funding of special educational needs - Essex Schools Infolink by jizhen1947

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									                  Essex County Council




           Schools Children and Families Service




      SEN Provision Development
   Commissioning and Business Design



Funding of Special Educational Needs 2011/2012




Aug 2011                   Z:\SEN Provision Development\Mainstream Schools
Funding of Special and Additional Educational Needs – Essex Schools 2011/2012




Contents                                                                   Page
Index                                                                                 2


1. Mainstream Primary Schools
a) Pupils with and without statements of special educational need
3-6


2. Mainstream Secondary Schools                                                    7-8

a) Pupils with and without statements of special educational need


3. The Pupil Premium                                                                  9


4. Enhanced Provision                                                             9 - 10


5. Special Schools                                                                11- 15


6. Special Equipment Provision                                                    15 - 17




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Funding of Special and Additional Educational Needs – Essex Schools 2011/2012


1. Mainstream Primary Schools

a) Notional SEN Fund

The Notional SEN Fund is the sum of money that the Authority expects the school to make available as a
minimum contribution to support pupils with special and additional educational needs. The notional SEN
fund is made up of three component parts;
i) Funds within the Key Stage funding
ii) Additional Educational Needs funding
iii) Individual funding for pupils with statements banded either complex or severe.

The Pupil Premium based on Free School Meals Eligiblity could equally be considered as part of the notional
SEN Fund although in 2011-12 Essex CC Finance are not delegating it to schools as part of the notional
SEN Fund. Schools must be able to account for how they have used the resources delegated via the pupil
premium so including it within the notional SEN fund is one way of ensuring the expenditure is transparent as
schools have a statutory responsiblity for accounting for how they have used the resources delegated to
them for SEN as well.

i) Funds within Key Stage Funding

Schools receive a significant element of their funding for special and additional educational needs through
Key Stage Funding (the sum of money for every pupil on roll as at January Pupil Level Annual School
Census (PLASC)) which includes an element for special and additional educational needs. This element has
been quantified as 3% of the key stage funding on the Section 251 statement (which sets out the total
budget for the school). This 3% is to support pupils on School Action (ESA) and School Action Plus (ESA+)
and provide a base level of support for pupils with statements of SEN.

An element of the school’s general pupil-driven funding has always been considered to be for SEN. The
remaining 97% of the Key Stage Funding from the school’s main budget in the case of a primary school in all
mainstream schools should be used to fund: the cost of a suitably qualified Special Educational Needs
Coordinator (SENCO) or Assistant SENCO (unless providing direct support to a pupil); the administrative
costs associated with SEN; the cost of effectively differentiating the curriculum, including smaller class sizes
for some subjects and/or pupils; and Wave 2 interventions.

ii) Additional Educational Needs

With effect from April 2008 Essex LA introduced a single formula factor to fund pupils with Additional
Educational Needs. The new Additional Needs formula element replaced the following previous formula
elements;

    •   Statements at Bands A & B
    •   Existing AEN Factor
    •   Personalised Learning
    •   SEN Non-Statemented
    •   Social Deprivation

These resources are delegated to schools through the Section 251 statement. They form part of the overall
school formula budget and the Governing Body can determine how those resources are allocated. These
resources are intended to meet the needs of pupils with the greatest special and additional educational
needs and in Essex can be related to those pupils on ESA and ESA+ and also gifted and talented pupils.
These funds should provide something ‘additional to and different from’ the support provided to pupils with
universal needs.
These funds should be used to make a similar base level of support for pupils with statements of SEN.

The expected hours for a pupil on ESA or ESA+ or the school’s contribution towards a pupil with a statement
will depend on the number of pupils receiving additional support and the school’s SEN delegated budget. As
a general rule the hours can be allocated as 1 hour of individual Learning Assistant (LSA) support or
equivalent per week to a pupil on ESA and 1.5 to 5 hours for pupils who are on ESA+.


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Funding of Special and Additional Educational Needs – Essex Schools 2011/2012

Should a pupil be put forward for Statutory Assessment then the expectation would be that the pupil would
already be receiving 5 hours of individual support per week, but this depends on the pupil’s need and the
type of support required. However, no additional resources will be allocated for pupils with statements for
Additional Needs, as funding for these pupils was subsumed into the Additional Needs Formula in 2008. This
means that additional resources will not be allocated over and above the formula allocation unless a pupil is
banded either complex or severe.

There is a popular misconception amongst schools that pupils at school action plus must receive a specific
level of support, the reason this guidance recommends a range from 1.5 to 5 hours of individual learning
support assistant time or equivalent is due to the fact that in some cases the schools notional SEN fund will
not be sufficient to give all pupils on school action plus the maximum allocation of 5 hours per week.

It will be important for schools to differentiate support to pupils with high incidence needs as the SEN green
paper implies that school action, action plus and additional needs will be merged into a single pre
statement/single individual plan level.

The additional needs formula appears under the Targeted Allowances heading on the Section 251
statement. A total of £18.45m has been distributed to primary schools in 2011/12 using the following factors:

        Weighted Income Deprivation Affecting Children Index (IDACI)      50%
        Prior Attainment (Foundation Stage and Key Stage 1                50%

Income Deprivation
The national IDACI tables for December 2010 have been used to map pupils (as recorded on the autumn
2010 school census) to their Lower Super Output Area (LSOA) using their individual home postcodes. An
average IDACI score is calculated for each school reflecting overall social deprivation of pupils attending the
school and applied to the January 2011 pupil numbers.

IDACI score of, for example 0.24, means that 24% of children aged less than 16 in that SOA are living in
families that are income deprived.

The LSOAs are ranked in deciles and funding is targeted to the pupils from most socially disadvantaged
areas by weighting the deciles as follows:

        Decile             1st most                2nd          3rd           4th           5th            6th
                           disadvantaged                                                                   to
                                                                                                           10th
        Weighting          1.5                     1.0          1.0           0.5           0.5            0

Prior Attainment
The prior attainment funding is distributed by calculating an average low attainment score for each school
and applying it to January 2011 pupil number. The data used is:

       Key Stage 1 pupils: Foundation stage profile scores: the average percentage of pupils not achieving
        an average of 6 or more points in Communication, Language and Literacy and Mathematical
        Development (results for latest 3 years);
       Key Stage 2 pupils: Key Stage 1 SATS: average percentage of pupils scoring less than level 2 in
        Mathematics and English (results for latest 4 years);

There will be no adjustment made to the budget for pupils with additional needs starting or leaving
the school during the year – this includes pupils with statements banded Additional Needs.

b) Pupils with statements of special educational need
From April 2008 not all primary aged pupils with statements of SEN were funded individually by the LA.
Pupils with statements for Additional Needs were expected to have their needs met from within the
resources


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Funding of Special and Additional Educational Needs – Essex Schools 2011/2012

delegated via the Additional Needs formula. Support from the LA for pupils with statements can take the
form of a separate monetary allocation, through direct teaching support or monitoring from the LA’s
Specialist Teaching Team. The monetary allocation normally specifies the employment of teacher or LSA
time and is in the form of specific hours of support per week.

The 1996 Education Act is clear that LAs are responsible for funding the provision in a statement over and
above what is available in schools. In assessing the funding for a pupil it is assumed that schools will be fully
differentiating the curriculum for that pupil, and contributing a base level of support equivalent to the level of
support they would have put in at the highlest level of pupil on ESA+.

As previously mentioned, the expected hours for a pupil on ESA or ESA+ or the school’s contribution
towards a pupil with a statement will depend on the number of pupils receiving additional support and the
school’s SEN delegated budget.

Where a pupil has a statement of SEN it would be anticipated that the first 5 hours of support time would be
provided through the delegated funding.

Allocations to schools will therefore assume the school will contribute from their Notional SEN Fund
an amount equivalent to 5 hours of LSA support.

As with pupils on ESA and ESA+, the school is expected to meet administrative and liaison costs e.g.
undertaking the review arrangements and liaising with parents and other agencies.

The monetary allocations are based on standard assumptions for the cost of a teacher or LSA and not actual
cost. No adjustments are made if the actual cost is different. The rates of reimbursement are based on point
13 of the LGPS plus 8% on-costs for LSAs for all primary and secondary pupils with statements banded
either complex or severe.

All pupils with statements of SEN regardless of the number of hours of LSA time are delegated within the
Section 251 statement. The funding for pupils with statements banded additional needs are delegated but
are formula funded via the additional needs formula, therefore it remains important to impress upon schools
the fact that they do receive specific resources for these individual pupils. Pupils with statements banded
complex or severe are funded individually and identified on a sheet accompanying the Section 251 budget
statement. The allocation quoted in the Section 251 statement is for the whole financial year except for
pupils in years’ 2 in infant schools and year 6 in primary and junior schools, which have been allocated
summer term only, as they are expected to change schools in September.

There will be no adjustment made to the budget for pupils with additional needs starting or leaving
the school during the year – this includes pupils with statements banded additional needs.

The amounts allocated to Schools in 2011/2012 for one hour of support for 38 weeks are:

                                                   Teacher                           LSA

Ordinary                                           £1,458                            £394
Fringe Allowance                                   £1,506                            £408
Inner Allowance                                    £1,506                            £414

Fringe Allowance relates to the districts of Basildon, Brentwood and Harlow. Inner Allowance relates to the
Epping Forest district.

Therefore a child allocated 20 hours of support in Basildon would receive 20 * £408 = £8,160

Pupils without statements of SEN funded individually (Primary and Secondary)

Some pupils without statements of SEN attract individual SEN funding. These are often referred to as Band
(O)ther pupils and fall into three main categories:

     I. pupils whose medical needs are funded without the need for a statement


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Funding of Special and Additional Educational Needs – Essex Schools 2011/2012

    II. pre-school pupils or any pupil allocated interim funding whilst a statutory assessment is being
        undertaken
   III. pupils from Other Local Authorities (OLA)

Schools receive allocations for Band (O)ther pupils in three instalments (one per term). Payments will be
made in April, September and January.

Banding System

Essex operates a banding system in Primary Schools as follows:

      Additional Needs                    Less than or equal to            12.5 hrs individual LSA Support


      Complex Needs                       Greater than                     12.5 and less than or equal to 22
                                                                           hrs individual LSA Support

      Severe Needs                        Greater than or equal to         22.5 individual LSA Support



For additional needs pupils all funding will be from the schools delegated resources but for pupils with
Complex or Severe needs the first 5 hours only will come from the schools delegated budget and the
remainder from individual LA funding either via the Section 251 statement under the heading SEN
Statements Complex and Severe Needs or via separate allocation if the pupils comes on roll during the year.

Example of allocations within each band

                          Learning          Learning              SENCO            SENCO             HLTA
                         Assistant          Assistan               Hours            Hours            Hours
                           Hours             t Hours
                         Individual         Group of          Individual           Group           Individual
                                                 3                                  of 3
      Addition               5                  15                 1.25             3.75                 4
      al Needs
      Complex               15                 45                  3.75             11.25                12
      Needs
      Severe                25                 75                  6.25             18.75                20
      Needs


The levels of support shown above are separate. Under Complex Needs 3.75 hours of individual teaching
from the SENCO OR 11.25 hours of teacher support in a group of 3 OR 15 hours of individual LSA time
could be provided.

In broad terms, 1 hour of SENCO (teacher) time equates to 4 hours of LSA time
1 hour of SEN Teacher time equates to 3 hours of LSA time
and 1 hour of Higher Level Teaching Assistant is 1.25 LSA time.



Academies Funding
There is no difference in the way mainstream academies are funded for pupils with statements banded
Complex and Severe. The funds are retained by the Local Authority and allocated to schools in accordance
with individual pupil’s statement of SEN.




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Funding of Special and Additional Educational Needs – Essex Schools 2011/2012


2. Mainstream Secondary Schools

The concept of the Notional SEN Fund applies equally to Secondary Schools as to Primary Schools. The
new formula for funding schools is broadly similar for Primary and for Secondary schools

a) Pupils without statements of special educational need

i) Funds within Key Stage Funding
The principles are the same for secondary schools except to compensate for their larger base budget
secondary schools are only expected to spend a minimum of 2% of their key stage funding on pupils with
AEN/SEN i.e. those on ESA or ESA+ and a base level of support for pupils with statements.

iia) Additional Educational Needs

The principles and the methodology are the same for secondary schools as for primary with the following
exceptions.

A total of £18.81m was allocated to secondary schools for AEN in 2011/12.

The prior attainment element of the AEN formula for Key Stages 3 and 4 was calculated is as follows:

        Key Stage 2 SATs: average percentage of pupils not reaching level 4 in English (results for latest 5
        years).

Both primary and secondary schools should be encouraged to ‘pool’ the Key Stage Funding percentage and
additional needs funding to provide effective support for SEN pupils without statements and the first 5 hours
of support for pupils with a statement.

iib) Practical Learning Options for KS4

The LA also allocated £2.67m for Practical Learning Options at KS4. There is a requirement for the LA to be
transparent about how these funds are distributed to schools. The DCSF guidance at the time stated that
the purpose of this funding is ‘to increase practical learning opportunities for 14-16 year olds’.

The information provided by the DCSF (now the DfE) to LAs states that ‘This funding is not ring fenced but it
is our intention that it should enable secondary schools to secure a broader range of practical and specialist
provision at Key Stage 4. It is intended to cover the additional core costs of delivery including teaching,
curriculum planning, resources and equipment and relevant fees. It will enable schools to purchase
provision which they cannot themselves directly provide from other schools, colleges or private providers in
the area.’
These funds have been distributed via a formula to reflect these priorities as follows:

        Key Stage 3 Attainment data in English and Maths                    80%
        Pupil numbers                                                       20%

All schools will receive a share of the funding as part of the formula factor is driven by pupil numbers.
However the formula favours schools with a high incidence of low attainment.

There is no requirement for schools to earmark these funds. It is anticipated however that a percentage of
these funds will be spent on pupils on ESA and ESA+.

b) Pupils with statements of Special Educational Need

The 1996 Education Act is clear that LAs are responsible for funding the provision in a statement over and
above what is available in schools. In assessing the funding for a pupil it is assumed that schools will be fully
differentiating the curriculum for that pupil, and contributing a base level of support equivalent to the level of
support they would have put in for pupils at the high end of ESA+.

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Funding of Special and Additional Educational Needs – Essex Schools 2011/2012

Allocations to schools will therefore assume the school will contribute from their non-statemented
funding an amount equivalent to 5 hours of LSA time.

As with pupils on ESA and ESA+ the school is expected to meet administrative and liaison costs e.g.
undertaking the review arrangements and liaising with parents and other agencies.

The new banding system is now applied to both primary and secondary schools in the same way:

      Additional Needs                     Less than or equal to          12.5 hrs individual LSA Support


      Complex Needs                        Greater than                   12.5 and less than or equal to 22
                                                                          hrs individual LSA Support

      Severe Needs                         Greater than or equal to       22.5 individual LSA Support




The allocation quoted in the Section 251 statement is for the whole financial year except for pupils in Years
11 and 13, who have been allocated summer term only, as they are expected to leave then. The allocations
are based on known pupils as at around PLASC date in January 2011. Schools will receive separate
additional allocations during the year from the delegated budget for new pupils entering the school who meet
the criteria for bands severe or complex, including the new year 7 in September 2011 and budgets will be
adjusted for changes to existing provision (including pupils moving from additional needs to a higher band).
There will be no adjustment made to the budget for pupils with additional needs starting or leaving the school
during the year – this includes pupils with statements banded additional needs. An estimate of these new
pupils with statements banded complex or severe has been transferred to the school’s delegated budget. It
is important to note that all allocations relating to statemented pupils in Secondary schools are ‘delegated’
and SENCAN does not hold a SEN teaching or LSA budget, as such, any more. As these sums are now
delegated, local bank account schools will receive them as part of their monthly cash sum and non local
bank account schools will receive them at the beginning of the financial year.


Academies Funding
There is no difference in the way mainstream academies are funded for pupils with statements banded
Complex and Severe. The funds are retained by the Local Authority and allocated to schools in accordance
with individual pupil’s statement of SEN.




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Funding of Special and Additional Educational Needs – Essex Schools 2011/2012


3. The Pupil Premium

With effect from 1 April 2011, the new pupil premium has been identified; the amount is primarily related to
pupils with a free school meal entitlement as at PLASC 2011 who will each attract a sum of £430. in addition,
there will be extra resources for children from a military background (£200) and Looked After Children (LAC).
LAC resources will be made available on a termly basis at a rate of around £143 per term (£430 per annum).

Whilst schools will be free to spend the Pupil Premium for pupils with Free School Meals Entitlement as they
see fit, they will be held accountable for how they have used the additional funding to support deprived
pupils. New measures will be included in the performance tables that will capture the achievement of those
deprived pupils covered by the Pupil Premium. From September 2012, schools will also be required to
publish online information about how they have used the premium. This will ensure that parents and others
are made fully aware of the progress and attainment of pupils covered by the premium. For these
accountability reasons it is suggested that schools could account for Pupil Premium expenditure within their
notional SEN fund particularly if they are using a provision map to record provision to pupils from vulnerable
groups.
The Pupil Premium will also be paid to academies via the Young Peoples’ Learning Agency. Local
authorities are responsible for looked after children in care and will make payments to schools and
academies where an eligible looked after child is on roll.

Special Schools also receive the pupil premium for pupils with free school meal eligibility.


4. Enhanced Provision in Mainstream Schools

Each Provision is designated a number of places for a particular type of need.

In order to provide stability of funding, Enhanced Provision is funded mostly according to the number of
places rather than the number of pupils. The new formula for enhanced provision distributes resources in a
full year as follows:

                                          Amount                           Percentage

Place led funding                        £4,331,338                        98.63%
Pupil led funding                            £34,234                         0.78%
Allowances                                   £26,018                         0.59%
                                         ---------------                   -----------
Total                                    £4,391,588                        100.00%


The table below sets out the amount per place for Enhanced Provision in Essex.

                                                    Per place

Speech and Language (Primary)                           £ 7,656.43
Speech and Language (Secondary)                  £ 14,451.91
Hearing Impaired (Primary)                 £ 14,345.64
Hearing Impaired (Secondary)                     £ 17,413.20
Dyslexia                                         £ 9,757.86
SLD                                              £ 18,656.93
Moderate Learning Difficulties                   £ 7,590.29


Schools no longer receive a fixed allocation but still receive a per pupil allocation of £118.08 for each pupil
on roll in the enhanced provision as at PLASC in January 2011. Additionally all schools receive Key Stage
Funding at the appropriate key stage value for each pupil in addition to the above. The amount per place and
per pupil remained unchanged from 2010-11.



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Funding of Special and Additional Educational Needs – Essex Schools 2011/2012
Resources for certain types of Enhanced Provision are delegated to schools, who receive the funding as part
of the Section 251 statement. Resources for Speech and Language and Hearing Impaired Enhanced
Provisions are not delegated, but are allocated (devolved) separately. This means the LA could reclaim the

resources if they thought they were not being spent on the purpose for which they were devolved. From
April 2012 all enhanced provision budgets will be delegated to schools. Academies with enhanced
provisions attached will work contracturally with the LA to deliver appropriate outcomes for pupils in the
enhanced provision for a fixed fee. The contractural arrangements will allow both sides to break the contract
at fixed points if the the arrangement becomes unsatisfactory or the provision is not required.

How is the amount calculated?

The level of resource is linked to the staffing structure it is intended to provide for each Provision to be
funded for:

                 a Teacher in Charge
                 a High Level Teaching Assistant 25 hrs per week
                 a Midday Assistant 6.25 hrs per week unless stated
                 15 minutes Admin Support per pupil place per week
                 £210 per f.t.e. for staff training
                 £105 per place for resources unless otherwise stated.

The following pupil to adult ratios apply:

Speech and Language Primary

Teachers                          1:10
LSA    (25 hrs)                   1:5

Speech and Language Secondary

Teachers                          1:5
LSA    (25 hrs)                   1 per year group

Hearing Impaired Primary

Teachers                          1:6
LSA    (25 hrs)                   1:3
Communicators                     1:12
Equipment £526 per place

Hearing Impaired Secondary

Teachers                          1:6
LSA    (25 hrs)                   1:3
Communicators                     1:6
Equipment £526 per place

Dyslexia

Teachers                          1:8
LSA    (25 hrs)                   1:4

Severe Learning Difficulties

Teachers                          1:15
LSA    (25 hrs)                   1:1
MDA (6.25 hrs)                    1:1
Equipment £420 per place

Moderate Learning Difficulties


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Funding of Special and Additional Educational Needs – Essex Schools 2011/2012
Teachers                         1:12
LSA    (25 hrs)                  1:6



5. Special Schools

a) Amounts allocated directly to schools by formula
Special schools in Essex are formula funded through a formal LMSS (Local Management of Special
Schools) Scheme. In order to provide stability of funding the LMSS scheme allocates the majority of funds
through places rather than pupil numbers. The general principle is that the place number will remain stable
year by year even if pupil numbers rise or fall. To ensure further predictability in special school budgets to
support medium term planning, budgets are now allocated on three year cycles. The funding mechanism for
Special Schools changed with effect from 1 September 2008 with all special schools being categorised into
one of four school types.

New Model Special Schools                                     NMSS
NMSS will cater for pupils with Severe Needs (excluding BESD)

Community Learning in Partnership                                 CLiP
CLiP will cater for pupils with Complex Needs

 Primary Behavioural Emotional & Social Difficulties          BESD (Primary)
 Secondary Behavioural Emotional & Social Difficulties        BESD (Secondary)
 BESD will cater for pupils with Severe BESD
 BESD schools were funded for a number of residential places.

Future admissions will be on the above basis - existing pupils will only change schools with full agreement.

The funding mechanism for each of the four categories of school was reviewed in conjunction with the review
of banding descriptors in 2007 to allow implementation of a revised funding scheme for each of these four
categories of school for the 2008/9 three year budget cycle. This cycle was extended into a fourth year whilst
the LA considered how to fund schools pending receipt of the SEN Green paper.

Each school was be given an agreed place number for each funding cycle. The place number was
determined taking into account accommodation limit and projected pupil numbers. If however, that place
number is exceeded at the following PLASC, then the school must be funded at least for the number of
pupils on roll as at PLASC for the following financial year.

                                         Amount                           Percentage

Place led funding                        29,024,475                       93.50%
Pupil led funding                          1,000,932                        3.22%
Fixed funding (Inc LW & allowances)        1,017,801                        3.28%
                                         ---------------                  -----------
Total                                    £31,043,208                      100.00%

Funding Elements

Place values for each of the 3 types of school are as follows;

NMSS & BESD             £15,347
CLiP                    £ 9,766
BESD Residential        £18,696

All Schools also receive a sum of money for each pupil on roll as at PLASC.
The sum effective from April 2011 is £548.




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Funding of Special and Additional Educational Needs – Essex Schools 2011/2012
In addition each school receives a lump sum of £20,227 in 2011-12. This lump sum encapsulates the
following previous formula elements. Insurance, Catering, Structural Repairs and Maintenance, FMSiS.



London Weighting (where applicable) and an allocation for Free School Meals taken are added to make up
the final budget for each school.

Staffing ratios for each type of school was agreed as follows – accepting that smaller schools may need to
adjust their senior management structure and administrative support arrangements to remain within budget
and consideration had to be given to staff and staff roles currently in post. The guiding principle is that the
budget generated by multiplying the number of places for each school by the appropriate place value plus
per pupil sum plus lump sum will generate enough resource to fund the structure below or equivalent.

NMSS

        Teachers                                           1:10
        Learning Support Assistants (27.5hrs)              1:5
        Senior Learning Support Assistants (18.5hrs)       1:10
        Key Workers (37 hrs)                               1:10
        MDA (7.5hrs)                                       1:10

In addition each school would have:

        Head Teacher
        Deputy Head Teacher
        2 Heads of Learning (0.8 F.T.E)
        Technicians
        Site Manager
        Finance Manager
        Personnel Manager
        Admin Staff
        Cleaning and Catering Staff
        An additional 10% for non - staffing costs
        £531 per pupil for additional NMSS services determined by local need.

CLiP

        Similar principle but work on a 1:12 ratio for most staff
        A ratio of 1:8 for Leaning Support Assistants
        Additional staff in CLiP are Outreach Manager and Outreach Assistant
        Key Workers are not part of the model

Primary BESD

        Pupil: teacher Ratio                      1:8
        Learning Support Assistant                1:8
        Care Officers                             1:5
        Senior Care Officers                      1 per house
        Additional 12.5% for non staffing costs

Additional staff required include:

Care Standards Manager
Deputy Care Standards Manager
Home to School Liaison
Laundry Assistants
Night Awake Officer
Transitions Officer
Catering Staff

Secondary BESD

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Funding of Special and Additional Educational Needs – Essex Schools 2011/2012
        Teachers                                   1:7
        Learning Support Assistants                1:6
        Care Officers                              1:5
        Senior Care Officers                       1 per house
        Additional 12.5% for non staffing costs

Additional staff required, as per primary, other than:

CAMHS Workers
Home School liaison

Transitions Officer not in Secondary model.

b) Exceptional Placements
A revised scheme for allocating resources for pupils with ‘exceptional’ needs has been brought into operation
from September 2011.

It is essential that SENCAN colleagues do not raise expectations amongst parents or schools that the LA will
provide additional resources to particular children. An enhanced level of resource has been delegated to
special schools and they are expected to meet the needs of pupils placed within their school. The
exceptional placements budget is very small and can only cater for the first half a dozen or so cases
although where pupils meet the criteria refusal is difficult, leading to fairly significant budget pressures.

SENCAN has been charged by the School Forum to reduce expenditure in this area significantly, whilst
reducing the number of placements in independent special schools.

‘Exceptional pupil status’ will only be afforded to a pupil whose needs can not be met by the level of resource
available within the existing school budget.

The existing school budget will be deemed sufficient to meet the needs of all pupils unless all of the following
essential criteria are met:

       the pupils’ class is ‘full’ at the time of the ‘exceptional’ pupil either joins the school or becomes
        ‘exceptional’ and there is not sufficient surplus capacity elsewhere in the school which can be
        redeployed. For this purpose ‘full’ is determined as 10 pupils in a NMSS and 12 in a CLiP school.
        However, if the target pupil’s class is full but there is still significant surplus capacity in the school,
        exceptional funding will not be agreed

       the staffing profile of the class in which the pupil is/will be placed is at least comparable to the
        appropriate school staffing model and suggested class size

       the pupils’ needs can be proven to be more severe than those specified in the admissions criteria for
        the school

       the level of unallocated carry forward in the schools budget is not sufficient to meet the exceptional
        funding requested

Should the above criteria all be met, then further consideration to the following conditions must be given:

           Does the pupils’ behaviour cause a considerable risk to himself or other pupils and does
            managing this risk necessitate a significant increase in resource over and that above expected
            in the school?

           Has a SEN Tribunal directed a level of support to an individual pupil in excess of what would
            normally be expected in that school?

           Does managing the pupils’ medical or physical needs incur a level of expenditure over and
            above what would be normally be expected in the school?



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Funding of Special and Additional Educational Needs – Essex Schools 2011/2012
           Would it not be possible to place this pupil in this or another Essex school without the allocation
            of Exceptional Funding?

If any of the second set of criteria are met, then exceptional funding is a potential outcome.


The consideration by the LA of an exceptional placement will arise from a request from a Head teacher to
the appropriate locality Statutory Assessment Manager, Statutory Assessment Service that there are
insufficient resources to allow the school to meet the needs of the pupil.

As a result of the above both the school (or proposed school) admitting the pupil should submit a report via
the Statutory Assessment Manager, Statutory Assessment Service to the Exceptional Placements Panel
giving details of the case and whether the placement should be considered as exceptional. The Statutory
Assessment Manager will check the eligibility of the claim for exceptional placement funding against the
above criteria. If the above criteria are not met the Statutory Assessment Manager will notify the school as
to why the claim cannot be approved at this time.
If the application meets the eligibility criteria the Statutory Assessment Manager will forward all relevant
paperwork to the Manager SEN Provision Development to arrange the application to be considered by the
exceptional placements panel.

The Exceptional Placements Panel consisting of special school headteachers and LA officers will consider
the case, it is proposed that if necessary part of the consideration of exceptional funding will involve a joint
visit from two members of the exceptional placements panel (including a Headteacher from a similar school
to that requesting exceptional funding) to observe the pupil. The idea is that this visit would reduce the need
to provide detailed evidence in support of the application however some key information will still be required.

The maximum allocation that will normally be made is 27.5 additional hours of Learning Support Assistant
time per week (although 32.5 maybe given where the pupils placement provides a serious safeguarding
risk). Given the assumptions in the funding model for NMSS and CLiP and the pressures on the budget it
would seem appropriate to hold the rate of reimbursement to Band 2 pt 14. Recently Schools have been
requesting and have been granted exceptional funding at Band 3, this will not be agreed in the future as a
budgetary control measure. The original protocol specified that ‘additional teaching time will no longer be
considered as this has not been allocated for some time’ however there are also instances of teacher time
being agreed and allocated. Additional teaching time will only be granted in future where the exceptional
placement panel are convinced that allocating additional teaching time will prevent an expensive
independent school placement. The school will be expected to meet any supply costs due to sickness or
maternity from within this allocation. Schools should ensure that staff employed from exceptional funding
budget are included in the insurance scheme if the school has insured its other staff.

Once a case is agreed, providing the pupil remains at the school, funding is guaranteed to the school for the
remainder of the academic year or for a period of 12 months from the date of allocation to ensure continuity
for the school in terms of staffing, funding will continue even if the four essential criteria above no longer
continue to be met. However all four essential criteria must be in place for the funding to continue for the
following academic year.

The funds are earmarked for the particular pupil. The LA will be monitoring the expenditure over the year and
the school will need to demonstrate that the full funding has been allocated to the pupil. The LA will reclaim
any funding which is not allocated to the pupil.

c) Pupil Number increases
Special schools have been allocated a place number in accordance with their admissions criteria/number
from September 2008.
Schools received this level of place funding for the financial year 2011-12 unless one of the following
circumstances occurred:
i) the School was formally closed
ii) the School has formally amalgamated with another school and a revised capacity was agreed
iii) the actual number of pupils on roll as at PLASC 2011 exceeded the agreed place number.

In this instance the place number was adjusted to reflect the pupil number as at PLASC for the upcoming
financial year only, subject to the requirements of the trigger mechanism below.


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Funding of Special and Additional Educational Needs – Essex Schools 2011/2012
In year trigger mechanism will operate as follows:

If pupil numbers have exceeded the following ‘checkmarks’ as at the Autumn Term census schools will be
funded proportionally for any additional pupils for the remainder of the financial year. If pupil numbers remain
above the checkmark as at PLASC schools will be moved to the next funding level above the checkmark for

the following financial year. If they have dropped below the checkmark they will be funded for the actual
number of pupils as per ciii above.

N.B. CLiP schools are funded in blocks of 12 places, NMSS 10 Places, Secondary BESD 7 places and
Primary BESD 8 places.

                              School Type                           Checkmark

                                   CLiP                    6 Pupils (funded for 7th pupil)

                                  NMSS                     5 Pupils (funded for 6th pupil)

                                  BESD                     4 Pupils (funded for 5th pupil)


d) Reintegration
This budget has been delegated to special schools.
All special schools should fund their own staff release, staff travel and pupil travel costs.
There are no additional funds to enable pupils to be supported in the mainstream school.
Support for pupils from special schools who do not receive additional reintegration funding should be made
direct to the mainstream school through the mainstream learning support budget.

e) Alternative provision for pupils in special schools

The expectation would be that special schools would fund alternative provision arrangements for pupils on
their school roll.



6. Special (High Cost) Equipment

The budget (High Cost Budget) HCB provides equipment for individual children with clearly identified SEN
and require equipment to support their accessing to the curriculum within school. This budget is for pupils
with a Statement of Special Educational Needs (SEN) however some pupils with a sensory impairment and
or physical difficulty may access the HCB without a Statement of SEN.

The HCB is for the provision of portable equipment for named individual pupils with a Statement of SEN in
mainstream provision is held within SCF, County Hall, and accessed via
Specialist Team Leaders (STL), Specialist Teacher Team in response to specific requests from Specialist
Teachers and/or Therapists accompanied by a report and assessment of need or
the Annual Review process.

Provision of equipment will also include servicing, maintenance and repair if necessary. In a situation where
a child has an expensive piece of equipment which needs additional modification, the LA would fund this
modification.

Equipment remains the property of ECC, has a unique ID/Pupil reference code and is expected to be
returned to the Essex Equipment Service or area bases via the Specialist Teacher Team when no longer
required or when the child leaves school/moves from Essex.

The SCF SEN county database records equipment reallocation. An area spreadsheet also monitors and
records the request/purchase and tracks through the ordering process/follow up for servicing and repairs etc.
Schools and parents (where agreed that equipment can exceptionally be used at home) are advised of their
insurance responsibilities.

Thresholds for provision of equipment

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Funding of Special and Additional Educational Needs – Essex Schools 2011/2012
        Mainstream -                      Individual items under £30 to be provided by the school
        Special (exceptional) -           Individual items under £300 to be provided by the school

Requests are signed off by the STL and ordered (through Marketplace) within the area or through Essex
Equipment Service (EES).

Assessment for equipment

Generally there is an indication within the Statement provision section (Part 3 B) that ‘alternative recording/IT
equipment’, ‘supportive seating’, ‘suitable aiding (HI)’ etc. should be provided at an appropriate time. Within
an Annual review report by the Specialist Teacher, this equipment would be more clearly defined and would
be requested using the agreed process and paperwork. In some instances a therapist would send a report
and invoice with evidence via an EES Enquiry Form that the requested equipment is either in stock or should
be ordered. This is normally for those children in Special Schools where the therapist has been re-assessing
their equipment needs. All requests are checked with the Specialist Teacher involved in each area.

Requests for ‘a laptop’

Where the school’s Annual Review paperwork return requests items such as a laptop and there has been no
indication in the Statement or Specialist Teacher’s visit notes/reports that this is an appropriate piece of
equipment, the AR papers would go to the Local Management Team panel meeting (LMT) to be discussed
with the STL. In the case of requests for laptops, an ICT assessment (guidance to be found here) might be
agreed and then carried out by a Specialist Teacher, using the agreed assessment format. Where possible,
there will be a trial of equipment, including more ‘low-tech’ IT such as an AlphaSmart as opposed to a more
sophisticated laptop. The report would be returned to LMT panel meeting along with information on how the
school is prioritising to make class and school-based IT available to the pupil. If agreed, the equipment would
be purchased through the HCB.

NB. It is exceptional that IT items are required that have not been previously referred to in Part 3B

Other equipment such as specialised seating

SENCAN fund all portable access equipment, other than mobility aids such as wheelchairs and walkers
which are provided by health. Supportive seating/portable hoists and transfer/handling equipment are
assessed by an OT/Physio in the school, with the Specialist teacher, school H&S rep/SENCO, parent and
usually the equipment supplier.The OT/Physio submits a formal report, quotation and attaches assessment
evidence. Ordering takes pace in the Area.

Under 5s

Seating equipment is exceptionally provided for under 5s in Early Years settings in line with Government
funding for 3yr olds/4yr olds. Requests for under 3s will be considered and Team Managers will be
informed of all requests, regardless of cost. ATL to maintain separate lists.

Requests for other specialist portable access equipment

SCF fund all portable access equipment, other than mobility aids such as wheelchairs and walkers which are
provided by health. Supportive seating/portable hoists and transfer/handling equipment are assessed by an
Occupational Therapist (OT)/Physiotherapist in the school, with the Specialist Teacher, school Health &
Safety rep/SENCO, parent and usually the equipment supplier. The OT/Physio submits a formal report,
quotation and attaches assessment evidence. Ordering takes pace in the Area.

Examples of specialist portable access equipment:
      specialist seating
      standing frames
      communication aids
      VI and HI specialist equipment (including adapted laptops and computers)
      specialist toilet requirements such as changing benches and handrails(over £50).


Examples of portable access equipment that would normally be provided by schools and enhanced
provisions:

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Funding of Special and Additional Educational Needs – Essex Schools 2011/2012
        laptops/computers (including Dyslexia Enhanced Provisions)
        printers
        educational software such as Clicker and Communicate: In Print
        individual pieces of equipment under £50 (mainstream schools) or £500 (special schools)
        radio aids (Hearing Impaired Enhanced Provisions)

Requests for portable access equipment for Under 5s

Seating equipment is exceptionally provided for under 5s in Early Years settings in line with Government
funding for 3yr olds/4yr olds. Requests for under 3s will be considered and Team Managers will be informed
of all requests, regardless of cost. The STL will maintain separate lists.

Enhanced Provision for Hearing Impaired (UHI) /Enhanced Provision for pupils with Dyslexia (DSU)

SENCAN would not fund Radio Aids (UHI) or laptops (DSU).These items should be provided by the Unit
facility through the Enhanced Provision funding.

Pupils placed in Out County Independent Special Schools (including Independent Schools in Essex)

Essex does not fund specialist equipment for individual pupils placed in Out of Authority Independent Special
schools. Schools are consulted prior to placement on the grounds that they can meet the needs and
provision for the pupil as described in the Statement, to which they have full access. Statutory Assessment
Service (SAS) need to be clear about equipment responsibilities in their discussions with schools. For
example, a school for pupils with a Visual Impairment would be expected to meet the learning, and access to
learning, needs of Essex pupils with a visual impairment that are placed by SCF.

Very exceptionally, where there are newly identified needs or a major change in need, a request might be
made for equipment funding. For example, an exception might be a pupil in a school for pupils with a
physical impairment who was further identified with a hearing loss and who required the provision of a radio
aid - this equipment would be beyond the specification of the school.

The Educational Psychologist or Specialist Teacher, attending the Out of Authority Annual Review as the LA
representative, should make themselves aware of these equipment guidelines and ensure that any
independent school is also aware of their responsibilities.

ALL requests should go to LMT panel meeting with appropriate evidence of need and assessment, for a
decision and if agreed a purchase order is raised through the Specialist Teacher Team High Cost Budget
process. The equipment to go directly to the school and the company to invoice Essex directly in accordance
with Marketplace.

Provision of equipment for pupils living in Essex where parents have requested an Other Local
Authority mainstream or special school (OLA)

OLA mainstream or special school requests for additional equipment should ALL go to LMT panel meeting.
As these are LA maintained schools, equipment (if there is reference to need within the Statement or
evidence of need and an adequate assessment) would normally be provided through Essex, e.g radio aid
equipment for a child with a profound hearing loss. LMT panel meeting may wish to share papers with an
STL/Specialist Teacher for a view on the appropriateness of the request. The equipment should be
purchased within the OLA and recouped via SEN Commissioning at County Hall. There is an IT assessment
format which could be sent to schools requesting additional IT equipment.

Inward transfers

There may be a small number of cases where there is an inward transfer to an Essex mainstream school of
a pupil previously placed in an OLA mainstream school who has additional equipment, such as specialised
seating. The OLA may offer the equipment for Essex to purchase. These cases should be taken to Local
Area Panel to ratify the agreed cost and arrange payment and transfer details.




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