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 YearIntroduction
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 1The 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 2the 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 3Arrangements 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 4The 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 5The 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 6From 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 7Top 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 8October/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 9Moderation 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 10Categories 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 11Frequently 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 12What 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 13What 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 14Level 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 15Level 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 16Level 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 17Level 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 18Level 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 19Level 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 20Request 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 21NORTH 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 221. 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 233. 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 244. 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 25PLEASE 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 266. Summary of the review and details of planning for the next 12 Months
Completed By: ...................................................................................................................
Signed: ……………………………………………………… Date: Click here to enter a date.
Page 27TOP 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 28Individual 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 29Page 30
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