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
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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,
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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
£8-12K* + Additional £5K approx. for SEMH placements**
Band C Severe Learning Difficulties(SLD) /Profound and Multiple Learning Difficulties (PMLD) Autism and related conditions + Social, Mental, and Emotional difficulties Hearing/Visual Impairment
£12-16K* + Additional £5K approx. for SEMH placements**
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
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.
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.
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
Sensory and/or Physical
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
Sensory and/or Physical
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
Sensory and/or Physical
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