participation in and contribution to learning activities •Reduced Evidence of stress and/or anxiety responses to identified situations • Displays behaviour that frequently disrupts own or learning opportunities • peers’ Requires intervention for care/self-help/mobility/medical needs through health/care • plan Sensory needs generate a requirement to modify information and materials • Pupils with high level special educational need Possible application for funding from cluster for provision costing over £6,000 Known to a number of services / agencies with high level of involvement from at • least one Attaining well below nationally expected levels forage (reaching P5-8 by end of KS2 • or L2 by end of KS4) Very slow progress resulting in a widening gap between their own and age • appropriate attainment despite support Delayed fine and/or gross motor skills require adult support • Significant difficulties with organisation and/or communication inhibit access to • classroom activities Require a highly adapted or personalised curriculum, able to participate in limited • classroom activities Experiences extreme social difficulties and frequent social isolation despite support • Reduced attendance and/or engagement • Display behaviour that persistently disrupts attendance, own or learning • peers’ opportunities, progress and/or repeatedly causes harm or damage Extreme stress and/or anxiety responses generated by identified situations • Requires extensive intervention to develop age appropriate self-help/daily living • /personal care skills Pupils with a significantly higher level of special educational need Possible request for statutory assessment (Single assessment of Education, Health and Care from September 2014) High levels of involvement from a number of services • Achieving significantly below nationally expected levels for age • (≤2ndpercentile) Unable to access classroom activities or formal learning situations despite • significant support Show minimal progress or even regression despite high levels of support • Socially isolated, vulnerable and/or disengaged • Motor skills require high levels of adult support and specialist equipment to access • the curriculum Wholly dependent upon adult support for care needs • Display extremely inappropriate behaviour that consistently disrupts own or • peers’ learning opportunities Behaviour causes damage to property and / or danger of harm to him/herself and / • or others Disengaged from learning with imminent risk of exclusion • Appendix D Classification of need
•Reduced participation in and contribution to learning activities • Evidence of stress and/or anxiety responses to identified situations • Displays behaviour that frequently disrupts own or peers’ learning opportunities • Requires intervention for care/self-help/mobility/medical needs through health/care plan • Sensory needs generate a requirement to modify information and materials Pupils with high level special educational need Possible application for funding from cluster for provision costing over £6,000 • Known to a number of services / agencies with high level of involvement from at least one • Attaining well below nationally expected levels forage (reaching P5-8 by end of KS2 or L2 by end of KS4) • Very slow progress resulting in a widening gap between their own and age appropriate attainment despite support • Delayed fine and/or gross motor skills require adult support • Significant difficulties with organisation and/or communication inhibit access to classroom activities • Require a highly adapted or personalised curriculum, able to participate in limited classroom activities • Experiences extreme social difficulties and frequent social isolation despite support • Reduced attendance and/or engagement • Display behaviour that persistently disrupts attendance, own or peers’ learning opportunities, progress and/or repeatedly causes harm or damage • Extreme stress and/or anxiety responses generated by identified situations • Requires extensive intervention to develop age appropriate self-help/daily living /personal care skills Pupils with a significantly higher level of special educational need Possible request for statutory assessment (Single assessment of Education, Health and Care from September 2014) • High levels of involvement from a number of services • Achieving significantly below nationally expected levels for age (≤2ndpercentile) • Unable to access classroom activities or formal learning situations despite significant support • Show minimal progress or even regression despite high levels of support • Socially isolated, vulnerable and/or disengaged • Motor skills require high levels of adult support and specialist equipment to access the curriculum • Wholly dependent upon adult support for care needs • Display extremely inappropriate behaviour that consistently disrupts own or peers’ learning opportunities • Behaviour causes damage to property and / or danger of harm to him/herself and / or others • Disengaged from learning with imminent risk of exclusion Appendix D Classification of need