Children who exhibit challenging behaviour: C0 Regular key person/adult support SEND support planning reflects Have had regular advice and needs and recommendations from other Whole team training on Social and intervention from the setting’s agencies Emotional development targeting needs of Will often exhibit challenging behaviour the child e.g. inset/staff meeting/Early Education/Health/Children’s Social Care even when a structured behaviour Years IDP material/N.S. Early Years report/s and evidence that management plan is in place and is Guidance recommendations have been implemented supported by a member of staff for SMART behaviour plan targets which are 2 reviewed IPPs/IEPs which includes input 40% of the week to access learning. regularly reviewed with parents/carers and from parents and child Intensity and duration may be lessened informed by Education, Health or Support identified in setting planning by targeted support but frequency Children’s Social Care remains significant at least once per Evidence of staff attendance at Interventions that support emotional session. training safety/well-being Displays some oppositional defiant Detailed risk assessments Interventions that support social behaviour / aggressive outbursts / Area SENCO notes of visit interactions with peers/adults intensive emotional distress. Family Support from provider and/or Evidence MUST include Is very easily distracted and needs a Children’s centre Family Support Worker tightly structured support to engage in Evidence of behavioural/emotional play and remain on task. management needs, for example, Finds it difficult to approach / relate to ABCC/STAR observations, behaviour peers appropriately and will sometimes management plan, Nurture Care Plan use physical and verbal intimidation Detailed log of incidents showing and aggression towards peers / adults frequency, intensity and duration of or withdraws from peers and finds it behaviours 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 school services has been sought. Children who exhibit severe and As and including: challenging behaviour: C1 Significant periods off mainstream SEND support planning reflects child’s Exhibit severe and challenging provision and requires flexible and needs and recommendations from other behaviour even when a structured individualised provision agencies
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
early_years_sen_top-up_funding_criteria_-_2017-04.docx