development and so makes slow Social interaction with peers. progress. Support for development of skills , Social care and Education professional involvement. 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 extra difficulties A2 As above and including: Levels achieved will be expected As above and including: EYFS age bands for all areas of learning. Early Years (School) Action Plus The identified additional needs should REPLACE WITH Planning shows how An individualised programme for a large be considered as long term. needs are supported (including part of session is needed Either medical, physical, sensory or recommendations from multi-agency Social immaturity, needs support with behavioural difficulties associated with advice) social interaction with peers their learning difficulties. EYFS best fit judgements Regular multi-agency advice planning to Child needs modification and explicit Tracking of progress over time inform/advise and train staff and establish teaching of the curriculum for most of the individual pupil programme 3 x IPPs/IEPs detailing/identifying the timetable in order to facilitate their SMART targets, activities/experiences Supplementary resources including inclusion. This will involve detailed task and adult/specialist support strategies furniture and specialist equipment will be analysis and teaching approaches required. Support timetable such as prompting, explicit modelling etc. Such approaches will be required Use of therapeutic mediums e.g. soft play, Differentiated planning for social skills/responses, the learning hydrotherapy, sensory and therapy Review notes of routines and personal development may be required. Medical reports in addition to learning attainments. Details of personalised programme Ongoing intervention from Health and Education and possibly social care. Individual Play Plan (IPP) reviews contributed to by child, parents and Child is 2 age bands below their outside agencies 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
development and so makes slow progress. , Social care and Education professional involvement. 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. Social interaction with peers. Support for development of skills A2 Children with severe learning difficulties (SLD) plus extra 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 Levels achieved will be expected EYFS age bands for all areas of learning. An individualised programme for a large part of session is needed Social immaturity, needs support with social interaction with peers Regular multi-agency 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 therapy may be required. As above and including: Early Years (School) Action Plus REPLACE WITH Planning shows how needs are supported (including recommendations from multi-agency advice) EYFS best fit judgements Tracking of progress over time 3 x IPPs/IEPs detailing/identifying SMART 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
Appendix_B_Top_Up_Funding_Criteria_April_2017.docx