Band A by tangshuming

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									            SPECIAL EDUCATIONAL NEEDS BANDING DOCUMENT


The attached banding document describes the way in which the Lancashire LEA
determines in general terms the level of additional support needed in a mainstream
school to meet a pupil’s identified special educational needs.

The document can only give an indication of the amount and type of support that can
be provided. It is not possible to have blanket policies that cover every situation. In
each case, it is the particular needs of the individual child that will determine the
nature and extent of the additional support that is required. Nevertheless, the use of
a banding document is helpful to ensure consistency when supporting pupils with
similar needs.

The document sets out educational need by reference to general description,
curriculum modification, behaviour support and self-help. The amount of additional
funding to be provided is then weighted according to the severity of need. So, Band
‘A’ relates to the least severe type of need; Band ‘G’ relates to the most severe and
therefore least common, special educational need.

The amount of funding is based on a weighted allocation starting at £3,680.55 a year
for a pupil of primary school age and £3,357.56 for a pupil of secondary age (these
are the amounts for the 2005/06 school year). The amount of funding then increases
according to the band. The weighting is shown on the banding table, so Band B is
given a weighting of 1.5, which would give an allocation of £5,520.82 for a primary
age pupil (£3,680.55 x 1.5).

For the majority of pupils in mainstream schools who have a Statement, the amount
of additional funding is delegated to the school. This is to allow schools the scope to
use resources flexibly; in order to make the type of extra support which best meets
the learning needs of the individual child. For some pupils, the best type of support
at some time would be from a Teaching Assistant (TA), a non-teaching assistant
working under the direction of a teacher. At other times, the pupil might best be
helped by some time with a specialist teacher. In some cases, the most appropriate
type of support would be a combination of the two. The banding arrangement gives
that flexibility. The banding document gives an indication of the mix of support that
can be provided out of the weighted allocation. So, under Band A (Primary), the
additional sum paid to the school would pay for 9 hours a week of TA time; or 4
hours a week plus an hour a week of specialist teacher-time; or 1 hour a month
teacher time plus 8 hours a week TA time (or combinations of different amounts of
support within the overall funding allocation).


                                                                 Procedures Group August 2005
Whilst schools have the flexibility to make best use of the additional funding, the
critical thing is that the pupil makes progress towards identified outcomes, however
the provision is described. Schools should ensure that parents are aware of the way
in which the additional funding is being used to meet the child’s special educational
needs.

ADDITIONAL POINTS

1.   Funding

     The funds which are delegated to schools in respect of individual pupils are
     expected to cover all teaching and TA (non-teacher) support plus any essential
     equipment for that pupil which costs less than £300 per item. In the case of
     more expensive items of equipment, schools can request the purchase of
     specialist equipment from a centrally-retained Equipment Budget.

2.   Appropriate Banding

     The appropriate banding for each pupil is determined by considering the child's
     needs in relation to the three areas shown on the second page of the Banding
     Document ie curriculum, social, emotional and behaviour and physical, medical,
     self-help and independence. If the pupil's needs can be identified within the
     same band, that is the funding band to which they will be allocated. If the
     pupil's needs fall within more than one band, funding will generally be allocated
     on the basis of the band which most closely fits their profile.

     Once a banding has been allocated for a pupil, any change in the band, either
     upwards or downwards, will generally only be made following the Annual
     Review of the pupil's Statement.

3.   Statements for Emotional and Behavioural Difficulties

     For pupils with Statements for emotional and behavioural difficulties, who
     attend primary schools, funding will generally be allocated to schools at
     Band B. Funding for pupils with this type of Statement who attend secondary
     schools is devolved to schools through a formula, so these banding
     arrangements do not apply in these cases.




                                                                Procedures Group August 2005
                                                        BANDING DOCUMENT 2005/06 SCHOOL YEAR - PRIMARY AGE PUPILS

                            Band A                      Band B                      Band C                     Band D                      Band E                     Band F                      Band G

                            1 hour per term             1 hour per term             1 hour per term            1 hour per term             1 hour per term            1 hour per term             1 hour per term
                            Specialist Teacher time     Teacher time plus           Teacher time plus          Teacher time plus           Teacher time plus          Teacher time plus           Teacher time plus
                            plus                        13½ hrs per week TA         18½ hrs per week TA        23 hrs per week TA          28 hrs per week            32½ hrs per week            37.5 hrs per week TA
                            9 hrs per week              or                          or                         or                          TA                         TA                          Level 3 *
                            Teaching Assistant (TA)     1 hour per month            1 hour per month           1 hour per month            or                         or                          or
                            time                        Teacher plus12½ hours       Teacher plus17½ hours      Teacher plus 22 hours       1 hour per month           1 hour per month            1 hour per month
                            or                          per week TA                 per week TA                per week TA                 Teacher plus 27 hours      Teacher plus 31½            Teacher plus 37 hours
                            1 hour per month            or                          or                         or                          per week TA                hours per week TA           per week TA 3
                            Teacher plus                1 hour per week             1 hour per week            1 hour per week             or                         or                          or
                            8 hours per week TA         Teacher plus                Teacher plus               Teacher plus                1 hour per week            1 hour per week             1 hour per week
                            or                          8½ hours per week TA        13 hours per week TA       18 hours per week TA        Teacher plus               Teacher plus                Teacher plus
                            1 hour per week             or                                                                                 22½ hours per week TA      27½ hours per week TA       34 hours per week TA 3
                            Teacher plus                14 hours per week TA,       (At Band C and above it
                            4 hours per week TA         no Teacher time             would be unusual to
                            or                                                      provide TA support
                            9½ hours per week TA,                                   only)
                            no Teacher time


                            Weighting = 1.0             Weighting = 1.5             Weighting = 2.0                                                                   Weighting = 3.5             Weighting = 5.5
                                                                                                               Weighting = 2.5             Weighting = 3.0


DESCRIPTION                 MLD – global difficulties   MLD- significant            SLD.                       SLD with                    SLD with severe            SLD with additional         SLD/PMLD with
                            requiring some              learning difficulties.                                 communication               Communication              sensory/physical/           additional sensory/
                            modification.                                                                      difficulties.               difficulties.              medical needs.              physical/ medical.
                            SpLD-average/above          SpLD - significant
                            IQ, moderate                difficulties accessing
                            difficulties accessing      the curriculum.
                            the curriculum.
                            Physical/Medical            PD- mobile with             PD with associated         PD- medical/mobility        PD- significant            PD- physical/               PD/PMLD.
                            needs (mobile).             some learning               learning difficulties.     issues, no learning         physical/ medical          learning or medical.
                            Dyspraxia.                  difficulties.                                          difficulties.               needs, with or without
                                                                                                                                           learning difficulties.
                            Sensory Difficulties        Visual Impairment           Moderate hearing           Moderate/moderately         Severe/profound            HI- severe/profound.        HI- severe/profound.
                            requiring some              Hearing Impairment.         loss.                      severe HI.                  hearing loss. Binaurally   Binaurally aided/radio      Binaurally aided/radio
                            modification of                                         Binaurally aided & radio   Binaurally aided/radio      aided/radio aided.         aided.                      aided.
                            curriculum materials.                                   aided.                     aided.                      Severe visual              VI- severe. Low             VI- severe,
                                                                                    Moderate visual            Moderate/moderately         impairment needing         vision aids.                educationally blind.
                                                                                    difficulty.                severe VI.                  teacher input/                                         Braille user requiring
                                                                                                               Low vision aids for         guidance for specific                                  additional materials/
                                                                                                               curriculum access.          curriculum/skill areas.                                transcripts.
                                                                                                                                           Low vision aids for                                    CCTV and/or other low
                                                                                                                                           curriculum access.                                     vision aids for
                                                                                                                                                                                                  curriculum access.
* Generally, non-teaching support for a pupil whose needs fall into Band G would be provided by a Teaching Assistant Level 3 because of the severity of the learning difficulties/sensory needs and additional skills of
the TA
                                                                                                                                                                                        Procedures Group August 2005
                                                     BANDING DOCUMENT 2003/04 SCHOOL YEAR - SECONDARY AGE PUPILS

                            Band A                      Band B                      Band C                     Band D                      Band E                     Band F                      Band G

                            1 hour per term             1 hour per term             1 hour per term            1 hour per term             1 hour per term            1 hour per term             1 hour per term
                            Specialist Teacher time     Teacher time plus           Teacher time plus          Teacher time plus           Teacher time plus          Teacher time plus           Teacher time plus
                            plus                        12½ hrs per week TA         17 hrs per week TA         21 hrs per week TA          25 hrs per week            30 hrs per week             34 hrs per week TA
                            8 hrs per week              or                          or                         or                          TA                         TA                          Level 3 *
                            Teaching Assistant (TA)     1 hour per month            1 hour per month           1 hour per month            or                         or                          or
                            time                        Teacher plus 11 hours       Teacher plus 15½           Teacher plus 20 hours       1 hour per month           1 hour per month            1 hour per month
                            or                          per week TA                 hours per week TA          per week TA                 Teacher plus 24 hours      Teacher plus 28½            Teacher plus 33½
                            1 hour per month            or                          or                         or                          per week TA                hours per week TA           hours per week TA 3
                            Teacher plus                1 hour per week             1 hour per week            1 hour per week             or                         or                          or
                            7 hours per week TA         Teacher plus                Teacher plus               Teacher plus                1 hour per week            1 hour per week             1 hour per week
                            or                          7 hours per week TA         11½ hours per week TA      16 hours per week TA        Teacher plus               Teacher plus                Teacher plus
                            1 hour per week             or                                                                                 20 hours per week TA       24½ hours per week TA       30½ hours per week
                            Teacher plus                13 hours per week TA,       (At Band C and above it                                                                                       TA 3
                            3 hours per week TA         no Teacher time             would be unusual to
                            or                                                      provide TA support
                            8½ hours per week TA,                                   only)
                            no Teacher time


                            Weighting = 1.0                                         Weighting = 2.0                                        Weighting = 3.0
                                                        Weighting = 1.5                                        Weighting = 2.5                                        Weighting = 3.5             Weighting = 5.5


DESCRIPTION                 MLD – global difficulties   MLD- significant            SLD.                       SLD with                    SLD with severe            SLD with additional         SLD/PMLD with
                            requiring some              learning difficulties.                                 communication               Communication              sensory/physical/           additional sensory/
                            modification.                                                                      difficulties.               difficulties.              medical needs.              physical/ medical.
                            SpLD-average/above          SpLD - significant
                            IQ, moderate                difficulties accessing
                            difficulties accessing      the curriculum.
                            the curriculum.
                            Physical/Medical            PD- mobile with             PD with associated         PD- medical/mobility        PD- significant            PD- physical/               PD/PMLD.
                            needs (mobile).             some learning               learning difficulties.     issues, no learning         physical/ medical          learning or medical.
                            Dyspraxia.                  difficulties.                                          difficulties.               needs, with or without
                                                                                                                                           learning difficulties.
                            Sensory Difficulties        Visual Impairment           Moderate hearing           Moderate/moderately         Severe/profound            HI- severe/profound.        HI- severe/profound.
                            requiring some              Hearing Impairment.         loss.                      severe HI.                  hearing loss. Binaurally   Binaurally aided/radio      Binaurally aided/radio
                            modification of                                         Binaurally aided & radio   Binaurally aided/radio      aided/radio aided.         aided.                      aided.
                            curriculum materials.                                   aided.                     aided.                      Severe visual              VI- severe. Low             VI- severe,
                                                                                    Moderate visual            Moderate/moderately         impairment needing         vision aids.                educationally blind.
                                                                                    difficulty.                severe VI.                  teacher input/                                         Braille user requiring
                                                                                                               Low vision aids for         guidance for specific                                  additional materials/
                                                                                                               curriculum access.          curriculum/skill areas.                                transcripts.
                                                                                                                                           Low vision aids for                                    CCTV and/or other low
                                                                                                                                           curriculum access.                                     vision aids for
                                                                                                                                                                                                  curriculum access.
* Generally, non-teaching support for a pupil whose needs fall into Band G would be provided by a Teaching Assistant Level 3 because of the severity of the learning difficulties/sensory needs and additional skills of
the TA
                                                                                                                                                                                        Procedures Group August 2005
             Band A                   Band B                   Band C                      Band D                     Band E                      Band F                      Band G

             Asperger-                Asperger- difficulty     Asperger                    Autism with SpLD.          Autism - high               Autism with SLD             Autism/PMLD.
             organisational           responding to global     Autism – high               Autism with dyspraxia.     functioning and             Autism with severe
             support, independent     situations.              functioning.                Asperger with SpLD.        challenging behaviour.      challenging
             curriculum access.                                Autism with MLD.            Asperger with              Asperger &                  behaviour.
                                                                                           dyspraxia.                 ADD/ADHD.
             Speech & Language        Speech & Language        Speech & Language -         Speech & Language          Speech & Language
             daily speech therapy     (delayed language        moderate language           - semantic pragmatic       - severe
             programme,               development).            disorder, moderate          language disorder,         communication
             independent                                       phonological                severe receptive and       difficulties.
             curriculum access.                                disorder, verbal            expressive language
                                                               dyspraxia.                  disorder, severe
                                                                                           verbal dyspraxia.


CURRICULUM   Support for identified   Support for identified   Support for curriculum      Support for most           Support/task analysis       Support/task analysis       Learning requires
             curriculum areas e.g.    curriculum needs/skill   areas with differentiated   curriculum areas. Task     /differentiation required   /differentiation required   individual planning and
             Literacy, Numeracy,      areas.                   activities and              analysis, differentiated   in all curriculum areas.    in all curriculum areas.    differentiation. Multi
             P.E., Science,           Modification/            resources.                  activities and             Development of              Multi sensory approach      sensory approach to
             Technology.              differentiation of       Reinforce key concepts.     resources.                 attention and               to the curriculum.          the curriculum.
             Modification/            curriculum resources     Assist recording.           Reinforce key concepts.    concentration skills.       Development of              Augmented
             differentiation of       and materials e.g.       To develop attention        Assist recording.          Augmented                   attention and               communication.
             curriculum resources     enlarged text.           and concentration skills.   Modification of            communication.              concentration skills.       Specialist/specific
             and materials e.g.                                Use communicator            language to ensure         Specialist/specific         Communicator input for      intervention
             enlarged text.                                    input to support access     understanding of           intervention                curriculum                  programmes.
                                                               and personal                instructions and tasks.    programmes.                 access/personal             ICT input for learning
                                                               development.                Use communicator                                       development.                and recording
                                                                                           input to support access                                Support to promote          information.
                                                                                           and personal                                           compensatory
                                                                                           development.                                           strategies e.g. touch
                                                                                           Specialist/specific                                    typing, mobility,
                                                                                           intervention                                           independence.
                                                                                           programmes.                                            ICT input for learning
                                                                                                                                                  and recording
                                                                                                                                                  information. Augmented
                                                                                                                                                  communication.
                                                                                                                                                  Specialist/specific
                                                                                                                                                  intervention
                                                                                                                                                  programmes.


SOCIAL       Support to develop       Support to develop       Support to develop          Support to develop         To support the              To support the              Behaviour modification
             appropriate social       identified social/       social rules of             social rules of            development of social       development of social       programmes.
EMOTIONAL    skills, fostering self   behaviour/               communication,              communication,             skills using adult          skills using adult          Support at unstructured
BEHAVIOUR    esteem and awareness     imaginative skills.      enabling pupils to          enabling pupils to         intervention to structure   intervention to structure   times promoting social
             of others.                                        relate to and interact      relate to and interact     learning situations.        learning situations both    skills and awareness of
                                                               with peers and adults.      with peers and adults.     Support to develop age      within the curriculum       danger.
                                                               Communication in a          Support to develop age     appropriate behaviour       and during break times.
                                                               way that can be             appropriate behaviour      skills.                     Positive handling plan.
                                                               understood.                 skills.


                                                                                                                                                                  Procedures Group August 2005
               Band A                    Band B                    Band C                    Band D                    Band E                    Band F                   Band G

PHYSICAL       Training and advice on    Support to develop        Support to develop of     To develop                Strategies to support     Implementation of        Implementation of
               medical conditions at a   independence and self     fine and gross motor      programmes in             gross and fine motor      health professional      health professional
MEDICAL        level that requires       help skills.              skills.                   conjunction with health   development.              programmes.              programmes.
SELF-HELP      minimum input, aiming     Support to develop fine   Promote independence      professionals to          Strategies to promote     Moving and handling      Moving and handling
INDEPENDENCE   towards independence      and gross motor skills.   and self help skills.     promote self help,        self help/ independence   care plans in place.     care plans in place.
               and self management.      Support to reinforce      To support mobility and   independence, fine        skills.                   Mobility programmes in   Mobility programmes in
               Support to develop        health professional       health care plans.        motor, gross motor,       Implementation of         place.                   place.
               organisational skills.    programmes & health                                 language &                health related                                     Assistance with self
                                         care plans.                                         communication skills.     programmes on a daily                              help/independence
                                                                                             To support mobility and   basis.                                             skills.
                                                                                             health care plans.        To support mobility and
                                                                                                                       health care plans.




                                                                                                                                                               Procedures Group August 2005

								
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