of the time attended, to enable child to Specific training for key person/inclusion Reports identifying language impairment / access the areas of the curriculum: support practitioner. disorder /delay or communication difficulty Language and Communication and e.g. from Health including Speech and Whole setting training, a focus on IDP Personal, Social and Emotional language Therapy/Area SENCO (Early Years Inclusion Development Development. Programme) and PECS if appropriate. Area SENCO notes of visit Behaviour and/or emotional An Early Years environment which Support programme including individual management are associated with supports language and communication and small group support timetabled into communication difficulties and require e.g. use of visual support strategies and planning intervention to support peer learning through play. 2 reviewed IPPs/IEPs including input from relationships for a large part of the Advice and guidance around provision of parents, child, Area SENCO, Education time. 1:1 support from Area Senco. and Health Teams as appropriate Learning opportunities are presented Evidence of staff training and impact. through extensive differentiation including regular need for targeted Log of implementation of language activity preparation. programme / adult support Modification of language content for all Evidence of staff attendance at training activities, interpreted in to the child’s Evidence of advice from agencies particular means of communication agreed at MAISEY e.g. Makaton. Evidence showing the frequency, intensity It is likely that staff will need specific and duration of behavioural /emotional skilled training to meet the child’s needs communication needs. As for B1 and including: May also require: As above and including: B2 group teaching Detailed management plan with evidence Child requires on-going intervention of how challenging behaviour or limited from North Somerset education Daily speech programme and use of ability to understand consequences or the (VLS / Area SENCO) evidence based strategies to support need for AAC is supported (resources/time Child requires trained / specialist adult child’s development and inclusion in all allocation/curriculum planning) support to access learning through setting learning experiences/activities. play for 100% of funded hours.
of the time attended, to enable child to access the areas of the curriculum: Language and Communication and Personal, Social and Emotional Development. Behaviour and/or emotional management are associated with communication difficulties and require intervention to support peer relationships for a large part of the time. Learning opportunities are presented through extensive differentiation including regular need for targeted activity preparation. Modification of language content for all activities, interpreted in to the child’s particular means of communication e.g. Makaton. It is likely that staff will need specific skilled training to meet the child’s communication needs. Specific training for key person/inclusion support practitioner. Whole setting training, a focus on IDP (Early Years Inclusion Development Programme) and PECS if appropriate. An Early Years environment which supports language and communication e.g. use of visual support strategies and learning through play. Advice and guidance around provision of 1:1 support from Area Senco. Reports identifying language impairment / disorder /delay or communication difficulty e.g. from Health including Speech and language Therapy/Area SENCO Area SENCO notes of visit Support programme including individual and small group support timetabled into planning 2 reviewed IPPs/IEPs including input from parents, child, Area SENCO, Education and Health Teams as appropriate Evidence of staff training and impact. Log of implementation of language programme / adult support Evidence of staff attendance at training Evidence of advice from agencies agreed at MAISEY Evidence showing the frequency, intensity and duration of behavioural /emotional needs B2 As for B1 and including: Child requires on-going intervention from North Somerset education (VLS / Area SENCO) Child requires trained / specialist adult support to access learning through play for 100% of funded hours. May also require: group teaching Daily speech programme and use of evidence based strategies to support child’s development and inclusion in all setting learning experiences/activities. As above and including: Detailed management plan with evidence of how challenging behaviour or limited ability to understand consequences or the need for AAC is supported (resources/time allocation/curriculum planning)
Appendix_B_Top_Up_Funding_Criteria_April_2017.docx