send high needs descriptors 2018-19 · my needs have an impact on my functioning beyond my...

SEND HIGH NEEDS DESCRIPTORS 2018-19

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Given the diversity and complexity of SEND we do not propose to describe a rationale for every circumstance by condition, degree and provision.

Instead the features illustrated below give key indicators as to why High Needs Funding may be required to meet learner’s need at a specific time

but are not absolute, so are subject to variation as the individual case requires.

After the first phase of new moderation process we will review the bands in Spring 2019, ready for the implementation in September 2019 for

pupils in specialist placements.

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Band A

I can cope well in class and my progress and achievement is in line with my peers. Although I may need some differentiation through Quality First Teaching I am able to exceed or meet progress in line with national norms. Provision is met through mainstream budget.

Normal monitoring and record keeping by class teacher

No


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Band B

My needs can be met within mainstream differentiated learning. I may need to take a bit longer to understand concepts. I may need additional support in school to enable me to access learning, including supporting me with physical difficulties. Provision is met through mainstream budget.

Monitoring by class teacher and SENCO. May require specialist advice or consultation.

No

Band C

I may not be working consistently at the level of my peers, but I am likely to achieve/exceed expected levels of progress with support. My engagement may be enhanced through curriculum differentiation, changes to schemes of work materials and recording. I am likely to require additional support to access learning. I may require personalised teaching / planning within the curriculum with access to some small group and / or individualised learning and support. Outreach services or adaptions to learning materials/differentiation of learning resources may be required to help me reach my potential.

Regular detailed monitoring by SENCO. May require specialist advice or consultation. A costed provision map should be developed and reviewed at least three times a year.

Yes

Band D

I may demonstrate a combination of significant difficulties in accessing learning in a mainstream environment. I may require intensive teaching and learning approaches to address specific needs. I may require modification of my attainment targets and access arrangements for assessment of progress. I may find it challenging to be able to achieve in line with my peers. Typically, pupils may require an enhanced pupil/adult ratio so that they can receive specific support, supervision and interventions to make expected progress, and/or they need to work within a small group for a high proportion of the day.

A costed provision map developed and reviewed at least three times a year, input from other agencies required. Annual review in place where necessary.

Yes


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Learning needs may be impacting upon their behaviour and progress.

Band E

I have a combination of needs which impact daily on my ability to use knowledge and skills functionally, to generalise in various situations and require support to enable learning to take place. I may demonstrate significant cognitive and intellectual impairments which influence my ability to actively engage with at least 75% of the school day, without support. I may frequently be unable to interact appropriately with other pupils and staff due to learning, communication and/or social difficulties. Typically, these pupils require frequent specific interventions daily from a range of adults to make expected progress.

A costed provision map in place. reviewed at least three times a year. Child centred annual review ensuring wellbeing is consistently monitored.

Yes

Band F

I have a combination of needs which are significant. My needs may include communication, cognitive development, social, emotional mental health, physical and /or sensory impairment as identified through associated specialist support advice and guidance. These pupils have significant cognitive and intellectual impairments which influence their ability to actively engage with any of the school day. They are likely to present with highly challenging behaviour and/or significant physical needs and may require adult support throughout the day, this is likely to be 1-1. They may need interventions for most of the time to facilitate alternative communication and support physical and/or medical and/or behavioural needs. My needs have an impact on my functioning beyond my education setting and include my ability to engage in the community.

Costed provision map in place. Regular (half termly) monitoring and review. Child centred annual review ensuring wellbeing is being consistently monitored.

Yes


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Band G

I have a combination of needs which are severe and significant. My needs have an impact on my functioning beyond my education setting and include my ability to engage in the community. Typically, these pupils have severe and significant needs which require specific 1:1 adult interventions for most of the time to facilitate alternative communication and support physical and/or medical and/or behavioural needs. These pupils have significant cognitive and intellectual impairments and/or physical needs which influence their ability to actively engage with any of the school day without support. They are also likely to present with sensory impairments and/or severely challenging behaviour (including self-injurious behaviour) and/ or physical difficulties. Requiring a high level of adult support throughout the day.

In addition to above: progress monitored at every stage.

Yes

Band H

My needs are severe and complex, which have a significant impact on my ability to engage with my education setting and community. I require a highly personalised approach to teaching and learning through a range of different specialist support. Typically, these pupils have severe/complex needs which require specific and an enhanced level of adult interventions for most of the time, to facilitate alternative communication and support physical and/or medical and/or behavioural needs. They will require a totally individually designed curriculum to make expected progress. There will need to be daily multi-professional support and advice for planning reviews and evaluation of progress. These pupils require planning and provision for out of school hours and for a high level of family support and liaison

In addition to above: regular multi-agency reviews required to monitor progress.

Yes


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Band I

I have exceptional and profound difficulties which require highly specialised settings, staffing and facilities, and likely to need a bespoke package beyond the local offer. My needs are bespoke and have severe impact on functioning in any education setting and in the community.

As Band H Yes


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BAND A

Description: I can cope well in class and my progress and achievement is in line with my peers. Although I may need some differentiation through Quality First Teaching I am able to exceed or meet progress in line with national norms. For example; Pupil / young person may have some difficulty acquiring new skills and require support and differentiation particularly in Literacy and numeracy. Pupil / young person may have some difficulty understanding and following instructions. Pupil / young person may have speech that is sometimes difficult to understand. Pupil / young person may demonstrate some difficulties with fine and gross motor skills. Pupil / young person may have some difficulties in maintaining and making friendships. Pupil / young person may demonstrate some signs of frustration. Pupil / young person may demonstrate avoidance strategies. Pupil may need support with administration of regular medication in school.

CURRICULUM AND SUPPORT REQUIREMENTS: Although the pupil may need some differentiation through quality first teaching, they should be able to meet or exceed progress in line with national norms. This level of support is available within the resources held by the school and without the need for an EHC plan. Schools may be able to provide targeted individual support in specific areas of need. Please visit Suffolk Local Offer website for further information on what schools are expected to deliver with SEN Support funding. The School will be required to show that they have followed relevant professional advice and used their own resources to meet a pupil’s needs. In the first instance, reviewing the success of such programmes and making appropriate adjustments when necessary.


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Cognition and Learning: Individualised curriculum provided for the pupil for up to 25% of the day. For example, this may include:

• Identified staffing to support access to the curriculum or personal development for up to 25% of the curriculum.

• Modification of up to 25% of curriculum delivery, resources and materials.

• Assistance with recording for some curriculum areas.

• Interventions in small groups / 1:1 situations OR smaller classes as part of Quality First teaching.

• For Early Years Foundation Stage (EYFS) of the curriculum is well defined in small steps and additional support should be more readily available, therefore, expectations are as above and up to 80% of their attendance.

Social Emotional Mental Health: Strategies including support to develop the following as applicable:

• Appropriate social skills.

• Ability to maintain attention.

• Coping strategies for dealing with difficult situations.

• Independence in a learning environment. For example, this may include:

• Strategies including support to focus on difficulties at unstructured times which may impact on safety.

• Completion of Risk Assessments and implementation of associated plans, which are regularly reviewed and updated to manage behaviour safely.

• Where required access to ½ termly specialist advice for school staff through CISS consultation, or other specialist outreach services on how to enable full access to the curriculum.

• Access to advice and guidance from school nursing team and other relevant health professionals.

Communication and Interaction: Strategies to enhance the communication environment for most of the day. For example, this may include:

• Visual strategies.

• Identified staffing support to ensure understanding of instructions and tasks and to modify language for up to 25 % of the day.

• Strategies including some support to develop attention and concentration skills for most of the day.

• Advice and guidance from SALT or where required access to ½ termly specialist advice for school staff through CISS consultation, or other specialist outreach services on how to enable full access to the curriculum.



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Sensory, Physical and Medical: Support to implement and/or reinforce professional programmes and health care plans on up to a fortnightly basis. For example, this may include:

• Guidance/strategies and some support to develop self-help and independence skills.

• Some modification of resources and materials, which may include the use of multi-sensory strategies.

• Support to develop fine and gross motor skills.


• Access to advice and guidance from school nursing team and other relevant health professionals. Such as HI, VI, OT or physio.


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BAND B

Description: Provision funded through the mainstream budget. My needs can be met within mainstream differentiated learning. I may need to take a bit longer to understand concepts. I may need additional support in school to enable me to access learning, including supporting me with any physical difficulties. Pupil / young person’s needs may be identified due to low level of attainment and progress, despite targeted intervention. Pupil / young person may have some difficulty acquiring new skills, particularly in Literacy and numeracy and in applying the skills across the curriculum. Pupil / young person may have some speech and language difficulties e.g. generalising information, understanding abstract language. Pupil / young person may have some difficulty understanding and following complex instruction. Pupil / young person may demonstrate some difficulties involving specific skills such as sequencing, ordering, word finding. Pupil / young person may have speech that is sometimes difficult to understand and may require support and mediation when working with peers or unfamiliar adults. Pupil / young person may demonstrate some difficulties with fine and gross motor skills. Pupil / young person may have limited skills in verbal exchanges, e.g. difficulty knowing how to talk and listen to others in a conversation. Pupil / young person may have some difficulties in maintaining and making friendships. Pupil / young person may demonstrate some signs of frustration. Pupil / young person may demonstrate avoidance strategies. Pupil / young person may have fluctuating hearing loss because of glue ear, which is significantly impacting on my access to learning alongside my peers. Pupil / young person is independently mobile without the use of aids etc, but may require some assistance for some school routines/self-help skills. Pupil may need support with administration of regular medication in school.


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CURRICULUM AND SUPPORT REQUIREMENTS: Although the pupil may need some differentiation through quality first teaching, they should be able to meet or exceed progress in line with national norms. This level of support is available within the resources held by the school and without the need for an EHC plan. Schools will be able to provide targeted individual support in specific areas of need. Please visit Suffolk Local Offer website for further information on what schools are expected to deliver with SEN Support funding. The School will be required to show that they have followed relevant professional advice and used their own resources to meet a pupil’s needs. In the first instance, reviewing the success of such programmes and making appropriate adjustments when necessary.

Cognition and Learning: Individualised curriculum provided for the pupil for up to 75% of the day. For example, this may include:

• Identified staffing to support access to the curriculum or personal development for up to 75% of the curriculum.

• Modification of up to 75% of curriculum delivery, resources and materials.

• Assistance with recording for most curriculum areas.

• Interventions in small groups / 1:1 situations OR smaller classes.


• For Early Years Foundation Stage (EYFS) of the curriculum is well defined in small steps and additional support should be more readily available, therefore, expectations are as above and up to 80% of their attendance.

Social Emotional Mental Health: Strategies including support to develop the following as applicable:

• Appropriate social skills.

• Empathy and awareness of the needs of others.

• Ability to maintain attention.

• Emotional regulation.

• Coping strategies for dealing with difficult situations.

• Independence in a learning environment. For example, this may include:


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• Strategies including support to focus on difficulties at unstructured times which may impact on safety.

• Support to develop a sense of danger and skills for personal safety.

• Individualised support programmes as advised by an appropriate specialist teacher or educational psychologist or other specialist professionals.

• An identified member of staff assigned to support at times of transition or an integrated home-school support plan.)

• Completion of Risk Assessments and implementation of associated plans, which are regularly reviewed and updated to manage behaviour safely.



Communication and Interaction: Strategies to enhance the communication environment for most of the day. For example, this may include:

• Visual strategies.

• Assistive or Alternative and Augmentative Communication (AAC) may be needed to encourage and support communication

• Identified staffing support to ensure understanding of instructions and tasks and to modify language for up to 75 % of the day.

• Strategies including some support to develop attention and concentration skills for most of the day.



Sensory, Physical and Medical: Support to implement and/or reinforce professional programmes and health care plans on up to a fortnightly basis. For example, this may include:

• Guidance/strategies and some support to develop self-help and independence skills.

• Some modification of resources and materials, which may include the use of multi-sensory strategies.

• Support to develop fine and gross motor skills.


• Access to advice and guidance from school nursing team and other relevant health professionals. Such as HI, VI, OT or physio.


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BAND C

Description: I may not be working consistently at the level of my peers, but I am likely to achieve/exceed expected levels of progress with support in a mainstream setting. My engagement may be enhanced through curriculum differentiation, changes to schemes of work materials and recording. I am likely to require additional support to access learning. I may require personalised teaching throughout the curriculum with access to some small group and or individualised learning. Outreach services or adaptions to learning materials/differentiation of learning resources may be required to help me reach my potential. The gap between the pupil / young person and peers for attainment and progress may be widening. Pupil / young person may a mild speech sound disorder. Pupil / young person may have a moderate delay in expressive and/or receptive language. Pupil / young person may have increasing phonological and short-term memory difficulties. Pupil / young person may demonstrate difficulty in understanding words or sentences, and in processing or following instructions. Pupil / young person may demonstrate a poor attention span and require frequent prompting and refocusing. Pupil / young person may present as disorganised and lacking equipment. Pupil may require verbal and/or visual prompts to enable them to organise materials for a task or follow familiar routines. Pupil / young person may have difficulty in forming concepts, especially when information is abstract. Pupil / young person may require additional or enhanced first hand sensory experiences to enable learning to take place. Pupil / young person may use augmented communication e.g. PECS. Pupil / young person may have difficulty making and maintaining friendships. Pupil / young person may demonstrate some anxiety in busy, unpredictable environments and have difficulty coping in new or unfamiliar situations. Pupil / young person may increasingly demonstrate low self-esteem. Pupil / young person may demonstrate episodes of disengagement. Pupil / young person may exhibit episodes of frustration and /or aggressive behaviours. Pupil / young person /may demonstrate behaviours which identify an over/under sensitivity to touch, light, taste, sound, smell or colour.


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Pupil / young person may demonstrate signs of mild hearing loss, e.g. conductive or unilateral loss. Can hear clear voice without aids or amplification. Pupil / young person may have a mild visual impairment and may require modified or differentiated resources to enable them to access the curriculum, e.g. enlarged print to N12 size.

CURRICULUM AND SUPPORT REQUIREMENTS

Cognition and Learning: These pupils may have cognitive and intellectual impairments which influence their ability to actively engage with the parts of the school day without support. Typically, pupils require an enhanced pupil/adult ratio so that they can receive specific support, supervision and interventions to make expected progress, and/or they need to work within a small group for a proportion of the day. Pupils may have:

• (C 1) Learning difficulties requiring some modification of the curriculum and regular adult support for its delivery to make expected progress. (This includes regular access to ICT and specialist resources required to support learning)

• (C 2) Additional support to generalise skills learned across curriculum contexts.

• (C 3) Limited verbal communication skills requiring regular support with understanding (e.g. use of sign or symbols) and recording to access the curriculum and make expected progress.

• (C 4) Explicit teaching of routines and interpersonal skills to facilitate their inclusion in addition to academic learning attainments.

• (C 5) Additional supervision at break/lunch times because of delayed interpersonal skills and limited understanding in relation to safety and behaviour.

• (C 6) Support/supervision for personal care.

• (C 7) Access to ½ termly specialist advice for school staff through CISS consultation, or other specialist outreach services on how to enable full access to the curriculum.

Social Emotional Mental Health: Typically, pupils require an enhanced pupil/adult ratio so that they can receive specific support, supervision and interventions to make expected progress, and/or they need to work within a small group for a proportion of the day. They may have no additional learning needs or learning needs maybe impacting upon their behaviour and progress. Pupils may have and/or require:


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• (SM1) Access to ½ termly specialist input through CISS consultation, or other specialist outreach services to enable full access to the curriculum.

• (SM2) Some daily support for appropriately mediating their behaviour to facilitate curriculum access (This may include occasional use of appropriately planned physical intervention).

• (SM3) Planned intervention to increase on task behaviour and reduce distractibility.

• (SM4) Structured teaching of the skills of emotional literacy, social interaction, including conflict resolution, to enable them to make and sustain constructive relationships with adults and/or peers.

• (SM5) Specific support because of their limited awareness of their responsibility for their behaviour and/or disruption of children’s learning.

• (SM6) Specific support because of their limited awareness of their responsibility for their behaviour and/or others safety during out of class times.

• (SM7) Adult support to reduce/ deal with incidents where intense emotional distress and/or impulsive behaviour can put themselves or others at risk and require specific planned physical intervention to diffuse the situation.

• (SM8) Occasional interventions by Senior Leadership Team.

Communication and Interaction: Typically, pupils require an enhanced pupil/adult ratio so that they can receive specific support, supervision and interventions to make expected progress, and/or they need to work within a small group for a proportion of the day. These pupils may exhibit some rigid behaviours and/or intense “special interests” and have difficulties with social communication including developing relationships with others. Pupils may have and/or require:

• (Ci 1) Access to advice and guidance from SALT, CISS, school nursing team and other relevant health professionals.

• (Ci 2) Regular support, as advised by a speech and language therapist, or other appropriate professional, with understanding and expressing themselves appropriately (this may include the use of additional techniques such as regular use of visual supports to access the curriculum and make expected progress.

• (Ci 3) Alternative and augmented communication methods, to allow them access to the curriculum, commensurate with their cognitive skills e.g. non-verbal skills may be in line with national expectations.

• (Ci 4) A modified curriculum which includes a structured language and communication programme with support from a trained adult.

• (Ci 5) Specific support strategies, delivered by appropriately trained staff, in order that they engage with the curriculum and can make expected progress.

• (Ci 6) Specific interventions to facilitate these skills to develop social competence and emotional wellbeing.


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Sensory, Physical and Medical: Typically, pupils may require an enhanced pupil/adult ratio so that they can receive specific support, supervision and interventions to make expected progress Pupils may have:

• (SPM1) Access to advice and guidance from SALT, CISS, school nursing team and other relevant health professionals. Such as HI, VI, OT or physio to enable full access to the curriculum and evaluate progress.

• (SPM2) Small group for a proportion of the day.

• (SPM3) Appropriate training for staff in manual handling and/or personal care as required may be needed.

• (SPM4) Additional support to enable the pupil to be safely monitored and supported with self-administering medication e.g. medical conditions may include epilepsy and asthma.

• (SPM5) Some staff trained appropriately to react to medical emergencies.

• (SPM6) Access to specialised equipment to access teaching and learning, which may include adapted furniture, technical aids, ICT and specialist materials.

• (SPM7) A relevant risk assessment.


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BAND D

Description: I may demonstrate a combination of significant difficulties in accessing learning in a mainstream environment. I may require intensive teaching and learning approaches to address specific needs. I may require modification of my attainment targets and access arrangements for assessment of progress. I may find it challenging to be able to achieve in line with their peers. Pupil / young person may fail to make the progress anticipated across many areas of the curriculum and require intensive teaching. Pupil / young person may require differentiated work and support with conceptual understanding and reasoning across the core curriculum. Pupil may present as in the low range on standardised assessments of cognitive ability, or present with a very uneven profile of cognitive abilities that requires a balance of small group and additional adult support. Pupil / young person may have an uneven profile of skills in core areas. Pupil /young person may present with some difficulties with spelling and reading high frequency words. Pupil / young person may demonstrate frequently unrecognisable spelling of phonetic alternatives. Reading may be behind chronological age despite specialised advice to support and remediate difficulties over a period of more than 2 years. Pupil / young person may have a severe language delay or moderate language disorder or moderate speech disorder. Pupil / young person may use augmented communication e.g. PECS. Pupil / young person may frequently have difficulties listening and miss some spoken information. Pupil / young person may frequently have difficulty retaining information. Pupil / young person may demonstrate poor phonological awareness. Pupil / young person may demonstrate a difficulty in processing unknown language and require additional time. Pupil / young person may frequently exhibit difficulties with gross and fine motor control, often presenting with poor spatial awareness and handwriting. Pupil / young person may seek frequent adult support. Pupil / young person may frequently have trouble remaining on task. Pupil / young person may frequently find group learning difficult.


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Pupil / young person may frequently demonstrate low level disruptions or attention seeking behaviours. Pupil / young person may frequently demonstrate signs of frustration and indications of disaffection or disillusion. Pupil / young person may exhibit difficulty in making and maintaining healthy relationships with peers. Pupil / young person may often show inappropriate emotions and responses. Pupil / young person may show little empathy with others. Pupil / young person may demonstrate increasing anxiety in busy, unpredictable environments and find it difficult to cope in new or unfamiliar situations. Pupil / young person may exhibit challenging behaviour because of over/under sensitivity to touch, light, taste, sound, smell or colour. Pupil / young person may frequently present as withdrawn or tearful. Pupil / young person may demonstrate signs of moderate hearing loss, uses aural aids, nonverbal cues for communication. Pupil / young person may have a moderate visual impairment that reduces their capacity to access the curriculum without modified or differentiated resources. Pupil / young person may require verbal and/ or visual prompts to follow self-care routines such as dressing/ toileting (age appropriate) Pupil /young person may be independently mobile in familiar areas, a moderate level of specialist equipment may be required.


Cognition and Learning: These pupils may have cognitive and intellectual impairments which influence their ability to actively engage with 50% of the school day, without support. Typically, pupils need regular, additional time from a range of adults to implement specific support strategies so that they can make expected progress They may make frequent demands for support because of their learning/behavioural difficulties and/or because of their dependency on adults for their self-help/care needs. The additional needs should be considered long term. Pupils may have and/ or require:

• (CL 1) Learning difficulties requiring regular modification of the academic and social curriculum and regular appropriately trained adult support for its delivery to make expected progress.

• (CL 2) Limited understanding of language and limited expressive communication requiring regular support with alternative communication strategies to access the curriculum and make expected progress.

• (CL 3) Additional needs in one or more other area e.g. mobility, coordination and/or perception, behaviour requiring specific adult support.


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• (CL 4) Specific daily teaching of self-help, independence and interpersonal skills.

• (CL 5) Carefully planned inclusion to access all curriculum areas.

• (CL 6) Access to an appropriate withdrawal space.

• (CL 7) Require specialised equipment to access teaching and learning.

• (CL 8) Access to advice and guidance from SALT, CISS, school nursing team and other relevant health professionals. Such as HI, VI, OT or physio to enable full access to the curriculum and evaluate progress.

Social Emotional Mental Health: Typically, pupils may require an enhanced pupil/adult ratio so that they can receive specific support, supervision and interventions to make expected progress, and/or they need to work within a small group for a high proportion of the day. They may have no additional learning needs or learning needs may be impacting upon their behaviour and progress. Pupils may have and/or require:

• (SM1) A high level of structure & routine to reduce stress & anxiety, which might manifest itself in “acting out” behaviour or “withdrawn” behaviour and could otherwise be a barrier to making expected progress.

• (SM2) Individual teacher planning & some adult support to access the learning and social curriculum for at least 50% of the week.

• (SM3) Daily support for appropriately mediating their behaviour to facilitate curriculum access, increase time on task and reduce distractibility.

• (SM4) Structured support and appropriately differentiated tasks to address an additional learning need e.g. dyslexia, moderate learning difficulties, speech, language and communication needs.

• (SM5) Daily adult support to reduce/ deal with incidents of intense emotional distress and/or impulsive behaviour.

• (SM6) May put themselves or others at risk and require physical intervention in line with their plan to diffuse the situation.

• (SM7) An identified member of staff assigned to support the planning and reviewing of targets, build on successes and create meaningful links with home.

• (SM8) Carefully planned inclusion to access all curriculum areas.

• (SM9) A detailed risk assessment which covers the school day / week.

Communication and Interaction: Typically, pupils may require an enhanced pupil/adult ratio so that they can receive specific support, supervision and interventions to make expected progress, and/or they need to work within a small group for a proportion of the day. They may make frequent demands for support because of their learning/behavioural difficulties and/or because of their dependency on adults for their self-help/care needs.


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Exhibit some rigid behaviours and/or intense “special interests” and have difficulties with social communication including developing relationships with others. The additional needs should be considered long term. Pupils may have and/or require:

• (Ci 1) Individual teacher planning & some adult support to access learning and social curriculum for at least 50% of the week.

• (Ci 2) Regular, additional time from a range of adults to implement specific support strategies so that they can make expected progress.

• (Ci 3) Some modification of language content of all subjects.

• (Ci 4) Alternative and augmented communication methods, supported by an appropriately trained adult, to allow them access to the curriculum, commensurate with their cognitive skills e.g. non-verbal skills may be in line with national expectations.

• (Ci 5) A requirement for an environment with the focus on visual support systems such as use of pictures & visual timetables to make expected progress.

• (Ci 6) Support to develop appropriate social communication skills.

• (Ci 7) Carefully planned inclusion to access all curriculum areas.

• (Ci 8) Access to advice and guidance from SALT, CISS, school nursing team and other relevant health professionals to enable full access to the curriculum and evaluate progress.

Sensory, Physical and Medical: Typically, pupils need regular, additional time from a range of adults to implement specific support strategies so that they can make expected progress. Pupils may have and/or require:

• (SPM1) Individual teacher planning & some adult support to access the learning and social curriculum for at least 50% of the week.

• (SPM 2) Need regular, additional time from a range of adults to implement specific support strategies so that they can make expected progress.

• (SPM 3) Frequent adult support required to use mobility aid e.g. wheelchair

• (SPM 4) Frequent support to enable the pupil to be safely monitored and supported with self-administering medication e.g. medical conditions may include epilepsy, diabetes and asthma.

• (SPM 5) Trained staff to provide frequent support for manual handling and/or transfers and personal care.

• (SPM 6) Specified adult support to enable access to and adaptation of the curriculum.

• (SPM 7) Support with communication related to physical disability.


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• (SPM 8) Adult support to ensure safety and/or facilitate social interaction with peers during break and lunchtimes.

• (SPM 9) Additional staffing and accessible transport for curriculum trips.

• (SPM10) Carefully planned inclusion to access all curriculum areas.

• (SPM11) Specialised equipment and support to access teaching and learning.

• (SPM12) A relevant risk assessment.

• (SPM13) Specific planned support to develop social understanding and to address sensory needs.

• (SPM14) Access to advice and guidance from CISS, school nursing team and other relevant health professionals. Such as HI, VI, OT or physiotherapist to enable full access to the curriculum and evaluate progress.

• (SPM15) Blocks of therapy, as advised by appropriate professional.


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BAND E

Description: Pupil / young person may exhibit daily an inability to use knowledge and skills functionally to generalise to various situations and require support to enable learning to take place. Pupil / young person may demonstrate considerable difficulties with receptive and / or expressive vocabulary, including using short and inaccurate sentences – oral and written. Pupil / young person’s speech may often be difficult to understand, and speech difficulties may impede on literacy development. Pupil / young person may demonstrate difficulties with articulation, decoding and use of language. Pupil / young person may exhibit difficulties with processing of simple information and may require additional time and intensive teaching of concepts to enable engagement in learning. Pupil / young person may use augmented communication e.g. PECS. Pupil / young person may have difficulty organising materials for a task even with visual and verbal prompts and adult modelling. Pupil / young person may demonstrate an inability to cope with unstructured social situations, including transitions which is well documented and strategies in place to support these times. Pupil / young person may demonstrate rigid thinking, including strong routines and rituals and require support and intervention to enable them to function within the school environment. Pupil / young person may focus on their own needs and interests and lack empathy or understanding about the needs and interests of others requiring frequent intervention and mediation across the school day. Pupil / young person may demonstrate daily difficulty predicting others and understanding their motives. Pupil / young person may daily require intervention to enable them to read the facial expressions of others. Pupil / young person may demonstrate frequent difficulty understanding the rules of social interaction. Pupil / young person may present with extreme reactions, rather than a graded response. Pupil / young person may require adult intervention and /or visual prompts to support self-care routines such as dressing/ toileting (as appropriate to age expected norms) Pupil may have additional needs in one or more other area e.g. mobility, coordination and/or perception, behaviour requiring specific adult support. Pupil / young person may have a diagnosed hearing or visual impairment which require specialist support, guidance and modifications to the environment. Pupil / Young person may require access to additional resources such as appropriate furniture and adapted toilet facilities, and/or access to therapeutic resources e.g. soft play, music therapy or hydrotherapy.


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Cognition and Learning: These pupils may have significant cognitive and intellectual impairments which influence their ability to actively engage with at least 75% of the school day, without support. Typically these pupils require frequent specific interventions daily from a range of adults to make expected progress. This progress is likely to be made in small steps in their primary area of need. They may be frequently unable to interact appropriately with other pupils and staff due to learning, communication and/or social difficulties. Pupils may have and/or require:

• (CL 1) Significant modification of the academic and social curriculum and appropriately trained adult support for its delivery to make expected progress and engagement with learning.

• (CL 2) Carefully planned inclusion opportunities supported in part by additional adult support.

• (CL 3) Require appropriate curriculum differentiation and structured support, commensurate with cognitive skills, to provide prompting to start and maintain on task behaviour for most of the school day.

• (CL 4) Ongoing multi-professional support and advice for planning, reviews and to evaluate progress in relation to the education setting and some family support

Social Emotional Mental Health: Typically, these pupils require frequent specific interventions daily from a range of adults to make expected progress. They may be frequently unable to interact appropriately with other pupils and staff due to learning, communication and/or social difficulties. They are likely to have experienced multiple fixed term exclusions and significant planning to manage their access to learning. They may have been educated offsite or in an alternative centre or environment. Pupils may have and/or require:

• (SM1) Access to advice and guidance from CISS, school nursing team and other relevant health professionals. Such as HI, VI, OT or physiotherapist to enable full access to the curriculum and evaluate progress.

• (SM2) Individual teacher planning & some adult support to access the learning and social curriculum for at least 75% of the week.

• (SM3) Frequent daily support for appropriately mediating their behaviour to facilitate curriculum access and regular intervention from Senior Leadership to manage and reduce the frequency of serious incidents.

• (SM4) Daily specific additional supervision (which may require physical intervention) to maintain safety within playground and social times.

• (SM5) Require regular specialist support to address their social and emotional needs and anxieties.

• (SM6) Carefully planned inclusion opportunities supported in part by additional adult support.


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• (SM7) Access to additional therapy e.g. CAMHS/ other therapy provision as determined by health and/ or social care

• (SM8) An identified member of staff assigned to support the planning and reviewing of targets, build on successes and create meaningful links with home.

• (SM9) A detailed risk assessment for some aspects of the school day requiring additional support for the day or defined restraint procedures.

Communication and Interaction: Typically, pupils require an enhanced pupil/adult ratio so that they can receive specific support, supervision and interventions to make expected progress, and/or they need to work within a small group for most of the day. They make frequent demands for support because of their learning/behavioural difficulties and/or because of their dependency on adults for their self-help/care needs. Exhibit rigid behaviours and/or intense “special interests” and have difficulties with social communication including developing relationships with others. The additional needs should be considered long term. Pupils may have and/ or require:

• (Ci 1) Frequent support with alternative communication strategies to access the curriculum and make expected progress.

• (Ci 2) Individual teacher planning & some adult support to access the learning and social curriculum for at least 75% of the week.

• (Ci 3) Frequent specific interventions daily from a range of adults to make expected progress.

• (Ci 4) Termly advice from an appropriately professional for setting staff on how to enable full access to the curriculum and evaluate progress.

• (Ci 5) Frequent support with mediated communication strategies to reduce anxiety and facilitate curriculum access to make expected progress.

• (Ci 6) Frequent support with alternative communication strategies to access the curriculum and make expected progress.

• (Ci 7) Carefully planned inclusion opportunities supported in part by additional adult support.

• (Ci 8) Specific additional supervision by a trained adult (which may require physical intervention, or withdrawal period in an appropriate sensory environment) to maintain safety within playground and social times.

• (Ci 9) Appropriately trained adult help to assist cognitive development and develop attention skills and/or distract from repetitive activity.

• (Ci 10) Specific planned support to develop social understanding and skills particularly at times of major life changes e.g. parental separation or KS 2/3 transfer.

• (Ci 11) Highly differentiated curriculum appropriate to their needs to support and engage learning.


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Sensory impairment, Physical and Medical: Typically, these pupils require frequent specific interventions daily from a range of adults to make expected progress. This progress is likely to be made in small steps in their primary area of need. They may be frequently unable to interact appropriately with other pupils and staff due to learning, communication and/or social difficulties. Pupils may have and/or require:

• (SPM 1) Individual teacher planning & some adult support to access the learning and social curriculum for at least 75% of the week.

• (SPM 2) Termly advice from an appropriate professional, on how to enable full access to the curriculum and evaluate progress.

• (SPM 3) Frequently reliant on adult support for moving, positioning, personal care, eating and drinking e.g. require use of hoist.

• (SPM 4) Use communication aids e.g. symbol support or other technical aids, which require preparation and regular support for use.

• (SPM 5) Has long term significant medical condition requiring ongoing medical intervention and monitoring.

• (SPM 6) Require regularly monitored and reviewed health care plan (involving appropriate regular advice from medical professionals).

• (SPM 7) Pupils may have additional health needs e.g. Gastrostomy feeding.

• (SPM 8) Additional staffing and accessible transport for curriculum trips, with relevant risk assessment.

• (SPM 9) Require specialised equipment and frequent support to access teaching and learning.

• (SPM 10) Requires therapy support, implemented in school, as advised by a range of therapists e.g. Occupational therapist, physiotherapist, speech and language therapist.

• (SPM 11) Regular explicit teaching of self-help, independence and interpersonal skills.

• (SPM 12) Have an additional need in another area which requires specific planned support e.g. sensory impairment or learning difficulty.

• (SPM 13) A relevant risk assessment across the week.


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BAND F

Description: I have a combination of needs which are significant. My needs may include communication, cognitive development, social, emotional mental health, physical and /or sensory impairment as identified through associated specialist support advice and guidance. My needs have an impact on my functioning beyond my education setting and include my ability to engage in the community. Pupil / young person may be working significantly below age expectations and be functioning at the very early levels of literacy. Pupil / young person may have significant difficulties with receptive and expressive vocabulary. Pupil / young person may speak and understand at a single word or phrase level. Pupil / young person may demonstrate significant difficulty in formulating an oral sentence. Pupil / young person may demonstrate significant difficulty understanding words, sentences and instructions. Pupil / young person’s speech may be incomprehensible to an unknown adult or peer. Due to poor speech there may be a significant impact on the acquisition of literacy. Pupil / young person may use augmented communication e.g. PECS. Pupil / young person may demonstrate significant difficulty in retaining learning, or significant difficulty in applying learning. Pupil / young person may demonstrate significant and persistent difficulties in organising self - e.g. follow daily routines or collect items for task without visual cues/ adult modelling. Pupil / young person may demonstrate regular episodes of frustration and evidence of damage to self-esteem caused by their speech difficulties and /or cognitive and social emotional and mental health barriers to learning. Pupil / young person may demonstrate frequent disengagement from learning, non-attendance and/or behavioural difficulties. Pupil / young person may demonstrate frequent episodes of aggression towards peers and adults. Pupil / young person may demonstrate a lack of response inhibition, e.g. runs off, shouts out inappropriately, inability to wait. Pupil / young person may exhibit disengagement from learning, nonattendance and/or behavioural difficulties. Pupil / young person may demonstrate daily physically challenging behaviour. Pupil / young person may be at risk of self-harm. Pupil /young person may require close supervision and verbal visual prompts to manage self-care routines.


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Due to a severe/profound hearing loss, the pupil / young person may demonstrate poor semantic knowledge and weak phonology. Pupil / young person may be unable to listen, process information efficiently and write at the same time. Pupil / young person may have a profound visual impairment.


Cognition and Learning: These pupils have significant cognitive and intellectual impairments which influence their ability to actively engage with any of the school day. They are likely to present with highly challenging behaviour and/or significant physical needs and may require adult support throughout the day, this is likely to be 1-1. They may need interventions for most of the time to facilitate alternative communication and support physical and/or medical and/or behavioural needs. Cognition and Learning: Pupils may have and/or require more than Band E

• (CL 1) Suitably differentiated and/or modified curriculum to address additional learning needs such as dyslexia, moderate leaning needs, specific language or communication needs, physical or sensory needs.

• (CL 2) Daily – require small teaching groups to deliver an appropriately individualised curriculum to address additional learning needs, reduce distractibility and facilitate completion of tasks to make expected progress.

• (CL 3) Constant support with alternative communication strategies.

• (CL 4) A high adult/pupil ratio to facilitate 1:1 support throughout much of the school day to enable access to the curriculum and support with communication development and meeting social, emotional, physical and sensory needs and/or ensuring safety.

• (CL 5) There may need to be ongoing multi-professional support and advice for planning, reviews and to evaluate progress in relation to the education setting and significant family support.

• (CL 6) An identified member of staff assigned to support the planning and reviewing of targets, build on successes and create meaningful links with home.

Social Emotional Mental Health: Typically, these pupils have significant needs which require specific 1:1 adult support daily from a range of adults to make expected progress. They may have experienced multiple fixed term exclusions with significant planning to manage their access to learning. They


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may have been educated off site to access individual behaviour interventions. They may be frequently unable to interact appropriately with other pupils and staff. Pupils may have and/or require:

• (SM 1) Specific support (e.g. staff training in de-escalation techniques) to manage severe and challenging behaviour which can pose additional risk to themselves, other pupils and staff. Regular risk assessments may be required.

• (SM 2) Ongoing multi-professional support and advice for planning, reviews and to evaluate progress, in relation to the education setting and/or family support.

• (SM 3) Carefully planned inclusion opportunities supported by additional adult support.

• (SM 4) Support throughout the school day which may require frequent intervention to manage and reduce the frequency of serious incidents.

• (SM 5) Constant support for appropriately mediating their behaviour to facilitate curriculum access.

• (SM 6) Require daily intervention and/or advice for staff from appropriately trained professionals.

• (SM 7) Require a specific management plan and structured intervention to manage inappropriate behaviour (including sexualised behaviour).

• (SM 8) Access to additional therapy E.g. CAMHS/ other therapy provision as determined by health and/ or social care

• (SM 9) A detailed risk assessment for most aspects of the school day requiring additional support for the day or defined restraint procedures.

Communication and Interaction: Typically, these pupils have significant needs which require specific 1:1 adult interventions for most of the time to facilitate alternative communication and support physical and/or medical and/or behavioural needs. Pupils may have and/or require:

• (Ci 1) A totally individually designed curriculum to make expected progress.

• (Ci 2) Multi-professional support and advice for planning, reviews and to evaluate progress and in relation to the education setting and/or family support.

• (Ci 3) Require constant support with mediated communication strategies to reduce anxiety and facilitate curriculum access to make expected progress.

• (Ci 4) A very high level of adult support to access the curriculum and meet emotional, social and personal needs.

• (Ci 5) Staff may need to be able to use appropriate communication approaches to encourage making independent choices and initiating communication.


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• (Ci 6) Additional adult support daily to support safety where they have put themselves and/or peers and /or staff at risk of physical harm and may require physical intervention.

• (Ci 7) Require a managed environment to support the pupil’s ASD needs with highly predictable routines in small groups with specific individual activities or a personalised learning environment.

• (Ci 8) Access to time out areas, appropriate sensory areas and/or additional therapies.

• (Ci 9) Access to ICT and other curricular aids to facilitate progress.

• (Ci 10) Specifically, planned access to targeted mainstream curriculum areas.

• (Ci 11) Carefully planned inclusion opportunities fully supported by additional adult support

Sensory impairment, Physical and Medical: Typically, these pupils have significant needs which require specific 1:1 adult interventions for most of the time to facilitate alternative communication and/or support physical and medical needs. They may require a totally individually designed curriculum to make expected progress. Pupils may have and/or require:

• (SPM 1) Requires additional and different resources and specialised equipment, such as appropriate furniture and adapted toilet facilities, and access to therapeutic resources, sensory rooms e.g. soft play, music therapy or hydrotherapy.

• (SPM 2) Individual teacher planning and support to access the academic and social curriculum throughout the week.

• (SPM 3) Ongoing multi-professional support and advice for planning, reviews and evaluation of progress, in relation to the education setting, equipment and/or family support.

• (SPM 4) Reliant on adult support for moving, positioning, personal care, eating and drinking e.g. require use of hoist.

• (SPM 5) Use communication and/or other technical aids, which require preparation and frequent support for use.

• (SPM 6) Require specialised equipment and constant support to access teaching and learning.

• (SPM 7) Has long term significant medical condition requiring ongoing medical intervention and monitoring.

• (SPM 8) Require at least annually monitored and reviewed health care plan (involving appropriate regular advice from medical professionals).

• (SPM 9) Carefully planned inclusion opportunities supported in part by additional adult support.

• (SPM 10) Requires additional staffing and accessible transport for curriculum trips.

• (SPM 11) Requires long term therapy support, implemented in school, as advised by a range of therapists and referenced in the EHCP e.g. Occupational therapist, physiotherapist, speech and language therapist.

• (SPM 12) Requires blocks of therapy as identified in EHCP from OT, Physiotherapist, speech and language therapist

• (SPM 13) A relevant risk assessment across the school day.


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BAND G

Description: I have a combination of needs which are severe and significant. My needs have an impact on my functioning beyond my education setting and include my ability to engage in the community. Pupil / young person may have severe difficulties with expressive and receptive language and demonstrate a significant difficulty understanding words, sentences and instructions. Pupil / young person may speak and understand at a single word or phrase level. Pupil / young person may have significant difficulty in formulating an oral sentence. Pupil / young person may be at the very early levels of literacy. Pupil / young person may be echolalic, rather than using meaningful language. Speech may be incomprehensible to an unknown adult or peer. Pupil / young person may use augmented communication e.g. PECS. Speech difficulties may significantly impact on literacy. Pupil / young person may demonstrate an increasing inability to follow instructions and routines. Pupil / young person may have significant difficulty in retaining learning or applying learning. Pupil / young person may exhibit significant fluctuations in mood increasing unpredictability over attitudes to learning tasks. Pupil / young person may be uncooperative or defiant. Pupil / young person may demonstrate regular episodes of frustration and evidence of damage to self-esteem caused by these difficulties. Pupil / young person may have significant difficulties in maintaining and making healthy relationships with peers. Pupil / young person presents as significantly unhappy or stressed. Pupil / young person may exhibit unusual reactions to sensory stimuli. Pupil / young person may exhibit physical outbursts if stressed, e.g. another pupil gets too close. Pupil / young person may have a profound/progressive condition, will require the use of a powered wheelchair or dependent on assistance for mobility. Pupil / young person may be non-weight bearing and require the use of a hoist.


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Pupil / young person may demonstrate difficulties with independence skills, and may be dependent on assistance for most personal care needs such as eating, dressing, toileting. Pupil / young person has a severe/profound hearing loss. Pupil / young person demonstrates poor semantic knowledge because of the hearing loss and has significant weakness in their phonology because of the hearing loss. Pupil / young person may require access to a signer or intervenor to enable access to learning. Pupil / young person has a profound visual impairment.


Cognition and Learning: Typically, these pupils have severe and significant needs which require specific 1:1 adult interventions for most of the time to facilitate alternative communication and support physical and/or medical and/or behavioural needs. These pupils have significant cognitive and intellectual impairments and/or physical needs which influence their ability to actively engage with any of the school day without support. They are also likely to present with sensory impairments and/or severely challenging behaviour (including self-injurious behaviour) and/ or physical difficulties. Requiring a high level of adult support throughout the day. Pupils may have and/or require more than Band F.

• (CL1) A totally integrated environment with consistent management by teaching and care staff throughout the day.

• (CL2) A very high adult/pupil ratio to facilitate 1:1 support for much of the school day to enable access to the curriculum and support with communication development and meeting social, emotional, physical and sensory needs and/or ensuring safety.

• (CL3) An individualised timetable with emphasis on areas such as engagement, help to interpret and respond to the environment, exercising choice rather than independence and developing means of communicating with others.

• (CL4) Carefully planned inclusion opportunities fully supported by additional adult support.

• (CL5) Total modification of curriculum presentation to reflect sensory and language impairment with modified and specialist learning materials and equipment.

• (CL6) Enhanced role for specialist staff in working closely with parents and other external staff such as physiotherapist, occupational therapist and speech and language therapist, specialist teacher for multi-sensory impairment, educational psychologist and social worker.

• (CL7) Be complex communication aid users e.g. IPADS which require frequent preparation and support for use.


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• (CL8) Need 1:1 specialist adult support to access learning and social interaction to make expected progress.

• (CL9) Require specialised equipment and constant support to access teaching and learning.

• (CL10) A very profound sensory loss necessitating 1:1 specialist adult support to access communication and the curriculum to make expected progress.

• (CL11) Additional needs in one or more other area e.g. SEMH, PD requiring specific adult support.

• (CL12) Planning and provision for out of school hours or for a high level of family support and liaison.

Social Emotional Mental Health: Typically, these pupils have severe and significant needs which require specific 1:1 adult interventions for most of the time to facilitate behavioural needs. These pupils exhibit severe and challenging behaviour, which may have resulted in many fixed term exclusions followed by a permanent exclusion. They may need constant support to interact appropriately with other pupils and staff. Pupils may have and/or require:

• (SM1) Frequent and ongoing multi-professional support and advice for planning, reviews and evaluate progress.

• (SM2) Planning and provision for out of school hours or for a high level of family support and liaison.

• (SM3) A planned programme of personal and social development and behaviour management, requiring reduced group size and specialist adult contact, which provides a highly predictable routine and structured support for time outside the classroom.

• (SM4) Consistency of expectations form all adults involved in the pupil’s education.

• (SM5) Support, throughout the school day, which requires frequent intervention from an assigned member of staff or senior leader several times a day to manage and reduce the frequency of serious incidents.

• (SM6) Daily opportunities to experience small group work in areas such as managing conflict, making and keeping friends, awareness of own feelings and those of others, accepting consequences of his/her behaviour.

• (SM7) An identified member of staff assigned to support the planning and reviewing of targets, build on successes and creates meaningful links with home.

• (SM8) A highly structured curriculum which is divided into short “bites” and which capitalises on the pupil’s special interests.

• (SM9) Carefully planned inclusion opportunities fully supported by additional adult support.

• (SM10) Daily planned sessions to develop problem solving skills and alternative strategies for dealing with conflict situations.

• (SM11) A detailed risk assessment which identifies additional support within a clear plan.

• (SM12) Additional external specialist support for the social, emotional and behavioural difficulties they are experiencing. E.g. CAMHS/ other therapy provision as determined by health and/ or social care.


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Communication and Interaction:

• Typically, these pupils have severe and significant needs which require specific 1:1 adult interventions for most of the time to facilitate alternative communication and support physical and/or medical and/or behavioural needs.

• Additional sensory, physical and/or medical needs.

• Require access to teaching by teachers experienced in meeting the needs of pupils with high level ASD in small groups throughout the day.

Pupils may have and/or require:

• (Ci 1) Frequent and ongoing multi-professional support and advice for planning, reviews and to evaluate progress.

• (Ci 2) These pupils require planning and provision for out of school hours or for a high level of family support and liaison.

• (Ci 3) At least half termly contact with a speech and language therapist, or other appropriate professional, and liaison between them and school staff to share information and to plan short and long-term goals about speech and language development.

• (Ci 4) Trained staff to provide structured help to raise confidence and self-esteem, increase concentration and independence, communicate more effectively and understand social/behavioural norms (may include issues related to self-harm or mental health).

• (Ci 5) Consistent adult support to access the curriculum and meet emotional, social and personal needs. Staff will need to be able to use appropriate communication approaches to encourage making independent choices and initiating communication.

• (Ci 6) A planned programme of personal and social development/behaviour management, requiring supported interaction with other children and adults, in groups of small groups throughout the day.

• (Ci 7) A consistent learning environment, with secure and explicit boundaries, and an emphasis on encouraging interaction with other pupils.

Sensory impairment, Physical and Medical: Typically, these pupils have severe and significant needs which require specific 1:1 adult interventions for most of the time to support physical and/or medical and/or alternative communication using technical aids. Pupils may have and/or require:

• (SPM 1) Individual support for much of the school day to enable access to the curriculum and/or support with communication and

meeting social, physical and sensory needs and/or ensuring safety.

• (SPM 2) Consistent management by teaching and care staff throughout the day.

• (SPM 3) Require specialised equipment and constant support to access teaching and learning.

• (SPM 4) Modification of curriculum presentation to reflect physical and /or sensory needs.


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• (SPM 5) Regular access to specialised interactive sensory environments (dark/light etc.) to increase awareness of the environment.

• (SPM 6) Has long term significant medical condition requiring ongoing medical intervention and monitoring for e.g. severe epilepsy,

tube feeding, stoma.

• (SPM 7) Be totally reliant on support from trained staff to help meet self-care and manual handling needs, including management of

gastrostomy, may require hoisting for positioning, movement, and personal care This may require 2:1 support as needed possibly

on call.

• (SPM 8) A physical programme which is incorporated into the whole curriculum and specialist equipment such as supportive

seating, tilt table, a hoist for changes of position/transfers.

• (SPM 9) Frequent and ongoing multi-professional support, advice for planning, reviews and evaluation of progress.

• (SPM 10) Require regularly monitored and reviewed health care plan (involving appropriate regular advice from medical

professionals).

• (SPM 11) Enhanced role for designated staff in working closely with parents and other external staff such as physiotherapist,

occupational therapist and speech and language therapist, educational psychologist and social worker.

• (SPM 12) These pupils require planning and provision for out of school activities.

• (SPM 13) be complex communication aid users e.g. an IPAD which requires frequent preparation and support for use.

• (SPM 14) A relevant risk assessment across the school day.


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BAND H

Description: I have a support plan which sets out my severe and complex needs which are likely to be permanent and currently have a significant impact on my ability to engage with my education setting and community. My needs are complex and require a highly personalised approach to teaching and learning through range of different specialist support. For example.

Pupil / young person needs are highly complex and likely to arise from a combination of behavioural, communication, learning, medical, primary care, physical and sensory barriers. Pupil / young person has very severe and complex medical or behavioural support needs and requires resources for crisis intervention available throughout the day. Pupil / young person presentation impacts on the emotional and physical well being of staff and wider community and requires highly specialised staff to work with the pupil at all times. Pupil / young person has extreme delays across the cognitive skills (below first percentile) Pupil / young person may be nonverbal with severe difficulty understanding spoken language and nonverbal communication e.g. body language/ facial expressions. Pupil/ young person may use augmented communication e.g. PECS Pupil / young person demonstrates profound speech and/ or language difficulties which may have significant impact on his/ her ability to access the educational curriculum and future attainment and employment. Pupil / young person may exhibit obsessional and/or ritualistic behaviour which is all consuming. Pupil / young person may demonstrate severely restricted ability to co-operate in a small group. Pupil / young cannot manage routines/ staff without high levels of adult intervention. Pupil / young person may daily invade personal space of others and /or hits out at peers or adults. Pupil / young person may demonstrate unsafe, risky, anti-social behaviour, independently or with peers, more frequently than daily.


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Pupil / young person may have severe difficulty in engaging in peer relationships due to lack of understanding, awareness of interest. Pupil / young person has a severe to profound hearing loss, with post aural hearing aids prescribed, or a cochlear implant. Pupil / young person has little functional sight or is educationally blind My needs require a highly personalised approach to teaching and learning.


Typically, these pupils have severe/complex needs which require specific and an enhanced level of adult interventions for most of the time, to facilitate alternative communication and support physical and/or medical and/or behavioural needs. They will require a totally individually designed curriculum to make expected progress. There will need to be daily multi-professional support and advice for planning reviews and evaluation of progress. These pupils require planning and provision for out of school hours and for a high level of family support and liaison Pupils may have and/or require more than band G pupils:

• Up to 2:1 support for severe/complex physical needs and/or implementing medical programmes or to support pupils with degenerative condition or challenging behaviour.

• Significant medical issues requiring intervention e.g. severe epilepsy, tube feeding, stoma.

• Access to hydrotherapy and /or music therapy or high level CAMHS/ other therapy provision as determined by health and/ or social care as a part of an integrated plan

• Individualised provision to meet severe/complex needs

• Requires more than 1:1 support in small specialist teaching groups to access all areas of the curriculum and/or to manage challenging behaviour.

• Implementation of multi-disciplinary support for personal care / safety throughout the day.

• Full time individual support for the pupil to access an appropriate individually planned curriculum and to ensure safety. This may be appropriately provided from a specifically trained healthcare worker e.g. for care of tracheostomy

• Be complex communication aid users Individualised programmes of alternative forms of communication including appropriately trained support as an eye gaze user for communication.


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• Individual adaptation to the environment such as ramps and toilets; quiet carpeted areas, access to lifts and hoists may be required.

• Specialist technical aids

• All movement requires a detailed manual handling plan.

• For those with multi-sensory impairment, specialist involvement of Teacher of the Deaf and/ or Qualified Teacher Visual Impaired for direct work with the pupil and advice for planning, monitoring, evaluating progress and staff training.

• Daily monitoring of pupil progress, and monitoring in line with individual care planning or behaviour planning

• These pupils require planning and provision for out of school hours and for a high level of family support and liaison.

BAND I

Description: I have exceptional and profound difficulties which require highly specialised settings, staffing and facilities, beyond the local offer. My needs are bespoke and have severe impact on functioning in any education setting and in the community.


These pupils’ provisions are individually commissioned and funded from the High Needs Block, and placements are in excess of Band H costs.

send high needs descriptors 2018-19 · my needs have an impact on my functioning beyond my...

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