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EARLY YEARS INCLUSION FUNDING 2020 - 2021 APPLICATION FOR FUNDING For Private, Voluntary and Independent providers

Checklist for Applications

Before completing this application form please consider and mark the following statements with a tick (yes) by the checkboxes that accompany the statements.

1. The child is taking up their funded childcare entitlements. (see eligibility criteria on http://www.nottinghamshire.gov.uk/care/early-years-and-childcare/free-childcare) ☐

2. If the application is for a 2-year-old, they are resident within Nottinghamshire County Council Boundaries (Ashfield, Bassetlaw, Broxtowe, Gedling, Mansfield, Newark and Sherwood or Rushcliffe).

☐

3. The child meets the criteria set out by the descriptors within this document (see Appendix B). ☐

4. The child is known to Schools and Families Specialist Service (SFSS). ☐5. Advice has been sought from specialist professionals (e.g. SALT, SFSS, Occupational

Therapist etc. ☐

6. The application has been shared with your area SENCO. ☐7. You have sought consent from the child’s parent or carer. This will need to be

demonstrated through a parental signature on page 11 of the application. ☐

8. Prior to the application (and evidenced throughout the application itself) you have followed the graduated approach (please refer to the code of practice for SEND). ☐

9. If the child attends more than one setting this must be a joint application (if the other setting is also a Nottinghamshire PVI setting). Please tick accordingly:

Joint application ☐ Single application ☐

☐

10. Enclose the target sheet from SFSS and within the graduated approach and use of funding sections of the application, evidence how you are responding to these targets. ☐

11. Included in this application is the baseline, portage progress chart or b squared assessment documents provided by SFSS. ☐

12. Please refer to the EY Send Funding document https://www.nottinghamshire.gov.uk/media/2890344/a-guide-to-nottinghamshire-inclusion-funding.pdf

☐

If you have ticked ALL of the above, please continue with making an application. Where possible

please type the document and submit the form electronically. The most recent version of this

document can be found at https://www.nottinghamshire.gov.uk/care/early-years-and-childcare/childcare-

providers/free-childcare-providers-information

If you do not meet all these criteria but still have concerns, please discuss with your Area SENCo.

Contact details can be found at Appendix A.

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http://www.nottinghamshire.gov.uk/care/early-years-and-childcare/free-childcare


Application FormPlease ensure ALL sections are completed, as incomplete applications cannot be considered by the panel.

Child’s Details:

Name:

Address:

Date of Birth (dd/mm/yyyy):

Gender

Home language:

Child’s home authority:

Setting details:

Setting 1:

Setting name:

Child’s start date:

Contact name:

Setting address:

Setting telephone:

Setting email:

Ofsted number

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Setting 2 (if applicable):

Setting name:

Child’s start date:

Contact name:

Setting address:

Setting telephone:

Setting email:

Ofsted number

Attendance:

Monday Tuesday Wednesday Thursday FridayTimes of

attendance (e.g. 8.00am –

4.00pm)Number of

funded hours used

Professional Involvement:

Is the child known to SFSS (Schools and Families Specialist Services)? ☐

If yes, please provide the name of the SFSS worker

Does the child have an Education Health Care Plan (EHCP)? (If yes, please tick and attach) ☐

If this child known to PDSS (Physical Disability Support Service) ☐

If yes, please provide the name of the worker

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Please include below the details of all professionals involved with the child.

Name of professional Agency Role

Do you have any other children in the setting in receipt of Early Years Inclusion Funding? ☐

If yes, how many?

What are you applying for? Refer to the Nottinghamshire guide to early years inclusion funding to understand what is offered for each option below. (Please tick all that apply)

Enhanced Staffing costs: ☐Specialist equipment to meet physical needs: ☐Specialist OT Assessment (where charged): ☐Training in the use of specialist equipment to meet physical needs ☐

Manual Handling Training ☐Transition Grant ☐Funded access to Notts TADO Send Training ☐Enhance staffing to meet emerging needs ☐

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Disability Access Fund (DAF)

Is the child eligible for DAF? ☐ If DAF has been accessed, please describe below how you have used this funding.

Is the child not accessing DAF? ☐ If the child is aged 3+ and not accessing DAF please also use the box below to explain why (there is an expectation that where appropriate, DAF is accessed to support in meeting the child’s needs).

Section APlease describe the child’s high-level needs, their next steps in learning and the impact on

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their learning and development. Include in this description how these impact on the child’s time in the setting. Please refer to the descriptors that are included in Appendix B.(If only applying for manual handling training, medical needs training, specialist equipment training or an OT assessment. It is sufficient to just describe the child’s high level needs. Then go straight to sections E- I)

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Child’s high-level needs:

Child’s next steps in learning:

Impact on their learning and development and their time in your provision. (You might find it useful to work through the child’s day and think about these factors at each point and how frequently and for how long they impact).


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Please include any other relevant information relating to this application e.g. future provision, school start date, detail on specific programmes such as physiotherapy.

Impact on their learning and development and their time in your provision. (You might find it useful to work through the child’s day and think about these factors at each point and how frequently and for how long they impact).


Section BPlease evidence how you have implemented the graduated approach (see the code of practice for SEND point 5.38-5.46) prior to making this application.

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Please include any other relevant information relating to this application e.g. future provision, school start date, detail on specific programmes such as physiotherapy.


Section C ( This section does not need completing if only applying for a short-term level of support for emerging needs – go straight to section D).

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If allocated funding for staffing, how will the enhanced staffing be used? Please briefly explain your planned interventions and strategies including approximate times required for these.

Planned Support For How Long (Minutes)

How many times per session

Impact on staffing

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Section D This section only needs completing if applying for enhanced staffing to meet emerging needs. This funding is allocated to enable early intervention and will only be awarded for a short period of time. Please complete the action plan below.

Planned Intervention For how long

(minutes)

How many times per session

Review Date

Impact expected to be made by review date

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Section EPlease give details of special needs/inclusion training attended by staff working with this child during the past 12 months.

Section FDo you or your team have any outstanding training needs relating to this referral?

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Section GParent/Carer comments (This is an essential part of this application)

Section HChild’s Voice – please use any appropriate method e.g. photos, quotes etc. (This helps the panel in their decision making process)

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Child progress / Assessment data(This is the only Tracking Data Required)

Key: Child’s name:E = emergingD = developingS = secure

Previous assessment Current assessmentDate Age at assessment Date Age at assessmentBirth – 11 months

8 – 20 months

16 – 26 months

22 – 36 months

30 – 50 months

40 – 60 months

Birth – 11 months

8 - 20 months

16 – 26 months

22 – 36 months

30 – 50 months

40 – 60 months

PSEDSelf-confidence and self-awarenessManaging feelings and behaviourMaking relationships

Communication and Language

Listening and attentionUnderstanding

Speaking

Physicaldevelopment

Moving and handlingHealth and self-care

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Consent

Parental Consent:

Parent/carer of the child/young person named on this formI agree to this information being shared between the panel members involved in assessing this application. I also agree that this information can be shared with the Physical Disability Support Service if this application is requesting equipment an OT assessment or manual handling training.

Signed:

Name (please print):

Date:

Setting/Provider Signatures: (Please be aware, additional documentation to this form will not be considered).

Setting 1: Setting 2:

Signed: Signed:

Name Name:

Position Position:

Date Date

Area SENCO signature: (electronic signature will be accepted). This signature is only to say that the Area SENCO is aware of this application.

Signed:

Name (please print):

Date:

Please note that this page will need to be printed and hand-signed and then scanned to send electronically with the rest of the document.

Please turn over and complete the checklist.

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In your application please can you ensure that you have included the following (tick as appropriate) Please do not include any other documentation as it will not be considered by the panel.

1. Two year progress check (if current). ☐

2. Integrated review record (if appropriate). ☐

3. Portage summary/assessment or equivalent document completed by SFSS. ☐

4. The child’s EHCP (if relevant). ☐

Please return all forms by secure email to: [email protected] – Early Years Inclusion Fund

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mailto:[email protected]

Appendix A. Area SENCO Contact Details

Area SENCO Contacts (Early Years Specialist Teacher):

District Name Email Telephone

Ashfield Kerri Baker [email protected]

Bassetlaw Sally Henderson [email protected] 07951122227

Broxtowe Helen Akehurst [email protected] 07971373476

Claire Saville [email protected] 07944465909

Gedling Julie Sutherland [email protected] 07944465657

Mansfield Vanessa Crane [email protected] 07944465715

Lyndis Stolc [email protected] 07920751131

Newark & Sherwood

Sarah Johnstone [email protected]

Rachael Homewood [email protected]

Rushcliffe Helen Akehurst [email protected] 07971373476

Nicky Palmer [email protected] 07944465252

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Appendix B. Early Years Inclusion SEND funding descriptors

COGNITION AND LEARNING NEEDSKEY THEME UNIVERSAL SUPPORT (provider

led)TARGETED SUPPORT HIGH LEVEL NEEDS (EYIF

funding)Cognitive development, attainment and progress

Attainment is at lower level than majority of peers even with some additional support. Progress is at slower rate than majority of peers.

Attainment is significantly lower than majority of peers – gaps in comparative attainment levels increasing. Slow progress, even with significant and increasing levels of intervention.

There is very little and very slow progress, even with high levels of intervention. Progress demonstrated through Portage or other specialist assessment tools.

Communication and participation Some language and communication difficulties.

Significant communication difficulties inhibit regular participation, understanding and contribution to activities.

Extreme communication difficulties seriously inhibit participation, understanding and contribution to activities.

Curriculum access/pupil participation

Some difficulties with concentration and retention even with some intervention and curriculum modification. Limited ability to transfer skills and knowledge.

Significant difficulties with concentration and retention requiring adult intervention and curriculum modification. Little evidence of skill and knowledge transfer.

Requires extensive adult support and a highly adapted curriculum.

Social development Some difficulties in making and maintaining friendships and relationships.

Significant difficulties in making and maintaining friendships and relationships, likely to occur as a result of delayed learning.

Extreme difficulties in making and maintaining friendships and relationships, resulting in frequent social isolation vulnerability, with some disengagement. Likely to occur as a result of delayed learning.

Motor skills Some delay in fine and gross motor skills.

Significant delay in fine and gross motor skills, requiring some adult intervention.

Extreme delay in fine and gross motor skills, requiring extensive adult intervention.

Self-help skills May need some additional support to develop independence in organisational skills and personal care needs.

Requires significant additional input to develop age-appropriate independence skills for daily living and personal care needs.

Requires extensive additional input to develop age-appropriate independence skills for daily living and personal care needs.

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COMMUNICATION AND INTERACTION NEEDSKEY THEME UNIVERSAL SUPPORT (provider led) TARGETED SUPPORT HIGH LEVEL NEEDS (EYIF

funding)Communication and participation

Some language and communication difficulties.

Significant communication difficulties inhibit regular participation, understanding and contribution to activities in setting.

Extreme communication difficulties seriously inhibit participation, understanding and contribution to activities in setting.

Social interaction Some difficulties in making and maintaining friendships and relationships.

Significant difficulties in making and maintaining relationships.

Extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with some disengagement.

Child participation Some difficulties in following instructions and accepting adult direction, and maintaining attention to task.

Significant difficulties in following instructions and accepting adult direction, and maintaining attention to task.

Extreme and persistent difficulties following instructions and accepting adult direction, and maintaining attention to task. Requires highly adapted access to curriculum.

Response to sensory stimuli

Unusual response to some sensory stimuli, requiring adjustments.

Unusual response to some sensory stimuli, requiring significant adjustments.

Unusual and frequent response to some sensory stimuli. Requires major adjustments, linked to complex sensory profile.

Flexibility of thought

Some evidence of inflexible thought. Support is required to manage change in everyday situations.

Evidence of rigid thought, making the child inflexible and unlikely to cope with change, resulting in significant signs of stresses and anxiety.

Evidence of rigid thought, making the child inflexible and unlikely to cope with change, resulting in an extreme response.

Developmental profile

May have uneven developmental profile. Uneven progress between developmental areas due to problems with particular aspects of communication development.

Limited progress across developmental areas due to problems with particular aspects of communication development which have an extreme impact on learning.

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SOCIAL, EMOTIONAL AND MENTAL HEALTH NEEDSKEY THEME UNIVERSAL SUPPORT (provider led) TARGETED SUPPORT HIGH LEVEL NEEDS (EYIF

funding)Child participation in activities

Some SEMH inhibit participation, understanding and contribution to activities and learning, which results in limited progress in many areas.

A pattern of frequent SEMH inhibiting regular participation, understanding and contribution to activities and learning which results in very limited progress in most areas.

Persistent SEMH inhibit most participation, understanding and contribution to activities and learning, which results in extremely limited progress in all areas.

Emotional health and wellbeing

Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning. Without familiar & consistent adult support, anxiety significantly limits ability to recognise and manage emotional responses.

A pattern of frequent disruption to social and emotional wellbeing, resulting in regular impact on learning. Mood is frequently very low, affecting self-esteem and limiting ability to engage. Anxiety significantly affects ability to engage in everyday life, including family life.

Extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness/ stress. Possible prolonged periods of absence/disengagement.

Child response to education

Some unpredictable responses to learning tasks, resulting in periods of uncooperative behaviour and/or emotional withdrawal.

A pattern of frequent unpredictable responses to learning tasks, resulting in periods of uncooperative behaviour and/or emotional withdrawal.

Persistent extreme responses, resulting in prolonged periods of uncooperative behaviour and/or emotional withdrawal.

Impact on self and others

Some behaviour which may be injurious or endanger others.

A pattern of frequent behaviours which may be injurious or endanger others, resulting in some social isolation and rejection.

Repeated extreme behaviours which are injurious or endanger others. High level of rejection and social isolation.

Social interaction

Some difficulties in making and maintaining friendships and relationships, despite adult support intended to prevent social isolation.

A pattern of significant difficulties in making and maintaining appropriate relationships, despite adult support intended to prevent social isolation.

Extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with some disengagement.

Intervention Some modification of teaching styles. Increasing incidents of disruption/ disaffection despite the provision of an appropriate curriculum and the strengthening of other setting strategies. Support requires parent’s/carer’s active participation.

A pattern of significant modification of teaching styles and an individualised curriculum in some areas are in place. Teaching and learning is disrupted frequently.

Teaching and learning is persistently disrupted despite an individualised curriculum being provided for most of the time. Support needs to be flexible and responsive, to reflect changes in need that may occur even on a daily basis.

Exceptional, complex circumstances

Exceptional safeguarding evidence demonstrates a high risk of significant harm as a consequence of SEMH issues not previously supported through SEN procedures.


PHYSICAL AND MEDICAL NEEDSKEY THEME UNIVERSAL SUPPORT (provider

led)TARGETED SUPPORT HIGH LEVEL NEEDS (EYIF funding)

Curriculum access/child participation

Is able independently to participate in most activities. Progress requires some additional adult support.

Is able independently to participate in some activities. Progress requires significant adult support. Curricular information requires repetition/rephrasing/visual reframing. Environmental information and curriculum materials require significant modification to enable access.

Is only able to participate in limited activities. Progress requires extensive adult support. Environmental information and curriculum materials require extensive modification to enable access mostly using tactile and multi-sensory approaches. Child requires BSL interpretation to access much of the curriculum.

Care/Mobility needs

Has care or mobility needs requiring some adult intervention. Child may have a personal and intimate care plan/ manual handling plan

Has care or mobility needs requiring significant adult intervention.Child will have a personal and intimate care plan / manual handling plan

Has care or mobility needs requiring extensive adult support.

Medical needs Has medical needs requiring some adult intervention. Child may:

need regular medication receive funding from medical

needs panel have a health care plan

Has medical needs requiring significant adult intervention.Child will have a health care plan. Child requires supervisory support as there is a predictable risk of harm requiring immediate adult intervention e.g. child with heart condition will need supervisory support during aerobic activities, outside play etc.

Has medical needs requiring extensive adult support.Child will require supervisory support to ensure immediate intervention is available in foreseen, life-threatening circumstances which may occur at any time. Child’s age and / or cognitive ability may impact upon their ability to self-manage their condition.

Social interaction

Some difficulties in making and maintaining friendships and relationships, requiring some additional adult support.

Significant difficulties in making and maintaining appropriate relationships, requiring significant adult support.

Extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with some disengagement requiring extensive adult support.

Language and/or written/oral communication

Communication/language difficulties requiring some specialist support and approaches.

Communication/language difficulties requiring significant specialist support and approaches.

Communication/language difficulties requiring extensive specialist support and approaches.

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