hertfordshire exceptional needs funding indicators of need · web viewthe majority of learners...

Hertfordshire Exceptional Needs Funding Indicators of Need

Cognition and Learning

Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning

difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties, with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have to have severe and complex difficulties as well as a physical or sensory

impairment.

Specific learning difficulties affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

General Learning difficulties

The majority of learners will be identified early in their school career. In most cases they will have difficulty acquiring basic numeracy and literacy skills and may have commensurate speech and language difficulties. They may well find it hard to deal with abstract ideas and to generalise from experience. Some may also have poor social skills and may show signs of emotional and behavioural difficulties.

Pupils subject to curriculum enhancement through targeted interventions should not be categorised as having general learning difficulties unless there is evidence of more than one of the indicators as outlined below in their profiles of attainment:

Resources need to be deployed which are additional to or different from those normally available to the pupil in the school through the differentiated curriculum;

Consistently evident problems with regard to memory and reasoning skills; Consistently evident problems with processing, organising and co-ordinating spoken or written language to aid cognition; Consistently evident problems with sequencing and organising the steps to compete tasks; Consistently evident problems with problem solving and developing concepts; Consistently evident problems with fine and gross motor competencies which significantly impair access to the curriculum;

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Consistently evident problems with understanding ideas, concepts and experiences when information cannot be gained through first hand sensory or physical experiences.

Specific Learning Difficulties

Specific learning difficulty is the overall term used to describe a developmental condition that causes problems when using words – dyslexia and problems using symbols, dyscalculia and some other developmental problems.

Dyslexia is the most common type of specific learning difficulty that pupils are likely to experience with about 10% of the population having some form of dyslexia. “Dyslexia is present when fluent and accurate word identification (reading) and/or spelling do not develop or do so very incompletely or with great difficulty. This focuses on literacy learning at the “word level” and implies that the problem is severe and persistent despite appropriate learning opportunities. It provides the basis of a staged assessment through teaching”. (British Psychological society 2002: Dyslexia, Literacy and Psychological Assessment.

Short-term memory, mathematics, concentration, personal organisation and speaking may be affected.

The effects of dyslexia can be largely overcome by support and the use of compensatory strategies.

Pupils with specific learning difficulties fail to acquire levels of skills in some subjects commensurate with their performance in others, despite good attendance and health, satisfactory attitudes to learning and sound teaching. They may find difficulties particularly frustrating if they become an obstacle to the development of learning in other areas. Low self-esteem, poor concentration and behavioural difficulties can arise as a consequence.

Other aspects of the development of these pupils may be in line with the majority of pupils their age. It is, however, possible for dyslexia to be present alongside other learning disorders, thus creating different complexities of special need.



Not ExceptionalNormal School

EntitlementProvided from AWPU

Not exceptionalProvided from

School’s delegated Budget

ExceptionalSignificant (and in

sufficient quantity and with enough evidence)

Exceptional profound and specialist

provision

Cognitive development attainment and progress

Attainment is at a lower level that majority of peers even with some additional support. Progress is at slower rate than majority of peers.

Some difficulty in acquiring skills, notably in language, literacy, numeracy skills (or early developmental skills)

May be slower to use, retain and apply everyday concepts than age equivalent peers

Will have low attainment reflected in levels typical of 2/3 chronological age.May have moderate and persistent difficulties in the acquisition and/or use of language, literacy and numeracy skills which affect progress in other areas of the curriculum.

May also have difficulties with sequencing, visual and/or auditory perception, co-ordination, concentration or phonological or short-term memory.Very specific difficulties (dyslexia, dyspraxia) affecting literacy skills

Significant difficulties in the acquisition of reading, writing, spelling

Attainment is significantly lower than majority of peers – gaps in comparative attainment levels increasing. Operating at P scale in primary; unlikely to achieve above national curriculum level 2 in secondary unlikely to achieve expected level for end of KS1 in secondary/ by the end of KS 3 / 4. Slow progress, even with significant and increasing levels of intervention.

The student’s difficulties in acquiring expected literacy and numeracy skills are significantly greater and more persistent than would normally be expected for pupils of his/her age.

There is very little and very slow progress, even with high levels of intervention. Attainment in upper P scale range for much of school career.



or number skills which do not fit his/her general pattern of learning and performance.

Requires a highly individualised learning programme developed by the SENCO with support from external professionals which evidences Interventions implemented and impact on progress with planned strategies to support the individual and expected outcomes.

Communication and Participation

Some language and communication difficultiesAverage or above average levels of reasoning/ability with evidence of discrepancies between attainments in different core subjects or within one core subject.

Significant communication difficulties inhibit regular participation, understanding and contribution to activities in classroom settingWill have difficulties with written and oral communicationLow level difficulties in the acquisition and/or use of language

Extreme communication difficulties seriously inhibit participation, understanding and contribution to activities in classroom setting

Extreme communication difficulties preclude participation, understanding and contribution to activities in the majority of settings.

Curriculum access/pupil participation

Some difficulties with concentration even with some intervention and curriculum modification. Limited ability to transfer skills and knowledge.

May have poor learning habits and concentration difficulties, be poorly motivated and resistant to learning

Requires extensive adult support and a highly adapted curriculum

Totally dependent on adult support and require an individualised curriculum.



Social Development Some difficulties in making and maintaining friendships and relationshipsMay have some difficulties related to behaviour, social or emotional issues and need some help with these.

Significant difficulties in making and maintaining friendships and relationships, likely to occur as a result of delayed learning

Extreme difficulties in making and maintaining friendships, resulting in frequent social isolation, vulnerability with some disengagement. Likely to occur as a result of delayed learning.

Little evidence of positive social relationships resulting in extreme social isolation, vulnerability and disengagement

Motor Skills Some delay in fine and gross motor skills.May be untidy, poor handwriting skills, low spelling scores.

Very specific difficulties (dyslexia, dyspraxia) affecting spatial and perceptual skills.Significant delay in fine and gross motor skills, requiring adult intervention

.Extreme delay in fine and gross motor skills requiring extensive adult intervention.

Motor skills at a level that prevents access to the curriculum without high levels of adult support

Self-help skills May need some additional support to develop independence in organisational skills and personal care needsMay need time for mobility issues

Requires significant additional input to develop age appropriate independence skills for daily living and personal care needs

Requires extensive additional input to develop age appropriate independence skills for daily living and personal care skills.

Totally dependent on adult for daily living and personal care needs.


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