Children with speech and language impairment or communication B0 difficulty/delay Teaching of language and communication SEND support planning reflects child’s The child has either a speech and skills in play situations needs and recommendations from other language impairment or agencies Daily individual programme of activities communication difficulty/delay which is beyond that delivered by Speech and 2 reviewed IPPs/IEPs which includes input at least one age band below the Language Therapy Service from parents and child chronological age of the child and may Whole setting training Log of implementation of language and be due to social and emotional factors. communication programme Support for peer interaction The is known to the Speech and Support identified in setting planning Language Therapy Service. Whole setting focus on key signs, symbols/visual representation Evidence of staff attendance at The child is known to the Area SENCO training/in-service training Team. Evidence of Area SENCO involvement Trained adult targeted on-going intervention is needed for 40% of the Ages and Stages assessment (Health) week to enable child to access learning Every Child a Talker Monitoring Tool including social interaction with peers and adults. Evidence MUST include The child has behaviour and/or emotional management needs Speech and Language Therapy report associated with his/her communication Evidence that recommendations to difficulties. These are frequently support communication and language associated with frustration and/or development are being implemented anxiety or the child’s difficulty in Evidence of behavioural/emotional communicating verbally. Some children management needs, for example, at this level are compliant but have ABCC/STAR observations, behaviour issues with anxiety whilst others may management plan, Nurture Care Plan express their anxiety through behaviours. Evidence showing the frequency, intensity and duration of behavioural/emotional needs As above and including: As above and including: B1 Teaching of specific language skills or SEND support planning reflects child’s The child is identified by a Speech and communication skills throughout the day in needs and recommendations from other Language Therapist as having a play situations, everyday learning agencies specific speech and/or language or opportunities and through the daily routine communication difficulty or disorder. Reports identifying language The difficulty is likely to have significant impairment/disorder/delay or EYFS planning identifies targeted support and/or severe impact on communication difficulty, e.g. from Health reflecting child’s needs and interests communication.
B0 Children with speech and language impairment or communication difficulty/delay The child has either a speech and language impairment or communication difficulty/delay which is at least one age band below the chronological age of the child and may be due to social and emotional factors. The is known to the Speech and Language Therapy Service. The child is known to the Area SENCO Team. Trained adult targeted on-going intervention is needed for 40% of the week to enable child to access learning including social interaction with peers and adults. The child has behaviour and/or emotional management needs associated with his/her communication difficulties. These are frequently associated with frustration and/or anxiety or the child’s difficulty in communicating verbally. Some children at this level are compliant but have issues with anxiety whilst others may express their anxiety through behaviours. Teaching of language and communication skills in play situations Daily individual programme of activities beyond that delivered by Speech and Language Therapy Service Whole setting training Support for peer interaction Whole setting focus on key signs, symbols/visual representation SEND support planning reflects child’s needs and recommendations from other agencies 2 reviewed IPPs/IEPs which includes input from parents and child Log of implementation of language and communication programme Support identified in setting planning Evidence of staff attendance at training/in-service training Evidence of Area SENCO involvement Ages and Stages assessment (Health) Every Child a Talker Monitoring Tool Evidence MUST include Speech and Language Therapy report Evidence that recommendations to support communication and language development are being implemented Evidence of behavioural/emotional management needs, for example, ABCC/STAR observations, behaviour management plan, Nurture Care Plan Evidence showing the frequency, intensity and duration of behavioural/emotional needs B1 The child is identified by a Speech and Language Therapist as having a specific speech and/or language or communication difficulty or disorder. The difficulty is likely to have significant and/or severe impact on communication. As above and including: Teaching of specific language skills or communication skills throughout the day in play situations, everyday learning opportunities and through the daily routine EYFS planning identifies targeted support reflecting child’s needs and interests As above and including: SEND support planning reflects child’s needs and recommendations from other agencies Reports identifying language impairment/disorder/delay or communication difficulty, e.g. from Health
early_years_sen_top-up_funding_criteria_-_2017-04.docx