TOP UP FUNDING
GUIDANCE
2015-16
AMENDED JANUARY 2015
INTRODUCTION
The new 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
diagram below shows the relationship of all SEN funding.
Pre-16 SEN and AP
Mainstream settings
Element 1:
Core
education
funding
Mainstream per-pupil
funding (AWPU)
Element
2:
Additio
nal
support
funding
Contribution of £6,000 to
additional support required
by a pupil with high needs,
from the notional SEN
budget
Specialist settings
Base funding of £10,000 for SEN and AP
placements, which is roughly equivalent
to the level up to which a mainstream
provider would have contributed to the
additional support provision of a high
needs pupil. Base funding is provided on
the basis of planned places.
Element
3: Topup
funding
“Top-up” funding from the commissioner to meet the needs
of each pupil or student placed in the institution
This diagram appeared as Figure 1 (p.43) of
School funding reform: Next steps towards a fairer
system
Important Information Update
As you will be aware, the budget for top up funding allocations in the current financial year
is significantly overspending – mostly due to a 20% increase in the number of allocations
to support pupils in mainstream schools. The most significant increases have been in
categories C1, C2 and B1. This will have an impact on schools funding in 2015/16.
The Strategic Schools Forum (SSF) is clear that this overspend cannot occur in the future
and have asked that changes are made to the moderation process to increase
accountability and ensure that the budget is balanced. Details of these changes are
outlined in this guidance document. This includes the introduction of a Quality Assurance
(QA) process.
If, following the QA process, the outcomes of moderation exceed the budget available for
mainstream schools, the allocation will be capped. The method of capping will be agreed
by the FRWG.
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The SSF have made a commitment that if the budget set for top up funding for mainstream
schools in 2015/16 underspends, this money will be returned to schools at the start of the
2016/17 financial year. If this reduction in spend can be sustained in the longer term, it is
possible that some, or all, of the AWPU reduction can be reversed.
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Arrangements for High Needs Pupils for 2015/16
To maintain the existing high needs arrangements with the following amendments:
Area
Moderation
Process
Action
To make training on the high needs arrangements mandatory for
all staff that will both make applications and those involved in the
moderation process.
Applications from individuals that have not attended the training
will not be accepted. In unforeseen circumstances e.g. your
trained SENCO being absent, you may consider asking another
school to apply on your behalf.
Applications for categories B1 and C1 in mainstream schools
will 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)
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 £6,000
contribution from the school’s budget.
Each table of moderators will be cross agency as far as possible.
Vulnerable Learner Service (VLS) will facilitate the process to
ensure good practice is followed and to advise where
appropriate. This will relate to both process and the judgements
made.
All mainstream applications will be subject to a quality
assurance review following moderation, which will be
completed by LA Officers and overseen by Headteachers on
behalf of the SSF. This will take place before any appeals are
considered.
A photocopy of the front sheet completed during the moderation
process will be issued to schools to inform them of the outcome.
This will show the original decision and the final outcome as
determined by the QA panel.
Due to the significant increase in allocations allocated for the
2014/15 academic year, all current allocations for categories
C1, C2 and B1 will need to be re-submitted to the QA Panel.
The original application, with any relevant updated
information, should be used. If you have not retained your
original application, a fresh application will need to be made
through the main moderation process. It is possible that this
will result in a reduction in the number of approved
applications for the 2015/16 academic year.
Due to the level of mobility of the population moderation for
students in alternative provision and further education will be held
three times a year in November, March and June. It will run in a
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similar way to school moderation with representatives from
primary, secondary and specials schools invited to participate.
The appeals process is available for instances where schools felt
that the evidence submitted had been misinterpreted. Appeals
will be submitted to a panel of school representatives with a
member of the VLS as advisor. The appeals meeting will be held
in June.
The VLS panel will be able to allocate top up funding for an
interim period to pupils/students that move in to North Somerset
with a high level of identified need and where the circumstances
of the pupil changes significantly to the extent that their needs
can no longer be met without additional support (including
tribunal outcomes).
Any interim arrangements allocated by the VLS panel will be
reconsidered by the next available moderation panel (including
the AP/FE panel). The judgement made by the moderation panel
will apply from the date of the panel and not be backdated.
Criteria
The criteria are updated, following the latest consultation.
Category values
To carry out a needs led review of the category values for all age
groups between December 2013 and December 2014. This has
been undertaken and will be partially implemented from April
2015.
Additional
funding from the
high needs
block for
schools with a
disproportionate
level of high
needs pupils
To not instigate a process to automatically assess and allocate
funding from the high needs block to those schools considered as
having a disproportionate level of high needs pupils.
Transfer
Funding round
A further application round has been agreed and this will take
place in November. This is limited to pupils who are transferring
schools as part of a phased transfer eg Reception and Year 7
pupils. Pupils transferring from mainstream to special school
education will also be considered.
To review this position in 2014-15 and report to the SSF in
December 14 / January 15. Changes have now been agreed as
outlined in this document and the letter sent out in January
2015.
Dates and venues for training for those making applications and taking part in the
moderation process are detailed below
Gabrielle Stacey
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Interim Head of Vulnerable Learners’ Service
The Use of Funding
The Government changes to school funding provide an opportunity to restate the
expectations that are made of schools.
In mainstream schools it is expected that the following would be provided from the school
additional budget share:

A broad and balanced curriculum that meets all statutory requirements

Learning tasks that are differentiated by ability in terms of content, pace and outcome.

Teacher planning that takes in to account assessment information and pupil outcomes

A clear policy for behaviour that is consistently applied by all staff across the school

A SENCO in line with the SEN Code of Practice 2001 section 5:35 which states that ‘It
is good practice for the cost of the SENCo ( or those parts of the postholder’s work
devoted to SENCO duties) to be set against the core or base budget of the school
rather than against additional funds delegated to the school for the purpose of meeting
the particular needs of children with SEN) and accredited via mandatory national
qualification

Arrangements for identifying and assessing children and young people with SEN and
for regularly reviewing and monitoring the provision and progress of these children and
young people

Pastoral Support Plans and behaviour management programmes where appropriate

Training in SEN to ensure that all staff are able to teach and manage the range of
learning needs that are included in a mainstream school

Reasonable adjustments for pupils covered by the Equality Act, such as flexible group
arrangements, adaptations to policies or ensuring disability access

Inclusion in learning experiences, school trips etc that are suitable and appropriate to
the individual pupil’s needs and compliant with the Equality Act

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
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From the Notional SEN Budget (Additional Funding – Element 2)

Resources, interventions and additional adult support to ensure the needs of those
pupils with high incidence needs such as dyslexia, moderate learning difficulties,
speech and language difficulties, social communication difficulties and lower level
behavioural difficulties are met

A focus on early intervention

Ongoing assessment of the pupil’s strength and difficulties, including parental
consultation, carried out by the Class Teacher, SENCO etc

The drawing up and resourcing of an individual or group plan which should include
approaches that are additional to and different from a suitable differentiated curriculum,
including enhanced levels of adult support. A provision map may be appropriate.
In addition to the above schools have, from April 2013, needed to fund additional support
for pupils with higher level needs up to the value of £6,000 per pupil per annum in line with
the Government funding reforms. 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
A small number of children and young people with SEN have low incidence, more severe
and complex special educational needs that require additional provision to be made. To
access this funding the criteria attached to this document would need to be met.
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TOP UP FUNDING TIMELINE
DATE
ACTIVITY
February
2015
Tuesday 3 February 2015 (2-4) Castlewood. Bookings will
need to be made on CPD Online
March 2015
Schools to email list of pupils for whom Top Up
Funding is sought (with the category and level
requested) by 5pm Tuesday 17 March 2015 to Mandy
Plumridge, Senior SEN Officer. Topup.funding@nsomerset.gov.uk
April 2015
Tuesday 14 April 2015 – Schools to bring relevant
information for moderation of applications by Heads and
SENCOs
April 2015
Quality Assurance process for all mainstream
applications allocated under B1, C1 and C2 for the
2014/2015 academic year.
Quality Assurance process for all mainstream
applications where funding is allocated at the April
moderation.
May 2015
Thursday 21 May 2015 - decisions sent to schools,
together with indicative budget statement - identifying all
SEN funding streams
June 2015
Schools to notify SEN of appeals they wish to submit by 5
pm Friday 5 June to Mandy Plumridge at
Topup.funding@n-somerset.gov.uk
June 2015
Tuesday 16 June 2015 - Appeals Panel meeting to
consider cases where schools feel that the evidence
submitted has been misinterpreted
October 2015
Schools to email list of pupils for whom Transfer Top Up
Funding is sought (with the category and level requested)
by 5pm on Wednesday 21 October 2015 to Mandy
Plumridge at Topup.funding@n-somerset.gov.uk
November
2015
Wednesday 4 November 2015 – schools to bring relevant
information for moderation of applications by Heads and
SENCOs.
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November
2015
November
2015
QA process for all mainstream applications where
funding has been agreed.
Friday 20 November 2015 – decisions sent to school.
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FLOW CHART FOR SCHOOL'S APPLICATION
February – New SENCO training which is mandatory
for all schools submitting applications and/or
attending Moderation and who did not attend last
year’s training.
School identifies pupils who
may fit Top up Funding criteria.
School collects evidence to support
applications as per Top up Funding Guidance.
School prepare application and email list of pupils to
Mandy Plumridge by 5pm 17 March 2015.
SEN Team acknowledge
receipt of pupil list.
Moderation of applications to
ensure consistency of interpretation
of criteria to be held 14 April 2015.
Head Teachers to ensure applications are brought to
the moderation session.
QA Process for mainstream schools to ensure
accuracy and consistency of decisions.
Final decisions sent to schools on 21 May 2015.
Appeals considered on 16 June 2015.
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Moderation of Top up Funding
This will be an annual activity that for mainstream and specialist provision:
a) Agrees the banding allocation for existing pupils and those admitted to mainstream
schools, special schools and Resource Bases since the last
b) Agrees any changes to current bandings for mainstream schools, special schools and
Resource Base pupils
c) Samples the accuracy of banding allocation against pupil progress
d) Please note that pupils in groups a and b are identified by schools and pupils in group c
by the Vulnerable Learners’ Service.
For AP and FE
Due to the level of mobility of the population moderation for students in alternative provision
and further education will be held three times a year in November, March and June. The
process will run in the same way as for school moderation above with representatives from
secondary and special schools invited to participate.
Evidence
For mainstream school, a costed provision map is essential. 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 all cases where a pupil is in receipt of a statement of special educational needs the
evidence that schools will need to provide will be a copy of the statement 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.
In cases where the child is at School Action Plus and currently in receipt of Top Up Funding
the evidence will consist of a completed review form.
In new cases within mainstream schools, AP or FE a full application will need to be
completed.
This will comprise a completed review form as enclosed in the pack.




How provision has used elements 1 & 2.
Evidence of recent external agency support (last 12 months)
Pen portrait and evidence to support.
Academic progress over previous 3 years.
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PROCESS FOR 2014/15
A. For Specialist provision (Special Schools, Resource Bases and AP) Moderation will
consider:



Banding allocations for those admitted in the academic year 2015/16
Agree any changes to current bandings
Sample the accuracy of banding allocations against pupil progress
Providers to bring to
moderation the relevant
documentation for
consideration (statement and
latest Annual Review for
Special Schools and Resource
Bases, funding doc. for APs
VLS to identify sample
and provide
documentation as for
schools
Cases moderated by
school reps/VLS advisors
and decisions recorded by
VLS staff
Funding levels confirmed to
schools
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B. For mainstream provision Moderation for 2015/16 only will consider:
Applications for funding against the category document. See Appendix. Please note
that mainstream schools will have to apply annually for B1 and C1 but only need to
apply every 3 years for other categories and levels.
It will be essential that the evidence submitted is up to date and gives clear
achievement levels over time
It should also be remembered that only recent evidence i.e. within the last year is
appropriate. This does not mean that you should seek reports solely for funding
purposes.
Schools to bring to
moderation the relevant
documentation for
consideration including
 A costed provision
map
 Application for
funding
And where appropriate
 Statement and the
last Annual Review
 Review of current
Audit Funding
Cases moderated by
schools, FE & AP reps and
VLS advisors and decisions
recorded by VLS staff
schools.
Mainstream applications
will be subject to a quality
assurance
review
following
moderation
which will be completed
by LA Officers and
overseen
by
Headteachers on behalf of
the
SSF levels confirmed to
Funding
schools.
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TABLE A
CATEGORIES OF NEED
Category
Communication Level 1
in mainstream settings
Communication and
Interaction Level 2 and
above in mainstream
school and for all levels
in other settings
Social, Mental and health
Level 1 in mainstream
settings
Social, Mental and health
Level 2 and above in
mainstream school and
for all levels in other
settings
Cognition and Learning
Sensory: Hearing
Sensory: Visual
Physical/Medical
Who Can Apply?
How Frequently?
All phases
Annually *
All phases
Every 3 years
All phases
Annually *
All phases
Every 3 years
All phases
Every 3 years
All phases
Every 3 years
All phases
Every 3 years
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.
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Frequently asked questions
What are the sources of
funding to meet SEN in
mainstream schools?
All mainstream pupils are supported by an AWPU (Age
Weighted Pupil Unit) which provides for a basic level of
teaching and 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.
What funding is available
for Specialist settings and
Alternative Provision?
Specialist settings and alternative provision will be funded on the
place plus methodology. This means that they receive an
amount per planned place (£10,000 for specialist settings and
£8,000 for alternative provision). Top up funding will be allocated
for children and young people that need support beyond the
place funding level.
Which children will Top up
Funding support?
Top up funding is aimed at supporting that small percentage of
pupils who have the highest level of need within our mainstream
schools, special schools, PRUs and other specialist settings.
How will decisions be
moderated?
A group will be established of school representatives to
moderate all requests for funding. The moderation group will
base their judgements on the evidence provided.
Representatives from the VLS will be present in an advisory
capacity.
There will also be a quality assurance review following
moderation.
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What 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
How do pre-school children The receiving school should make applications for those prewith complex needs gain
school children who fulfil the criteria. It will be the responsibility
access?
of the pre-school provider to supply information to enable this to
happen.
Does the funding apply to
pre-school children?
Maintained nurseries may make applications for children who
fulfil the funding criteria. Allocations will be made pro-rata
depending on attendance levels.
Who applies when the child
is due to transfer in
2014/15?
A school due to receive the child should apply. Clearly under
transfer arrangements there will be close and detailed planning
between schools. Although the receiving school makes the
application, the information will actually be supplied by current
school/provider.
Will funding be available
for pupils on dual
placements?
Where pupils appearing in receipt of top up funding are on the
roll of a special school (or PRU) and attend a mainstream school
for a proportion of the week, funds are calculated on a daily
basis pro-rata to the mainstream school to cover actual
attendance.
How will the top up funding
be paid to providers?
Top up funding will follow the pupil. It will be allocated to
schools, resource bases, APs and other providers on a monthly
basis. It will be allocated to a provider that admits a high needs
pupil from the month in which they are admitted if they are
admitted 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. The same
arrangements are proposed when pupils leave a setting. Short
term placements will be funded on a termly basis (based on a 6
term year).
Will funding be available
for Post 16 pupils attending
secondary schools?
Yes the same arrangement applies for top up funding
Who funds any specialist
equipment required for
individual pupils?
The school/provider in which the pupil is placed. The LA will
consider making a financial contribution towards specialist
equipment for children and young people in receipt of top up
funding on a case by case basis.
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Category A - Cognition & Learning
Level 1
Pupils with Severe Learning Difficulties (SLD) have significant intellectual or cognitive impairments. This has a major
effect on their ability to actively engage with the school day without support. They may also have difficulties in
mobility and coordination, communication and perception and the acquisition of self-help skills. Pupils with SLDs will
need support in all areas of the curriculum and will make very slow progress.
Core criteria:- Pupils needs will include all of the elements below:
1. In their early school life (Reception to year 3) their attainments will be 2 to 3 years below the age expected for
a child of their age or where used, tracked using ‘Development Matters’.
2. Pupils will predominately be working on P-Scales and low level 1s throughout their school life.
3. Pupils will need a Curriculum well matched to their learning needs.
4. Explicit teaching for a large part of the social and academic curriculum in order to facilitate their inclusion. The
learning of routines and personal development in addition to learning attainments will be necessary.
5. Experience severe difficulties in making inferences, generalisation and transferring skills.
6. Have significantly delayed receptive and expressive language skills.
7. Be vulnerable at break/lunchtimes due to delayed development of social skills leading to concerns regarding
safety.
8. KS3/4 pupils will require greater attention to employability skills, personal and social goals and practical
applications e.g. Foundation Learning Tier – Pre-entry levels.
Supplementary Criteria (at least 2 elements to be met):

Have a recognised need for support/supervision with personal care.

Maintaining a mainstream placement requires multi-agency planning to inform/advise staff.

Require teaching of self-help, independence and social skills.

Use sign and symbols to communicate while others may be able to hold simple conversations.
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Category A - Cognition & Learning
Level 2
Must meet all of core criteria for Level 1, along with extra significant difficulties in either communication, medical,
physical, sensory or behaviour. Often, the additional needs will be associated with their learning difficulties but would
not represent the primary need.
Core criteria:- Pupils needs will include all of the elements below:
1. The identified additional needs should be considered as long term. In terms of behaviour the needs would
have been present for at least four terms.
2. The additional needs require a higher level/frequency of 1:1 adult support – close to support throughout the
school day.
3. Pupils will need frequent (termly) specialist advice and input for school staff on how to enable full access to
the curriculum. Pupils will need support in small groups, 1:1 situations or small classes.
4. Require regular access to ICT and access to specialist resources designed to scaffold learning.
5. Assistance with alternative recording for all curriculum areas.
Supplementary Criteria (at least 2 elements to be met):

Significant modification of curriculum resources and materials e.g. modified text due to their identified
additional need.

Where the pupil has a sensory impairment they will require ongoing support from the sensory support service.

Will require a consistent structured environment with secure and explicit boundaries due to challenging
behaviours.

Will require supplementary resources including appropriate furniture and specialist equipment. Students will
need the use of therapeutic mediums e.g. soft play, hydrotherapy, music therapy.

Programmes to support toileting, personal hygiene and adapted areas may be required to facilitate this.
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Category A - Cognition & Learning
Level 3
Profound and Multiple Learning Difficulty (PMLD)
Pupils with profound and multiple learning difficulties have complex learning needs. In addition to very severe
learning difficulties, pupils have other significant difficulties such as physical disabilities, sensory impairment or a
severe medical condition. Pupils require a high level of adult support, both for their learning needs and also for their
personal care and safety.
Core Criteria:- Pupils needs will include all of the elements below:
1. Have very severe medical needs which may be linked to physical disability.
2. Their attainments are likely to remain in the early P-scale range (P1-P4) throughout their school careers (that
is below level 1 of the National Curriculum).
3. The significance of needs require an extremely high level of individual trained and skilled support and frequent
2:1 support for transfers, specialist interventions or dealing with challenging behaviours etc.
4. Access to a totally adapted environment with specialist interventions eg. therapy rooms, hydrotherapy,
sensory facilities, technical aids and appliances as necessary.
5. The class room must be consistent in structure and setting matching the developmental and age appropriate
needs of the child with peers with SLD.
6. Specific teaching with real experience, multi-disciplinary support from education, therapy and physical care
with an emphasis on exercising choice and developing independence, interpreting the environment and
communicating with others.
7. Require Alternative and Augmented Communication (AAC), (Any method of communicating that supplements
the ordinary methods of speech and handwriting where these are impaired), specialist ICT and technical
support as required.
8. Assistance with and alternative recording for all Curriculum areas.
9. Pupils will communicate by gesture, eye pointing or symbols, or by vocalisations.
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Category A - Cognition & Learning
Level 4
Severe Learning Difficulties or PMLD with Severe Challenging behaviour
Typically these pupils have complex needs which require specific adult interventions for the entire school day; 1:1
and at times 2:1 to facilitate learning and behavioural needs. These pupils will meet all of the criteria for either level 2
or level 3 with addition of all of the core criteria below:
Core criteria:- Pupils needs will include all of the elements below:
1. Due to the complexity of their learning and behaviour these pupils require planning and provision for out of school
hours and for a high level of family support and liaison.
2. Pupils exhibit severe and challenging behaviour that poses an additional risk to themselves, other pupils and staff
requiring additional staffing (at least hourly on average) and a requirement for extended teaching outside the
classroom setting.
3. Pupils will require ongoing multi-professional advice/support to manage behavioural difficulties e.g. MAST.
4. Pupils will require multi-agency risk assessments for within school and community visits.
5. Highly Skilled adults to help the child/young person to manage these behaviours as without support they are
highly unlikely to learn how to manage their needs.
6. Adults supporting them will require training from a multi-agency team to manage inappropriate sexualised
behaviour if or when it appears.
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Category B - Communication/ASD
Level 1
Pupils with Communication and
Interaction Needs
ASD
ASD is a term that recognises there are a number of sub-groups within the
spectrum. Pupils with ASD find it difficult to:
 Understand and use non-verbal and verbal communication
 Understand social behaviour, which affects their ability to interact with
children and adults
 Think and behave flexibly, which may be shown in restricted, obsessional
or repetitive activities.
Pupils with ASD cover the full range of ability and the severity of their
impairment varies widely. Many are delayed in learning to speak.
They can experience high levels of stress and anxiety in settings that don't
meet their needs or when routines are changed. This can lead to
inappropriate/challenging behaviour.
Some pupils with ASDs have a different perception of sounds, sights, smell,
touch and taste and this affects their response to these sensations. They may
have unusual sleep and behaviour patterns.
Pupils find it hard to generalise skills, have difficulty adapting to new situation
and often prefer routine.
Core criteria:- Pupils needs will include all of the elements below:
Typically pupils require an enhanced
pupil/adult ratio so that they can
receive specific support, supervision
and interventions in order to make
expected progress and/or they need
to work within a small group for a
proportion of the day. The nature
of the communication difficulty
will have been identified by a
speech and language therapist
and the pupil will have an acute
and pervasive difficulty described
as ‘a disorder’ or ‘most likely to
be a disorder’.
1. Pupils will need to follow individualised programmes to develop their responses using their particular Alternative
and Augmented Communication (AAC) method. (Any method of communicating that supplements the ordinary
methods of speech and handwriting where these are impaired).
2. Will have difficulties with social competence and emotional well being and programmes to develop these skills will
be needed.
3. The pupil will require AAC methods, in order to allow them access to the curriculum, commensurate with their
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Category B - Communication/ASD
intellectual needs i.e. non-verbal tasks are in line with national expectations.
4. Explicit teaching of language and communication programmes to access the National Curriculum.
5. It is likely that staff will need specific skilled training to help close the gap between the child and their peers for the
majority of the school day.
6. Behaviour and/or emotional management needs associated with communication difficulties require intervention to
support peer relationships.
7. Due to social and emotional needs the pupils requires carefully planned inclusion to access all curriculum areas.
8. Specific planned support to develop social understanding and skills, particularly at times of major life changes eg
parental separation or phased transition.
Supplementary criteria (at least 6 of the following):

ASD, which has been identified by an external agency, with a level of difficulty that required trained adult support
to access the learning and social curriculum for the majority of the week.

Has poor social awareness, lacks empathy, struggles with peer relationships & poor self-regulation.

Some children at this level are compliant but have issues with anxiety whilst others may express their anxiety
through non-compliant behaviours.

Has attention difficulties and may exhibit repetitive activities that require appropriately trained adult help to
improve focus so that they can access the curriculum.

These pupils will require modification of language content of all subjects, interpreted by adults into the child’s
Page 21
Category B - Communication/ASD
particular language e.g. Makaton.
Level 2

Language attainment may show significant gaps particularly in vocabulary and sentence structure. Language
skills may appear significantly poorer than other areas of development.

Regular (at least 3 times per year) advice from an appropriately qualified professional (commissioned by the LA or
WAHT) for supporting staff on how to enable full access to the curriculum and to evaluate progress.

Materials will need to be prepared in advance of lesson and adapted vocabulary to support curricular access. This
will include the possible use of ICT, providing symbols/signing and visual support techniques and the use of any
technical system with speech output.
ASD see above definition
Must meet all of core criteria for Level 1 plus all of the following core criteria):
Core criteria:- Pupils needs will include all of the elements below:
1. These children have a diagnosis of Autism which has a significant impact on their ability to access the
academic and social curriculum.
2. Because of their learning styles linked to their autism, they need a high emphasis on visual strategies.
3. They may exhibit challenging behaviour but with proper structures, including an individual work station,
TEACCH, visual timetables and appropriate adult support, their level of anxiety based behaviours can be
reduced so that they can access learning.
4. These pupils may show obsessive compulsive behaviours which present a barrier to learning and is distracting
to others when not appropriately managed.
5. Unable to make appropriate interactions with peers/adults and need planned intervention to support
relationships.
6. Have severely limited ability to understand consequences and take responsibility for actions, with or without
intent.
Page 22
Category B - Communication/ASD
7. Anxiety levels mean that Verbal communication is supported by alternative communication.
8. Access to an adapted environment to ensure low arousal.
9. Specialist In-Service opportunities for school staff.
Supplementary Criteria (at least 2 of the following):
Level 3

Pupils may display inappropriate sexualised behaviour requiring specific programmes to manage this.

Ongoing intervention from the Vulnerable Learners’ Service, Speech and Language Therapy Service, or
outreach

Alternative and adaptive communication will be required to support pupils during periods of increased anxiety
and episodes of heightened emotional state.

Due to their level of need there may be a need for awareness training for their peers to develop their
understanding.
Pupils with autistic spectrum disorders (ASD) and Severely Challenging Behaviour related to their anxiety,
alongside significant impairment in all areas of the ‘Triad,’ They are likely to need life long intervention. Pupils
must meet all the core criteria in Level 2 with the following:
Core criteria:- Pupils needs will include all of the elements below:
1. The pupils have particularly extreme communication difficulties coupled with very challenging behaviour. The
emphasis is on structured help to raise confidence and self esteem, increase concentration and
independence, communicate more effectively and grasp social/behavioural norms.
2. With appropriate strategies and adult support they can engage in structured learning for short periods of time
Page 23
Category B - Communication/ASD
(around 15 minutes).
3. A total environment that is constructed to account for the pupil’s ASD and particularly challenging behaviour.
4. Unable to understand the consequences of their behaviour and the impact this has on others.
5. Specialist teaching with real experience following well established multi-agency advice with communication,
exercising choice, developing independence, sensory awareness and interpreting the environment.
6. These pupils will often be supported by a multi agency approach and have a need for respite care.
7. These pupils also need a high level of adult support to keep themselves and others safe.
8. Adults supporting will require training in de-escalation techniques and the use of restraint.
9. Highly predictable routines in small groups with specific individual activities.
10. The need for quiet/safe withdrawal areas.
11. Due to destructive behaviours school may require resilient furniture and an environment suitably adapted to
the needs of the individual pupils including areas within or outside the classroom which are non-stimulating.
Level 4
ASD with Severely Challenging Behaviour They are likely to need life long intervention. Pupils must meet all the
core criteria in Level 3 with the following:
Core criteria:- Pupils needs will include all of the elements below:
1. Due to the complexity of their behaviour linked to their social communication difficulties these pupils require
planning and provision for out of school hours and for a high level of family support and liaison.
2. Pupils exhibit severe and challenging behaviour (at least hourly on average) that poses an additional risk to
themselves, other pupils and staff, to the extent that additional staffing is required to ensure pupil’s own safety
or the safety of others and there is a requirement for extended teaching outside the classroom setting.
3. Pupils will require ongoing multi-professional advice/support to manage behavioural difficulties e.g. MAST
Page 24
Category B - Communication/ASD
4. Pupils will require multi-agency risk assessments for within school and community visits.
5. Highly Skilled adults to help the child/young person to manage these behaviours as without support they are
highly unlikely to learn how to manage their needs.
6. Adults supporting them will require training from a multi-agency team to manage inappropriate sexualised
behaviour if or when it appears.
Page 25
Category C – Social, Mental and Health
Level 1
Pupils with Social, Emotional and Behaviour Development Needs (SEBD)
These pupils exhibit severe and challenging behaviour and there will already have been a structured and supportive
behaviour management programme in place (including tasks, appropriately differentiated) for at least four terms.
Severity – the behaviour is severe, completely disrupts the child’s other activities, is a disproportionate or an
inappropriate response to the apparent trigger; disturbs and interrupts the whole class.
Frequency – the behaviour is observed on many days and repeats itself often during the day.
Generality – the behaviour occurs in many situations and contexts.
Core criteria:- Pupils needs will include all of the elements below:
1. Exhibit severe and challenging behaviour even in the context of a structured and supportive personal and
behaviour management programme which includes appropriately differentiated tasks. Intensity and duration
may be lessened by such a programme, but frequency of occurrence will be significant, i.e. 5 to 6 times per
day (on average) requiring a personalised response.
2. Regularly disrupts own learning and other pupils’ learning.
3. Exhibits repeated periods of oppositional defiant behaviour.
4. Will not make appropriate approaches to peers, frequently (at least weekly) uses physical and/or verbal
intimidation and aggression towards peers/adults.
5. Inability to empathise when emotionally overwhelmed/unable to accept support from peers and adults.
6. Have serious difficulty in making and sustaining constructive relationships.
7. Show limited responsibility for their own behaviour and have inconsequential behaviour, i.e. spasmodic
awareness of the consequences of behaviour.
8. Show high frequency impulsivity leading to risk taking and/or are highly vulnerable to unsafe diversions and
relationships.
9. Have low self-esteem and a lack of resilience. Easily affected by most low key external factors and shows a
lack of control.
10. A flexible curriculum which may include changes to groupings and classroom organisation.
Page 26
Category C – Social, Mental and Health
11. Show high frequency distractibility requiring a tightly structured learning environment and adult prompting to
start and/or complete tasks.
Level 2
Pupils with Social, Emotional and Behaviour Development Needs (SEBD)
Typically these pupils require frequent specific interventions on a daily basis from a range of consistent and familiar
adults in order to make expected progress. They may be frequently unable to interact appropriately with other pupils
and staff due to learning, communication and/or social difficulties. Pupils must meet all the core criteria in Level 1
with the following:
Core criteria:- Pupils needs will include all of the elements below:
1. Exhibit severe and challenging behaviour even in the context of a structured and supportive behaviour
management programme which includes appropriately differentiated tasks. Such a programme may lessen
intensity and duration but frequency will be high.
2. Be physically and verbally threatening to peers and adults, presenting significant Health and Safety risk.
Exhibit violent behaviour.
3. Show high levels of oppositional defiant behaviour and refuses or unable to comply with reasonable requests.
4. Be extremely distractible and require constant adult prompting to start and continue tasks.
5. Be unable to make appropriate approaches to peers, resorting to physical and verbal intimidation/aggression
and be unable to sustain positive relationships.
6. Due to the extent of the behaviours they require ongoing intervention from outside agencies on a multiprofessional basis to maintain placement.
7. Significantly disrupt the learning of others to an extent that group working presents an additional challenge to
the school.
8. Cannot maintain control and unable to take responsibility for own behaviour. They may appear overwhelmed
by their emotional needs and feelings of distress.
10. Demonstrate impulsive behaviours which put them self and others at risk.
12. Display self-harming behaviours stemming from their emotional needs.
13. The emphasis is on structured help from a consistent group of adults to raise self esteem, increase
Page 27
Category C – Social, Mental and Health
concentration and independence, communicate effectively and grasp social/behavioural norms. Will require
highly predictable routines in small group activities with facilities to withdraw the pupil if appropriate.
Supplementary Criteria (at least 2 elements to be met):

Pupils may exhibit inappropriate sexualised behaviour.

Pupils may require additional drug, alcohol, family support and/or detailed management plan to address
challenging behaviour.
Pupils may have been permanently excluded, following a number of fixed term exclusions or may be subject
of repeat permanent exclusion.
Have an extremely poor self concept and be unable to start tasks, may self harm, destroy work


Level 3
Pupils with Social, Emotional and Behaviour Development Needs (SEBD)
Pupils must meet all the core criteria in Level 2 with the following:
Core criteria:- Pupils needs will include all of the elements below:
1. Typically these pupils have complex needs which require specific 1:1 adult interventions for the vast majority
of the time to facilitate behavioural needs.
2. Pupils have a record of violent behaviour including assaults on staff and students requiring detailed risk
assessments.
3. Pupils have been in BESD or Special school provision before admission to a PRU or AP provision
4. In additional to behaviour needs pupils will also have additional needs such as Dyslexia, Physical, Sensory,
Cognitive, specific language or communication support.
5. Will require additional external specialist support to help manage the social and emotional difficulties they are
facing and to maximise progress and development.
6. Assessed as a very high Health and safety risk - danger of student putting them and/or others at risk if using
specialist equipment – Electrical Machines, Motor Mechanics etc
7. Due to the extent of the challenging behaviours it will be extremely unlikely that the student will return to
mainstream provision. There will be a focus on equipping the student with the skills to access and be
successful in post compulsory education
Page 28
Category D -Sensory
Pupils with Hearing Impairment
The degree of hearing loss alone is not an adequate predictor of the impact on progress. Such factors as the
onset of hearing loss, age at which the diagnosis was made, appropriate interventions together with the
individual’s need for more visual approaches to communication will contribute to this progress and will be taken
into account.
Level 1
These pupils will have a moderate to severe permanent hearing impairment as advised by the Teacher of the Deaf.
Core criteria:- Pupils needs will include all of the elements below:
1. Will have been prescribed personal hearing aids requiring ongoing audiology support. Cognitive ability will cover
the full range.
2. Unable to access the curriculum without skilled in-class individual support and preparation for language intensive
lessons.
3. Hearing impairment requires the academic and social curriculum to be modified.
4. Receives audiological and curriculum support from a qualified Teacher of the Deaf on a monitoring basis. This will
normally be 6 times per year and will include the need for assessment, monitoring of progress and advice and
guidance to school staff. There will need to be clear evidence that advice has been implemented by the school.
5. Access to a range of specialist equipment, for example a radio system and support from professional e.g. Speech
and Language Therapy.
6. Language attainment will show gaps particularly in vocabulary and sentence structure.
7. Speech production will be intelligible but will lack some clarity.
Level 1
Pupils with Visual Impairment
These pupils will typically have moderate visual impairment within a mainstream setting and be capable of achieving full
access to the National Curriculum with appropriate modifications.
Page 29
Category D -Sensory
Core criteria:- Pupils needs will include all of the elements below:
1. Have moderate visual impairment requiring daily and on-going adult intervention including involvement from the
sensory service to facilitate curricular access and ensure safety.
2. Be unable to visually access board work, needs enlarged print for most reading materials and may require additional
verbal information.
3. Have a typical diagnosis:
 distance acuity between 6/24 - 6/36
 near visual threshold of between print size N14 - N18
4. Need greater access to specialist ICT due to their visual impairment.
5. Special arrangements for all national assessments and exams.
6. Individual adaptations to the environment e.g. steps, blinds, lighting to achieve an optimal learning environment and to
ensure safety around the school site.
7. INSET for school staff. The sensory support service will be required to provide information on assessment, monitoring
of progress, advice and guidance to school staff. There will need to be clear evidence that advice has been
implemented by the school
8. A risk assessment will be needed on school trips to ensure access.
9. Would meet the criteria to be registered as sight or severely sight impaired.
10. Programmes to develop social competence and emotional well-being will be needed
11. Homework will need to be adapted.
12. Pupils may need mobility training to develop their independence.
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Category D -Sensory
Level 2
Pupils with Hearing Impairment
Pupils would meet all criteria in Level 1, plus the following criteria.
1. These pupils will have a moderate to severe hearing loss as advised by a Teacher of the Deaf with delayed
language and listening skills.
2. Adult support will be necessary for the pupil to access language intense lessons.
3. Pupils will have significant hearing loss but will be working towards independence in some areas.
4. At least 6 times per year specialist advice for setting staff on how to enable full access to the curriculum and
evaluate provision.
5. Audiological and curriculum support by a Teacher of the Deaf to regularly assess understanding, develop
language skills and extend language (including subject specific language), monitoring of progress, advice and
guidance to school.
6. At least monthly visits by a Teacher of the Deaf to assess language skills, monitor programmes and provide advice
and guidance.
Level 2
Pupils with Visual Impairment
These pupils would meet all criteria in Level 1, plus the following criteria.
1. Have severe visual impairment requiring daily and ongoing adult intervention to facilitate curricular access and to
ensure safety including involvement from the sensory service.
2. Be unable to visually access board work, need enlarged print for most reading materials and may require
additional verbal information.
3. Have a diagnosis of:
 Distance Acuity between 6/36 and 6/60
 Near visual threshold of between print size 20 and 36
4. Will require a higher level of 1:1 support across all settings, in particular for all lessons with high literacy content.
5. The level of visual impairment will require at least 3-4 hours additional preparation and resourcing.
Page 31
Category D -Sensory
Level 3
Pupils with Severe or Profound Sensori-neural Hearing Loss
Pupils must meet all the core criteria in Level 1 and 2 with the following:
Core criteria:- Pupils needs will include all of the elements below:
1. Have severe to profound sensori-neural hearing loss in the better ear as advised by medical diagnosis or the
Teacher of the Deaf and/or the cochlear implant team.
2. As a result of the hearing loss pupils will also have delayed language and listening skills.
3. Personal hearing aids and/or cochlear implant requiring ongoing audiology support. Cognitive ability will cover the
full range.
4. Due to their sensory difficulties these pupils will struggle to make sense of their environmental sounds, especially
spoken language, resulting in the need for an adapted acoustic environment and modified language in all subjects.
5. The academic and social curriculum needs to be modified.
6. Receives audiological and curriculum support from a qualified Teacher of the Deaf. This will normally be a weekly
visit of 1-2 hours and will include the need for assessment, monitoring of progress and advice and guidance to
school staff. There will need to be clear evidence that advice has been implemented by school.
7. Has difficulty understanding the speech of adults and peer group at an age-appropriate level without individual
support, whether signed, written, oral/aural.
8. Access to a range of specialist equipment, for example a radio system and resources and support from a range of
educational, social and medical agencies.
9. Language attainment will show gaps particularly in vocabulary and sentence structure. Language skills will appear
significantly delayed.
10. Clarity of speech and the ability to be understood will have an impact on all areas of the social and academic
curriculum.
11. Even with average or higher than average levels of attainment the hearing impaired pupil needs support to ensure
access to the academic and social curriculum of the school throughout their education.
12. Appropriately trained and experienced adults will be needed to ensure the correct management of specialist
equipment and to support the young person in becoming independent in the use of their equipment.
Page 32
Category D -Sensory
13. Programmes to develop social competence and emotional well-being may be appropriate.
Level 3
Sensory Vision Pupils
Pupils must meet all the core criteria in Level 1 and 2 with the following:
Core criteria:- Pupils needs will include all of the elements below:
1. Pupils Acuity will be less than 6/60
2. Require 100% differentiated learning materials across the curriculum and require full-time support and supervision
throughout the school day due to their vision impairment with extra time required to adapt materials and resources.
3. Access to a range of specialist equipment and resources.
Level 4
4. These pupils will need appropriately trained and experienced adult to ensure correct management of specialist
equipment and resources, including magnification and/or speech software.
5. Adults working with the pupil will need a higher level of ICT expertise to support specialist equipment including
magnification and/or speech software.
6. For Braille users in primary education – access to an adult who has Braille skills or who is willing to undertake the
necessary training.
Multi-Sensory Impairment (MSI)
Please note that Braille users in secondary education will be supported at Level 4.
Pupils with multi-sensory impairment have a combination of visual and hearing difficulties. They are sometimes referred
to as deafblind but may have some residual sight and/or hearing. Many also have additional disabilities but their complex
needs mean that it may be difficult to ascertain their intellectual abilities.
MSI – These children may have very severe medical needs which may be linked to physical disability
Core criteria:- Pupils needs will include all of the elements below:
1. Both significant visual and hearing difficulties as diagnosed by relevant outside agencies.
2. These children will require an extremely high level of individual support, possibly from a health assistant.
3. Individual adaptation to the environment such as ramps and toilets. Quiet, carpeted areas. Technical aids
including ICT available and access to hydrotherapy
4. Appropriate training in manual handling as required will be needed
Page 33
Category D -Sensory
5. The teaching arrangements described in this level are typically for pupils with profound and multiple learning
difficulties when visual impairment is a significant factor.
6. Individualised programme of alternative forms of communication which may include very specialist ICT resources
where appropriate.
Page 34
CATEGORY E – Physical/Medical
Level 1
Pupils with Medical Difficulties
Core criteria:- Pupils needs will include all of the elements below:
1. Pupils will need regular, additional time to complete tasks.
2. Pupils will require support from a range of adults following guidance from an appropriately qualified health
professional in order to implement specific support strategies so that they can make expected progress.
3. Pupils will have a medical need which impacts on their ability to access the academic and social curriculum.
4. Individual help is needed at intervals during the day including supported social interactions with a wider range of
people. Examples of the medical conditions may include severe uncontrolled epilepsy, tube feeding or oxygen
dependency.
5. Additional adult support to enable the pupil to be safely placed with good medical support.
6. Owing to their medical conditions, often potentially serious, a health care plan will need to be drawn up in liaison
with health professionals. Some staff will be specially trained to react appropriately to potential medical
emergencies.
7. Secure medical control procedures are required.
8. Flexible arrangements will need to be made to ensure that any loss of learning due to appointments/sickness is
made up.
9. Require ongoing health intervention.
Level 1
Pupils with Physical Disabilities
Core criteria:- Pupils needs will include all of the elements below:
1. Pupils will need regular, additional time to complete tasks.
2. Pupils will require support from a range of adults following guidance from an appropriately qualified health
professional in order to implement specific support strategies so that they can make expected progress.
Page 35
CATEGORY E – Physical/Medical
3. Require ongoing therapy support/health interventions.
4. Individual adaptation to the environment such as ramps and toilets. Quiet, carpeted areas. Access to hoists will
be required.
5. Pupils will need access to adapted furniture, technical aids and appliances as well as associated storage areas.
6. Advice from a professional commissioned by the Local Authority identifies the need for technical aids including
ICT and possibly access to hydrotherapy.
7. Child’s level of physical difficulty requires safe moving and handling from appropriately trained adults.
Level 2
Pupils with Medical Difficulties
Pupils must meet all the core criteria in Level 1 with the following:
Core criteria:- Pupils needs will include all of the elements below:
1. The pupil has an ongoing, long-term significant medical condition as diagnosed by a relevant health
professional, which impacts on their learning and/or safety.
2. To implement the advice of medical professionals pupils require trained adult support to access the vast majority
of the curriculum/school day due to the identified medical need
3. Evidence of an up-to-date health care plan and risk assessment and adult support to ensure safety.
4. Ongoing multi-professional support and advice for planning, reviews and evaluation of progress in relation to the
education setting, equipment and/or family support.
5. Due to both the probability and severity of the medical condition there is a need for specific emergency
procedures to be implemented and shared with a number of school staff.
6. Due to their medical condition there is a need for awareness training to be delivered to their peers.
7. Will require therapeutic support linked to the impact of their medical condition, especially at times of transition.
Page 36
CATEGORY E – Physical/Medical
Level 2
Pupils with Physical Disabilities
Pupils must meet all the core criteria in Level 1 with the following:
Core criteria:- Pupils needs will include all of the elements below:
1. The pupil will be a non-independent wheelchair user and not able to transfer without adult intervention.
2. Will have gross motor, fine motor and/or oro motor difficulties.
3. Requires use of Alternative and Augmented Communication (Any method of communicating that supplements the
ordinary methods of speech and handwriting where these are impaired) because of physical impairment
4. Evidence of moving and handling Risk assessment which has been reviewed annually and updated when
necessary.
5. Has difficulty with eating, drinking and requires adult support following guidance from a specialist Speech and
Language therapist
6. Requires accessible transport and appropriate additional staffing for all curriculum organised trips in line with the
risk assessment and to ensure their privacy and dignity.
7. Reliant on adult support for moving, positioning, personal care, including toileting, e.g. require use of hoist
8. Use communication and/or other technical aids which require preparation and frequent support for use.
9. Require specialised equipment and constant support to access teaching and learning
10. Requires ongoing therapy support, implemented in school as advised by a range of therapists; e.g. occupational
therapist, physiotherapist, speech and language therapist
Level 3
Physical/Medical
Pupils must meet all the core criteria in Level 2 (Medical) with the following:
Core criteria:- Pupils needs will include all of the elements below:
Page 37
CATEGORY E – Physical/Medical
1. Reliant on ongoing and intensive intervention to maintain and mitigate risk of escalation of medical/physical
needs.
2. It is unlikely that they would recognise or articulate deterioration in their medical condition which may change
rapidly.
3. Manual Handling Risk assessment required - Assessment indicates full dependency on adults, need hoists for
all transfers as advised by medical professionals.
4. Requires full-time adult support including toileting, all aspects of personal care, eating, drinking and all nutritional
needs.
5. Requires accessible transport and appropriate additional staffing for all curriculum organised trips in line with the
risk assessment and to ensure their privacy and dignity.
6. Has additional learning/communication difficulties that require support over and above that provided by Level 2
7. Specialist teaching with real experience following well established multi-agency advice with communication,
exercising choice, developing independence, sensory awareness and interpreting the environment.
8. Because of the likelihood of deterioration in the pupil’s medical condition an immediate response from on call
trained staff is required.
9. Pupils will need highly skilled adults who can interpret pupil’s communication and ensure well-being.
Page 38
Request to Access Top Up Funding 2015/16
1.
School Name:
2.
Pupil Name:
3.
a.
School Number:
Date of
Birth:
b. Current Year
Group
4.
5.
National DfE SEN Code ( School census primary need)
6.
Please identify the category you have identified, eg Cognition &
Learning.
7.
Identify by name specific members of VLS, CFS, Connexions, or other
who have been involved.
8.
Please include a pen picture of the pupil
9.
Using the universal banding framework, complete evidence for each element
Universal Banding Framework
Category level
descriptors as
detailed in the
framework
Evidence to show how the criteria have been met. Attach
documentation as required for each piece of evidence
Signed:
(Headteacher only)
Date:
Schools to email a list of pupils (Including name, date of birth, funding category and level)
for who Top Up funding is sought to Mandy Plumridge at topup.funding@nsomerset.gov.uk. Each application to be collated and placed with an individual labelled
poly pocket and brought to the moderation on the stated date. Please ensure that this
completed and signed form is included in the application.
Page 39
Request to Access Top Up Funding for Transfer Pupils 2015/16
(Within Year)
1.
School Name:
2.
Pupil Name:
3.
a.
School Number:
Date of
Birth:
b. Current Year
Group
4.
5.
National DfE SEN Code ( School census primary need)
6.
Please identify the category you have identified, eg Cognition &
Learning.
7.
Identify by name specific members of VLS, CFS, Connexions, or other
who have been involved.
8.
Please include a pen picture of the pupil
9.
Using the universal banding framework, complete evidence for each element
Universal Banding Framework
Category level
descriptors as
detailed in the
framework
Evidence to show how the criteria has been met. Attach
documentation as required for each piece of evidence
I confirm that the pupil meets the within year application criteria e.g. they have
joined the school as part of a phased transfer.
Signed:
(Headteacher only)
Date:
Schools to email a list of pupils (Including name, date of birth, funding category and level)
for who Top Up funding is sought to Mandy Plumridge at topup.funding@nsomerset.gov.uk. Each application to be collated and placed with an individual labelled
poly pocket and brought to the moderation on the stated date. Please ensure that this
completed and signed form is included in the application.
Page 40
TOP UP FUNDING - MONEY FOLLOWING PUPIL NOTICE
This form to be completed by the school from which the pupil is leaving/has left.
PART A – Current allocation details
1.
School Name:
2.
Pupil Name (IN CAPS):
3.
Date of Birth:
4.
Date leaving school:
5.
Current Top up
category:
6.
Reason for leaving:
(eg: Cognition
and Learning
level 1
i)
Moved to another school. Please give new name, if known
ii)
Moved out of LA
iii)
Permanently
Excluded on:
(give date)
iv)
Signed:
(Headteacher)
PART B – Funding adjustment
Receiving school notified of funding allocated:
Database pupil record amended on:
CYPS Resources Service notified on:
New Funding Statement Issued to School on:
Page 41
Date:
NORTH SOMERSET PEOPLE AND COMMUNITIES DIRECTORATE
REVIEW REPORT FOR A PUPIL SUPPORTED THROUGH TOP UP
FUNDING/ NEW REQUEST (DELETE AS APPLICABLE)
For Non-statemented and new applications please ensure that this report includes a detailed
description of the child’s progress and areas of ongoing concern. Current timetables of support and
how you anticipate using Top Up Funding. IEPs, reviewed strategies in place and any reports
available to you.
Date of Review Meeting
Pupil's Name:
Date of Birth:
Name of School:
Current Year Group:
Top up category:
e.g. Cognition &
Learning Level 1
The following attended the review or have been consulted:
Present
Name
Status
Yes
Page 42
No
Report
Received
Yes
No
1. Areas of ongoing concern. What areas does the student have difficulties in.
2. Pupil's progress towards meeting IEP targets
Please attach a copy of the current IEP and personalised Provision Map
Page 43
3. Details of the use of resources, both school and LA, to support the pupil. Please
include ICT and equipment in this section.
Page 44
4. Details of effective teaching approaches/strategies used in meeting the pupil's
needsp
Page 45
PLEASE NOTE THIS IS ESSENTIAL INFORMATION
5. Date and result of last 3 Years NC Statutory Assessment and/or results of Current
Teacher Assessment
NCY
Maths
English
Science
Overall
Levels
Speaking
and
Listening
Reading
Writing
Overall
Levels
Year
Year
Year
Results from standardised tests and/or other assessments, eg reading age baseline
assessments and P Scales
Page 46
6. Summary of the review and details of planning for the next 12 Months
Completed By: ...................................................................................................................
Signed: ..................................................................................... Date: ...........................
Page 47