs of pupils with complex emotional, social and behavioural difficulties.


Support with everyday tasks such as

changing, toileting and/or feeding.

In order to access the set

curriculum, the pupil requires

specialist equipment and/or

specially adapted equipment.

Support to facilitate independent mobility skills within a specially adapted site.


to facilitate social and emotional development.

Staff training and qualifications Support from a SENCo who is a qualified Teacher with responsibility for co-ordinating the provision for children with additional and special educational needs. Staff in all educational settings who are working with children and young people with special educational needs will receive training in the relevant area following the Redbridge LA staff support and training programmes.

Special school sector Specialist centre and special school staff will follow a tailored induction and continuing development programme. Where the young person attends a specialist facility with inclusion into the mainstream school the whole school staff will attend relevant awareness raising training, in order to embed best practice throughout the whole school community.


Level 2 Mainstream /Band A Special £3K to £7K/£5-8K

Cognition and Learning Communication and Interaction Social, Emotional and Mental Health


In addition to the arrangements outlined above the pupil requires additional support of the nature and type described across Level 2/Band A.

Frequent and sustained specialist intervention, therapies and teaching approaches are required to enable full access to the curriculum. Individualised curriculum provided for the pupil for some of the school day with an enhanced focus on promoting social interaction and social communication skills. Support to understand social situations and opportunities to apply skills learnt within the school setting and wider community. Access to a structured visual environment to reduce anxiety and promote independence. Alternative and Augmentative Communication (AAC) needed with technical support as required. Support to facilitate effective communication, interaction and curriculum access / personal

In addition to arrangements outlined above: Curriculum adapted to meet the needs of pupils with complex emotional, social and behavioural difficulties.

Implementation of health-related programmes on a daily basis. Moving and Handling plans, Care plan and Mobility programmes in place. Multi-sensory delivery of some parts of the curriculum. Strategies to maintain fine and gross motor skills. Assistance with self-help and independence skills. Specialist teacher advice and frequent input from qualified teacher of HI/VI/MSI.


development and to ensure understanding of instructions and tasks and to modify language through a specified programme covering several areas of communication throughout the day. Support to develop attention and concentration skills throughout the day. Frequent advice and occasional input from Speech and Language Therapist (SALT) and staff with relevant expertise. Specific/targeted and visual strategies to enhance the communication environment throughout the day.

Staff training and qualifications Support from a SENCo who is a qualified Teacher with responsibility for co-ordinating the provision for children with additional and special educational needs. Staff in all educational settings who are working with children and young people with special educational needs will receive training in the relevant area following the Redbridge staff support and training programmes. Staffing Support in Special Schools Specialist centre and special school staff will follow a tailored induction and continuing development programme. Where the young person attends a specialist facility with inclusion into the mainstream school the whole school staff will attend relevant awareness raising training, in order to embed best practice throughout the whole school community. Within a special school nominal staffing ratio of 1 Teacher and 2 LSA to an average of 10 pupils. Such a class may include children with General Learning Difficulties (GLD) including language and coordination difficulties; Social and Communication difficulties/mild ASD; and GLD with poor attention and concentration skills.


Level 3 Mainstream/ Bands B-C Special £7K to £10K/ £8-16K NB: Differential in cost reflects differences in funding arrangements for special schools overall and individual pupils in mainstream

Cognition and Learning Communication and Interaction Social, Emotional and Mental Health


Individualised delivery of the curriculum provided for the pupil throughout the day. Significant modification of the curriculum through presentation, timing and recording methods. Multi-sensory delivery of most of the curriculum for most of the day. Assistance with alternative recording methods for most curriculum areas. Identified staffing to support access to the curriculum and with personal development. Opportunities for reinforcement /learning enrichments to apply skills learnt within the school setting and wider community, support with organizational, life skills and problem solving. Sustained specialist interventions, therapies and teaching approaches will be necessary to support full access to the curriculum. In order to ease access to the

Frequent and sustained specialist intervention, therapies and teaching approaches are required to enable full access to the curriculum. Structured support to foster skills for tolerance of and engagement with the adult-led agenda. Support to understand social situations and opportunities to apply skills learnt within the school setting and wider community. Access to a structured visual environment to reduce anxiety and promote independence. Support to transition within the class, school and wider community For some pupils Individualised multi-sensory delivery of the whole curriculum provided for the pupil throughout the day. Access to a personalised learning environment. Enhanced staffing levels (more than 1:1) to promote engagement with

Additional support to implement crisis management plan. Support at unstructured times promoting safety-conscious social skills and awareness of danger. Strategies to manage regular or occasional self-harming behaviours. Targeted, individual support available for most of the day as a result of a risk assessment, e.g. due to challenging /high risk behaviour. For some pupils Specialist support and intervention to address mental health needs. Staff trained in the use of physical restraint (e.g. Positive Options/ Positive Restraint) in line with specialist advice and behaviour policy.

Implementation of health professions programmes including medication. Daily support from qualified specialist sensory teachers (QTVI/QTHI/QTMSI) and specialist support staff. Targeted specialist advice and regular input for school staff on making special arrangements and adaptations to the curriculum, the environment and maintenance and management of specialist equipment. Moving and Handling plans, Health Care plan and Mobility programmes in place. Implementation of health professions programmes including medication. May require 2:1 support for personal care/severe/complex physical/ medical programmes/ degenerating conditions.


curriculum and for personal development the pupil will require a combination of individual, small group and small class teaching throughout the day. For some pupils Individualised multi-sensory delivery of the whole curriculum and throughout the day. Enhanced staffing levels (more than 1:1) to promote engagement with learning, to support transitions, to ensure safety within the school and wider community, to support with personal care.

learning; support transitions; ensure safety within the school/educational setting and wider community; and to support with personal care.

Access to specialist school nurse and healthcare assistant. The arrangements that follow are specific to pupils with HI/VI/MSI Modified delivery of the curriculum provided for the pupil throughout the school day. Provision of additional curriculum for the teaching of specific skills to pupils with severe sensory impairment. Support and guidance to staff, pupils, parents and carers n the use of specialist curriculum support resources. Access to appropriate specialist ICT. Training from Paediatric Mobility and/or Independent Living Skills Officers. Planned interventions to address emotional support needs. Specialist access arrangements for examinations. Average staffing ratio of 1 specialist qualified VI/HI/MSI teacher and specialist teaching assistant to 6 pupils.


Staff training and qualifications Access to a SENCo who is a qualified Teacher with responsibility for co-ordinating the provision for children with additional and special educational needs. Staff in all educational settings who are working with children and young people with special educational needs will receive training in the relevant area following the Redbridge staff support and training programmes. Staffing Support in Special Schools Specialist centre and special school staff will follow a tailored induction and continuing development programme. Where the young person attends a specialist facility with inclusion into the mainstream school the whole school staff will attend relevant awareness raising training, in order to embed best practice throughout the whole school community. Within a special school nominal staffing ratio of 1 Teacher and 2 LSA to an average of 6 pupils. Such classes may include: pupils with GLD who are very slow learning and/or particularly vulnerable; have significant physical difficulties; require a highly structured and containing environment; and/or following a developmental curriculum.

Level 4 Mainstream/Bands C-D Special From £10K/£16-20K+ NB: Differential in cost reflects differences in funding arrangements for special schools overall and individual pupils in mainstream

Cognition and Learning/Communication and Interaction/Emotional, Social and Behavioural Development


A small number of pupils with profound and complex needs may require arrangements to be made that are beyond those outlined above. For some pupils, it may be necessary to look to the non-maintained/independent sector.

In addition to the arrangements outlined above, in Band D pupils with VI/HI/MSI requires additionally: A modified and adapted specialised curriculum e.g. Braille; British Sign Language (BSL). Specialist curriculum support resources appropriate for CYP who use Braille and/or BSL. Access to appropriate specialist ICT. Bespoke communication packages of support as appropriate. Provision of an additional curriculum - the teaching of special skills to blind and/or Deaf pupils; to include intensive bespoke programmes of social communication training.


VI Average staffing ratio of 1 specialist qualified teacher and 1 specialist teaching assistant for 3 pupils. HI Average staffing ratio of 1 specialist qualified teacher for every 6 pupils and 1 specialist teaching assistant for every 2 pupils.

Staff training and qualifications Access to a SENCo who is a qualified Teacher with responsibility for co-ordinating the provision for children with additional and special educational needs. Staff in all educational settings who are working with children and young people with special educational needs will receive training in the relevant area following the Redbridge staff support and training programmes. Staffing Support in Special Schools Specialist centre and special school staff will follow a tailored induction and continuing development programme. Where the young person attends a specialist facility with inclusion into the mainstream school the whole school staff will attend relevant awareness raising training, in order to embed best practice throughout the whole school community. Within SLD and ASD special school settings a nominal staffing ratio of 1 teacher and 3 LSA/Teaching Assistants for an average of 7 pupils. For pupils requiring enhanced staffing support within these settings a nominal staffing ratio of 1 Teacher and 3 LSA/Teaching Assistants for an average of 6 pupils. Within SEMH special school settings a nominal staffing ratio of 1 Teacher and 1 TA for an average of 5 pupils. At the upper end of this range are:

Children at the more extreme end of the ASD spectrum who need intensive input, with more specialised communication strategies e.g. Augmentative Communication systems and TEACCH.

Children profound and multiple difficulties with additional care needs;

Pupils with exceptionally dangerous and challenging behaviour, usually with associated and additional learning difficulties.

Glossary:

ASD: Autism Spectrum Disorder

SEMH: Social, Emotional and Mental Health Difficulties

EP: Educational Psychologist


HI: Hearing Impairment

MSI: Multi-sensory Impairment

PD: Physical Difficulties

PMLD: Profound and Multiple Learning Difficulties

VI: Visual Impairment

Documents

LEVELS OF RESOURCING AND SUPPORT FOR … OF RESOURCING AND SUPPORT FOR SCHOOL AGE PUPILS ... this will be expressed as an amount of Learning Support Assistant (LSA) ... At Level 1,