Understanding barriers to
achievement
Guidance on completion of
Understanding Barrier to
Achievement (UBA) form.
Provision Plan
Name of Child
Date
UBA ref(s)
Provision
Financial Year
Category
1
Materials within quality first
teaching
2
Whole class TA
3
Group work with TA in
differentiated teaching
4
Group work with teacher in
differentiated teaching
5
Materials for group work
6
Additional TA work group
7
Additional teacher work group work
8
Additional TA individual work
9
Additional teacher individual work
10
Additional external support
Notes and funding assumptions
(e.g. group size)
SubTotal
Management and co-ordination time
Total
Cost to child
£0.00
£0.00
Contents
Introduction and rationale
The Understanding Barriers to Achievement UBA
form
Understanding barriers to achievement
Provision plan
FAQ
Example of completed form
Contacts for additional help and advice
Feedback on this presentation
Provision Plan
Name of Child
Date
UBA ref(s)
Provision
Financial Year
Category
1
Materials within quality first
teaching
2
Whole class TA
3
Group work with TA in
differentiated teaching
4
Group work with teacher in
differentiated teaching
5
Materials for group work
6
Additional TA work group
7
Additional teacher work group work
8
Additional TA individual work
9
Additional teacher individual work
10
Additional external support
Notes and funding assumptions
(e.g. group size)
SubTotal
Management and co-ordination time
Total
Cost to child
£0.00
£0.00
UBA Sheet
Contents
Child
Development
Parent carer
support
Family and
environmental
factors
Basic data
•
RAPO ( Risk of achieving poor outcome ) – The “risk” of poor outcomes is rated either
RED, AMBER or GREEN. A poor outcome is if the child/young person is not going to
achieve the expected levels of attainment of make expected levels of progress.
– Green would indicate high confidence that the levels of attainment were going to
be at the expected level based on prior attainment. A child or young person who is
it is thought is going to be below the expected level of attainment at the end of
key stage could not be marked as green even if it was thought they were making
good progress.
– Amber would indicate concern that the attainment levels were not going to be at
the expected levels but all was reasonably being done to ensure there was the very
best progress possible .
– Red would indicate that there was a high risk that attainment levels were not going
to be reached and/or progress maintained and that there were significant barriers
that that were not being effectively addressed.
•
Effectiveness of plan to address risk of poor outcomes – This is a RAG rating of the
effectiveness of the arrangements to address the outcomes of the child or young
person.
•
Green rating - where there a cost effective and efficient range of provision that
will fully address the barriers to achievement.
•
Amber rating - where there is some doubt that the provision available is the best
at addressing the barriers to achievement. There may be some gaps or it may be
somewhat inefficient.
•
Red rating – where the provision is not well matched or is significantly inadequate
to address the barriers to achievement.
National Curriculum attainment levels and scores
• National Curriculum attainment scores are noted across English and maths
along with science from the end of key stage1.
• P scales should be used where appropriate.
• Attainments before YR ( i.e. N1, N2) Can be recorded as P scales
• YR scores can be P scales or the Foundation Stage profile overall point
score and their score in communication, language and literacy (CLL) and
social emotional aspects (SEA)
• All scores/levels are as at May of the academic year ( ie when SATs are
taken)
Known medical conditions
• These cover any notified conditions.
• The severity of impact scale is a measure to judge how the
condition affects learning and development. This a child may
be diabetic but the impact of this on learning and
development is negligible. Thus the pact score may be zero.
• Alternatively a child may have Downs Syndrome where the
impact is quite severe. Not all Downs Syndrome
children/young people are the same and the severity of
impact may different between different Downs Syndrome
cases.
• The scale of severity is from 1-4 where 4 is the most severe. If
there is a known medical condition and it is considered there
is no impact it is recorded as zero.
Cognitive
• People have different
innate abilities. Those with
severe cognitive difficulties
will have very low natural
ability. This might be judged
through a formal IQ type
test. While poor cognitive
abilities are often reflected
through low attainment.
Low attainment does not
necessarily mean low
cognitive abilities
• The level of cognitive
difficulty is scored on a 4
point scale.
• Level 1 would indicate
below average ability with
standards scores around 85
• Level 4 would indicate
exceptionally low ability
that is present in fewer than
0.4% of the population
Specific learning
• Specific learning difficulties
(SpLD) typically affect some
motor skills, information
processing and memory.
Dyslexia, dyscalculia and
dyspraxia are all SpLD’s.
Severe cognitive difficulties
( 3 or 4 ) make for an
unreliable judgement of
SpLD.
• SpLD are severity is
recorded on a 4 point scale.
• A level 1 SpLD is one that
occurs in less than 25% of
the population
• A level 4 would be
considered to occur in 0.4%
of the population
Emotional development
• Emotion development is
about awareness and
control feelings and how
people react to these
feelings in given situations.
• Emotional problems or
trauma may cause
difficulties interacting in
social scenes and some
daily routines difficult to
deal with
• Emotional development is
on a 4 point sca1e
• A level1 would be a minor
emotional difficulty.
• A level 4 would be the most
exceedingly bizarre
ritualistic behaviours
including regular or severe
self harm.
Learning behaviour
• The presenting learning
behaviour depends to a
large extent on the context.
• The consideration should be
given to the pupils learning
behaviour it what might be
considered to be in a
normal context.
• Learning behaviour is
scored on a 4 point scale
• Level 1 is characterised be
regular distraction from
tasks and disorganisation
• Level 4 is the most extreme
disinterest in any learning
activity.
Expressive language
• Expressive language
disorder or difficulty makes
it difficult for individuals to
express themselves in
verbal communication.
Speech may be hesitant and
individuals often have
trouble putting words
together to complete a
sentence or thought.
• There are 4 levels of
severity of expressive
language delay/disorder.
• Level 1 would be mild delay
where there are some
difficulties with speech
sound production.
• Level 4 is a severe
disordered where
alternative means of
communication are
imperative.
Receptive language
• A receptive language
disorder is when there are
difficulties understanding
spoken, and sometimes also
written, language. It
generally can only
determined when the child
starts to speak. Care must
be taken to not mistake a
receptive language difficulty
with a hearing impairment.
• There are 4 levels of
severity of receptive
language delay/disorder.
• Level 1 would be mild delay
where there are some
difficulties with speech
reception.
• Level 4 is a severe
disordered where
alternative means of
communication are
imperative.
Hearing Impairment
•
•
•
conductive hearing loss – where sounds
are unable to pass from your outer ear to
your inner ear, often as the result of a
blockage such as earwax, glue ear or a
build-up of fluid due to an ear infection,
a perforated ear drum or a disorder of the
hearing bones
sensorineural hearing loss – the sensitive
hair cells either inside the cochlea or the
auditory nerve are damaged, either
naturally through ageing, or as a result of
injury
mixed hearing loss – it is possible to get
both types of hearing loss at the same
time
• Level 1 is a mild hearing
loss
• Level 2 is a moderate
hearing loss
• Level 3 a severe hearing
loss
• Level 4 profound – no
functional hearing.
Visual Impairment
•
•
•
•
Visual impairment is when a person
experiences some degree of sight
loss which cannot be corrected using
glasses or contact lenses.
There are two main categories of
visual impairment:
being partially sighted, or sight
impaired – where the level of sight
loss is moderate
blindness, or severe sight
impairment – where the level of sight
loss is so severe that a person is
unable to complete any activities that
rely on eyesight
• Level 1 mild visual
impairment. Colour blind.
Mild bilateral field loss
• Level 2 moderate
impairment that needs N14
for some work.
• Severe impairment needs
N18+ and limited navigable
vision.
• Minimal vision need
alternative means.
Physical Difficulties
• A physical difficulty is
associated with body
structure and
movement. Presenting
Health is considered
separately. Here.
• Level 1 - poor fine or gross
motor co-ordination.
• Level 2 – mobile with aids
• Level 3 – needs wheelchair
for mobility either
independently or with adult
assistance
• Level 4 total reliance on
outside help for mobility
Presenting health
• Presenting health refers to
medical conditions not
difficulties covered in the
other areas of child
development. These might
include
–
–
–
–
–
–
Obesity
Skin conditions
Diabetes
Tooth decay
Respiratory difficulties
Allergies
• The severity of the
presenting health is on a 4
point scale
• Level 1 is a minor health
difficulty
Self care
• A child or young persons
capacity and willingness to
present themselves in a
socially acceptable manner.
Consideration should be
given to fashionable styles
and practices. Poor self care
might be reflected in
personal hygiene.
• The scale of severity is
from 1 to 4 where
• level 1 might be minor
lapses and
• level 4 would be serious
long standing difficulties
Relationships with peers
• Peers relationships are
reflected in how a child or
young person interacts with
others of a similar age in a
variety of contexts.
• The scale of severity is
reflected in a 4 point scale
where level 1 is minor but
noticeable problems with
forming and maintaining
friendships.
• Level 4 is complete isolation
and are either without will
to pursue relationships or
exercise attempted severe
domination. Interactions
are brief and acrimonious.
Relationships with parents/carers
• Parent/carer relationships are
how the child or young person
interacts with their
parents/carers. The relationship
with a teacher or professional
supporting the child or family
would be considered under
learning behaviour here.
• While the relationship is in some
ways defined by the attitude of
the parent carer an aggregated
view of the reasonable should be
considered.
• The scale of severity is
reflected in a 4 point scale
where
• level 1 is minor but
noticeable problems
• Level 4 is complete isolation
and are either without will to
pursue relationships
Interactions are brief and
acrimonious.
Family and wider environment
Warning – there must
be clear evidence to
support judgements –
the parent/carer has a
right to see this.
Family functioning
• The household
composition including
recent changes and
absent family members
are issue to consider.
• The absence of a parent
does not necessarily
mean the family is not
functioning well for the
child
• There must be evidence you are
prepared to share to support the
RAG rating (if there is no
evidence it should be left blank)
– Green – Positive supportive
to child development
– Amber – some concerns and
barriers to child development
– Red - Strong evidenced
concerns that there is a major
barrier to child development
Community integration
• How the family are
integrated into their
neighbourhood.
• Apparent isolation does
not necessarily present
as a barrier.
• There must be evidence you are
prepared to share to support the
RAG rating (if there is no
evidence it should be left blank)
– Green – Positive supportive
to child development
– Amber – some concerns and
barriers to child development
– Red - Strong evidenced
concerns that there is a major
barrier to child development
Housing
• There are standards associated
with hygiene , damp and
overcrowding that can impact on
child development.
• To consider housing to be barrier
to child development you should
be sure it is the fabric or
overcrowding that is at fault
rather than the capacity of the
family to maintain it adequately.
A poor maintained home would
reflect on basic care of the parent
carers
• There must be evidence you are
prepared to share to support the
RAG rating (if there is no
evidence it should be left blank)
– Green – Positive supportive
to child development
– Amber – some concerns and
barriers to child development
– Red - Strong evidenced
concerns that there is a major
barrier to child development
Income and employment
• Low income can be such
that there is insufficiency to
meet basic needs and affect
the child.
• Long unemployment while
not necessarily a barrier
may carry stigma and
negative attitudes.
• There must be evidence you are
prepared to share to support the
RAG rating (if there is no
evidence it should be left blank)
– Green – Positive supportive
to child development
– Amber – some concerns and
barriers to child development
– Red - Strong evidenced
concerns that there is a major
barrier to child development
Rural isolation
• Herefordshire’s
demography is such
that families can
become isolated from
communities.
• There must be evidence you are
prepared to share to support the
RAG rating (if there is no
evidence it should be left blank)
– Green – Positive supportive
to child development
– Amber – some concerns and
barriers to child development
– Red - Strong evidenced
concerns that there is a major
barrier to child development
Wider family support
• The extent to which the
family has extended
family available and
supportive can impact
on any barrier s and
child or young person
may have
• There must be evidence you are
prepared to share to support the
RAG rating (if there is no
evidence it should be left blank)
– Green – Positive supportive
to child development
– Amber – some concerns and
barriers to child development
– Red - Strong evidenced
concerns that there is a major
barrier to child development
Parent carer support
Parent carer support - Basic care
• Basic care covers the
capacity of the
parent/carers to feed,
clothes and provide
shelter. Additionally the
parent should ensure
the child has dental
checks, vaccinations
and attend the doctor
as appropriate.
• There must be evidence you are
prepared to share to support the
RAG rating (if there is no
evidence it should be left blank)
– Green – Positive supportive
to child development
– Amber – some concerns and
barriers to child development
– Red - Strong evidenced
concerns that there is a major
barrier to child development
Parent carer support - Ensuring safety
• Safety covers keeping
children safe from
physical dangers or
inappropriate adults
• There must be evidence you are
prepared to share to support the
RAG rating (if there is no
evidence it should be left blank)
– Green – Positive supportive
to child development
– Amber – some concerns and
barriers to child development
– Red - Strong evidenced
concerns that there is a major
barrier to child development
Parent carer support – Nurturing and Emotional
Warmth
• Children and young people
need secure stable and
affectionate relationships
with significant adults. From
this they develop secure
attachments and a positive
sense of their own identity.
• There must be evidence you are
prepared to share to support the
RAG rating (if there is no
evidence it should be left blank)
– Green – Positive supportive
to child development
– Amber – some concerns and
barriers to child development
– Red - Strong evidenced
concerns that there is a major
barrier to child development
Parent carer support - Guidance and boundaries
• Children and young
people need to develop
their own values and
conscience with the
support of adults
parents and carers.
Inappropriately the
boundaries may to too
free or too restrictive
• There must be evidence you are
prepared to share to support the
RAG rating (if there is no
evidence it should be left blank)
– Green – Positive supportive
to child development
– Amber – some concerns and
barriers to child development
– Red - Strong evidenced
concerns that there is a major
barrier to child development
Parent carer support - Stability
• Stability is important for
attachments. There is
inevitably change to the
child or young persons
home environment but
throughout this there
should be consistency of
emotional warm , guidance
boundaries and safety
• There must be evidence you are
prepared to share to support the
RAG rating (if there is no
evidence it should be left blank)
– Green – Positive supportive
to child development
– Amber – some concerns and
barriers to child development
– Red - Strong evidenced
concerns that there is a major
barrier to child development
Parent carer support - Stimulation
• Children and young
people need
encouragement,
intellectual and cultural
stimulation to thrive.
• There must be evidence you are
prepared to share to support the
RAG rating (if there is no
evidence it should be left blank)
– Green – Positive supportive
to child development
– Amber – some concerns and
barriers to child development
– Red - Strong evidenced
concerns that there is a major
barrier to child development
Attendance and Exclusion
• Attendance and exclusion are RAG rated. The RAG
rating is comment on the impact attendance or
exclusion is having on the achievement and progress
of the child or young person.
• Green – there is no impact
• Amber – some impact
• Red high impact
Free School Meals
• The Government have criteria for eligibility to free
school meals.
• It is known that all who are eligible do not claim their
entitlement.
• Record the child or young person as FSM if they are
claiming free school meals.
• Ev6 is if the child or young person has ever been in
receipt of free school meals in the last 6 years
Looked After Children
• A child or young person maybe Looked after
by a Local Authority children’s services. Local
Authorities have a duty to inform schools
Context – Young Carer
• A carer will be providing support for another.
This may be a younger siblings or parents and
extended family.
• Some children and young people , while
attending support sessions from young carer
providers do not want this information known
to the school.
• Where it is known and the carer is happy for it
to be noted it should be.
English as an additional language
• Whether the child or young person has English as an
Additional Language is recorded as either Yes or No
• If the child or young person has English as an
additional language the date of entry to the UK
should be recorded.
• If the child or young person has English as an
additional language their home langauge should be
recorded.
Service family
• The box should be checked if the child or
young person has a parent in the armed
forces, or has been, within the last two years.
Context – school changes
• A change of school can adversely affect the
opportunities for a child or young person.
• Record how many changes there have been
outside of normal transition times
Attendance and exclusion
• Attendance and exclusion from school are shown as a RAG
rating.
– Red would present as a major barrier to achievement. For
attendance this might be through a regular day off,
lateness or extended periods. For exclusion it might be a
second permanent very extreme behaviour leading to the
exclusion.
– Amber would present as a moderate barrier to
achievement. For attendance this might be some lateness
or long periods of absence. For exclusion this might be a
number of fixed terms
– Green would present no barrier to achievement.
Birth Prematurity
• Research has shown there can be difficulties
with children born prematurely. However this
is not necessarily always the case.
• There are 3 bands of prematurity to record.
• If the parent is sensitive to the recording of
this it should be left blank.
Assessments
• The assessments listed are
• CAF – Common assessment framework
• SEN - a statement of SEM which will include a
social care, educational psychology and health
report along with that of the parent.
FAQ’s
Q - How do record a child with a diagnosis of
Autism
A – Autism presents with a wide range of
difficulties across a number of areas of child
development. It is important to record the
condition as a specific one . The difficulties make
span areas of expressive and receptive language.
Relationships with peers and cognitive
difficulties.
Example of completed form
• To be developed
Contacts for more support and
advice
• Andy Hough
– andyhough@herefordshire.gov.uk
– Telephone 01432 260888 or 07792880924
• Jacqui Healey
– JHealey2@herefordshire.gov.uk
– Telephone 01432 361780
Feed back
• We are always seeking ways of improving the
work we do. If you have any comments on the
content or the ease of use or any views please
send an email to;
andyhough@herefordshire.gov.uk
Child/young person aspirations
• It is important that the views of the child are
considered.
• This is a small text box to capture a view about what
the child/young person wants to achieve.
• At primary age this might be, “To do better in maths”
• At secondary this might be, “To do an apprenticeship
in forestry”
Provision
• To be developed