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. Children with severe learning difficulties (SLD) plus difficulties A2 As above and including: As above and including: SEND support planning reflects child’s Levels achieved will be below expected The identified additional needs should needs and recommendations from other EYFS age bands for all areas of learning be considered as long term. agencies An individualised programme for a Either medical, physical, sensory or EYFS best fit judgements part of session is needed behavioural difficulties associated with Tracking of progress over time Social immaturity, support with social their learning difficulties. interaction with peers 3 x IPPs/IEPs detailing/identifying Child needs modification and explicit targets, activities/experiences and Regular advice planning to teaching of the curriculum for most of adult/specialist support strategies inform/advise and train staff and establish the timetable in order to facilitate their the individual pupil programme Support timetable inclusion. This will involve detailed task analysis and teaching approaches Supplementary resources including Differentiated planning such as prompting, explicit modelling furniture and specialist equipment will be Review notes etc. Such approaches will be required required Medical reports for social skills/responses, the learning Use of therapeutic mediums e.g. soft play, of routines and personal development Details of personalised programme hydrotherapy, sensory and music therapy in addition to learning attainments. may be required Individual Play Plan (IPP) reviews Ongoing intervention from Health and contributed to by child, parents and Education and possibly social care. outside agencies 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
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
early_years_sen_top-up_funding_criteria_-_2017-04.docx