North Somerset Top Up Funding Guidance 2020-21 - Support ...
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North Somerset Top Up Funding Guidance 2020-21
Introduction
The high needs funding arrangements were introduced for all schools and Academies in April 2013.
This guidance relates to the element of funding identified as ‘Top up”. The table below shows the
relationship of all school age SEN funding.
School Age Special Educational Needs (SEN) and Alternative Provision (AP).
Mainstream Resource Base Specialist Settings
Settings
Element 1: Mainstream per- AWPU Base funding of £10,000 for
Core pupil funding SEN and AP per place.
(AWPU)
education
This is roughly equivalent to
funding
the level up to which a
Element 2: Contribution of up £6,000 per place.
mainstream provider would
Additional to £6000 to
have contributed to the
additional support
additional support provision
required by a pupil
of a high needs pupil.
with high needs,
from the notional
Base funding is provided on
SEN budget
the basis of planned places.
Element 3: “Top-up” funding from the commissioner to meet the needs of each individual
Top-Up pupil or student placed in the institution. To be given when needs exceed
Element 2 criteria.
Funding
This guidance has been expanded to include a TUF process and criteria for Post 16
learners.
Page 1Important Information Update
The Strategic Schools’ Forum (SSF) requested a follow up consultation on the Top Up Funding
following the changes which were implemented from April 2019. It was acknowledged that during
the last consultation the Top up Funding Criteria for school aged pupils would be considered by a
multi professional group.
The Formula Review Working Group (FRWG) is the body that the Council consults in relation to
the way in which schools are funded. A subgroup of the FRWG was established, including
representatives from the Education Inclusion Service’s SEND Team; Education Funding team,
mainstream, special schools and Alternative Providers (VLC) (including head teachers and
business managers, SENCOs); health and parent groups.
Stakeholders also reviewed the increase in frequency of moderation sessions (which includes the
number of times each year, educational settings can apply for funding). Last year we held four
moderations.
We consulted upon a reduction on the number of moderations held each year, and following
the consultation this has now reduced to three times a year to ensure sustainability and capacity
issues for schools and the LA are managed.
The funding start and end dates are clarified as detailed in the table below.
Moderation Date Funding Start Date Funding End
March 1 May 30 April
June 1 September 31 August
November 1 December 30 November
For those pupils currently in receipt of TUF who will be in their 3rd and final year of TUF allocated
prior to September 2019, will need to be re-moderated in time for September 2020 under the new
criteria as detailed in the 2019-2020 TUF Guidance.
Voyage Learning Campus (VLC) will continue to receive block funding however individual pupils
will be moderated again the new VLC SEMH Criteria.
Training
Training is mandatory for all new SENDCOs and those who have not attended will, as in previous
years, not be able to apply for TUF funding or attend moderation. Any SENDCO or Headteacher
who feel they would benefit from attending a training session may book onto one of the sessions.
Page 2Moderation Process for School Age TUF
TUF applications for children of school age will continue to be considered by a smaller moderation
group of experienced school representatives. This group will have a consistent, common core of
membership and will include LA Officers.
Application Process
Schools will be able to apply for TUF three times per year, in March, June and November. All TUF
applications will be made through the moderation process as agreed, except in clearly defined
exceptional circumstances. Exceptions would be considered in cases where a pupil moves into the
LA where individual funding is indicated in their Education, Health and Care (EHC) Plan, tribunal
decisions requiring enhanced support, and in rare occasions, a significant change in the child’s
presenting profile. Any applications agreed at panel would then be subject to a full application at the
next moderation session and decisions made there would be implemented immediately.
Evidence for the application continues to be an EHC Plan and latest annual review for pupils who
are supported with an EHC plan. For those on SEN support who are currently in receipt of TUF,
schools need to complete a Review Report for a Pupil Supported Through TUF form. For new
requests, the same form is to be used but it should be stipulated that this is a new request. In all
cases, schools must provide a completed Request to Access TUF form and for mainstream schools
only, a costed provision map.
Appeals Panel
The appeals panel will continue to consider appeals for instances where schools feel that the
evidence submitted has been misinterpreted by the moderators. As in previous years, the appeals
panel is unable to consider new information/reports, but following previous consultation, it can
consider the application in its entirety and is not limited to those elements of the criteria for which
the moderators found insufficient evidence. There is no further appeal following this.
Criteria
The review of 2018 recommended that the criteria for TUF for school aged pupils should be
reworded to ensure greater clarity and robustness and a recognition of needs and to remove the
requirement for any specific diagnosis or training. The criteria was amended but it was recognised
that further work was needed. To aid this the FRWG amended the criteria.
Important Issues Regarding Your Application
Each year we receive a high number of Top-Up Funding applications. To aid the moderation
process, it is vital that schools take responsibility for analysing and interpreting the information they
hold and include this in the TUF review/new application form (Form D) or the child’s annual review
paperwork, including any reports. For clarity, any additional information (Such as PSPs, behaviour
logs, school reports etc.) will NOT be considered by the moderators and may affect the decision of
your application.
It has also been noted that information included within the reports does not always provide specific
information e.g. behaviour incidents are not detailed in terms of the description, frequency and
extent of the behaviours and may result in an application not being agreed.
Where you need to provide information about academic progress, it is schools’ responsibility to
ensure that the assessment information included can be understood by the moderators. Where there
Page 3is doubt about the ability levels and progress of the child you are applying for, the moderators will
not be able to agree funding.
Costed Provision Map
The LA has provided a template for a costed provision map. Schools may choose to use their own
form, but it must include all information requested in the template. We will not accept applications
where funding levels are below £6000. It is also essential to show costs associated with supporting
children with current TUF at least to the value of the funding and where you are making a first
application, or applying to increase funding, that you indicate how you would spend this (intended
spend).
Moderation Process for Post 16 TUF
The following applies to all mainstream FE Colleges, mainstream and non-independent sixth
forms.
New starters transferring from North Somerset Schools, including mainstream and special schools
will be allocated the top up funding category and level they received in the year prior to transfer.
This is in line with school aged top up funding, where pupils transferring as part of a key stage
transfer (EY to reception and Y6 to secondary education) maintain the funding they received in the
previous school.
Where school aged funding for transfer pupils remains in place for one year, funding will continue
for two years in Post 16 (to reflect a typical 2-year course), but the LA will, in liaison with the
provider, review 10% of cases to ensure that the funding level remains appropriate.
VLC is block funded but each pupil’s needs will be moderated against the specialist criteria under
SEMH. This moderated level will be the one that transfers with the learner upon transfer to Post 16
education.
New applications
The Local Authority will moderate 15% of new applications for top up funding, with the exception
of new starters, whose allocation is carried over, as described above.
To support this process, the setting will provide a list of all learners, with the category and level
required to support them, to the LA. The LA will determine the 15% of learners that require a full
application.
Each case will consist of a full application including a request for funding form and the application
evidence expected will be the same as for school aged applications.
• In all cases where a student is in receipt of an EHC Plan, the evidence that settings will need
to provide will be a copy of this and the latest Annual Review (including any reports), which
sets out the needs of the students and the provision in place to meet those needs. Should
there have been a significant change since the Annual Review was held, evidence of such
may also be submitted.
• In cases where the student is at SEN Support and currently in receipt of Top-Up Funding
the evidence will consist of a completed Top-Up Funding review form (including any recent
and relevant outside agency reports).
Page 4• Where there is a new application, the information provided will be included in the top up
funding request form (including any recent and relevant outside agency reports).
Applications will be moderated by SEN Officers, and a representative of the educational
psychology service and supportive parents.
The Post 16 criteria has been written and is comparable to the school aged criteria but reflective of
the cohort of post 16 learners.
For those applications that are not agreed at moderation, the provider will have the opportunity to
attend an appeals panel where the decision will be scrutinised. As Post 16 placements only have
the opportunity to make applications once per year, they will be permitted to include new
information in the appeal.
High Needs No Category
FE Colleges do not receive element 2 funding through a formula. They do receive element 2
funding for those learners who receive top up funding. To ensure fairness, the LA pays a nominal
amount from the high needs block to allow colleges to support leaners who do not require TUF but
do require additional support though smaller group sizes. The LA provides this amount to students
on L1 courses. Colleges will provide a costed provision map for each course.
Moderation Process for VLC TUF
Top-Up Funding criteria which is specific for SEMH needs in relation to the Voyage Learning
Campus has been written as it is acknowledged that SEMH needs in a more specialist environment
present in a different way and this was needed to be reflected in the criteria.
The new VLC SEMH criteria will be used to help moderate the students within the VLC in relation
to the current block funding arrangements.
Page 5Arrangements for High Needs Pupils for 2020 - 2021
Area Action
Training on the high needs arrangements remains mandatory for all staff
Moderation Process who will make applications and those involved in the moderation process.
Applications from individuals who have not attended the training will not
be accepted. In unforeseen circumstances e.g. your trained SENDCO
being absent, you may consider asking another school to apply on your
behalf.
Applications for categories B and C in mainstream schools will be required
on an annual basis, except where pupils are currently in Year 6 and due
to transfer to secondary school (where a two-year allocation will be
agreed to support transition). To ensure that the receiving school is
allocated this money, the current school setting will need to complete a
Money Following Pupil form, stipulating the new school and start date and
return to topup.funding@n-somerset.gov.uk
For new applications, mainstream schools will be required, as part of the
application process, to submit a costed provision map that sets out the
provision in place, equivalent to at least £6,000 contribution from the
school’s budget and detail costs of the support to be put in place should
top up funding be allocated (intended spend).
When making an application to continue funding you will be required to
submit a costed provision map that sets out the provision in place
equivalent to at least the level of funding allocated.
The Request to Access Top Up Funding Form includes a checklist which
MUST be completed. If this is not completed correctly, the application will
be returned to the school.
Each table of moderators will consist of, school Head Teachers and/or
SENDCOs, LA Officers and, where required, medical professionals
A photocopy of the front sheet completed during the moderation process
will be issued to schools to inform them of the outcome.
The appeals process is available for instances where schools feel that the
evidence submitted had been misinterpreted. Appeals will be submitted
to a panel of school and LA representatives with a senior member of the
SEN Team as advisor. Please note that no new information/reports can
be considered by this panel. However, the appeals panel can consider
the application in its entirety and is no longer limited to those elements
highlighted by the original moderators.
Page 6The SEND panel can allocate top up funding for an interim period to
pupils/students in exceptional circumstances. This includes those who
move in to North Somerset with a high level of identified need in their EHC
Plan or where the circumstances of the pupil changes significantly to the
extent that their needs can no longer be met without additional support,
and in tribunal decisions impacting on the amount of provision detailed in
the EHC Plan.
Any interim arrangements allocated by the SEND panel will be
reconsidered by the next available moderation panel. The judgement
made by the moderation panel will apply from the date of the panel and
will not be backdated.
Wendy Packer
Head of Education Inclusion Service and Virtual School Headteacher
Page 7The Use of Funding
In mainstream schools it is expected that SEND Support would be provided from the school Core
Education Funding (Element 1 Funding):
• A broad, balanced and differentiated curriculum that meets all statutory requirements
• Teacher planning that takes in to account assessment information and pupil outcomes
• A clear policy for behaviour that is consistently applied by all staff across the school
• A SENDCO who is a qualified teacher and who has achieved the National SENDCO Award or
is working towards this qualification.
• Arrangements for identifying and assessing children and young people with SEND and for
regularly reviewing and monitoring the provision and progress of these children and young
people
• Pastoral Support Plans and behaviour management programmes where appropriate
• Training in SEND to ensure that all staff are able to teach and manage the range of learning
needs that are included in a mainstream school
• Reasonable adjustments for pupils covered by the Equality Act, such as flexible group
arrangements, adaptations to policies or ensuring disability access
• Inclusion in learning experiences, school trips etc. that are suitable and appropriate to the
individual pupil’s needs and compliant with the Equality Act 2010.
• Resources such as reading schemes or programmes suitable for a range of pupils with learning
needs.
• Suitable arrangements for liaison with parents and professionals and for taking the child or young
person’s views in to account
• Ensuring public examinations are accessible to all pupils
Page 8From the Notional SEN Budget (Additional Funding – Element 2)
• Resources, interventions and additional adult support to ensure the needs of those pupils with
high incidence needs such as dyslexia, moderate learning difficulties, speech and language
difficulties, social communication difficulties and lower level behavioural difficulties are met
• A focus on early intervention
• Ongoing assessment of the pupil’s strength and difficulties, including parental consultation,
carried out by the Class Teacher, SENDCO etc.
• The drawing up and resourcing of an individual or group plan which should include approaches
that are additional to and different from a suitable differentiated curriculum, including enhanced
levels of adult support. A provision map may be appropriate.
In addition to the above schools have, from April 2013, needed to fund additional support for pupils
with higher level needs up to the value of £6,000 per pupil per annum in line with the Government
funding expectations. It is anticipated that this should be planned together with outside agencies
and will equate to up to 10 hours of TA support per week.
The type of provision and support will clearly vary depending on the learning needs of the pupil but
is likely to include:
• Teacher or assistant time targeted at individual needs and delivered either in class or on an
individual or small group basis and for the frequency and duration necessary for the pupil to
make progress.
• Enhanced access to classroom ICT with appropriate software to aid independent recording, skill
development and motivation.
• Alternative provision suitable to the pupil’s needs and abilities that is designed to support and
enhance learning goals
• Continuous monitoring of programmes and outcomes in line with the recommendations of
outside agencies to ensure that pupil progress is measured against clear and defined targets
• Supporting PCP review preparation and process
Top Up Funding (Element 3)
A small number of children and young people with SEND have low incidence, more severe and
complex special educational needs that require additional provision to be made. To access this
funding the criteria attached to this document would need to be met.
Page 9Top Up Funding Timeline
Two Sessions of Mandatory Training will take place in February and can be booked
through CPD online.
1. Tuesday 11 February 9.30 – 12.00 Hutton Moor Leisure Centre
2. Thursday 13 February 2.00 – 4.30 Castlewood
March Moderation June Moderation
ACTIVITY DATE
DATE
Schools to email list of pupils Schools to email list of pupils for
March for whom Top Up Funding is June whom Top Up Funding is sought
2020 sought (with pupil name, 2020 (with pupil name, DoB,
DoB, category, and level category, and level requested)
requested) by 5pm Monday by 5pm Friday 12 June to Lucy
16 March to Lucy Frampton, Frampton, Senior SEN Officer.
Senior SEN Officer. topup.funding@n-
topup.funding@n- somerset.gov.uk
somerset.gov.uk
Tuesday 31 March – Tuesday 23 June – Moderation
March Moderation of applications by June of applications by school staff,
2020 school staff, Local Authority 2020 Local Authority Officers and
Officers and relevant medical relevant medical professionals.
professionals.
Tuesday 21 April – decisions Tuesday 30 June – decisions
April sent to schools, followed by June sent to schools, followed by
2020 indicative budget statement - 2020 indicative budget statement -
identifying all SEN funding identifying all SEN funding
streams streams
Schools to notify SEN of Schools to notify SEN of
April appeals they wish to submit July appeals they wish to submit by
2020 by 5 pm Monday 27 April to 2020 5 pm Friday 3 July to Lucy
Lucy Frampton at Frampton at topup.funding@n-
topup.funding@n- somerset.gov.uk
somerset.gov.uk
We are unable to receive
notification of appeals in
We are unable to receive other formats.
notification of appeals in
other formats.
Tuesday 5 May - Appeals July Thursday 9 July - Appeals Panel
May Panel meeting to consider 2020 meeting to consider cases.
2020 cases. Schools will be Schools will be notified of
notified of appeal outcome by appeal outcome by Tuesday 14
Monday 11 May. July.
Page 10November Moderation
Schools to email list of pupils
Oct for whom Top Up Funding is
2020 sought (with pupil name,
DoB, category, and level
requested) by 5pm Friday 23
October to Lucy Frampton,
Senior SEN Officer.
topup.funding@n-
somerset.gov.uk
Thursday 5 November –
Nov Moderation of applications by
2020 school staff, Local Authority
Officers and relevant medical
professionals.
Thursday 12 November –
Nov decisions sent to schools,
2020 followed by indicative budget
statement - identifying all
SEN funding streams
Schools to notify SEN of
Nov appeals they wish to submit
2020 by 5 pm Tuesday 17
November to Lucy Frampton
at topup.funding@n-
somerset.gov.uk
We are unable to receive
notification of appeals in
other formats.
Nov Tuesday 24 November-
2020 Appeals Panel meeting to
consider cases. Schools will
be notified of appeal outcome
Friday 27 November.
Page 11Moderation of Top up Funding
Agrees the banding allocation for existing pupils and those admitted to mainstream schools, special
schools and resource bases since the last moderation.
Agrees any changes to current bandings for mainstream schools, special schools and resource
base pupils
Evidence
In all cases where a pupil is in receipt of an Education Health Care Plan, the evidence that schools
will need to provide will be a copy of this and the latest Annual Review (including any reports), which
sets out the needs of the pupil and the provision in place to meet those needs. Should there have
been a significant change since the Annual Review was held, evidence of such may also be
submitted. As annual reviews may already have been held before schools were aware of the criteria
changes, schools may include an addendum to their reports if necessary.
A costed provision map is also mandatory for mainstream settings. For new applications, the costed
provision map must set out what support has been put in place to at least £6K, detail the costs of
the additional support to be put in place should Top Up Funding be allocated (intended spend). For
requests to continue funding, the costed provision map must evidence spending to at least the top
up funding level previously allocated. This must include details of individual and small group support.
The grade of the LSA is required and where the pupil is in a small group situation, the size of the
group is to be a specified with the costs of this provision per pupil included.
In cases where the child is at SEN Support and currently in receipt of Top-Up Funding the evidence
will consist of a completed Top-Up Funding review form (including any recent and relevant outside
agency reports) and a costed provision map for mainstream schools as outlined above.
In new cases within mainstream schools, AP or FE a full application will need to be completed.
This will comprise a completed Evidence Pack (found on NSESP website) which details:
• How provision has used elements 1 & 2. (Costed Provision Map as above)
• Evidence of recent external agency support (last 12 months)
• Pen portrait and evidence to support.
• Academic progress over previous 3 years.
Page 12Categories of Need
Category Description Who Can Apply? How Frequently?
A Cognition and Learning All phases Every 3 years
Communication and Interaction in
B mainstream settings All phases Annually *
Communication and Interaction in
B other settings All phases Every 3 years
Social, Emotional and Mental
C Health in mainstream settings All phases Annually *
Social, Emotional and Mental
C Health in other settings All phases Every 3 years
Sensory
D All phases Every 3 years
Physical/Medical
E All phases Every 3 years
* There will be an exception for pupils who are currently in Year 6 and due to transfer
into secondary education where a two-year allocation will be agreed to support
transition.
Page 13Frequently Asked Questions
What are the sources of All mainstream pupils are supported by an AWPU (Age Weighted
funding to meet SEN in Pupil Unit) which provides for a basic level of teaching and
mainstream schools? support staff. A standard range of materials and equipment for the
National Curriculum will be available. It is reasonable to expect
this standard range to include texts, materials and equipment
suitable for pupils who work below age related expectations.
Social Deprivation Factor
The DfE requires LAs to have a social deprivation element in the
formula allocation to schools to reflect levels of social deprivation.
In North Somerset, this is IDACI (Income deprivation affecting
children index), reflecting the area from which the school admits
pupils, and the level of free school meals. The funding may
reflect increased costs in areas such as family support and pupil
support.
SEN Factor
This is funding to support any pupil with special educational
needs. It supports the expectation that schools will fund up to the
first £6,000 of additional support for any child or young person
with SEN. It is allocated on the basis of averaged foundation
stage profile attainment data for primary schools and averaged
KS2 attainment in English and Maths for Secondary schools. This
attainment data is used as an assessment of the level of special
educational needs within a school. Top up funding will be
allocated for children and young people that need support beyond
the £6,000 level.
Lump Sums
All mainstream schools receive a lump sum of £10,000 to ensure
that they receive a minimum level of funding for SEN.
Specialist settings and Alternative Provision will be funded on the
What funding is available place plus methodology. This means that they receive £10,000
for Specialist settings and per planned place. Top up funding will be allocated for children
Alternative Provision? and young people that need support beyond the place funding
level and where they meet the criteria for TUF.
Which children will Top up Top up funding is aimed at supporting that small percentage of
Funding support? pupils who have the highest level of need within our mainstream
schools, special schools, APs and other specialist settings.
How will decisions be A small group of representatives from schools and the LA will
moderated? moderate the applications. The LA will ensure fair representation
in terms of type of school, age range and locality. A representative
of Supportive Parent will be invited to sit on the moderation panel.
Decisions will continue to be made against the criteria.
Page 14What happens if a pupil If a pupil moves from one North Somerset school to another, the
changes schools mid-year? money following pupil principle will apply. The school in receipt of
TUF at the time of the move is responsible for notifying the LA of
that the pupil is no longer on roll with them.
How do pre-school children The receiving school should make applications for those pre-
with complex needs gain school children who fulfil the criteria. It will be the responsibility of
access? the pre-school provider to supply information to enable this to
happen.
Does the funding apply to Maintained nurseries may make applications for children who fulfil
pre-school children? the funding criteria. Allocations will be made pro-rata depending
on attendance levels.
Who applies when the child A school due to receive the child should apply. Clearly under
is due to transfer in the next transfer arrangements there will be close and detailed planning
academic year? between schools. Although the receiving school makes the
application, the information will actually be supplied by current
school/provider.
Will funding be available for Where pupils are in receipt of top up funding are on the role of
pupils on dual placements? more than one school, funds are calculated on a daily basis pro-
rata to the mainstream school to cover actual attendance.
How will the top up funding Top up funding will follow the pupil. It will be allocated to schools,
be paid to providers? resource bases and APs on a monthly basis. It will be allocated
to the school that admits a high needs pupil from the month in
which they are admitted if this is on or before the 15th of the month.
If the pupil is admitted after the 15th of the month top up funding
will be provided from the start of the following month.
Will funding be available for Yes, the same arrangement applies for top up funding
Post 16 pupils attending
secondary schools?
Who funds any specialist The school/provider in which the pupil is placed. The LA will
equipment required for consider making a financial contribution towards specialist
individual pupils? equipment for children and young people in receipt of top up
funding on a case by case basis.
How will I evidence a pupils The criteria has been changed to reflect this. Please see criteria.
entitlement to Cognition It is vital that schools provide information that the moderators can
and learning funding now understand.
NC levels have been
removed?
Who will advise me when I Schools are responsible for holding this information and planning
need to reapply for pupils for reapplications. The LA will no longer issue reminders in
currently in receipt of TUF? respect of this.
Page 15What Form to Fill in When
Name of Form When should you fill one in?
When first applying for Top Up Funding. The following
forms need to be included:
• Request to Access TUF Form
Application Forms
• Review Report for pupil supported through
TUF/New request or EHC Plan and Annual
Review reports for those pupils with EHC Plans.
• Costed Provision Map (CPM). These forms are
all compulsory (except for special schools, where
no CPM is required).
In both cases, schools can include relevant professional
reports, but school generated information must not be
included outside of the review report form.
When a child from your school is leaving, you must notify
FORM C – Money Following
the LA immediately. The name of the new school is
Pupil Form.
needed.
When a child’s personal details change, e.g. they have
moved to a new school (also need a FORM C), they
DETAIL CHANGE FORM
have a new home address or a change of name or of
transport needs.
These forms can all be found on the SES website, under EIS resources. The forms can be
downloaded from here, completed and then emailed to the email address specified on each form.
Keeping details up to date is vital and so it would be very useful for the SEN team if you could
continue to fill in these forms when necessary.
Page 16TOP UP FUNDING CRITERIA 2020-21: SCHOOL AGE
Level 1 Level 2 Level 3 Level 4
1. Severe learning difficulties 1. Must meet ALL of Level 1 1. Pupils have profound and 1. Must meet ALL of Level 2 or
Category A – Cognition and Learning
and that despite appropriate criteria. multiple learning difficulties. 3.
support and personalised 2. Anticipated to be working at 2. Attainment in all areas likely 2. In addition, pupils exhibit
teaching the child is only or below Pre-key stage 1, to remain static at or below severe and challenging
making occasional steps of Standard 2 levels throughout P4 throughout school career behaviour that poses severe
progress or progress has their school career (up to (up to Year 11). risk to themselves, other
stopped. Year 11) 3. In addition to severe learning pupils and staff, requiring
2. Attainment in all core and 3. Experiences severe difficulties, pupils have additional staffing (at least
most foundation subjects will coexisting needs in one or coexisting high level additional hourly on average) and a
remain at or below a NC Year more other area. The need in one or more other requirement for extended
1 level or Pre-Key Stage 1, additional need will be areas e.g. sensory, mobility, teaching outside the
standard 4 level throughout considered as long-term and communication or medical classroom setting.
their school career (up to in terms of behaviour, would difficulties. 3. Demonstrate persistent,
Year 11). have been present for at least 4. Pupils will communicate by constant severe and
3. Experience severe difficulties four terms. gesture, eye pointing, facial challenging behaviours in all
in making inferences, 4. Acquisition of basic skills will expression, objects of settings and with all staff
generalisation and be extremely slow and reference or by vocalisation. posing a sever risk to
transferring skills. inconsistent; teaching and 5. Pupils cooperate with shared themselves and others.
4. They will have significantly learning sessions need to exploration and may engage 4. Due to the extent of their
delayed receptive and identify small steps to inform and show that they can tell the learning difficulty, they have
expressive language skills in assessment outcomes/secure difference between specific limited communication
line with their cognitive profile. progress over time. people, objects, places and throughout the day.
5. Their vulnerability at break 5. Lacks independent personal events in their familiar 5. Due to the complexity of their
and lunchtime due to care skills e.g. toileting, surroundings. learning and behaviour these
significantly delayed dressing, eating, hygiene. pupils require planning and
development of social skills 6. Extent of difficulty requires provision for out of school
lead to concerns regarding long-term multi-professional hours and for a high level of
safety and inclusion means strategic planning to maintain family support and liaison.
that they must be supervised. a mainstream placement at
least every two years.
Pre-Key Stage 1 Guidance Pre-Key Stage 1 Guidance Pre-Key Stage 1 Guidance Pre-Key Stage 1 Guidance
Page 17TOP UP FUNDING CRITERIA 2020-21: SCHOOL AGE
Level 1 Level 2 Level 3 Level 4
Speech & Language Speech & Language Speech and Language
Category B – Communication (Speech and Language)
1. A minimum of moderate to 1. Severe speech sound 1. The pupil has profound
severe disorder of receptive disorder or neurological communication difficulties
and/or expressive language structural impairment coupled with very challenging
skills. Pupil cannot follow affecting speech. behaviour. They have
instructions or respond 2. The child is unintelligible extremely limited
appropriately to questions even to familiar listeners. concentration, independence
when they can complete 3. Child will need high level and are unable to grasp
tasks that are not reliant on bespoke AAC devices as social/behavioural norms.
speech and language. advised by a speech and 2. The pupil is likely to remain
2. Able to communicate using language therapist. largely non-verbal throughout
self-generated, simple their school career.
sentences, may have Interpretation is heavily
difficulty in expressing ideas dependent on the context and
through language e.g. word knowledge of individual.
finding, sequencing. Extent of 3. Reliance on AAC and or use
disorder requires support of concrete modes of
from SALT and delivery of a communication such as body
personalised speech and language / use of real objects
language programme or a to make simple choices,
strategy plan that is no more basic needs known.
than two years old.
3. Due to their receptive and
expressive language
difficulties, the pupil
demonstrates at least a 2-
year delay in the core
subjects up to and including
KS2 and at least a 4-year
Page 18delay in KS3 and 4 in all core
subjects.
Page 19TOP UP FUNDING CRITERIA 2020-21: SCHOOL AGE
Level 1 Level 2 Level 3 Level 4
Social Communication Social communication Social Communication Social Communication
Category B – Communication (Social Communication)
1. Due to their social To meet all of level 1 of Social Must meet all of Level 2. 1. Due to their extreme social
communication needs, the communication criteria communication difficulty,
pupil has significant 1. Severe, persistent and they have preverbal
difficulties with social 1. The child has severe and complex social interaction communication.
competence/emotional well- pervasive social difficulties. Intentional social 2. Meaning has to be inferred
being. Frequent social communication difficulties interactions are on the pupil’s from behaviours, gestures,
interaction and which have a significant own terms and tend to centre facial expression or
communication difficulties impact on their ability to on the meeting of their needs. emotional response by
demonstrating an inability to understand and use familiar adults and/or AAC
independent repair and language. This affects their 2. Limited functional language 3. These pupils exhibit severe
recover the situation (3- 5 ability to understand skills. Difficulty seeing the and challenging,
times per day) from which consequences, predict and point of learning opportunities unpredictable behaviour (at
they are unable to problem solve and accept or social activities. least hourly on average)
independently repair and age appropriate responsibility that poses an additional risk
recover. for their own actions. 3. Ritualised and repetitive to themselves, other pupils
behaviours evident and staff to the extent that
Requires support to: 2. Persistent social interaction throughout the school day additional staffing is
• develop empathy and and communication and which significantly limits required to ensure safety of
understanding of emotions, difficulties, evident throughout the child’s learning and the pupil and/or others
• initiate or maintain the school day and in all impacts on other children’s limited or no intentional
conversations, settings and contexts. learning. social interaction.
• use and understand non- 4. Extremely rigid and
verbal communication to 3. Completely self-directed and ritualised behaviour which
assist reciprocal peer or adult largely unresponsive to adult impacts on their own
interactions. attempts to engage the child learning and on others
• recover and repair incidents throughout the day. learning and is evident
of social communication. 4. Limited appreciation of throughout the school day.
Page 20classroom conventions, 5. At times these behaviours
2. Significant difficulties leading to challenging will escalate to a crisis
managing and interpreting the behaviour. situation (Incident last for a
environment (including prolong period of time or
classroom and unstructured 5. School has recognised and results in a prepared multi-
times) and coping with acted upon the requirement professional response
communicative demands and for multi-agency involvement being activated to help
or changes and transitions for assessment and to support and manage the
during the school day. support their learning. situation)
3. Significant anxiety results in
the inability to cope with
social demands escalating to
extreme distress/controlling
behaviours.
Page 21TOP UP FUNDING CRITERIA 2020-21: SCHOOL AGE
Level 1 Level 2 Level 3 Level 4
1. Exhibits severe and Must meet ALL of Level 1 Must meet ALL of level 1 and Must meet all level 3
Category C - Social, Emotional & Mental Health
challenging disruptive or criteria 2
disturbing behaviours which 1. Severity of SEMH results in 1. Frequent, intense 1. Pupil likely to have
harms themselves or others. them being physically and emotional responses to complex and profound
These behaviours will be verbally threatening to peers everyday demands e.g. needs in all areas.
seen even in the context of and adults on an almost daily severe anxiety, Engages in unpredictable
a structured and supportive basis, presenting significant withdrawal, verbal or and extreme social and
personal and behaviour health and safety risk. Display physical aggression emotionally based
management programme self-harming behaviour towards self, peers, adults behaviours which
which includes appropriately stemming from their emotional and or property. compromise their safety
differentiated tasks. needs which impacts on their 2. The behaviour completely and the safety of others.
2. The behaviour impedes the ability to engage with learning. disrupts the child/young
child’s learning and social person’s learning and 2. Requires a personalised
times and distracts the 2. Shows high levels of other activities and and therapeutic learning
whole class. oppositional defiant behaviour disturbs/ interrupts the environment and will need
3. Frequency will be significant and unable to comply with whole class for long more than 1:1 support
at 6 to 8 times per day on reasonable requests. periods. The episodes of throughout the school
average, requiring problematic behaviour are day.
immediate intervention to 3. Be extremely distractible to the long lasting and may well
de-escalate / re-establish an extent that they do not engage continue over a number of 3. The behaviour has
environment where the child even when planned strategies days. resulted in either
is able to re-engage with and differentiated support is put complete lack of
learning into place. 3. Premeditated violent relationships with peers
4. Results of behaviours 4. The behaviour impacts behaviour with intent to meaning that the
means there is a need for substantially upon the harm and not in response child/young person finds it
interventions to help calm child/young person’s learning to environmental factors, difficult to make any
and re-assure the other and other activities and disturbs over an extended period friends or friendships. Any
children and staff so that / interrupts the whole class for (one year) including interactions with weaker
they are ready to learn. sustained periods. assaults on staff and peers may feature and be
5. Signs of emotional distress 5. The episodes of problematic pupils requiring detailed based upon intimidation
are evident on at least a behaviour will continue all day. risk assessments. and control
daily basis. The pupil is Unable to make appropriate
reluctant to engage and approaches to peers, resorting 4. Will need more than 2:1 4. The child/young person
Page 22requires close monitoring to physical and verbal support at times during the may have suffered from
and supervision and intimidation/aggression on an school day if in a acute trauma or abuse
adjustments to tasks. almost daily basis. mainstream environment which renders him / her
6. Outbursts are intense but of 6. Unable to maintain control and and has difficulty extremely vulnerable and
short duration. does not take responsibility for maintaining placements. has necessitated a high
7. Risk assessment will be own behaviour. They may level of multi- agency
required. appear overwhelmed by their 5. Positive response and involvement over a
emotional needs and feelings of intervention strategies sustained period.
distress. appropriately employed to
help deescalate the 5. The child/young person
7. Severely impulsive behaviours situation. may be considered a risk
with no concern for to self or others and
consequences. requires a risk
assessment to ensure his
8. School has recognised and / her safety in school
acted upon the requirement for
multi-agency involvement for 6. The pupil’s behaviour
assessment and support and to causes an acute concern
maintain placement. in relation to health and
safety or safeguarding in
all contexts. The risk of
significant harm to self
and others is a constant
concern.
Page 23TOP UP FUNDING CRITERIA 2020-21: SCHOOL AGE
Level 1 Level 2 Level 3 Level 4
Vision Vision Vision 1. Multi-sensory impairment.
Category D - Sensory Loss
1. Moderate Vision Loss (in 1. Moderate Vision Loss (in the 1. Registered severely sight Diagnosed combination of
the range of 6/24 to 6/36) range of 6/36 to 6/60). Usually impaired with an Acuity of severe visual and
as advised by medical registered as Sight Impaired. less than 6/60. severe/profound hearing
diagnosis or the QTVI Requires 1:1 support 2. Braille users in primary loss.
2. May be registered as sight throughout most of the school education will be supported
or severely sight Impaired. day to access the curriculum, at this level. 2. The pupil may or may not
Learning materials may specialist equipment and have hearing aids or a
need to be modified and/or adapted (electronic or enlarged) cochlear implant.
enlarged to meet their learning materials. 3. The pupil will have
visual need. 2. Environmental audit has been additional complex needs
3. Unable to visually access requested and implemented. and be totally dependent on
board work. appropriately qualified adult
support in order to access
4. Environmental impact audit
the learning environment
to have been completed
and curriculum.
and implemented. 4. May need more than 1:1
support throughout the
Hearing Hearing Hearing school day. Use of a
sensory room on a regular
1. Moderate sensori-neural 1. Permanent, severe Sensori- 1. Have a profound sensori- basis will be appropriate.
hearing loss in the better neural hearing loss in the better neural hearing loss in the Staff will use sounds or
ear as advised by medical ear. better ear as advised by objects of reference.
diagnosis or the Teacher of 2. Has hearing aids and or a medical diagnosis or the
the Deaf. cochlear implant. Teacher of the Deaf. 5. Pupils who are Braille users
2. Delayed receptive and 3. May use additional amplification 2. Has significant difficulty in secondary school will be
expressive communication e.g. radio system / soundfield. understanding the speech supported at level 4.
3. Due to variable speech 4. Receptive and expressive of adults and peers at an
intelligibility may use AAC communication significantly age-appropriate level
delayed. without support, whether
and or additional
5. Pupil may communicate orally signed, written or oral.
amplification e.g. radio
or through AAC.
system /Soundfield system.
Page 24TOP UP FUNDING CRITERIA 2020-21: SCHOOL AGE
Level 1 Level 2 Level 3 Level 4
1. A life-long and ongoing physical 1. A wheelchair user and 1. Non-ambulant, all areas of
Category E - Physical
condition requiring wheelchair unable to transfer and motor function are minimal
or other mobility aid such as a weight bear without adult
personalised walking frame intervention and not able to 2. Totally reliant on adult
which is monitored by a medical assist. support for all transfers and
professional. positioning within seating
2. The use of specially and standing frame using
2. Has poor core stability and adapted mobility hoists during the school
physical strength requiring a equipment. Reliant on adult day.
physiotherapy programme to support for moving,
minimise deterioration. positioning, personal care. 3. Minimal fine motor skills
and reliant on adult support
3. Extent of physical difficulty 3. Fine motor skills difficulties for personal care needs,
means the child is unable to mean the child is unable to including toileting
transfer independently (but may cut up food independently.
be able to assist). 4. Level of physical disability
4. Level of physical disability requires manual handling
4. Ongoing difficulties with self- requires a manual handling risk assessment and
help and independence skills. risk assessment and accessible transport
accessible transport arrangements for school
5. Level of physical disability arrangements for school trips etc.
requires a manual handling risk trips etc.
assessment for access to all 5. Highly reliant on adult
school activities including those support for all personal
off-site. care needs including
toileting, dressing, eating
and drinking.
6. Has additional severe
learning, communication or
social need.
Page 25TOP UP FUNDING CRITERIA 2020-21: SCHOOL AGE
Level 1 Level 2 Level 3
1. Chronic medical condition/s that 1. Must meet level 1 criteria. 1. Severe or degenerative
Category E - Medical
impact on their ability to access 2. To implement the advice of medical condition. The
the academic and social medical professionals, pupil severity and/or the
curriculum. Examples of the requires trained adults to unpredictability of medical
medical condition would include access the entire condition/s require constant
severe uncontrolled epilepsy, curriculum due to their adult intervention by staff
frequent suctioning or medical condition. with the competency
colostomy. standards required to
3. A significant coexisting undertake the necessary
2. Individual Healthcare Plan in difficulty e.g. procedures.
place due to the potentially communication, sensory or 2. Has additional severe
serious nature of their condition. learning. learning and
communication difficulties
3. Learning programmes are 4. Unable to monitor their which means that they are
required to support and train the health needs and unlikely to recognise or
pupils to independently manage independently manage this. articulate deterioration in
their medical condition. Adults would recognise their medical conditions
symptoms, triggers of the which may change rapidly.
onset of the condition Adults working with them
would also struggle to
recognise any early signs.
3. Highly individualised
learning programmes
implemented across all
settings.
Page 26TOP UP FUNDING CRITERIA 2020-21: POST 16
Level 1 Level 2 Level 3 Level 4
1. Severe learning difficulties 1. Must meet ALL of Level 1 1. Learners have profound 1. Must meet ALL of Level 2
Category A – Cognition and Learning
were evident in their school criteria. and multiple learning or 3.
setting, and that despite 2. Anticipated to be working at difficulties. 2. In addition, learners exhibit
appropriate support and pre-entry level 2. Attainment in all areas likely severe and challenging
personalised teaching the 3. Experiences severe coexisting to remain static at or below behaviour that poses
student was only making needs in one or more other P4 throughout college severe risk to themselves,
occasional steps of progress area. The additional need will career (up to Year 11) and other learners and staff,
or progress has stopped. be considered as long-term little further progress is requiring additional staffing
2. When Attainment in all core and in terms of behaviour, evident in Post 16 education (at least hourly on
and most foundation subjects would have been present for 3. In addition to severe average) and a
remained at or below a NC at least two terms. learning difficulties, learners requirement for extended
Year 1 level or Pre-Key Stage have coexisting high level teaching outside the
1, standard 4 level throughout additional need in one or classroom setting.
their school career (up to Year more other areas e.g. 3. Demonstrate persistent,
11) At Post 16 level students sensory, mobility, constant severe and
will be working at entry level or communication or medical challenging behaviours in
level 1 with a greater emphasis difficulties. all settings and with all
placed on the skills required for 4. Learners will communicate staff posing a sever risk to
adult life and supported by gesture, eye pointing, themselves and others.
employment facial expression, objects of 4. Due to the extent of their
3. Experience severe difficulties reference or by vocalisation. learning difficulty, they
in making inferences, 5. Learners cooperate with have limited
generalisation and transferring shared exploration and may communication
skills. engage and show that they throughout the day.
4. They will have significantly can tell the difference 5. Due to the complexity of
delayed receptive and between specific people, their learning and
expressive language skills in objects, places and events behaviour these learners
line with their cognitive profile. in their familiar surroundings. require planning and
provision for out of
college hours and for a
high level of family
support and liaison.
Page 275. Their vulnerability at break and 6. Acquisition of basic skills will
Category A – Cognition and Learning
lunchtime due to significantly be extremely slow and
delayed development of social inconsistent; teaching and
skills lead to concerns learning sessions need to
regarding safety and inclusion identify small steps to inform
means that they must be assessment
supervised. outcomes/secure progress
over time.
7. Lacks independent personal
care skills e.g. toileting,
dressing, eating, hygiene.
Extent of difficulty requires
long-term multi-professional
strategic planning to
maintain a mainstream
college placement at least
every two years
Students will need individualised Preparing for Adulthood requires Preparing for Adulthood requires Preparing for Adulthood
programmes of study which will students to have highly students to have highly requires students to meet ALL
include: individualised programmes of individualised programmes of of Level 2 or 3 and to have
study throughout the school day study with high levels of 1:1 highly individualised
• Explicit teaching for a large part which will include: support throughout the school programmes of study with high
of the social and academic day which will include: levels of 2:1 support
• the additional needs require a
curriculum in order to facilitate throughout the school day
higher level/frequency of 1:1 • Require an extremely high
their inclusion. The learning of which will include:
adult support level (100%) of individual
routines and personal
support
development in addition to • Students will need frequent
learning attainments (daily and/or weekly) tutorials by • Require a total environment • Students exhibit severe and
the appropriate specialist teams with specialist facilities. The challenging behaviour that
• Experience severe difficulties in poses an additional risk to
in order to enable full access to learning environment must be
making inferences and themselves, other pupils
the curriculum consistent in structure and
generalisation setting matches the and staff
• High levels of support in
• Require regular access to developmental and age
differentiating activities and
assistive technology and appropriate needs of the
resources in small groups/1:1 • Students will require ongoing
access to specialist resources students with similar peers.
Page 28designed to scaffold learning situations or small classes. • Specific teaching with real multi-professional
experience, advice/support to address
• Have significantly delayed • Students will require assistance
behavioural difficulties
receptive and expressive with and alternative recording • A learning need with an
• Students will require regular
language skills which may for all curriculum areas emphasis on exercising
risk assessments and a high
require Alternative and choice and developing
• Students will require significant level of adult support
Augmented Communication independence, interpreting
modification of curriculum
e.g. signs and symbols the environment and
resources and materials e.g.
communicating with others.
• A high level of teaching in the modified text • Specialist support to enable
area of personal and social • Medical condition means that students to manage these
• Students will require a
development with 1:1 support the student may need support behaviours as without
consistent structured
to encourage application of to meet their health needs support they pose risk to
environment with secure and
these skills in the college during the day themselves, students and
explicit boundaries,
setting and immediate locality staff
• Require access to therapy
• Students will require
• Independent travel training rooms, hydrotherapy, sensory
supplementary resources
facilities, technical aids and • Specialist support will
• Support in making appropriate including appropriate furniture
appliances as necessary require training in de-
relationships and dealing with and specialist equipment.
sexual feelings • Require additional assistive escalation techniques and
• Access to specialist personal
technologies and technical the use of restraint
• Job coaching and access to care areas may be required
support as required. Support
work placements and
• Support in facilitating transition will need to be highly skilled
internships to promote • Individualised curriculum
to supported living and innovative to engage
transition to adulthood provided throughout the day
students
• A need for the curriculum
delivery to be flexible and • Frequent specialist advice
personalised and input for school staff on
how to enable full access to
the curriculum and provide
support for all curriculum or
skill areas and/or task
analysis differentiated
activities and resources in
small groups/1:1 situations
or small classes
Page 29• Assistance with and
alternative recording for all
Curriculum areas
• Identified staffing support
access the curriculum or
personal development
throughout the day.
• 2:1 Support
Page 30TOP UP FUNDING CRITERIA 2020-21: POST 16
Level 1 Level 2 Level 3
Speech & Language Speech & Language Speech and Language
Category B – Communication (Speech and Language)
1. A minimum of moderate to 1. Severe speech sound disorder 1. The learner has profound
severe disorder of receptive or neurological structural communication difficulties
and/or expressive language impairment affecting speech. coupled with very
skills. Learner cannot follow 2. The student is unintelligible challenging behaviour. They
instructions or respond even to familiar listeners. have extremely limited
appropriately to questions when 3. Student will need high level concentration,
they can complete tasks that bespoke AAC devices as independence and are
are not reliant on speech and advised by a speech and unable to grasp
language. language therapist. social/behavioural norms.
2. Able to communicate using self- 2. The learner is likely to
generated, simple sentences, remain largely non-verbal
may have difficulty in expressing throughout their college
ideas through language e.g. career. Interpretation is
word finding, sequencing. Extent heavily dependent on the
of disorder requires support context and knowledge of
from SALT and delivery of a individual.
personalised speech and 3. Reliance on AAC and or use
language programme or a of concrete modes of
strategy plan that is no more communication such as
than two years old. body language / use of real
3. Due to their receptive and objects to make simple
expressive language difficulties, choices, basic needs
the learner demonstrates at known.
least a 3 year delay in Post 16
setting.
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