Top Up Funding in North Somerset 2019-20 - Academic Year - Support Services for ...

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Top Up Funding
in North Somerset

    2019-20
   Academic Year
Introduction
The high needs funding arrangements were introduced for all schools and Academies in April 2013.

This guidance relates to the element of funding identified as ‘Top up”. The table below shows the
relationship of all SEN funding.

           Pre-16 Special Educational Needs (SEN) and Alternative Provision (AP).

                    Mainstream             Resource Base            Specialist Settings
                    Settings
 Element 1:         Mainstream per-        AWPU                     Base funding of £10,000 for

 Core               pupil funding                                   SEN and AP per place.
                    (AWPU)
 education
                                                                    This is roughly equivalent to
 funding
                                                                    the level up to which a
 Element 2:         Contribution of up     £6,000 per place.
                                                                    mainstream provider would
 Additional         to £6000 to
                                                                    have contributed to the
                    additional support
                                                                    additional support provision
                    required by a pupil
                                                                    of a high needs pupil.
                    with high needs,
                    from the notional
                                                                    Base funding is provided on
                    SEN budget
                                                                    the basis of planned places.
 Element 3:         “Top-up” funding from the commissioner to meet the needs of each individual

 Top-Up             pupil or student placed in the institution. To be given when needs exceed
                    Element 2 criteria.
 Funding

                         Important Information Update
The Local Authority (LA), in partnership with the Strategic Schools Forum (SSF), commissioned a
review of the top-up funding (TUF) arrangements in North Somerset for children and young people
with high level special educational needs and disabilities. There has been historic pressure on the
TUF budget, which forms part of the high needs block within the Dedicated Schools Grant. The LA
and the SSF want to ensure that a fair, equitable and robust system of allocating top up funding is
in place which addresses the pattern of overspending.

                                               Page 1
The review was carried out by RBMM Education, in collaboration with relevant LA Officers,
representatives from a sample of six schools including mainstream primary, mainstream secondary
and special schools as well as representatives from parent groups. The review was undertaken
between May and September 2018.

The review made a number of recommendations which were consulted upon during the period of
November 2018 and January 2019. The results of this consultation were considered by the SSF in
January 2019. The changes agreed are detailed below. Further information on this, including all
minutes and SSF papers can be found here. SSF Papers

In respect of financial considerations, the SSF agreed changes to the band values with effect from
1 September 2019.

For those pupils currently in receipt of TUF who will be entering onto either year 2 or 3 of a 3-year
allocation in September 2019, the previous criteria will be honoured, but will be funded on the new
banding tariff from September 2019. All pupils allocated 3-year funding will need to be re-moderated
in time for September 2020 under the new criteria.

For applications agreed in April and June moderation the funding will begin in September 2019. For
those applications agreed at the other rounds, the funding will be applied for the following month.

Voyage Learning Campus (VLC) will receive a fixed amount of funding for one year (academic
year 2019-20)

Moderation Process

TUF applications for children of school age will now be considered by a smaller moderation group
of experienced school representatives. This group will have a consistent, common core of
membership and will include LA officers. There will no longer be a quality assurance process
undertaken by LA Officers.

Application Process

Schools will be able to apply for TUF four times per year, in April, June, October/November and
January/February. This should reduce the number of requests the LA receive between moderation
periods. Therefore, all TUF applications will be made through the moderation process as agreed,
except in clearly defined exceptional circumstances. Exceptions would be considered in cases
where a pupil moves into the LA where individual funding is indicated in their Education, Health and
Care (EHC) Plan, tribunal decisions requiring enhanced support, and in rare occasions, a significant
change in the child’s presenting profile. These would then be subject to a full application at the next
moderation session and decisions made there would be implemented immediately.

Evidence for the application continues to be an EHC Plan and latest annual review for pupils who
are supported with an EHC plan. For those on SEN support who are currently in receipt of TUF,
schools need to complete a Review Report for a Pupil Supported Through TUF form. For new
requests, the same form is to be used but it should be stipulated that this is a new request. In all
cases, schools must provide a completed Request to Access TUF form and for mainstream schools
only, a costed provision map.

Appeals Panel

The appeals panel will continue to consider appeals for instances where schools feel that the
evidence submitted has been misinterpreted by the moderators. As in previous years, the appeals
panel is unable to consider new information/reports, but following the consultation, it can consider

                                                Page 2
the application in its entirety and is not limited to those elements of the criteria for which the
moderators found insufficient evidence. There is no further appeal following this.

Criteria

The review recommended that the criteria for TUF should be reworded to ensure greater clarity and
robustness and a recognition of needs and to remove the requirement for any specific diagnosis or
training. The criteria have been amended to reflect this.

Formula Review Working Group (FRWG)

The SSF has agreed that a subgroup of the FRWG will be established to look at the criteria changes
in more detail and in readiness for 2020/21. This group will also:

   •   Determine if reasons need to be removed or added to the exceptions for consideration
       outside of moderation.
   •   Whether settings should be given information on the possible menu of interventions which
       may be funded through TUF.
   •   If changes need to be made to the evidence which is included in the application.

Important Issues Regarding Your Application

Each year we receive a high number of Top-Up Funding applications. To aid the moderation
process, it is vital that schools take responsibility for analysing and interpreting the information they
hold and include this in the TUF review/new application form (Form D) or the child’s annual review
paperwork. For clarity, any additional information (Such as PSP’s, behaviour logs, school reports
etc.) will NOT be considered by the moderators and may affect the decision of your application.

It has also been noted that information included within the reports does not always provide specific
information e.g. behaviour incidents are not detailed in terms of the description, frequency and
extent of the behaviours and may result in an application not being agreed.

Where you need to provide information about academic progress, it is schools’ responsibility to
ensure that the assessment information included can be understood by the moderators. Where there
is doubt about the ability levels of the child you are applying for, the moderators will not be able to
agree funding.

Costed Provision Map

The LA has provided a template for a costed provision map. Schools may choose to use their own
form, but it should include all information requested in the template. We will not accept applications
where funding levels are below £6000. It. is also essential to show costs associated with supporting
children with current TUF at least to the value of the funding and where you are making a first
application, or applying to increase funding, that you indicate how you would spend this (intended
spend).

                                                 Page 3
Arrangements for High Needs Pupils for 2019-20
           Area                                         Action
                     Training on the high needs arrangements remains mandatory for all staff
Moderation Process   that will both make applications and those involved in the moderation
                     process.

                       Applications from individuals who have not attended the training will not
                       be accepted. In unforeseen circumstances e.g. your trained SENCO
                       being absent, you may consider asking another school to apply on your
                       behalf.

                       Applications for categories B1 and C1 in mainstream schools will continue
                       to be required on an annual basis, except where pupils are currently in
                       Year 6 and due to transfer to secondary school (where a two-year
                       allocation will be agreed to support transition). To ensure that the
                       receiving school is allocated this money, the current school setting will
                       need to complete a Money Following Pupil form, stipulating the new
                       school and start date and return to topup.funding@n-somerset.gov.uk

                       For new applications, mainstream schools will be required, as part of the
                       application process, to submit a costed provision map that sets out the
                       provision in place, equivalent to at least £6,000 contribution from the
                       school’s budget and detail costs of the support to be put in place should
                       top up funding be allocated (intended spend).

                       When making an application to continue funding you will be required to
                       submit a costed provision map that sets out the provision in place
                       equivalent to at least the level of funding allocated.

                       The Request to Access Top Up Funding Form now includes a checklist
                       which MUST be completed. If this is not completed correctly, the
                       application will be returned to the school.

                       Each table of moderators will consist of, school head teachers and
                       SENCOs, LA Officers and, where required, medical professionals

                       A photocopy of the front sheet completed during the moderation process
                       will be issued to schools to inform them of the outcome.

                       The appeals process is available for instances where schools feel that the
                       evidence submitted had been misinterpreted. Appeals will be submitted
                       to a panel of school and LA representatives with a senior member of the
                       SEN Team as advisor. Please note that no new information/reports can
                       be considered by this panel. However, the appeals panel can consider
                       the application in its entirety and is no longer limited to those elements
                       highlighted by the original moderators.

                                           Page 4
The SEND panel will be able to allocate top up funding for an interim
                         period to pupils/students in exceptional circumstances. This includes
                         those that move in to North Somerset with a high level of identified need
                         in their EHC Plan or where the circumstances of the pupil changes
                         significantly to the extent that their needs can no longer be met without
                         additional support, and in tribunal decisions impacting on the amount of
                         provision detailed in the EHC Plan.

                         Any interim arrangements allocated by the SEND panel will be
                         reconsidered by the next available moderation panel. The judgement
                         made by the moderation panel will apply from the date of the panel and
                         will not be backdated.

Dates and venues for training for those making applications and taking part in the
moderation process are detailed below

Wendy Packer
Head of Education Inclusion Service and Virtual School Headteacher

                                            Page 5
The Use of Funding

In mainstream schools it is expected that the following would be provided from the school Core
Education Funding (Element 1 from Table 1):

•   A broad and balanced curriculum that meets all statutory requirements

•   Learning tasks that are differentiated by ability in terms of content, pace and outcome.

•   Teacher planning that takes in to account assessment information and pupil outcomes

•   A clear policy for behaviour that is consistently applied by all staff across the school

•   A SENCO who is a qualified teacher and who is accredited via mandatory national qualifications

•   Arrangements for identifying and assessing children and young people with SEN and for
    regularly reviewing and monitoring the provision and progress of these children and young
    people

•   Pastoral Support Plans and behaviour management programmes where appropriate

•   Training in SEN to ensure that all staff are able to teach and manage the range of learning needs
    that are included in a mainstream school

•   Reasonable adjustments for pupils covered by the Equality Act, such as flexible group
    arrangements, adaptations to policies or ensuring disability access

•   Inclusion in learning experiences, school trips etc. that are suitable and appropriate to the
    individual pupil’s needs and compliant with the Equality Act 2010.

•   Resources such as reading schemes or programmes suitable for a range of pupils with learning
    needs

•   Suitable arrangements for liaison with parents and professionals and for taking the child or young
    person’s views in to account

•   Ensuring public examinations are accessible to all pupils

                                                 Page 6
From the Notional SEN Budget (Additional Funding – Element 2)

•   Resources, interventions and additional adult support to ensure the needs of those pupils with
    high incidence needs such as dyslexia, moderate learning difficulties, speech and language
    difficulties, social communication difficulties and lower level behavioural difficulties are met

•   A focus on early intervention

•   Ongoing assessment of the pupil’s strength and difficulties, including parental consultation,
    carried out by the Class Teacher, SENCO etc.

•   The drawing up and resourcing of an individual or group plan which should include approaches
    that are additional to and different from a suitable differentiated curriculum, including enhanced
    levels of adult support. A provision map may be appropriate.

In addition to the above schools have, from April 2013, needed to fund additional support for pupils
with higher level needs up to the value of £6,000 per pupil per annum in line with the Government
funding expectations. It is anticipated that this should be planned together with outside agencies
and will equate to up to 10 hours of TA support per week.

The type of provision and support will clearly vary depending on the learning needs of the pupil but
is likely to include:

•   Teacher or assistant time targeted at individual needs and delivered either in class or on an
    individual or small group basis and for the frequency and duration necessary for the pupil to
    make progress.

•   Enhanced access to classroom ICT with appropriate software to aid independent recording, skill
    development and motivation.

•   Alternative provision suitable to the pupil’s needs and abilities that is designed to support and
    enhance learning goals

•   Continuous monitoring of programmes and outcomes in line with the recommendations of
    outside agencies to ensure that pupil progress is measured against clear and defined targets

•   Supporting PCP review preparation and process

Top Up Funding (Element 3)

A small number of children and young people with SEN have low incidence, more severe and
complex special educational needs that require additional provision to be made. To access this
funding the criteria attached to this document would need to be met.

                                                Page 7
Top Up Funding Timeline
Mandatory Training will take place on 4 occasions throughout February through CPD
online.
1. Friday 8th February 2 – 4pm, Castlewood
2. Monday 11th February 1 - 3 pm The Hive
3. Thursday 14th February 10 - 12 The Hive
4. Monday 25th February 4.30-6.30pm Castlewood

April Moderation                              June Moderation
                    ACTIVITY                   DATE
DATE
        Schools to email list of pupils               Schools to email list of pupils for
Mar     for whom Top Up Funding is             June   whom Top Up Funding is sought
2019    sought (with pupil name,               2019   (with pupil name, DoB,
        DoB, category, and level                      category, and level requested)
        requested) by 5pm 25 March                    by 5pm 7 June to Lucy
        to Lucy Frampton, Senior                      Frampton, Senior SEN Officer.
        SEN Officer.                                  topup.funding@n-
        topup.funding@n-                              somerset.gov.uk
        somerset.gov.uk

        3 April – Moderation of                       18 June – Moderation of
Apr     applications by school staff,          June   applications by school staff,
2019    Local Authority Officers and           2019   Local Authority Officers and
        relevant medical                              relevant medical professionals.
        professionals.

        Wednesday 12 April –                          26 June – decisions sent to
Apr     decisions sent to schools,             June   schools, followed by indicative
2019    followed by indicative budget          2019   budget statement - identifying all
        statement - identifying all                   SEN funding streams
        SEN funding streams

        Schools to notify SEN of                      Schools to notify SEN of
Apr     appeals they wish to submit            July   appeals they wish to submit by
2019    by 5 pm 23 April to Lucy               2019   5 pm 4 July to Lucy Frampton at
        Frampton at                                   topup.funding@n-
        topup.funding@n-                              somerset.gov.uk
        somerset.gov.uk
                                                      We are unable to receive
        We are unable to receive                      notification of appeals in
        notification of appeals in                    other formats.
        other formats.
        Monday 2 May 2018 -                    July   9 July - Appeals Panel meeting
May     Appeals Panel meeting to               2019   to consider cases. Schools will
2019    consider cases. Schools will                  be notified of appeal outcome
        be notified of appeal outcome                 by 15 July.
        by 8 May.

                                          Page 8
October/November Moderation                      January/February Moderation
        Schools to email list of pupils                 Schools to email list of pupils for
Oct     for whom Top Up Funding is             Jan      whom Top Up Funding is sought
2019    sought (with pupil name,               2020     (with pupil name, DoB,
        DoB, category, and level                        category, and level requested)
        requested) by 5pm 22                            by 5pm 22 January to Lucy
        October to Lucy Frampton,                       Frampton, Senior SEN Officer.
        Senior SEN Officer.                             topup.funding@n-
        topup.funding@n-                                somerset.gov.uk
        somerset.gov.uk

        6 November – Moderation of                      4 February – Moderation of
Nov     applications by school staff,          Feb      applications by school staff,
2019    Local Authority Officers and           2020     Local Authority Officers and
        relevant medical                                relevant medical professionals.
        professionals.

        13 November – decisions                         11 February – decisions sent to
Nov     sent to schools, followed by           Feb      schools, followed by indicative
2019    indicative budget statement -          2020     budget statement - identifying all
        identifying all SEN funding                     SEN funding streams
        streams
        Schools to notify SEN of                        Schools to notify SEN of
Nov     appeals they wish to submit            Feb      appeals they wish to submit by
2019    by 5 pm 20 November to                 2020     5 pm 14 February to Lucy
        Lucy Frampton at                                Frampton at topup.funding@n-
        topup.funding@n-                                somerset.gov.uk
        somerset.gov.uk
                                                        We are unable to receive
        We are unable to receive                        notification of appeals in
        notification of appeals in                      other formats.
        other formats.

Nov     27 November- Appeals Panel                      26 February Appeals Panel
2019    meeting to consider cases.                      meeting to consider cases.
        Schools will be notified of            Feb      Schools will be notified of
        appeal outcome 1 December.             2020     appeal outcome by 28 February

                                          Page 9
Moderation of Top up Funding
This will be an annual activity that for mainstream and specialist provision:

a) Agrees the banding allocation for existing pupils and those admitted to mainstream schools,
   special schools and resource bases since the last moderation.
b) Agrees any changes to current bandings for mainstream schools, special schools and resource
   base pupils

Evidence

In all cases where a pupil is in receipt of an Education Health Care Plan, the evidence that schools
will need to provide will be a copy of this and the latest Annual Review (including any reports), which
sets out the needs of the pupil and the provision in place to meet those needs. Should there have
been a significant change since the Annual Review was held, evidence of such may also be
submitted. As annual reviews may already have been held before schools were aware of the criteria
changes, schools may include an addendum to their reports if necessary.

A costed provision map is also mandatory for mainstream settings. For new applications, the costed
provision map must set out what support has been put in place to at least £6K, detail the costs of
the additional support to be put in place should Top Up Funding be allocated (intended spend). For
requests to continue funding, the costed provision map must evidence spending to at least the top
up funding level previously allocated. This must include details of individual and small group support.
The grade of the LSA is required and where the pupil is in a small group situation, the size of the
group is to be a specified with the costs of this provision per pupil included.

In cases where the child is at SEN Support and currently in receipt of Top-Up Funding the evidence
will consist of a completed Top-Up Funding review form (including any recent and relevant outside
agency reports) and a costed provision map for mainstream schools as outlined above.

In new cases within mainstream schools, AP or FE a full application will need to be completed.

This will comprise a completed Evidence Pack (found on NSESP website) which details:

•   How provision has used elements 1 & 2. (Costed Provision Map as above)
•   Evidence of recent external agency support (last 12 months)
•   Pen portrait and evidence to support.
•   Academic progress over previous 3 years.

                                               Page 10
Categories of Need

   Category               Description                 Who Can Apply?   How Frequently?

       A       Cognition and Learning                   All phases      Every 3 years

               Communication and Interaction
       B       Level 1 in mainstream settings           All phases        Annually *

               Communication and Interaction
               Level 2 and above in mainstream
       B       school and for all levels in other       All phases      Every 3 years
               settings

               Social, Emotional and Mental
               health Level 1 in mainstream
       C                                                All phases        Annually *
               settings

               Social, Emotional and Mental
               health Level 2 and above in
       C       mainstream school and for all            All phases      Every 3 years
               levels in other settings

               Sensory
       D                                                All phases      Every 3 years

               Physical/Medical
       E                                                All phases      Every 3 years

* There will be an exception for pupils who are currently in Year 6 and due to transfer
into secondary education where a two-year allocation will be agreed to support
transition.

                                            Page 11
Frequently Asked Questions
What are the sources of All mainstream pupils are supported by an AWPU (Age Weighted
funding to meet SEN in Pupil Unit) which provides for a basic level of teaching and
mainstream schools?     support staff. A standard range of materials and equipment for the
                        National Curriculum will be available. It is reasonable to expect
                        this standard range to include texts, materials and equipment
                        suitable for pupils who work below age related expectations.

                               Social Deprivation Factor
                               The DfE requires LAs to have a social deprivation element in the
                               formula allocation to schools to reflect levels of social deprivation.
                               In North Somerset, this is IDACI (Income deprivation affecting
                               children index), reflecting the area from which the school admits
                               pupils, and the level of free school meals. The funding may
                               reflect increased costs in areas such as family support and pupil
                               support.

                               SEN Factor
                               This is funding to support any pupil with special educational
                               needs. It supports the expectation that schools will fund up to the
                               first £6,000 of additional support for any child or young person
                               with SEN. It is allocated on the basis of averaged foundation
                               stage profile attainment data for primary schools and averaged
                               KS2 attainment in English and Maths for Secondary schools. This
                               attainment data is used as an assessment of the level of special
                               educational needs within a school. Top up funding will be
                               allocated for children and young people that need support beyond
                               the £6,000 level.

                               Lump Sums

                               All mainstream schools receive a lump sum of £10,000 to ensure
                               that they receive a minimum level of funding for SEN.

                            Specialist settings and Alternative Provision will be funded on the
What funding is available place plus methodology. This means that they receive £10,000
for Specialist settings and per planned place. Top up funding will be allocated for children
Alternative Provision?      and young people that need support beyond the place funding
                            level and where they meet the criteria for TUF.

Which children will Top up Top up funding is aimed at supporting that small percentage of
Funding support?           pupils who have the highest level of need within our mainstream
                           schools, special schools, APs and other specialist settings.

How will decisions        be A small group of representatives from schools and the LA will
moderated?                   moderate the applications. The LA will ensure fair representation
                             in terms of type of school, age range and locality. A representative
                             of Supportive Parent will be invited to sit on the moderation panel.
                             Decisions will continue to be made against the criteria.

                                            Page 12
What happens if a pupil If a pupil moves from one North Somerset school to another, the
changes schools mid-year? money following pupil principle will apply. The school in receipt of
                          TUF at the time of the move is responsible for notifying the LA of
                          that the pupil is no longer on roll with them.

How do pre-school children The receiving school should make applications for those pre-
with complex needs gain school children who fulfil the criteria. It will be the responsibility of
access?                    the pre-school provider to supply information to enable this to
                           happen.

Does the funding apply to Maintained nurseries may make applications for children who fulfil
pre-school children?      the funding criteria. Allocations will be made pro-rata depending
                          on attendance levels.

Who applies when the child A school due to receive the child should apply. Clearly under
is due to transfer in the next transfer arrangements there will be close and detailed planning
academic year?                 between schools. Although the receiving school makes the
                               application, the information will actually be supplied by current
                               school/provider.

Will funding be available for Where pupils are in receipt of top up funding are on the role of
pupils on dual placements? more than one school, funds are calculated on a daily basis pro-
                              rata to the mainstream school to cover actual attendance.

How will the top up funding Top up funding will follow the pupil. It will be allocated to schools,
be paid to providers?       resource bases and APs on a monthly basis. It will be allocated
                            to the school that admits a high needs pupil from the month in
                            which they are admitted if this is on or before the 15th of the month.
                            If the pupil is admitted after the 15th of the month top up funding
                            will be provided from the start of the following month.

Will funding be available for    Yes, the same arrangement applies for top up funding
Post 16 pupils attending
secondary schools?

Who funds any specialist The school/provider in which the pupil is placed. The LA will
equipment required for consider making a financial contribution towards specialist
individual pupils?       equipment for children and young people in receipt of top up
                         funding on a case by case basis.

How will I evidence a pupils The criteria has been changed to reflect this. Please see criteria.
entitlement to Cognition It is vital that schools provide information that the moderators can
and learning funding now understand.
NC levels have been
removed?

Who will advise me when I Schools are responsible for holding this information and planning
need to reapply for pupils for reapplications. The LA will no longer issue reminders in
currently in receipt of TUF? respect of this.

                                             Page 13
What Form to Fill in When

    Name of Form                    When should you fill one in?

                                    When first applying for Top Up Funding. The following
                                    forms need to be included:

                                       •   Request to Access TUF Form
    Application Forms
                                       •   Review Report for pupil supported through
                                           TUF/New request or EHC Plan and Annual
                                           Review reports for those pupils with EHC Plans.
                                       •   Costed Provision Map (CPM). These forms are
                                           all compulsory (except for special schools, where
                                           no CPM is required).
                                    In both cases, schools can include relevant professional
                                    reports, but school generated information must not be
                                    included outside of the review report form.

                                    When a child from your school is leaving, you must notify
    FORM C – Money Following
                                    the LA immediately. The name of the new school is
    Pupil Form.
                                    needed.

                                    When a child’s personal details change, e.g. they have
                                    moved to a new school (also need a FORM C), they
    DETAIL CHANGE FORM
                                    have a new home address or a change of name or of
                                    transport needs.

These forms can all be found on the SES website, under EIS resources. The forms can be
downloaded from here, completed and then emailed to the email address specified on each form.
Keeping details up to date is vital and so it would be very useful for the SEN team if you could
continue to fill in these forms when necessary.

                                              Page 14
Level 1                                       Level 2                                     Level 3                                  Level 4
                                      Severe learning difficulties as                                                           Pupils have profound and multiple        Severe or Profound and multiple
                                      evidenced by tracking data and have           Severe learning difficulties (as            learning difficulties. In addition to    learning difficulties. In addition,
                                      severe difficulties in making                 evidenced by tracking data with a           severe learning difficulties, pupils     pupils exhibit severe and
                                      inferences, generalising and                  severe coexisting needs in one or           have coexisting high level secondary     challenging behaviour that poses an
Category A – Cognition and Learning

                                      transferring skills.                          more other area. The additional need        needs in one or more other areas         additional risk to themselves, other
                                      They will have significantly delayed          will be considered as long-term and in      e.g. sensory, mobility,                  pupils and staff, requiring additional
                                      receptive and expressive language             terms of behaviour, would have been         communication or medical difficulties.   staffing (at least hourly on average)
                                      skills in line with their cognitive skills.   present for at least four terms.            Pupils will communicate by gesture,      and a requirement for extended
                                                                                    Acquisition of basic skills is likely to    eye pointing or symbols or by            teaching outside the classroom
                                                                                    be extremely slow and inconsistent;         vocalisation.                            setting.
                                      Their vulnerability at break and
                                      lunchtime due to significantly                teaching and learning sessions              Attainment in all areas likely to        Due to the complexity of their
                                      delayed development of social skills          need to identify small steps to inform      remain static at or below 18 month       learning and behaviour these
                                      leading to concerns regarding safety          assessment outcomes/secure                  level throughout school career.          pupils require planning and
                                      means that they must be supervised.           progress over time.                                                                  provision for out of school hours
                                                                                                                                Pupils cooperate with shared             and for a high level of family
                                      Attainment in core subjects likely to                                                     exploration and are more proactive       support and liaison.
                                      remain below pre- key stage 1                 There is the potential for greater          in engaging with activities. They
                                      standards throughout school career.           independence and capacity to make           give reactions that show that they
                                      Experience severe difficulties in             progress with learning, in                  can tell the difference between
                                      making inferences, generalisation             comparison with bands 3 and 4.              specific people objects, places and
                                      and transferring skills.                                                                  events in their surroundings.

                                                                                                                      Page 15
Level 1                                   Level 2                                  Level 3                                   Level 4
                             Speech & Language Disorders               Severe speech sound disorder.            The pupil has particularly extreme        Due to their extreme
                                                                                                                communication difficulties coupled        social communication
                             Moderate to severe disorder of            The child is unintelligible even to      with very challenging behaviour.          difficulty, they have
                             Receptive and/or expressive               familiar listeners.                      They have extremely limited               preverbal
                             language skills. Pupil cannot follow                                               concentration, independence and           communication, meaning
                             instructions or respond appropriately     Child will need alternative              grasping social/behavioural norms.        has to be inferred from
                             to questions when they are                communication support e.g.               The pupil is likely to remain largely     behaviours, gestures,
                             cognitively able to do non-verbal         Makaton signing and/or picture           non-verbal throughout their school        facial expression or
                             tasks at an age appropriate level.        books so that the child can request,     career. Interpretation is heavily         emotional response by
                                                                       comment and describe.                    dependent on the context and              familiar adults.
                             Able to communicate using self-                                                    knowledge of individual. Reliance on      These pupils exhibit
                             generated, simple sentences, may          Social communication difficulties.       AAC and or use of concrete modes          severe and challenging
                             have difficulty in expressing ideas                                                of communication such as body             behaviour (at least
Category B - Communication

                             through language e.g. word finding,        The child has severe and                language / use of real objects) to        hourly on average) that
                             sequencing. Extent of disorder            pervasive social communication           make simple choices, basic needs          poses an additional risk
                             requires support from SALT and            difficulties which have an impact        known. 1:1 support required for the       to themselves, other
                             delivery of a personalised speech         on their ability to understand and       majority of the school day.               pupils and staff to the
                             and language programme.                   use language. This affects their                                                   extent that additional
                                                                       ability to understand                    Social Communication                      staffing is required to
                             Social Communication                      consequences, predict and                                                          ensure safety of the pupil
                             Due to their social communication         problem solve and therefore no           Severe, persistent and complex            and/or others limited or
                             needs, the pupil has significant          responsibility is taken for their        social interaction difficulties.          no intentional social
                             difficulties with social                  own actions.                             Intentional social interactions are on    interaction. Extremely
                             competence/emotional well-being.                                                   the pupil’s own terms and tend to         rigid and ritualised
                             Frequent social interaction and                                                    centre on the meeting of their needs.     behaviour evident
                                                                       Persistent social interaction
                             communication difficulties (3- 5                                                   Limited expressive language.              throughout the school
                                                                       difficulties, evident throughout
                             times per day). Requires support to                                                Difficulty seeing the point of learning   day.
                                                                       the school day. Completely self-
                             develop understanding emotions,                                                    opportunities or social activities.
                                                                       directed and largely unresponsive
                             initiating or maintaining                                                          Ritualised and repetitive
                                                                       to adult attempts to engage the
                             conversations, using and                                                           behaviours evident at times
                                                                       child throughout the day. Limited
                             understanding non-verbal                                                           during the school day.
                                                                       appreciation of classroom
                             communication to assist reciprocal        conventions, leading to
                             peer or adult interactions. Significant   challenging behaviour.
                             difficulties managing the classroom
                             environment and coping with
                             communicative demands and or
                             changes and transitions during the
                             school day.

                                                                                                      Page 16
Level 1                                  Level 2                                  Level 3                                   Level 4
                                    Exhibits severe and challenging          As level 1 but be physically and         Frequent,      intense      emotional     Pupil likely to have profound and
                                    disruptive or disturbing behaviours      verbally threatening to peers and        responses to everyday demands             complex needs in all areas.
                                    (describe behaviours) even in the        adults on an almost daily basis,         e.g. severe anxiety, withdrawal,          Engages in unpredictable and
                                    context of a structured and              presenting significant health and        verbal or physical aggression             extreme social and emotionally
                                    supportive personal and behaviour        safety risk. Shows high levels of        towards peers, adults and or              based        behaviours      which
                                    management programme which               oppositional defiant behaviour and       property.                                 compromise their safety and the
                                    includes appropriately differentiated    unable to comply with reasonable                                                   safety of others. Requires a
                                    tasks. The behaviour sometimes           requests. Be extremely distractible      The behaviour completely disrupts the     personalised              learning
                                    impedes the child/YP learning and        to the extent that they do not engage    child/young person’s learning and other   environment and will need more
                                    other activities and can sometimes       without constant adult prompting.        activities and disturbs/ interrupts the   than 1:1 support throughout the
                                                                             The behaviour impacts substantially      whole class for long periods. The         school day. Positive restrictive
                                    distract the whole class. Frequency
                                                                             upon the child/young person’s            episodes of problematic behaviour
                                    and occurrence will be significant                                                                                          intervention strategies employed
Social, Emotional & Mental Health

                                                                             learning and other activities and        are long lasting and may well
                                    e.g. 5 to 6 times per day on average,                                                                                       several times a day. Risk
                                                                             disturbs / interrupts the whole class    continue over a number of days.
                                    requiring immediate intervention to                                                                                         assessment in place.
                                    de-escalate. Signs of emotional          for sustained periods. The episodes
                                                                             of problematic behaviour can             The behaviour is observed on the
                                    distress are evident on at least a                                                majority of days and tends to repeat
                                                                             sometimes continue all day.                                                        The behaviour has resulted in
                                    daily basis. The pupil is reluctant to                                            itself often during the day.
                                                                             Unable to make appropriate                                                         either complete isolation from
                                    work and requires close monitoring                                                A record of violent behaviour over an
                                                                             approaches to peers, resorting to                                                  peers      meaning   that    the
                                    and       supervision.     Emotional                                              extended period (4 terms) including
                                                                             physical and verbal                                                                child/young person finds it
                                    outbursts are intense but of short                                                assaults on staff and pupils requiring
                                                                             intimidation/aggression on an almost                                               difficult to make any friends or
                                    duration. Risk assessment will be                                                 detailed risk assessments. May need
                                                                             daily basis.                                                                       friendships with weaker peers
                                    required.                                                                         more than 1:1 support at times
                                                                             Unable to maintain control and does                                                may feature and be based upon
                                                                                                                      during the school day. Positive
                                                                             not take responsibility for own                                                    an imbalanced power dynamic.
                                                                                                                      restrictive intervention strategies
                                                                             behaviour. They may appear               appropriately employed. Risk
                                                                             overwhelmed by their emotional           assessment in place.                      The child/young person may have
                                                                             needs and feelings of distress.                                                    suffered from acute trauma or
                                                                             Display self-harming behaviour                                                     abuse which renders him / her
                                                                             stemming from their emotional                                                      extremely vulnerable and has
                                                                             needs.                                                                             necessitated a high level of multi-
                                                                             Severely impulsive behaviours with                                                 agency involvement over a
                                                                             no understanding of consequences.                                                  sustained        period.        The
                                                                                                                                                                child/young person may be
                                                                                                                                                                considered a risk to self or others
                                                                                                                                                                and requires a risk assessment to
                                                                                                                                                                ensure his / her safety in school

                                                                                                            Page 17
Level 1                                Level 2                        Level 3                           Level 4      The      child/young         person’s
          Vision                                 Vision                         Vision                                         behaviour     causes
                                                                                                                  Multi-sensory impairment. Diagnosed    an    acute
                                                                                                                  combinationconcern
          Moderate Vision Loss (in the           Moderate Vision Loss (in       Registered severely sight                               in relation to health and
                                                                                                                                of severe    visual and
          range of 6/24 to 6/36)                 the range of 6/36 to           impaired with an Acuity of less                safety or safeguarding in all
                                                                                                                  severe/profound    hearing    loss.
                                                                                                                               contexts. The risk     of The  pupil
                                                                                                                                                          significant
          May be registered as sight or          6/60). Usually registered      than 6/60.                        may or may not  have   hearing
          severely sight Impaired. Learning      as Sight Impaired.             Braille users in primary                       harm  to self and /aids     or a is a
                                                                                                                                                     or others
                                                                                                                  cochlear implant. The   pupil
                                                                                                                               constant concern. will have
          materials may need to be modified      Requires 1:1 support           education will be supported at    additional complex needs and be totally
          and/or enlarged to meet their visual   throughout most of the         this level.
                                                 school day to access the                                         dependent on appropriately qualified adult
          need
                                                 curriculum, specialist                                           support in order to access the learning
          Unable to visually access board
                                                 equipment and adapted                                            environment and curriculum. May need more
          work.                                                                 Hearing
                                                 (electronic or enlarged)                                         than 1:1 support throughout the school day.
                                                 learning materials.            Have a severe to profound         Use of a sensory room on a regular basis will
          Hearing                                                               sensori-neural hearing loss in    be appropriate. Staff will use objects of
Sensory

          Permanent or long term temporary                                      the better ear as advised by
                                                 Hearing                                                          reference.
          hearing loss. Delayed receptive and    Permanent, severe or           medical diagnosis or the
          expressive communication. Variable     profound hearing loss in       Teacher of the Deaf.
          speech intelligibility may use AAC                                                                      Pupils who are Braille users in secondary
                                                 the better ear. Has            Has significant difficulty        school will be supported at level 4.
          and or additional amplification e.g.   hearing aids and or a          understanding the speech of
          radio system /Soundfield system.       cochlear implant. May          adults and peers at an age-
                                                 use additional                 appropriate level without
                                                 amplification e.g. radio
                                                                                support, whether signed,
                                                 system / soundfield.
                                                 Receptive and expressive
                                                                                written or oral.
                                                 communication
                                                 significantly delayed. Pupil
                                                 may communicate orally
                                                 or through AAC.

                                                                                  Page 18
Level 1                                Level 2                     Level 3                                Level 4
           Wheelchair use but may be              A non-independent           Non-ambulant, all areas of motor
           Independently mobile for part of the   wheelchair user and         function are limited. Highly reliant
           school day. Requires adult support     unable to transfer          on adult support for positioning,
           at times e.g. delivery of              without adult               transfers and moving e.g.
           physiotherapy programmes, support      intervention, and the use   requires hoisting/position
           with physical aids/transfers etc.      of specially adapted        changes during the school day.
           Use of high or low technology to       mobility equipment.         Minimal fine motor skills.
           support restricted fine motor skills   Reliant on adult support
           and enable participation in            for moving, positioning,    Level of physical disability
           classroom activities.                  personal care.              requires manual handling risk
           Adult oversight to develop and         Physiotherapist,            assessment and accessible
           maximise self-help and                 occupational therapist,     transport arrangements for
           independence skills.                   speech and language         school trips etc.
           Individual adaptations to the          therapist.
                                                  Extent of disability        Highly reliant on adult support for
           environment such as ramps and
                                                  requires ongoing            personal care needs including
           toilets and access to hoists           support from a range of     toileting, dressing, eating and
           required.                              health professionals e.g.   drinking.
Physical

                                                  Adult support to develop
                                                  and maximise self-help      Has additional severe learning,
                                                  and independence skills     communication or social need.
                                                  e.g. cutting up food,
                                                  toileting.

                                                                                Page 19
Level 1                                 Level 2                       Level 3
          Long term medical condition/s that      Must meet level 1 criteria.   Chronic or degenerative
          impact on their ability to access the   To implement the advice       medical condition. The severity
          academic and social curriculum.         of medical professionals,     and or the unpredictability of
          Examples of the medical condition       pupils requires trained       medical condition/s require
          would include severe uncontrolled       adult support to access       constant adult intervention by
          epilepsy, tube feeding or oxygen        the vast majority of the      staff with the competency
          dependency, frequent suctioning.        curriculum due to their       standards required to
          Individual Healthcare Plan in place     medical condition.            undertake the necessary
          due to the potentially serious nature   Individual Healthcare Plan    procedures. Palliative care
Medical

          of their condition.                     in place.                     needs will be balanced against
                                                  Due to the high               school attendance. Individual
                                                  probability and severity      Healthcare Plan in place. Has
                                                  of the medical condition,     additional significant
                                                  there is a need for           learning/communication
                                                  specific emergency            difficulties which means that
                                                  procedures to be              they are unlikely to recognise
                                                  implemented and shared        or articulate deterioration in
                                                  with a number of school       their medical conditions which
                                                  staff.                        may change rapidly.

                                                                                 Page 20
Request to Access Top Up Funding 2019-20

                 Month of Application (April, June, November, February)

 1.   School Name:         Choose a school.                      School Number:        Choose a number.

 2.   Pupil Name:          Childs Name

 3.   a.   Date of                                               b. Current Year
           Birth:          Click here to enter a date.           Group                 Choose an item.

 4.   National DfE SEN Code (School census primary need)                               Choose an item.

 5.   Please identify the category and level you are applying for.                     Choose a category.

                                             Checklist
                                    Evidence to show how the criteria have been met. Attach              Please
 Pupil details                                                                                           select
                                    documentation as detailed below.

 Box 1, 2 or 3 and the signature box MUST be selected, and mainstream schools MUST
 select to indicate that the costed provision map is enclosed.
                                    A copy of the EHCP and latest annual review (with any
 1. The Pupil is in receipt of an
    EHCP
                                    reports) that provides evidence to meet the criteria, is
                                    included in the application
                                                                                                         ☐
 2. The pupil does not have an
    EHCP but is currently
 receiving TUF
                                    A copy of the Top Up Funding Review Report that provides
                                    evidence to meet the criteria, is included in the application.       ☐
 3. The pupil does not              A full application has been made which includes the New
    currently receives TUF and
    does not have an EHCP.
                                    request TUF Form, with any recent and relevant reports, which
                                    provides evidence to meet the criteria,
                                                                                                         ☐
 For all Mainstream Settings        A costed provision map as specified within this guidance.            ☐
 For ALL applications               The head teacher has signed and dated the application.               ☐
The evidence above must include supporting evidence for the criteria and no additional
information is to be included. Applications must include a correctly completed checklist or
the application WILL BE returned to the school and will therefore miss the moderation
process.
 Signed:                                                                                 Date:       Click here to
 (Headteacher only)                                                                                     enter a
                                                                                                         date.

Schools to email a list of pupils (Including name, date of birth, funding category and level) for who Top
Up funding is sought to Mandy Plumridge at topup.funding@n-somerset.gov.uk by 5 pm of the
specified deadline. Each application to be collated and placed with an individual labelled poly pocket
and brought to moderation day. Please ensure that this completed and signed form is included in the
application.
                                                   Page 21
NORTH SOMERSET PEOPLE AND COMMUNITIES DIRECTORATE

      REVIEW REPORT FOR A PUPIL SUPPORTED THROUGH TOP UP
          FUNDING/ NEW REQUEST (DELETE AS APPLICABLE)
Please ensure that this report includes a detailed description of the child’s progress and areas of
ongoing concern. Current timetables of support and how you anticipate using Top Up Funding and
reviewed strategies in place.

   Date of Review Meeting                 Click here to enter a date.

                                                           Childs Name
 Pupil's Name:
                                     Choose a day. Choose a month. Choose a year.
 Date of Birth:
                                                         Choose a school.
 Name of School:
                                                         Choose an item.
 Current Year Group:
 Top up category:                                     Choose a category.
 e.g. A1

The following attended the review or have been consulted:

                                                                                          Report
                                                                         Present
 Name                          Status                                                    Received
                                                                        Yes     No      Yes      No

                                                                        ☐      ☐        ☐        ☐
                                                                        ☐      ☐        ☐        ☐
                                                                        ☐      ☐        ☐        ☐
                                                                        ☐      ☐        ☐        ☐
                                                                        ☐      ☐        ☐        ☐
                                                                        ☐      ☐        ☐        ☐

                                               Page 22
1. Areas of ongoing concern. What areas does the pupil have difficulties in.

2. Pupil's progress towards meeting targets/outcomes

Please attach a copy of the current differentiation and personalised programme
including the Costed Provision Map

                                      Page 23
3. Details of the use of resources, both school and outside agencies used to support
   the pupil. Please include ICT and equipment in this section.

                                     Page 24
4. Details of effective teaching approaches/strategies used in meeting the pupil's
   needs. Please show evidence of Plan, Do, Review.

Evidence of Plan, Do, Review

                                      Page 25
PLEASE NOTE THIS IS ESSENTIAL INFORMATION

5. Date and result of last 3 Years levels, Statutory Assessment and/or results of
   Current Teacher Assessment
    NCY          Maths                            English                     Science
                             Speaking         Reading         Writing
                 Overall        and                                          Overall
                 Levels      Listening                                       Levels

Year

Year

Year

Results from standardised tests and/or other assessments, e.g. reading age baseline
assessments and P Scales

                                    Page 26
6. Summary of the review and details of planning for the next 12 Months

Completed By: ...................................................................................................................

Signed: ……………………………………………………… Date: Click here to enter a date.

                                                            Page 27
TOP UP FUNDING - MONEY FOLLOWING PUPIL NOTICE (Form C)
       This form to be completed by the school from which the pupil has left.

PART A – Current allocation details

1.     School Name:

2.    Pupil Name (IN CAPS):

3.    Date of Birth:              --------------------------

4.    Date leaving school:

      Current Top up
5.                                                                          (e.g. A1)
      category:

6.    Reason for leaving:

      i)     Moved to another school. Please give new name, if known

      ii)    Moved out of LA (please advise of new LA)
             Permanently
      iii)                                                               (give date)
             Excluded on:
      iv)    Other

Signed:                                          (Headteacher)   Date:

PART B – Funding adjustment

Receiving school notified of funding allocated:

Database pupil record amended on:

CYPS Resources Service notified on:

New Funding Statement Issued to School on:

Please return to the SEN Team via topup.funding@n-somerset.gov.uk
                                             Page 28
Individual Costed Provision Map – For All Mainstream Settings (Appendix A)
For new applications, the costed provision map must set out the provision in place, equivalent to at least £6,000 contribution from the school’s
budget, and also detail costs of the support to be put in place should top up funding be allocated (intended spend)

When making an application to continue funding you must submit a costed provision map that sets out the provision in place equivalent to at
least the level of funding allocated. Provision should not include, Headteacher, SENCO or Class teacher time. It must not include VLS hours
spent, however, when traded costs are incurred this can be included.

 Pupil Name                                 Childs Name
                                            Choose a day. Choose a month. Choose a year.
 Date of Birth                                                                                        Cost summary for this child/ young person
                                                                                                      Additional Teaching
 Current funding (Including Nil)            Choose a category.                                        Staff Costs
                                                                                                                                 £

 Year Group
                                            Choose an item.                                           Equipment Costs            £

 Primary Need                               Choose an item.                                           Total Additional Costs     £

Current Spending      (including Element 2 and 3 for those pupils currently in receipt
of TUF)
                Number of         No. of                            Supporte    Additional Teaching Staff
  Type of                                   Length of   Number of                                              Specific     Total Cost per
              pupils in group   Weeks per                            d by JG    Cost Per Individual Child
 Provision/                                  Session    Sessions                                             Equipment/       Provision/     Note/ Comment
               for provision    academic                              Level      (divide total by group
  Activity                                   (Hours)    per Week                                            Resource Cost      Activity
                  activity         year                               Staff               size)

Intended Spending

                                                                               Page 29
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