EARLY YEARS
FOUNDATION STAGE
ACTION PLUS
GUIDANCE AND
AUDIT CRITERIA
SEPTEMBER 2013 TO JULY 2014
DETAILS OF
EARLY YEARS ACTION PLUS
FUNDING APPLICATIONS
CONTENTS
Page
1.
2.
3.
4.
A Guidance to inform practitioners of the Early Years Action Plus
Funding Process
3
Early Years Action Plus – High Needs Funding Equivalent Tariffs (at school age)
11
Early Years Foundation Stage Action Plus Funding Application Form for
children attending Pre-Schools, Nurseries and Childminders
12
Early Years Foundation Stage Action Plus Form 1a –
Annual Audit Application Form
13
Early Years Foundation Stage Action Plus Form 2a –
In-Year Audit Application Form
15
Applications for funding for children 18 months to 3 years:
17
Audit Criteria – Early Years Personal, Social, Emotional – EYPSED
Audit Criteria – Early Years Speech, Language and Communication – EYSLC3
Audit Criteria – Early Years Physical Impairment– EYPI3
Audit Criteria – Early Years General Developmental Delay–EYGDD2
Audit Criteria – Early Years Combined Impairment – EYCI
Audit Criteria – Early Years Medical – EYM
18
19
20
21
22
23
Applications for children 3 years to Year 1:
24
Audit Criteria – Early Years Personal, Social, Emotional – EYPSED
Audit Criteria – Early Years General Developmental Delay – EYGDD2
Audit Criteria – Early Years Speech, Language and Communication – EYSLC2
Audit Criteria – Early Years Speech, Language and Communication – EYSLC3
Audit Criteria – Early Years Speech, Language and Communication – EYASD3
Audit Criteria – Early Years Sensory, Hearing 2 – EYSH2
Audit Criteria – Early Years Sensory, Visual Impairment 2 – EYSV2
Audit Criteria – Early Years Physical Impairment 2 – EYPI2
Audit Criteria – Early Years Physical Impairment 3 – EYPI3
Audit Criteria – Early Years Sensory – Combined Impairments – EYCI
(not applicable for Reception/Year 1)
Audit Criteria – Early Years Medical – EYM
25
26
27
28
29
30
31
32
33
34
Applications for children entering or attending Reception Class Level 1:
36
35
The old level 1 categories are included in this document. They are there as a resource for
schools to use internally to agree the funding that assessed need might require from the
notional formula based element 2 SEN budget.
Audit Criteria – Early Years General Developmental Delay – EYGDD
Audit Criteria – Early Years Speech, Language and Communication – EYSLC1
Audit Criteria – Early Years Sensory Hearing 1 – EYSH1
Audit Criteria – Early Years Sensory Visual Impairment 1 – EYSV1
Audit Criteria – Early Years Physical Impairment – EYPI1
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2
EARLY YEARS ACTION PLUS
GUIDANCE
SEPTEMBER 2013 – 2014
A GUIDANCE TO INFORM PRACTITIONERS OF
THE EARLY YEARS ACTION PLUS FUNDING
PROCESS
Purpose
To support the process of funding applications to all
Early Years provision. This funding supplements
resources made available through Provision for All and
Early Years Action.
Information
Detail as to how Early Years Action Plus resources can
be applied for and are allocated through criteria (Audit
Framework), following County Moderation to reflect
need.
Background
Special Educational Needs Code of Practice
Early Years Foundation Stage Framework
Issued 1 September 2013
Link to High Needs Funding Guidance 2014/15 including 13/14 In Year
Arrangements
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CONTENTS OF GUIDANCE
Page
1.
Introduction
5
2
The Early Years Action Plus Funding Criteria
5
3
The Nature of Intervention
6
4
Allocation of Early Years Action Plus Funding
6
5
Early Years Action Plus Application Evidence Criteria
7
6
Process of Application for the Early Years Action Plus funding for
children in Pre-school provision
8
Transition arrangements for funding where child is already in receipt of
EYAP funding in Preschool into school
9
7
8
New Applications for children entering Reception classes
10
9
The Alignment of EYAP and SAP within school
10
10
Early Years Foundation Stage – School Action Plus Equivalent Tariffs
11
Early Years Action Plus Funding Application Form
12
Early Years Action Plus Form 1a: Annual Audit Application
13
Early Years Action Plus Form 2a: In-Year Audit Application
15
PLEASE NOTE:
The term of ’setting’ refers to all provision delivering the Early Years Foundation
Stage.
The term ‘practitioner’ refers to all adults working within provision which delivers the
Early Years Foundation Stage.
This is a guidance to support funding applications and contains the Early Years
Action Plus criteria for September 2013/2014.
An Early Years Action Plus report on identification, levels of incidence across three
years, funding trends and developments is published separately.
Both documents can be found on the EIS website www.six.somerset.gov.uk/eis
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1.
Introduction
Early Years Action Plus funding application process reflects the statutory
requirements of the Early Years Foundation Stage (EYFS) framework and
supports effective transition into Year 1.
The Early Years Action Plus criteria applies to children from 18 months to 6
years of age who attend preschool, schools and accredited childminders. The
guidance aims to provide information of the process for those working within
provision supporting children with Special Educational needs. The
information within this guidance refers to Somerset’s processes for early
identification and assessment and reflects the statutory requirements of the
Early Years Foundation Stage framework and the Early Years SEN Code of
Practice Nov 2001.
There is a package of training offered to support the implementation of
Somerset’s processes for early identification and support. They are delivered
by the Early Years Area SENCO Advisory Team and Early Years Educational
Psychologists. Essential training for all Early Years SENCOs is 'Calling Early
Years SENCO' (2 Days). Further training offering a focus on specific aspects
of Early Years are as follows:

‘Manual Handling and Risk Assessment Planning' for settings who are
supporting children with complex physical needs

'Complex Social Communicative Difficulties' (2 days)

‘Portage Workshops' (2 days)

‘Use of the Generic Developmental Journal’ (1 day)

EYSTC Induction, Level 2 and Coordinator Level

Behaviour as Communication (1/2 day)
You may wish to contact your Area SENCO for further details, or refer to the
Early Years Newsletter for dates for the year.
2.
The Early Years Action Plus Funding Criteria
The EYFS statutory l requirements for ratios of adults to children will impact
on the criteria requirements for provision planning. The EYFS Action Plus
funding criteria has therefore been divided into 3 different parts.
EYFS Action Plus criteria for children 18 months to 3 years apply to children
with the highest level of need and high level of adult intervention. Where a
child has very complex needs, and is under 18 months, going into a setting
please contact your Area SENCO.
EYFS Action Plus criteria for children 3 years to Yr1 apply to children with
highest level of need who require specific and targeted provision to facilitate
additional actions required.
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3.
The Nature of Intervention
Monitoring children’s progress throughout the foundation stage is essential.
Early years education settings should adopt a graduated approach to meeting
a child’s needs as indicated in SEN Code of practice November 2001.
There is sometimes an expectation that ‘Action’ in Early Years Action and
Early Years Action Plus will comprise of support in the form of the deployment
of extra staff to enable one to one tuition to be given to the child. This may
not be the most appropriate way of helping the child. The ‘Action’ may take
the form of training, physical or sensory adaptations or provision planning to
enable the very young child with special educational needs to learn and
progress to the maximum possible.
The key lies in effective individualised arrangements for learning and
teaching. The resources might be extra adult time; the provision of different
materials or special equipment; some individualised or group support or staff
deployment and training.
Early Years Action Plus is characterised by the involvement of LA and the
community health services who support early years providers with advice,
provide more specialists assessments, give advice on strategies or materials
and in some cases provide support for particular activities. It is essential that
settings are able to show that advice and resources have been used to the
benefit of the child.
4.
Allocation of Early Years Action Plus Funding
Early Years Action Plus funding is applicable for those children whose needs
will determine appropriate modifications being made within a setting. Funding
is allocated in response to the needs of the child and requirements of the
provision at the time of application. The nature of a child’s development can
change significantly in the early years. It cannot be assumed that once an
application is awarded at a particular category or level that will remain
throughout the time a child is accessing Early Years’ provision. The
monitoring and review of a child’s progress and a setting’s provision to meet
those needs must be reviewed on an annual basis.
Entry into a Preschool and subsequently to School is a crucial and vulnerable
time for a child and family. The Early Years Action Plus Audit process is
designed to support transition.
The children involved are likely to be known by a number of different
professionals and agencies and will be on the MAISEY database. (MAISEY
meetings coordinate actions, assessments and interventions from birth to the
end of reception.)
Involvement from agencies would indicate there has been a period of
observation, possible immediate intervention and discussion as to appropriate
intervention and additional provision necessary to support the child. This
discussion should include possible recommendations for setting to apply for
Early Years Action plus funding.
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5.
Early Years Action Plus Application Evidence Criteria
Early Years Applications should include the following evidence:
5.1
5.2
5.3
5.4
5.5
Evidence of the child’s need
Evidence of multi agency recommendations
Provision planning currently in place and required to be in place
Evidence of monitoring progress and reviewing individual plans
Evidence for funding applications
Attached to the criteria are copies of the Early Years Action Plus application
form for Preschool providers and Early Years High Needs Funding application
form for schools to use.
5.1
Evidence of the child's need will be indicated by reports from
appropriate professionals, from parent observations and setting
observations as indicated in the audit criteria. MAISEY referral needs
to be considered. We recognise that a very few parents may not give
consent for MAISEY but this will not affect access to funding.
5.2
Evidence of multi agency recommendations


5.3
Evidence of provision planning would include some of the following:








5.4
Examples of sharing relevant information – working in
partnership with parent/carer to identify appropriate provision/
intervention
Response made to Area SENCOs and Educational
Psychologists, Community Therapists and Sensory Support
Advisers recommendations
Any adaptations made necessary for setting
Equipment or resources required or obtained
Staff training identified
Specific individual support put in place to support child
Evidence of collaboration with other professional agencies
Observations of child’s strengths and needs and individual
progress over time
Preschool or School Entry Plans
Medical care plan
Evidence of monitoring progress and reviewing individual plans
should include:



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Examples of child’s progress against the developmental
elements within the Early Years Foundation Stage and the
Foundation Stage Profile, eg use of Personal Pathways and the
practitioner copy of the Developmental Journal
Evidence of graduated approach and interventions with
outcomes, ie an IEP or PEP with appropriate reviews
Outcome of 2 year old check
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



5.5
It is an expectation that there is documented evidence of
parents involvement in the processes of monitoring and
reviewing a child’s progress
Once a child starts in the reception class there should be an
Autumn review of the School Entry Plan (date of which should
be agreed at the original School Entry Planning meeting)
The School Entry Plan review fulfils the same function as the
Annual review
In year 1, the School Annual Review can be submitted for Yr2
funding application
Evidence for funding applications should be gathered as part of
practitioner’s normal good practice.
Evidence collated for the Early Years Action Plus audit process are
very often a valuable resource for subsequent use to inform a child’s
School Entry Plan.
6
Process of Application for the Early Years Action Plus funding for
children in Pre-school provision
The Early Years Action Plus audit panel for preschool aged children will meet
each term. Area SENCO, Early Years Educational Psychologist and MAISEY
administrators will have the dates for the year.
For preschools applications the outcome of the Audit panel decision is
indicated on the Audit application form. If the application is turned down the
reason will be written at the foot of the application form.
A letter from the Early Years audit administrator follows successful application
with details of funding. Please Note: the Pre School SENCO must make
note of the period of funding and must coordinate re-application in the term
prior to the funding coming to an end if required.
6.1
Additional sessions requested by setting
Regard is taken for the number of hours a child attends a non
maintained setting. It is not the sole determining factor for allocation of
funds but does provide a guide to the audit panel as to percentage of
time a child is within the setting. Should a setting significantly increase
the number of hours a child accesses the setting they may need to
contact their Area SENCO for a request for an increase in funding.
Where settings request additional sessions, the Area SENCO will be
approached to review the quality of provision and intervention before
additional funds are awarded.
The total number of hours for which additional funding can be awarded
is 15 hours.
Should a child attend two provisions the funding will be allocated on the
basis of need within each particular provision up to a maximum of 15
hours.
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6.2
Monitoring and review processes
In most cases funding in preschool will apply for 1-3 terms and re
application will be necessary at the appropriate time prior to the funding
ceasing. Please ensure the date the funding ceases is noted and a
reapplication made in the half term prior to this date.
All children who are identified as being at Early Years Action Plus level
of need, whether in receipt of funding or not, will need a School Entry
Plan to identify their child’s strengths, needs, provision requirements
and possible funding category on transfer to school.
7.
Transition arrangements for funding where child is already in receipt of
EYAP funding in Pre-school into school
There will be a review of funding requirements, when planning transition into
school, and decisions confirmed after the School Entry planning meeting.
They should be recorded on the front sheet of the School Entry Plan.
The outcome of funding decisions may be to remain on the same criteria and
tariff level. If this is a high needs (HN) tariff the decision must be recorded on
the front sheet of the School Entry planning proforma and sent through to
Simon Heritage, EYAP/High Needs Funding administrator, County Hall. NO
roll over will take place unless confirmed by School Entry Planning
meeting.
If the level of funding needs to be changed to a higher tariff or a complete
change of category is necessary, an application for a change should be made
by the school at the Summer In-Year audit prior to starting school, or at an InYear audit during for the first year in school.
For school aged children, High Needs Medical Funding will be allocated on
the basis of TA costs rather than a weighted tariff. Therefore there is no ‘roll
over’ of funding on school entry for this tariff. An application for Medical
category must be submitted at the February Annual audit or Summer In-Year
audit, to ensure appropriate funding is in place on school entry.
Please note that a School Entry Plan fulfils the same function as the Annual
Review fulfils for children in later year groups. There is no need to complete
an Annual Review prior to admission to school or for an Autumn Term In-Year
application.
Once a child starts in the reception class there should be an Autumn review of
the School Entry Plan, organised by the school, involving professionals as
required.
Please remember that High Needs Funding is for the highest proven level of
severe and complex need in the County. It is the 'top up' funding source
delegated to schools, where needs require funding of £6,000 plus.
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FOR SCHOOLS ONLY
8.
New Applications for children entering Reception classes
In the case of new applications it is the responsibility of the receiving school to
collate relevant evidence and compile the application. It is also important that
the Headteacher/Senior Manager signs the relevant application form
(attached to this guidance pack).
The School Entry planning meeting is an ideal time to identify the evidence
available from the parent/carer, Preschool/Nursery and/or Childminder and
involved agencies.
Applications can be made at the In year Audit in June, prior to starting school,
for the following reasons:






The pre-school setting had identified the need but due to staffing ratios
had not needed additional funding to provide for the child
There has not been an opportunity to hold a School Entry Planning
meeting
Where a child’s needs has recently been identified and therefore
detailed assessment/observations have not been carried out
Where the child’s school entry may be deferred
Where there are discussions about school placement
Where transition planning requires an additional level of sensitivity
There are circumstances where crucial reports or provision evidence,
indicating the level of the child’s needs, are not available at the June audit and
therefore could compromise the success of the application. In such
circumstance or where a child is unknown to MAISEY and the child is due to
start school with a high level of need, it may be more appropriate to make an
application at the Autumn In-Year Audit. If approved this funding is then back
dated. In addition schools can make In-year applications at the start of any
term in the first year of schooling.
9.
The Alignment of Early Years Action Plus and High Needs Funding
within school
Children in R (0) and Yr 1 will be receiving support according to the Early
Years Action Plus criteria although funded from the High Needs Funding
budget. Please ensure that you use the Early Years Action Plus Criteria in
your applications in Year R (0) and use the High Needs Funding criteria for
children in Year 1 for Year 2.
Early Years Action Plus criteria are equivalent to Level 2 or Level 3 as
indicated with the exception of EYPSED which will equate to BESD Level 1
funding.
The table below should clarify the tariff allocation.
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Early Years Action Plus – High Needs Funding Equivalent Tariffs
10.
Early Years Action Plus Category
School High Needs Funding
Category
EYSCL3
HNASD2
EY ASD3 ( for school application only)
HNASD3
EYPSED
BESD1 (Element 2 Formula Funded)
EYPSED2 ( exceptional application only)
HNBESD2
EYGDD1
LGDD1 (Element 2 Formula Funded)
EYGDD2
HNLGDD2
EYSCL1
LLC1 (Element 2 Formula Funded)
EYSCL2
HNLLC2
EYPI1
PI1 (Element 2 Formula Funded)
EYPI2
HNPI2
EYPI3
HNPI3
EYSH1
SH1 (Element 2 Formula Funded)
EYSH2
HNSH2
No Early Years category
HNSH3
EYSV1
SV1 (Element 2 Formula Funded)
EYSV2
HNSV2
No Early Years category
HNSV3
EYM – MEDICAL
HNMEDICAL/OTH TA UNIT
EYCI
No equivalent High Needs Funding
category on school entry (see note
below)
EYAP categories EYPSED2, EYM and EYCI do not attract rollover funding at school
entry. Where High Needs Funding is required for these categories, the school
should submit an In-Year audit application.
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EARLY YEARS ACTION PLUS FUNDING APPLICATION FORM
FOR CHILDREN ATTENDING PRE-SCHOOLS, NURSERIES AND CHILDMINDERS
Full name of child:
Date of Birth:
Name and address of Parents:
Funding Criteria being applied for:
eg EYSLC2
Application made on behalf of pre-school setting (please include postal address and email):
Contact Name at Pre-school & telephone number:
Application to be returned to if different from above: (please give name and address)
Application completed by: (please print)
Date:
Number of hours child attends provision in a week
State how much funded time you are requesting up to 15 hours
(Pro rata for dual placed child)
If child attends another preschool please give full name:
Does the child receive Portage?
Yes
No
Is child on MAISEY
Yes
No
The following evidence may be available to be included when submitting the application:
NB: Please ensure you have gained permission from the relevant person for their evidence to be included.
Possible evidence to be included in the application
Has the evidence
been included?
Parent Held Record
Pre-school Observations/Assessment
Additional notes from meetings, phone calls or liaison with parent/carers or other professionals
Pre-school entry planning meeting notes, other transfer information
Individual Educational Plans and reviews
Reports from Area SENCO
Reports from Speech and Language Therapists, Physiotherapist or Occupational therapist
Portage Reports/Notes
Reports from Educational Psychologists
Reports from Paediatrician, GP, Health visitor
Reports or intervention from Children Centre services
Reports from Support Service Advisory Teachers, eg Hearing, Visual, Physical/Medical (PIMMS)
Please send this application to:
Mr Simon Heritage, EYAP Administrator, Learning & Achievement, County Hall, TAUNTON, Somerset, TA1 4DY
Application Agreed:
Yes
No
If No, reasons why rejected:
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EARLY YEARS HIGH NEEDS FUNDIN FORM 1a: SCHOOLS ONLY
2013/14 ANNUAL AUDIT APPLICATION
FOR OFFICE USE ONLY
FUNDING DECISION (MODERATION PANEL TO COMPLETE)
Approved Audit Category
For Medical Cases:
Please state Number of Units
wef
End Date
Where a decision is NIL, a sheet will be included explaining the moderators' reasons
SCHOOLS: PLEASE COMPLETE PARTS A AND B
PART A – APPLICATION DETAILS
Please attach to this form a copy of the relevant Audit Framework page which shows the audit category and
lists the evidence for your application.
Please tick box to indicate your Area Base
Area 1 – Chandos
Area 2 – Wells
1.
Treasurer No:
2.
Pupil Name (IN CAPS):
3.
Date of Birth:
4.
Year Group (NCY):
5.
SEN Code of Practice Stage: (please tick)
Area 3 – Buckland
Area 4 – Holway
School Name:
at September 2008 (ie current year group)
Early Years Foundation Stage Action Plus (previously School Action Plus for reception aged children)
Additional Needs (Element
2 Formula Funded)
High Needs Funded
(Element 3)
Under
Assessment
Statement
6.
Dual Placement?
Yes
No
If Yes, number of days per week attending:
7.
Part time pupil?
Yes
No
If Yes, number of days per week attending:
Deferred entry?
Yes
No
Date due to start school:
8.
Current Audit Category if child in receipt of funding:
Code
(eg EYGDD2)
9.
Audit Category requested for September 2014 (Apply for one only): Code
(eg EYGDD2)
For medical, please state Number of Units
10.
Does this pupil have a Statement of SEN and reside in another LA?
Yes
No
If Yes, which LA?
11.
Is this pupil registered in a Resource Base?
12.
SEN Support Services Contact:
Yes
No
Part B Continues on second page
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PART B – CERTIFICATION
I confirm that, based on the evidence presented, this application should be considered for High Needs Funding
Signed:
(Headteacher/Senior Manager)
Date:
NB: THIS APPLICATION WILL NOT BE CONSIDERED IF IT IS SUBMITTED WITHOUT THE HEADTEACHER’S/
SENIOR MANAGER'S SIGNATURE
PLEASE SEND THIS APPLICATION TO:
Mr Simon Heritage
High Needs Funding Finance Team
Learning & Achievement
County Hall
TAUNTON
Somerset
TA1 4DY
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EARLY YEARS HIGH NEEDS FUNDING FORM 2a:
2013/14 IN-YEAR AUDIT APPLICATION
FOR OFFICE USE ONLY
FUNDING DECISION (MODERATION PANEL TO COMPLETE)
Approved Audit Category
For Medical Cases:
Please state Number of Units
wef
End Date
Where a decision is NIL, a sheet will be included explaining the moderators' reasons
SCHOOLS: PLEASE COMPLETE PARTS A AND B
PART A – APPLICATION DETAILS
Please attach to this form a copy of the relevant Audit Framework page which shows the audit category and
lists the evidence for your application.
Please tick box to indicate your Area Base
Area 1 – Chandos
Area 2 – Wells
1.
Treasurer No:
2.
Pupil Name (IN CAPS):
3.
Date of Birth:
4.
Year Group (NCY):
5.
SEN Code of Practice Stage: (please tick)
Area 3 – Buckland
Area 4 – Holway
School Name:
at September 2008 (ie, current year group)
Early Years Foundation Stage Action Plus (previously School Action Plus for reception aged children)
Additional Needs (Element
2 Formula Funded)
6.
7.
High Needs Funded
(Element 3)
Under
Assessment
Statement
Dual Placement?
Yes
No
If Yes, number of days per week attending:
Part time pupil?
Yes
No
If Yes, number of days per week attending:
Does this pupil have a Statement of SEN and reside in another LA?
Yes
No
If Yes, which LA?
8.
Is this pupil registered in a Resource Base?
Yes
9.
Audit Category requested for In-Year Audit (Apply for one only):
No
Code
(eg EYGDD2)
If Medical please state Number of Units requested
10.
Additional In-Year Criteria: In addition to the above information, I confirm that the following criteria applies
(please tick box)
Moved into County from
(LA)
Transferred from Special School
(School Name)
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Transferred from Alternative Provision
(please describe)
First admission. Date due to start/started school
Exceptional and Long Term change in medical need
Traveller/Child in Care (new to school) (New would be within the last 3 months)
Transferred from mainstream without funding but has sufficiently high level of need
11.
SEN Support Services Contact:
PART B – CERTIFICATION
I confirm that, based on the evidence presented, this application should be considered for High Needs Funding
Signed:
(Headteacher/Senior Manager)
Date:
NB: THIS APPLICATION WILL NOT BE CONSIDERED IF IT IS SUBMITTED WITHOUT THE HEADTEACHER’S/
SENIOR MANAGER'S SIGNATURE
PLEASE SEND THIS APPLICATION TO:
Mr Simon Heritage
High Needs Funding Finance Team
Learning & Achievement
County Hall
TAUNTON
Somerset
TA1 4DY
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EARLY YEARS FOUNDATION STAGE
ACTION PLUS AUDIT CRITERIA
2013 – 2014
APPLIES TO APPLICATIONS FOR FUNDING
FOR CHILDREN 18 MONTHS TO 3 YEARS
CONTAINS CRITERIA FOR:
EYPSED, EYSLC3, EYPI3, EYGDD2, EYCI,
MEDICAL
Recommendations relevant for applications:
Please take a copy of the relevant page of this framework, and attach
the evidence. Please refer to Guidance if necessary.
Evidence of targeted intervention demonstrates links to agency
recommendations.
Would recommend use of photographic evidence to demonstrate use of
specialist resources and specific interventions.
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AUDIT CRITERIA – EARLY YEARS PERSONAL, SOCIAL, EMOTIONAL DEVELOPMENT – EYPSED (PLEASE NOTE for Ages 18 – 36
months)
Need
Criteria
Need

Evidence of child’s
needs. Please
check age of reports
you enclose

Provision

Describe strategies
you are currently
using (or plan to
use) and frequency/
duration







Review
Review process in
place
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
The persistence and severity of a child’s difficulties has an impact
on peers and practitioners within setting
These difficulties could be demonstrated either as withdrawn,
anxious or challenging behaviours which would equally indicate
underlying emotional/social concerns or communication difficulties
Child requires targeted intervention to develop aspects of
development such as making relationships, behaviour, self control
and self care, communication for language and communication for
thinking
Types of evidence which could be used to support the
application
 Pen portrait
 Documented information from parents of child’s needs
on entry to setting
 Preschool entry planning
 Reports from Paediatrician, Speech and Language
Therapist, Educational Psychologists, Area SENCO,
SENCO, Health visitors, Social Care Services
 Information from Portage involvement
 Pre-school entry or other transition planning, current
multi-agency planning
 Family Service Plan
Developing strategies in place to provide more intensive and
responsive support through partnership with parent/carers
Evidence of a developing and consistent relationship in partnership
with parents/carers
Adult support is identified and organised to meet the needs of child
and responds sensitively to his/her feelings, ideas and behaviour as
required
Training is planned to support practitioners to develop skills and
abilities required
Strategies are in place to promote interaction with peers and/or
adults as recommended by Area SENCO and/or Educational
psychologist
An individual plan identifies agreed graduated response to meeting
child’s social and emotional needs
Ongoing support is required to adapt environment and teaching
style

Ensure there is a clear cycle of review involving child, parents, staff,
and other professionals as appropriate








Regular review child’s learning journey, eg Personal
Pathways booklet, learning diary.
Records of additional observation and assessment
Documentation and analysis of behaviours, eg ABCC
(what is the child communicating), EYSTC
Communication Profiles etc.
Notes of discussions with parents and professionals
Notes and outcomes of staff discussions
Targeted intervention as noted on planning
Planning indicates how setting has differentiated
curriculum and routines in a manner appropriate for
child stage of development and particular individual
needs
Use of Inclusion Development Programme resources
Use planning, monitoring, assessment and evaluation
cycles to support and extend personal social emotional
aspects of development and learning
EYFS Action Plus Guidance and Audit Criteria – Sept 2013
18
AUDIT CRITERIA – EARLY YEARS LANGUAGE AND SOCIAL COMMUNICATION – EYSLC3 (PLEASE NOTE for Ages 18 – 36 months)
Need
Criteria
Need

Evidence of child’s
needs. Please check
age of reports you
enclose





Provision
Describe strategies
you are currently
using (or plan to use)
and frequency/
duration










Review
Review process in
place
L&A/SH/1013b010edo

The child will have significant difficulties with all aspects of
communication as identified by speech and language therapist and/or
Paediatrician
This child has clear and long term difficulties within the following areas,
ie restricted and rigid behaviours, social communication, sensory
processing and social interaction as identified by Speech and
Language therapist, Paediatrician or educational psychologist
These difficulties have a substantial impact on child’s own learning
Child needs to be explicitly taught communication strategies
Child fails to understand consequences of their behaviour which can
be challenging. This may present a risk to the safety of staff other
children or themselves. Alternatively the child is extremely withdrawn.
The child may display highly distressed behaviour arising from a
significant lack of comprehension
Child has been referred to MAISEY
Evidence of regular partnership working with parents/carers
Specific strategies are implemented to daily routine and to the learning
environment to accommodate child’s needs as recommended by Area
SENCO or Educational Psychologist
Additional communication system is put in place as necessary to
support communication
Child is supported by an adult or team of adults to support the child at
vulnerable times
Detailed intervention to develop social skills
Planned Support is necessary to develop interaction with adults and
peers
Approaches to managing behaviour and minimising consequences are
developed by practitioners in conjunction with other professionals
Pre School planning and other transition planning which requires multi
agency liaison, preparation and training for practitioners
Practitioners are actively engaged in County/other appropriate training
opportunities to support child's inclusion
Ensure that practitioners and parents are involved in the review of
child’s progress

















Types of evidence which could be used to support the
application
Pen portrait
Documented information from parents of child’s needs
on entry to setting
Preschool entry planning
Reports from Paediatrician, Speech and Language
Therapist, Educational Psychologists, Area SENCO,
SENCO, Social Care Services, Health Visitors,
Information from Portage involvement
Pre-school entry or other transition planning current multiagency planning
Family Service Plan
Inclusion Development Programme Resources
Regular review child’s learning journey, eg Personal
Pathways booklet, learning diary.
Sample of records of observation and assessment
Planning indicates how setting has differentiated
curriculum and routines in a manner appropriate for child
stage of development and particular individual needs
Planned use of tools of communication (STC or PECS) –
photographs may be used to evidence this
Evidence of structured language programmes
Evidence of supporting child’s personal, social and
emotional development in setting and home
IEP – review and completed outcomes
Photographs and/or description of use of visual prompts,
such as visual timetable, dressing strip or communication
book
Certificates of practitioner’s attendance at course for
autism or severe communication disorder
You should show clearly how review of Individual Leaning
Plan, directly inform planning and involve observations
from parents and others. You should include all IEPs
written appropriate for use while child is in the mainstream
setting
EYFS Action Plus Guidance and Audit Criteria – Sept 2013
19
AUDIT CRITERIA – EARLY YEARS PHYSICAL IMPAIRMENT – EYPI3 (PLEASE NOTE for Ages 18 – 36 months)
Need
Need
Evidence, which
clarifies child’s
needs. Please check
age of reports
Provision
Describe strategies
you are currently
using (or plan to use)
and frequency/
duration
Review
Review process in
place
L&A/SH/1013b010edo
Criteria

Child has physical impairment, which has been identified by
Paediatrician or Physiotherapist
 Child has a physical impairment which necessitates the use of
additional equipment as main means to support all standing and
walking
AND/OR
 Child has a severe communication impairment diagnosed by a Speech
and Language Therapist and they need augmented communication
support and/or severe learning difficulties
 Need for specialist advice and support to progress through
developmental elements within Physical Development and Language
for Communication
 Regular programmes of intervention necessary to maintain and
develop progress
 Regular involvement of health agencies
 Significant adult intervention necessary for child’s self care needs, eg
eating, drinking, dressing, toileting and positioning
 Additional resources/equipment required to support child’s basic needs
 Child has been referred to MAISEY
 Would meet criteria for Family Service Plan
 Evidence of regular partnership working with parents/carers
 Strategies to facilitate inclusion within playroom and outside area
 Additional equipment required to support Physical Development and
Language for communication
 Appropriate adaptations to environment to meet identified needs
 IEP showing evidence of adapted curriculum for Physical Development
and Language for communication
 Programmes implemented following guidance of therapists
 Training for staff identified and implemented

Ensure Practitioners and parents are involved in the review of child’s
progress
















Types of evidence which could be used to support the
application
Pen portrait
Documented information from parents of child’s needs
on entry to setting
Preschool entry planning
Reports from Paediatrician, Paediatric Occupational
therapist, Paediatric Physiotherapist, Speech and
Language Therapist, Educational Psychologists, Area
SENCO, SENCO, Health visitor, Social Care Services,
Information from Portage involvement
Current multi-agency planning, Pre-school entry or other
transition planning
Family Service Plan
Regular review of Childs learning journey, eg Personal
Pathways booklet, Learning diary, Developmental
Journal.
Sample of keyworker records of observation and
assessment
Planning indicates how setting has differentiated
curriculum and routines in a manner appropriate for child
stage of development and particular individual needs
Use of STC, objects of reference etc
Use of additional resources
IEP – review and completed outcomes
Targeted intervention demonstrates links to agency
recommendations
Umbrella targets from therapists
You should show clearly how review of Individual Leaning
Plan, directly inform planning and involve observations
from parents and others
EYFS Action Plus Guidance and Audit Criteria – Sept 2013
20
AUDIT CRITERIA – EARLY YEARS GENERAL DEVELOPMENTAL DELAY – EYGDD2 (PLEASE NOTE for Ages 18 – 36 months)
Need
Criteria
Need

Evidence of child’s
level of need.
Please check age of
report




Provision

Describe strategies
you are currently
using (or plan to
use) and frequency/
duration









Review
Review process in
place
L&A/SH/1013b010edo

Child demonstrates significant developmental delay of twelve
months or more across all areas of development
Child needs structured individual attention to support all aspects of
learning and development
Child needs significantly more adult support on aspects of self care,
mobility and engagement than other children of a similar age
Use of practitioners Generic Developmental Journal makes it easier
to celebrate child’s achievements and identify next steps
Impact of Childs needs are such that they would meet criteria for
Family Service Plan
Types of evidence which could be used to support the
application
 Pen portrait
 Documented information from parents of child’s needs
on entry to setting
 Preschool entry planning
 Reports from Paediatrician, Speech and Language
Therapist, Educational Psychologists, Area SENCO,
SENCO, Social Care Services
 Information from Portage involvement
 Current multi-agency planning
 Family Service Plan
Learning environment is organised for child and adults to access
and use STC tools for communication
Learning environment and resources are organised to meet child’s
physical/ developmental requirements
Evidence of developing and regular partnership working with
parents/carers
IEP identifies specific target and structured activity to support
learning and development
Requires targeted intervention from an adult to provide intensive
and responsive support to facilitate progress in all areas of
development
Structured step by step programme in place to support learning
Strategies are in place to promote interaction with peers and/or
adults
Ongoing guidance from support services is required to adapt
environment and teaching style
Evidence that key worker is to attend or has attended training to
develop skills and abilities required
Planning identifies learning objectives to meet child’s needs

Ensure that practitioners and parents are involved in the review of
child’s progress









Documentation and review of child’s developmental
and learning journey, eg Practitioners Generic
Developmental Journal, Personal Pathways booklet,
Learning diary
Sample of records of observation and assessment
Targeted intervention as noted on planning
Planning indicates how setting has differentiated
curriculum, routines and staff deployment in a manner
appropriate for child stage of development and
particular individual needs
Use of STC, objects of reference etc
IEP – review and completed outcomes
Targeted intervention demonstrates links to agency
recommendations
Planning needs to identify how support is deployed
Evidence of staff members attending relevant training
You should show clearly how review of Individual
Leaning Plan, directly inform planning and involve
observations from parents and others. You should
include all IEPs written appropriate for use
EYFS Action Plus Guidance and Audit Criteria – Sept 2013
21
AUDIT CRITERIA – EARLY YEARS SENSORY – COMBINED IMPAIRMENTS – EYCI (PLEASE NOTE for Ages 18 – 36 months)
Need
Criteria
Need

Evidence of child’s
level of need.
Please check age of
report


Child demonstrates significant developmental delay as a result of a
combination of specific and non-specific developmental disorders
The combination contributes to a significant developmental delay of
12 months or more across areas of communication/personal,
social, emotional/sensory/physical development
There will be a need for multi agency support from at least three
agencies
Types of evidence which could be used to support the
application








Provision

Describe strategies
you are currently
using (or plan to
use) and frequency/
duration


The child will be receiving targeted intervention when working
towards early developmental elements
Evidence of regular partnership working with parents/carers
Targets address the child’s needs under the following headings,
where appropriate covering aspects such as:
– Personal, Social and Emotional
– Hearing
– Visual impairment
– Speech and language
– Motor planning and coordination
– Sensory defensive or integration difficulties








Review

Review process in
place



L&A/SH/1013b010edo
Practitioners and parents are involved in the review of child’s
progress
Review to identify progress against IEP targets
New targets set or revised at regular intervals
Records of achievement/progress in relation to developmental
elements


Pen portrait
Individual Profile demonstrates areas of need
Documented information from parents of child’s needs
on entry to setting
Preschool entry planning
Reports from Health Visitor, Paediatrician, Paediatric
Occupational therapist, Paediatric Physiotherapist,
Speech and Language Therapist, Audiologist,
Opthalmist, ENT Consultant, Educational
Psychologists, Area SENCO, SI Support services
Information from Portage involvement
Current multi-agency planning, Pre-school Entry Plan
Family Service Plan
Regular review of Childs learning journey, eg Personal
Pathways booklet, Learning diary, practitioners Generic
Developmental Journal.
Keyworker records of observation and assessment
Planning indicates how setting has differentiated
curriculum and routines in a manner appropriate for
child stage of development and particular individual
needs
Use of STC, objects of reference etc
Use of additional resources, photographs of
Interventions
IEP – review and completed outcomes
Targeted intervention demonstrates links to agency
recommendations in at least three areas listed
Umbrella targets from therapists
You should show clearly how review of Individual
Leaning Plan, directly inform planning and involve
observations from parents and others. You should
include all IEPs written appropriate for use while child is
in the mainstream setting
Review notes of meetings with parents and specialist
agencies
EYFS Action Plus Guidance and Audit Criteria – Sept 2013
22
AUDIT CRITERIA – EARLY YEARS MEDICAL – EYM (PLEASE NOTE for Ages 18 – 36 months)
Need
Need
Evidence of child’s
needs. Please
check age of reports
you enclose
Criteria




Child has a diagnosed long term medical condition, which requires
additional input to regulate and monitor the child’s condition
particular to breathing, feeding, acute heart condition, uncontrolled
epilepsy or diabetes which requires pump therapy and/or multiple
dose injections regime
Child Requires significant post operative care, which may be as a
result of an unexpected illness or accident
Intervention is identified by from primary health practitioner
Child has been referred to MAISEY
Types of evidence which could be used to support the
application








Provision
Describe strategies
you are currently
using (or plan to
use) and frequency/
duration
Review
Review process in
place
L&A/SH/1013b010edo






Evidence of close partnership working with parents/carers
Regular involvement of primary health practitioners
Setting staff have received specific training on the implementation
of specific medical procedures
Medical care plan is in place
Setting needs to state how many hours support they require and
specify exactly how this support is used




Ensure that practitioners and parents are involved in the review of
child’s progress



Pen portrait
Documented information from parents of child’s needs
on entry to setting
Preschool entry planning
Reports from Health Visitor, Paediatrician, Paediatric
Occupational therapist, Paediatric Physiotherapist,
Community Paediatric Nurse, Speech and Language
Therapist, Opthalmist, ENT Consultant, Educational
Psychologists, Area SENCO, SI Support services
Information from Portage involvement
Current multi-agency planning, Pre-school entry or
other transition planning
Family Service Plan
Medical Care Plan
Evidence of specialist equipment and how this is used
Evidence of training received from specialist agencies
Evidence of measures taken to adapt environment
Use of resources and adult involvement identified on
planning document
Setting observations
Evidence of multi-sensory experiences
You should show clearly how review of Individual
Leaning Plan, directly inform planning and involve
observations from parents and others. You should
include all IEPs written appropriate for use while child
is in setting
EYFS Action Plus Guidance and Audit Criteria – Sept 2013
23
EARLY YEARS FOUNDATION STAGE
ACTION PLUS AUDIT CRITERIA
2013-2014
APPLIES TO APPLICATIONS FOR FUNDING
FOR CHILDREN 3 YEARS TO YEAR 1
CONTAINS CRITERIA FOR:
EYPSED, EYGDD2, EYSLC2, EYSLC3, ASD3,
EYSH2, EYSV2, EYP12, EYP13, EYCI, MEDICAL
Recommendations relevant for applications:
Please take a copy of the relevant page of this framework, and attach
the evidence. Please refer to Guidance if necessary.
Evidence of targeted intervention demonstrates links to agency
recommendations.
Would recommend use of photographic evidence to demonstrate use of
specialist resources and specific interventions.
L&A/SH/1013b010edo
EYFS Action Plus Guidance and Audit Criteria – Sept 2013
24
AUDIT CRITERIA – EARLY YEARS PERSONAL, SOCIAL, EMOTIONAL DEVELOPMENT – EYPSED (HNBESD2)
Need
Criteria
Need

Evidence of child’s
needs. Please
check age of reports
you enclose





Provision

Describe strategies
you are currently
using (or plan to
use) and frequency/
duration







Review

Review process in
place

L&A/SH/1013b010edo
Types of evidence which could be used to support the
application
Child has emotional and behavioural difficulties which substantially
and consistently interfered with his/hers learning and that of the
other children within setting
Child needs support of consistently dependable adult to develop
knowledge, skills and understanding that help them make sense of
the world and support development of emotional well being
Child needs adult intervention in a significant number of situations
to support his/her understanding and consideration of the
consequences and impact of his/her actions
Child needs a safe place to develop calming or coping strategies
suited to their developmental needs
Child requires targeted intervention to develop communication for
language and communication for thinking
Child needs support for changes/transitions of any kind


Evidence of development of strategies to provide intensive and
responsive support through partnership with parent/carers
Significant opportunities identified where key worker sensitively
supports the needs of child and respond to his/her communication
and interactions with peers
Evidence provided of how child's support plan is disseminated to all
staff
Clear strategies in place to support child to access free choice of
offered curriculum activities indoors and outdoors throughout the
day
Clear strategies identified and disseminated to all staff as to how to
respond to times of crisis through positive intervention
Management of intervention programme for child is reviewed
regularly
Projected plan for child entering school based on School Entry Plan
Training or individual support is planned to support emotional
health and well-being of key adult working with child

Ensure there is a clear cycle of review involving child, parents, staff,
and other professionals as appropriate
Once child is in Yr R in school there should be an autumn review of
School Entry Plan. In Yr 1 School Annual review can be submitted
for Y2 funding













EYFS Action Plus Guidance and Audit Criteria – Sept 2013
Pen portrait
Documented information from parents of child’s needs
on entry to school
School Entry Plan or Individual Profile clearly
demonstrating areas of need
Relevant reports from Paediatrician, Speech and
Language Therapist, Educational Psychologists, Area
SENCO, SENCO, Social Care Services
Evidence of ongoing Multi agency involvement
incorporating evidence of consultation and planning
with parents
Family Service Plan
Regular review child’s learning journey, eg Personal
Pathways booklet, learning diary, FS Profile
Records of additional observation and assessment
Documentation indicating analysis of behaviours, eg
ABCC, EYSTC Communication Profiles, Functional
analysis etc
Notes of discussions with parents and professionals
Notes and outcomes of staff discussions
Targeted intervention as noted on planning
Planning indicates how setting has differentiated
curriculum and routines in a manner appropriate for
child stage of development and particular individual
needs
Use of Inclusion Development Programme Resources
School Entry Plan and subsequent review
Use planning, monitoring, assessment and evaluation
cycles to support and extend personal social emotional
aspects of development and learning
25
AUDIT CRITERIA – EARLY YEARS GENERAL DEVELOPMENTAL DELAY – EYGDD2 (HNLGDD2)
Need
Criteria
Need

Evidence of child’s
level of need.
Please check age of
report




Provision
Describe strategies
you are currently
using (or plan to
use) and frequency/
duration









Review
Review process in
place
L&A/SH/1013b010edo



Child demonstrates significant developmental delay of twelve
months or more across all areas of development
Child needs structured individual attention to support all aspects of
learning and development
Child needs significantly more adult support on aspects of self care,
mobility and engagement than other children of a similar age
Use of practitioners Generic Developmental Journal makes it easier
to celebrate child’s achievements and identify next steps
Childs needs are such that they would meet criteria for Family
Service Plan
Learning environment is organised for child and adults to access
and use STC tools for communication to meet child’s needs of
reference, STC
Learning environment is organised to meet child’s physical
requirements
Evidence of developing and regular partnership working with
parents/carers
IEP identifies specific target and structured activity to support
learning and development
Requires targeted intervention from an adult to provide intensive
and responsive support to facilitate progress in all areas of
development
Structured step by step programme in place to support learning
Strategies are in place to promote interaction with peers and/or
adults
Ongoing guidance from support services is required to adapt
environment and teaching style
Evidence that key worker is to attend or has attended training to
develop skills and abilities required
Planning identifies learning objectives to meet child’s needs
Ensure that practitioners and parents are involved in the review of
child’s progress. IEP signed by parents
Once child is in Yr R in school there should be an autumn review of
School Entry Plan. In Yr 1 School Annual review can be submitted
for Y2 funding
Types of evidence which could be used to support the
application
 Pen portrait
 Documented information from parents of child’s needs
on entry to setting
 Preschool entry planning or School Entry Plan
 Reports from Paediatrician, Speech and Language
Therapist, Educational Psychologists, Area SENCO,
SENCO, Social Care Services
 Information from Portage involvement
 Current multi-agency planning
 Family Service Plan
 Documentation and review of child’s developmental
and learning journey, eg Practitioner’s generic
Developmental Journal, Personal Pathways booklet,
Learning diary
 Sample of records of observation and assessment
 Targeted intervention as noted on planning
 Planning indicates how setting has differentiated
curriculum, routines and staff deployment in a manner
appropriate for child stage of development and
particular individual needs
 Use of STC, objects of reference etc
 IEP – review and completed outcomes
 Targeted intervention demonstrates links to agency
recommendations
 Planning needs to identify how support is deployed
 Evidence of staff members attending relevant training

EYFS Action Plus Guidance and Audit Criteria – Sept 2013
You should show clearly how review of Individual
Leaning Plan, directly inform planning and involve
observations from parents and others. You should
include all IEPs written appropriate for use
26
AUDIT CRITERIA –EARLY YEARS SPEECH, LANGUAGE AND COMMUNICATION – EYSLC2 (HNLLSC2)
Need
Need
Evidence of child’s
needs. Please
check age of reports
you enclose
Criteria



Child has significant speech/language communication
difficulties/delay identified by the speech and language therapy
service, paediatrician, Area SENCO or if in school from a
representative from Area Specific Needs team
Child needs consistent use of additional communication strategies
adapted to the child’s needs
Support is necessary to develop interaction with adults and peers
Types of evidence which could be used to support the
application








Provision

Describe strategies
you are currently
using (or plan to
use) and frequency/
duration






Review

Review process in
place

L&A/SH/1013b010edo
Ongoing support is required to adapt the environment and teaching
style
Additional communication systems are required to support
communication
Evidence of developing and regular partnership working with
parents/carers
IEP identifies appropriate planned activities or specific language
programme to meet child’s speech, language and communication
needs. Targets reflect recommendations from speech and
language therapist and/or support services
Requires targeted intervention from an adult in aspects of language
for communication, language for thinking, making relationships,
behaviour and self-control
Detailed interventions must be planned to develop social skills
Adult involvement required to support, interaction with peers and/or
adults

Ensure that practitioners and parents are involved in the regular
review of child’s progress
Once child is in Yr R in school there should be an autumn review of
School Entry Plan. In Yr 1 School Annual review can be submitted
for Y2 funding









EYFS Action Plus Guidance and Audit Criteria – Sept 2013
Pen portrait
Documented information from parents of child’s needs
on entry to setting
Preschool entry planning or School Entry Plan
Evidence of multi-agency planning
Reports from Paediatrician, Speech and Language
Therapist, Educational Psychologists, Area SENCO
Information from Portage involvement
Current multi-agency planning
Family Service Plan
Regular review child’s learning journey, eg Personal
Pathways booklet, learning diary, FS Profile
Sample of records of observation and assessment
Planning indicates how setting has differentiated
curriculum and routines in a manner appropriate for
child stage of development and particular individual
needs
Planned use of tools of communication (STC or PECS)
– photographs may be used to evidence this
Evidence of structured language programmes
Implementation of Letters and Sounds
Use of Inclusion Development Programme Resources
IEP – review and completed outcomes
Record of appropriate training for keyworker, TA
You should show clearly how review of Individual
Education Plan, directly inform planning and involve
observations from parents and others. You should
include all IEPs and reviews written appropriate for use
while child is in setting
27
AUDIT CRITERIA – EARLY YEARS LANGUAGE AND SOCIAL COMMUNICATION – EYSLC3 (HNASD2)
Need
Criteria
Need

Evidence of child’s
needs. Please
check age of reports
you enclose




Provision

Describe strategies
you are currently
using (or plan to
use) and frequency/
duration








Review

Review process in
place

L&A/SH/1013b010edo
The child will have significant difficulties with all aspects of
communication which substantially or regularly interfere with child’s
own learning
Child needs to be explicitly taught communication strategies
This child has clear and long term difficulties within the following
areas, ie restricted and rigid behaviours, social communication,
sensory processing and social interaction
Child fails to understand consequences of their behaviour which
can be challenging. This may present a risk to the safety of staff
other children or themselves
The child may display highly distressed behaviour arising from a
significant lack of comprehension
Types of evidence which could be used to support the
application
 Documented information from parents of child’s needs
on entry to setting
 Preschool entry planning or School Entry Plan
 Reports from Paediatrician, Speech and Language
Therapist, Educational Psychologists, Area SENCO,
SENCO, Social Care Services, Locality team members
 Information from Portage/PERSCEY involvement
 Current multi-agency planning
 Family Service Plan
Planned Support is necessary to develop interaction with adults
and peers
Specific strategies are implemented to daily routine and to the
learning environment to accommodate child’s needs
Close daily links with parent/carers
Child is supported by an adult or team of adults to support the child
at vulnerable times
Planned and detailed intervention to develop social skills
Additional communication system necessary to support
communication
Pre School/School entry planning and other transition planning
which requires multi agency liaison, preparation and training for
practitioners
Approaches to managing behaviour and minimising consequences
are developed by practitioners in conjunction with other
professionals
Practitioners are actively engaged in County/other appropriate
training opportunities to support child's inclusion

Ensure that practitioners and parents are involved in the review of
child’s progress
Once child is in Yr R in school there should be an autumn review of
School Entry Plan. In Yr 1 School Annual review can be submitted
for Y2 funding









EYFS Action Plus Guidance and Audit Criteria – Sept 2013
Regular review child’s learning journey, eg Personal
Pathways booklet, learning diary, FS Profile
Sample of records of observation and assessment
Planning indicates how setting has differentiated
curriculum and routines in a manner appropriate for
child stage of development and particular individual
needs
Planned use of tools of communication (STC or PECS)
– photographs may be used to evidence this
Evidence of structured language programmes
Evidence of supporting child’s personal, social and
emotional development in setting and home
IEP – review and completed outcomes
Photographs and/or description of use of visual
prompts, such as visual timetable, dressing strip or
communication book
Certificates of practitioner’s attendance at course for
autism or severe communication disorder
You should show clearly how review of Individual
Leaning Plan, directly inform planning and involve
observations from parents and others. You should
include all IEPs written appropriate for use while child is
in the mainstream setting
28
AUDIT CRITERIA – EARLY YEARS SPEECH, LANGUAGE AND COMMUNICATION – EYASD3 (HNASD3) (applicable only for school application)
Need
Need
Clarify needs, not just
a list of difficulties




Child has a diagnosis of ASD requiring multi-agency involvement
The pupil has clear and substantial long term difficulties within the
triad of impairments and sensory issues
Long term support, intervention and advice is needed from the Educational
Psychologist, Autism Service and Speech and Language Therapist (as
appropriate)
Severe challenging behaviour with significant lack of compliance, failure to
understand consequences, and therefore presenting a risk to the safety of
staff and other children
OR
 Highly distressed behaviour, anxiety (including passivity) arising from a
significant lack of comprehension that requires all aspects of the social
and academic curriculum to be supported throughout the school day
 Severe Autism/ASD/communication disorder which requires intensive 1:1
support
Provision

Describe strategies
you are currently
using (or plan to use)
and frequency
/duration







Review
Review process in
place
L&A/SH/1013b010edo
Types of evidence which could be used to support the
application
Criteria









School entry planning requires multi-agency liaison, parental involvement
preparation and ASD awareness training for school staff
Developing strategies and involvement of multi agencies in place to
provide more intensive and responsive support through partnership with
parents/carers
Child needs augmented and/or alternative strategies to be able to
communicate effectively
Approaches to managing behaviour and anxiety and minimising
consequences are developed by key staff in conjunction with SENCO and
Senior Management Team and include liaison with parents
There is a requirement for significant current and relevant staff training, eg
PECS, SAC, TEACCH, Team Teach
Evidence that School is to be actively engaged in County/other ASD
training opportunities to support inclusive provision and Social and
Emotional Development
Evidence of planned involvement of ASD trained teacher on a weekly
basis to plan, monitor and model delivery of support
Evidence of organisation to ensure child is supported by an adult or team
of adults to facilitate social interaction with peers, and help with self-care/
emotional awareness in all aspects of school life

Ensure pupil, parents and school staff involvement in the experience of
review of provision, in order that pupil progress is identified and recorded.








EYFS Action Plus Guidance and Audit Criteria – Sept 2013
Pen portrait
Documented information from parents of child’s needs on
entry and continuing dialogue when in school
Evidence of need and continued multi agency involvement
within School entry planning and subsequent review of school
entry planning actions
Involvement of Portage/PERSCEY service
Reports showing diagnosis of ASD from an appropriate
assessment service (eg Paediatrics/SLT/CAHMS/ ASDAT/
Multi Agency Assessment Team)
Records of collaborative planning across agencies and Early
years support services involved
Family Service Plan
Evidence to demonstrate severity of communication difficulty,
and consequent behaviours
School Entry planning and evidence of implementation of
actions required
Regular review of child’s progress within all aspects of the
curriculum
Planning indicates how school has differentiated curriculum
and routines in a manner appropriate of child’s stage of
development and particular needs
Planned use of tools of communication (EYSTC, PECS,
TEACCH)
Evidence of structured communication programme
Evidence of supporting child’s personal, social and emotional
development in school and with home
IEP review and completed actions
Record of on-going training received by key staff
You should clearly show how review of IEPs/PLPs directly
links to targets on next IEP/PLP, and how provision is focused
on pupil progress and future planning through Annual Review
29
AUDIT CRITERIA – EARLY YEARS SENSORY HEARING 2 – EYSH2 (HNSH2)
Need
Need
Evidence of child’s
needs. Please check
age of reports you
enclose









Provision
Describe strategies
you are currently using
(or plan to use) and
frequency/duration










Review

Review process in
place

L&A/SH/1013b010edo
Types of evidence which could be used to support the
application
Criteria
Child has a severe or profound hearing loss in their better ear
Meets the criteria for a Family Service Plan level 2
Acoustic audit of the listening environment
Support from the Hearing Support Team to look at appropriate teaching
styles and strategies
Requires targeted support to progress in Communication Language
Literacy and Personal Social Emotional development
Requires targeted support to manage specialist equipment such as
hearing aids, radio aids, cochlear implants and other assistive listening
devices
Needs individualised support to develop auditory awareness of
environment and to maximise use of any residential hearing
Needs targeted support to maximise opportunities for developing preverbal and early language skills
Needs support to manage interactions with peers and/or adults


Evidence that the provision delivers a listening friendly environment
The child has access to appropriate supplementary communication
methods to support interactions
Evidence of developing and regular partnership working with parents/
carers
Planning identifies learning objectives appropriate to child’s needs
Planning identifies vocabulary development specific to child’s needs
Targeted auditory intervention to support access to all areas of the
curriculum
Use of specialist equipment as advised
Staff have received training as approved by Somerset Hearing support
team
Specialist support as recommended from Hearing Support Team is
required to support child’s progress through developmental elements in
all areas of learning
Time allocated for keyworker to liaise/meet with Hearing Support Team
member when appropriate

Ensure that pre-school staff and parents are involved in the review of
child’s progress
Once child is in Yr R in school there should be an autumn review of
School Entry Plan. In Yr 1 School Annual review can be submitted for Y2
funding












EYFS Action Plus Guidance and Audit Criteria – Sept 2013
Pen portrait
Documented information from parents of child’s needs on
entry to setting
Preschool entry planning or School Entry Plan
Reports from ENT Consultants Paediatrician, Audiologist,
Hearing Support Team, Speech and Language Therapist,
Educational Psychologist
Current multi-agency planning
Family Service Plan
Individual Education Plan clarifies the types of support within
the setting and from the teacher of the deaf
IEP shows parent involvement
IEP shows specialist equipment and how this is used
Certificate of training and/or notes of liaison from Hearing
Support Team
Evidence of measures taken to adapt environment
Use of resources and adult involvement identified within
planning document
Sample of records of observation and assessment set against
the developmental elements of EYFS
Developmental Profile from Early support ‘Monitoring Protocol
for Deaf babies’
You should show clearly how review of Individual Leaning
Plan, directly inform planning and involve observations from
parents and others. You should include all IEPs written
appropriate for use while child is in the mainstream setting
30
AUDIT CRITERIA – Early YEARS SENSORY – Visual Impairment 2 – EYSV2 (HNSV2)
Need
Criteria
Need

Evidence of child’s
needs. Please
check age of reports
you enclose



Provision

Describe strategies
you are currently
using (or plan to
use) and frequency/
duration





Review

Review process in
place

L&A/SH/1013b010edo
Types of evidence which could be used to support the
application
The child is diagnosed as having severe/profound or experiences a
sight loss so that learning is through alternative (none sighted)
means or specially adapted materials
Child has severe and long term condition which will require on
going regular involvement from vision support team and
adaptations to the environment and other resources
Child has had significant multi-agency involvement which has been
regularly reviewed
Child meets criteria for Family Service Plan Level 2


Use of adapted materials and specialist resources to facilitate
teaching and learning
Evidence of developing and regular partnership working with
parents/carers
Adaptations to learning environment and/or to building to facilitate
child’s independence and mobility
Specialist support is required to progress through developmental
elements in all areas of learning as advised by Visual Support
Team
Targeted adult intervention to support child accessing all areas of
curriculum
Mobility assessment is required

Ensure that pre-school staff and parents are involved in the review
of child’s progress
Once child is in Yr R in school there should be an autumn review of
School Entry Plan. In Yr 1 School Annual review can be submitted
for Y2 funding











EYFS Action Plus Guidance and Audit Criteria – Sept 2013
Pen portrait
Documented information from parents of child’s needs
on entry to setting
Preschool entry planning or School Entry Plan
Reports from Paediatrician, Consultant Opthalmist,
Vision Support team
Portage Involvement
Current multi-agency planning
Family Service Plan
Sample of records of observation and assessment set
against the developmental elements of EYFS/VIDJ
Individual Education Plan clarifies the types of support
from VST shows parental involvement, specialist
equipment and how it is used
Evidence of training and liaison from Visual Support
team
Evidence of measures taken to adapt environment/
Visual Support team access audit
Use of resources and adult involvement identified
within planning document
Written advise on use of specialist equipment
You should show clearly how review of Individual
Leaning Plan, directly inform planning and involve
observations from parents and others. You should
include all IEPs written appropriate for use while child
is in the mainstream setting
31
AUDIT CRITERIA – EARLY YEARS PHYSICAL IMPAIRMENT 2 – EYPI2 (HNPI2)
Need
Need
Evidence which
clarifies child’s
needs. Please check
age of reports you
enclose
Provision
Describe strategies
you are currently
using (or plan to use)
and frequency/
duration

Child has significant physical impairment, which necessitates use of
additional equipment to support standing and walking
OR:
 A physical impairment which means child has restricted functional use
of arms
ALSO
 An impairment which has been identified by Paediatrician or
Physiotherapist
 Need for specialist advice and support to progress through the
developmental elements of Physical Development
 Regular programmes of intervention necessary to maintain and
develop progress
 Significant adult support required for self help skills, eating, drinking,
dressing and toileting
 Involvement of Physical Impairment and Medical support team who will
get involved 4 terms before school entry





Evidence of regular partnership working with parents/carers
IEP showing evidence of adapted curriculum for Physical Development
Additional equipment required to support Physical Development and
Language for communication
Appropriate adaptations to environment to meet identified needs
Programmes implemented following guidance of therapists
Adaptations and strategies to facilitate inclusion within learning
environment indoors and outside
Support with the management of resources may be required
Organisation of adult support and resources identified through
planning
Moving and Handling Risk Assessment and provision plan
ICT support may be provided

Practitioners and parents are involved in the review of child’s progress
Once child is in Yr R in school there should be an autumn review of
School Entry Plan. In Yr 1 School Annual review can be submitted for
Y2 funding








Review
Review process in
place
L&A/SH/1013b010edo
Types of evidence which could be used to support the
application
Criteria















EYFS Action Plus Guidance and Audit Criteria – Sept 2013
Pen portrait
Documented information from parents of child’s needs on
entry to setting
Preschool entry planning or School Entry Plan
Reports from Paediatrician, Paediatric Occupational
therapist, Paediatric Physiotherapist, Speech and
Language Therapist, Educational Psychologists, Area
SENCO, SENCO, Social Care Services
Information from Portage involvement
Current multi-agency planning
Family Service Plan
Regular review of Childs learning journey, eg Personal
Pathways booklet, learning diary, FS Profile
Sample of keyworker records of observation and
assessment
Planning indicates how setting has differentiated
curriculum and routines in a manner appropriate for child
stage of development and particular individual needs
IEP – review and completed outcomes
Targeted intervention demonstrates links to agency
recommendations
Umbrella targets from therapists
Log of relevant staff training
Copy of supervision/care plan for trips
You should show clearly how review of Individual Leaning
Plan, directly inform planning and involve observations
from parents and others. You should include all IEPs
written appropriate for use while the child is in setting
Any recorded liaison with parents
32
AUDIT CRITERIA – EARLY YEARS PHYSICAL IMPAIRMENT 3 – EYPI3 (HNPI3)
Need
Need
Evidence, which
clarifies child’s
needs. Please check
age of reports







Provision
Describe strategies
you are currently
using (or plan to use)
and frequency/
duration














Review

Review process in
place

L&A/SH/1013b010edo
Types of evidence which could be used to support the
application
Criteria
Child has significant physical impairment which necessitates the use of
additional equipment to support child’s postural needs and positioning
to access curriculum activities
Child has a severe communication impairment. The exception being
where there is a diagnosed significant progressive physical disability
Need for specialist advice and support to progress through
developmental elements within Physical Development and Language
for Communication
Adult intervention essential for child’s self care needs, eg eating,
drinking, dressing, toileting and positioning
Additional resources/equipment required to support child’s basic needs
Regular programmes of intervention necessary to maintain and
develop progress
Significant involvement of Physical Impairment and medical support
team who will get involved 4 terms before school entry
Would meet criteria for Family Support Plan, Level 2


Strategies to facilitate inclusion within playroom and outside area
Evidence of regular partnership working with parents/carers
Additional equipment required to support Physical Development
Augmented communication support and/or severe learning difficulties
Appropriate adaptations to environment to meet identified needs
IEP showing evidence of adapted curriculum for Physical Development
Programmes implemented following guidance of therapists
Adapted ICT access or software necessary (once pupil in school)
Training for staff especially at entry to school
Accessible transport and additional staff is provided for school trips
Implementation of integrated health agencies targets
Moving and Handling risk assessment and provision plan
Medical Care plan

Ensure Practitioners and parents are involved in the review of child’s
progress.
Once child is in Yr R in school there should be an autumn review of
School Entry Plan. In Yr 1 School Annual review can be submitted for
Y2 funding
















EYFS Action Plus Guidance and Audit Criteria – Sept 2013
Pen portrait
Documented information from parents of child’s needs on
entry to setting
Preschool entry planning or School Entry Plan
Reports from Paediatrician, Paediatric Occupational
therapist, Paediatric Physiotherapist, Speech and
Language Therapist, Educational Psychologists, Area
SENCO, SENCO, Social Care Services, Locality team
members
Reports from Physical and Medical support advisory
teacher (PIMSS)
Information from Portage involvement
Current multi agency planning
Family Service Plan
Regular review of Childs learning journey, eg Personal
Pathways booklet, learning diary, Developmental Journal,
FS Profile
Sample of keyworker records of observation and
assessment
Planning indicates how setting has differentiated
curriculum and routines in a manner appropriate for child
stage of development and particular individual needs
IEP – review and completed outcomes
Targeted intervention demonstrates links to agency
recommendations
Umbrella targets from therapists
Evidence of how Key worker/LSA time used
Evidence of ICT use (if pupil in school)
Copy of supervision/care plan for school trips
You should show clearly how review of Individual Leaning
Plan, directly inform planning and involve observations
from parents and others
You should include all IEPs written which are appropriate
for use within setting
33
AUDIT CRITERIA – EARLY YEARS SENSORY – COMBINED IMPAIRMENTS – EYCI (applicable only for pre-school application)
Need
Need
Criteria

Evidence of child’s
level of need.
Please check age of
report
Child demonstrates a non-specific developmental disorder with
delay across areas of communication/social/sensory/physical
development. There will be a need for multi agency support from at
least three agencies
Types of evidence which could be used to support the
application







Provision

Describe strategies
you are currently
using (or plan to
use) and frequency/
duration


The child will be receiving targeted intervention when working
towards early developmental elements
Evidence of regular partnership working with parents/carers
Targets address the child’s needs under the following headings,
where appropriate covering aspects such as:
– Personal, Social and Emotional
– Hearing
– Visual impairment
– Speech and language
– Motor planning and coordination
– Sensory defensive or integration difficulties








Review

Review process in
place



L&A/SH/1013b010edo
Practitioners and parents are involved in the review of child’s
progress
Review to identify progress against IEP targets
New targets set or revised at regular intervals
Records of achievement/progress in relation to developmental
elements


EYFS Action Plus Guidance and Audit Criteria – Sept 2013
Pen portrait
Documented information from parents of child’s needs
on entry to setting
Preschool entry planning or School Entry Plan
Reports from Paediatrician, Paediatric Occupational
therapist, Paediatric Physiotherapist, Speech and
Language Therapist, Opthalmist, ENT Consultant,
Educational Psychologists, Area SENCO, SI Support
services
Information from Portage involvement
Current multi-agency planning
Family Service Plan
Regular review of Childs learning journey, eg Personal
Pathways booklet, learning diary, FS Profile
Sample of keyworker records of observation and
assessment
Planning indicates how setting has differentiated
curriculum and routines in a manner appropriate for
child stage of development and particular individual
needs
Use of STC, objects of reference etc
Use of additional resources, photographs of
Interventions
IEP – review and completed outcomes
Targeted intervention demonstrates links to agency
recommendations in at least three areas listed
Umbrella targets from therapists
You should show clearly how review of Individual
Leaning Plan, directly inform planning and involve
observations from parents and others. You should
include all IEPs written appropriate for use while child is
in the mainstream setting
Review notes of meetings with parents and specialist
agencies
34
AUDIT CRITERIA – EARLY YEARS MEDICAL – EYM (Reception and YR1 funding will be calculated on a unit basis)
Need
Need
Evidence of child’s
needs. Please
check age of reports
you enclose
Criteria



Child has a diagnosed long term medical condition, which requires
additional input to regulate and monitor the child’s condition
particular to breathing, feeding, acute heart condition, uncontrolled
epilepsy or diabetes which requires pump therapy and/or multiple
dose injections regime
Child Requires significant post operative care ,which may be as a
result of an unexpected illness or accident
Intervention is required as identified by from primary health
practitioner
Types of evidence which could be used to support the
application








Provision

Describe strategies
you are currently
using (or plan to
use) and frequency/
duration

Review









Involvement of the Physical Impairment and Medical support
service (PIMSS)
Setting needs to state how many hours support they require and
specify exactly how this support is used
Evidence of close partnership working with parents/carers
Medical Care plan
Individual Education Plan (IEP) or Individual Learning Plan (ILP)
Protocols in place (in case of epilepsy, anaphylactic shock etc)
Record of numbers of seizures on a daily or weekly basis
Staff training specific to pupil’s needs
Risk Assessments in place
Toilet Management Plans if appropriate

Ensure that practitioners and parents are involved in the review of
child’s progress








Review process in
place
L&A/SH/1013b010edo
EYFS Action Plus Guidance and Audit Criteria – Sept 2013
Pen portrait
Documented information from parents of child’s needs
on entry to setting
Preschool entry planning or School Entry Plan
Reports from Paediatrician, Paediatric Occupational
therapist, Paediatric Physiotherapist, Community
Paediatric Nurse, Speech and Language Therapist,
Opthalmist, ENT Consultant, Educational
Psychologists, Area SENCO, SI Support services
Information from Portage involvement
Current multi-agency planning
Family Service Plan
Medical Care Plan
Timetable demonstrating how support is being used or
is to be used during time child attends
Record of staff planning and liaison both within setting
and with external agencies, eg minutes of meetings etc
Evidence of specialist equipment and how this is used
Evidence of training received from specialist agencies
Evidence of measures taken to adapt environment
Use of resources and adult involvement identified on
planning document
Setting observations
Notes of liaison with PIMSS adviser
You should show clearly how review of Individual
Leaning Plan, directly inform planning and involve
observations from parents and others. You should
include all IEPs written appropriate for use while child
is in setting
35
EARLY YEARS FOUNDATION STAGE
ACTION PLUS AUDIT CRITERIA
LEVEL 1
APPLIES TO CHILDREN ENTERING OR
ATTENDING A RECEPTION CLASS IN
MAINTAINED SECTOR ONLY
2013-14
CONTAINS CRITERIA FOR:
EYGDD1, EYSLC1, EYSH1, EYSV1, EYPI1
The old level 1 categories are included in this document. They
are there as a resource for schools to use internally to agree
the funding that assessed need might require from the notional
formula based element 2 SEN budget.
L&A/SH/1013b010edo
EYFS Action Plus Guidance and Audit Criteria – Sept 2013
36
AUDIT CRITERIA – EARLY YEARS GENERAL DEVELOPMENTAL DELAY – EYGDD1 (ELEMENT 1 & 2)
Need
Criteria
Need

Evidence of child’s
level of need.
Please check age of
report

Child demonstrates significant developmental delay of 12 months
or more across at least two areas of development
Has need of visual, verbal and/or physical prompts to carry out
aspects of self care and routine activities
Types of evidence which could be used to support the
application






Provision
Describe strategies
you are currently
using (or plan to
use) and frequency/
duration






Learning environment is organised for child and adults to access
and use STC tools for communication to meet child’s needs of
reference, STC
Evidence of close partnership working with parents/carers
Appropriate adult support available to support aspects of self care
and routine activities
Planning identifies learning objectives to meet child’s needs
IEP identifies specific target and structured activity to support
learning and development
Evidence of outside agencies involvement in planning and
monitoring learning and development strategies








Review

Ensure that practitioners and parents are involved in the review of
child’s progress

Review process in
place
L&A/SH/1013b010edo
EYFS Action Plus Guidance and Audit Criteria – Sept 2013
Pen portrait
Documented information from parents of child’s needs
on entry to school
School Entry Plan or Individual Profile demonstrates
areas of need
Reports from Paediatrician, Speech and Language
Therapist, Educational Psychologists, Area SENCO,
SENCO, Social Care Services
Information from Portage involvement
Family Service Plan
Regular review child’s learning journey, eg Personal
Pathways booklet, learning diary, FS Profile
Sample of records of observation and assessment
Targeted intervention as noted on planning
Planning indicates how setting has differentiated
curriculum and routines in a manner appropriate for
child stage of development and particular individual
needs
Use of STC, objects of reference etc
IEP – review and completed outcomes
Targeted intervention demonstrates links to agency
recommendations
Planning needs to identify how support is deployed
You should show clearly how review of Individual
Leaning Plan, directly inform planning and involve
observations from parents and others. You should
include all IEPs written appropriate for use
37
AUDIT CRITERIA –EARLY YEARS SPEECH, LANGUAGE AND COMMUNICATION – EYSLC1 (ELEMENT 1 & 2)
Need
Criteria
Need

Evidence of child’s
needs. Please
check age of reports
you enclose

Child has significant speech/language communication difficulties/
delay identified by the speech and language therapy service
Child needs consistent use of additional communication strategies
adapted to the child’s needs
Types of evidence which could be used to support the
application






Provision
Describe strategies
you are currently
using (or plan to
use) and frequency/
duration
Review






Learning environment is organised for child and adults to access
and use STC tools for communication to meet child’s needs of
reference, STC
Evidence of developing and regular partnership working with
parents/carers
Learning and teaching is adapted to meet child’s individual needs
Planning identifies learning objectives appropriate to child’s needs
Access to planned activities or specific language programme, as
recommended by speech and language therapist

Ensure that pre-school staff and parents are involved in the review
of child’s progress







Review process in
place
L&A/SH/1013b010edo
EYFS Action Plus Guidance and Audit Criteria – Sept 2013
Documented information from parents of child’s needs
on entry to school
School Entry Plan or Individual Profile demonstrates
areas of need
Evidence of multi-agency planning
Reports from Paediatrician, Speech and Language
Therapist, Educational Psychologists, Area SENCO
Information from Portage involvement
Family Service Plan
Regular review child’s learning journey, eg Personal
Pathways booklet, learning diary, FS Profile
Sample of records of observation and assessment
Planning indicates how setting has differentiated
curriculum and routines in a manner appropriate for
child stage of development and particular individual
needs
Evidence of use of STC tools of communication
Use of Inclusion Development Programme resources
Evidence of structured language programmes
IEP – review and completed outcomes
You should show clearly how review of Individual
Education Plan, directly inform planning and involve
observations from parents and others. You should
include all IEPs written appropriate for use while child is
in setting
38
AUDIT CRITERIA – EARLY YEARS SENSORY HEARING 1 – EYSH1 (ELEMENT 1 & 2)
Need
Criteria
Child has a diagnosed long standing or permanent moderate,
severe or profound hearing loss in the better ear
 Ongoing monitoring is required from sensory hearing support team
 Acoustic audit of listening environment identifies alternative
assistive hearing equipment required to address acoustic access
issues
 Child requires targeted monitoring and support to understand the
speech of adults and peers in order to access and progress in the
aspects of Communication, Language and Literacy and Personal,
Social and Emotional development
AND/OR
 Child has significantly delayed vocabulary such that understanding
and acquisition of specific vocabulary will required targeted support


Provision


Describe strategies
you are currently
using (or plan to
use) and frequency/
duration

Evidence of Learning environment being a listening friendly
environment
Adult and resources organised to support access to all areas of the
curriculum
Evidence of developing and regular partnership working with
parents/carers
Planning identifies learning objectives appropriate to child's needs
Planning identifies vocabulary development specific to child's
needs
The child has access to appropriate supplementary communication
methods to support interactions if required.
Targeted support is required as recommended by sensory hearing
support team advisers
Staff have received training as approved by Somerset Hearing
support team
Use of specialist equipment as advised including Radio Systems
and Sound Field Systems
Ensure that pre-school staff and parents are involved in the review
of child’s progress

Need
Evidence of child’s
needs. Please
check age of reports
you enclose

Types of evidence which could be used to support the
application







Review










Review process in
place
L&A/SH/1013b010edo
EYFS Action Plus Guidance and Audit Criteria – Sept 2013
Pen portrait
Documented information from parents of child’s needs
on entry to school
School Entry Plan or Individual Profile demonstrates
areas of need
Reports from ENT Consultants Paediatrician,
Audiologist, Hearing support Team, Speech and
Language Therapist, Educational Psychologist
Family Service Plan
Individual Education Plan clarifies the types of support
within the setting and from the teacher of the deaf
IEP shows parent involvement
IEP shows specialist equipment and how this is used
Evidence of training and liaison from Hearing Support
Team
Evidence of measures taken to adapt environment
Use of resources and adult involvement identified
within planning document
Sample of records of observation and assessment set
against the developmental elements of EYFS
You should show clearly how review of Individual
Leaning Plan, directly inform planning and involve
observations from parents and others. You should
include all IEPs written appropriate for use while child is
in the mainstream setting
39
AUDIT CRITERIA – EARLY YEARS SENSORY – VISUAL IMPAIRMENT 1 – EYSV1 (ELEMENT 1 & 2)
Need
Criteria
Need

Evidence of child’s
needs. Please
check age of reports
you enclose

The child is diagnosed as having a severe visual impairment
involving the loss of visual function to a level which requires visual
materials to be adapted
There is regular monitoring and support from the Vision Support
Team
Types of evidence which could be used to support the
application






Provision

Describe strategies
you are currently
using (or plan to
use) and frequency/
duration

Review





Adult and resources are organised to support child accessing
activities requiring detailed visual content
Evidence of developing and regular partnership working with
parents/carers
Mobility assessment is required
Use of adapted materials and specialist resources as advised
Planning identifies learning objectives appropriate to child’s needs
Targeted support is required as recommended by adviser or HLTA
from Vision Support Team

Ensure that pre-school staff and parents are involved in the review
of child’s progress





Review process in
place
L&A/SH/1013b010edo
EYFS Action Plus Guidance and Audit Criteria – Sept 2013
Pen portrait
Documented information from parents of child’s needs
on entry to school
School Entry Plan or Individual Profile demonstrates
areas of need
Reports from Paediatrician, Consultant Opthalmist,
Vision Support Team
Portage Involvement
Family Service Plan
Sample of records of observation and assessment set
against the developmental elements of EYFS
Individual Education Plan clarifies the types of support
from VST shows parental involvement, specialist
equipment and how it is used
Evidence of training and liaison from Vision Support
Team
Evidence of measures taken to adapt environment
Use of resources and adult involvement identified
within planning document
You should show clearly how review of Individual
Leaning Plan, directly inform planning and involve
observations from parents and others. You should
include all IEPs written appropriate for use while child
is in the mainstream setting
40
AUDIT CRITERIA – EARLY YEARS PHYSICAL IMPAIRMENT – EYPI1 (ELEMENT 1 & 2)
Need
Need
Evidence which
clarifies child’s
needs. Please
check age of reports
you enclose
Criteria




Provision

Describe strategies
you are currently
using (or plan to
use) and frequency/
duration




Types of evidence which could be used to support the
application
Child has a physical impairment, which significantly affects their
mobility and their access to setting provision and some curriculum
activities
Child has a physical impairment which significantly affects their
learning and they require additional support for aspects of personal
social and emotional development
Child requires an individualised therapy programme as
recommended by OT, Physiotherapist or speech and language
therapist
Child requires additional support for self help skills such as eating,
drinking, dressing and toileting

Strategies to enhance inclusive provision of learning environment
indoors and outside
Adult and resources organised to support access to all areas of the
curriculum
Evidence of developing and regular partnership working with
parents/carers
Programmes implemented following guidance of therapists
Additional equipment required to support Physical Development
and Language for communication












Review

Review process in
place

L&A/SH/1013b010edo
Practitioners and parents are involved in the review of child’s
progress
Once child is in Yr R in school there should be an autumn review of
School Entry Plan. In Yr 1 School Annual review can be submitted
for Y2 funding


EYFS Action Plus Guidance and Audit Criteria – Sept 2013
Documented information from parents of child’s needs
on entry to school
School Entry Plan or Individual Profile demonstrates
areas of need
Reports from Paediatrician, Paediatric Occupational
therapist, Paediatric Physiotherapist, Speech and
Language Therapist, Educational Psychologists, Area
SENCO, SENCO, Social Care Services, Locality team
members
Information from Portage involvement
Family Service Plan
Regular review of Childs learning journey, eg Personal
Pathways booklet, learning diary, FS Profile
Sample of records of observation and assessment
Planning indicates how setting has differentiated
curriculum and routines in a manner appropriate for
child stage of development and particular individual
needs
Use of STC, objects of reference etc
Use of additional resources
IEP – review and completed outcomes
Targeted intervention demonstrates links to agency
recommendations
Umbrella targets from therapists
You should show clearly how review of Individual
Leaning Plan, directly inform planning and involve
observations from parents and others. You should
include all IEPs written appropriate for use while the
child is in setting
Any recorded liaison with parents
41