How is funding used to support children with SEND?
All schools are allocated a budget to provide for the educational needs of all children who attend the school.
In addition, the Local Authority delegates specific funding to schools to meet the needs of children with SEND based on social deprivation factors, the number of children who qualify for free school meals and children’s prior attainment. This money is used to meet the additional needs of SEND children within the school.
This money is used in a variety of ways and provision can take a number of different forms. Money is spent to support SEND children by providing:
- Additional allocation of Human Resources to support in classrooms or to
- Deliver interventions or
- Enrichment or booster activities after school
- Purchase of additional resources and interventions (e.g. speech and language therapy, computer technology)
- Purchase of additional training
- Additional assessment (e.g. Educational Psychologist)
- Adaptations to the building.
How is funding for children with Statements and EHC Plans spent?
Support is provided for children with EHC plans or Statements as specified in their EHC plan or Statement of Special Educational Needs. This provision is individualised to meet the child’s specific needs and to achieve the objectives set out in their plan.
Formerly, the Local Authority provided additional funding for children with Band 3 or 4 Statements. The statements set out the provision that was required to meet needs and then the school organised the appropriate provision using this funding to pay for it. Children with band 5 6 or 7 statements do not have additional funding allocated to them. The school decides the appropriate allocation of funding to support these children’s needs using delegated funding mentioned above.
The school will now expected to finance the first £6000 of any future EHC plan from the SEND budget. An EHC plan may also have attached to it additional ‘top up’ funding. This will be a figure determined by the local authority that will be provided to ensure the provision set out in the EHC plan can happen. For example, a child may need additional allocation of speech and language therapy.
Pupil premium funding is also available to meet the needs of children entitled to Free School Meals or who are Looked After. 6 monthly Personal Education Plan (PEP) meetings for Looked After children will consider the provision and funding required to meet their needs.
Use of funding/Allocation of resources
The Head Teacher deploys support staff to classes to meet the needs of children. This is informed by data analysis taken from the schools assessment cycle and the needs of individual children identified with SEND and or disabilities.
The Inclusion Leader deploys Specialist Support Staff to meet the needs of children requiring additional SEN support.
External Agency/Specialist Provision
The school currently purchase a private speech and language therapist 1 day every week.
The school purchase support from the Early Help Locality team, which includes access to an Educational Psychologist, Education Welfare officer, Family Support Worker, Social Worker and Autism Support Service. Referrals can be made to the Early Help Team when further assessment or support is required for children. To supplement this, the school purchase support from a private Educational Psychologist.
The Common Assessment Framework (CAF) is used by the Inclusion Leader, the Safeguarding and Interventions officer and others when necessary to assess the needs of individual children and make appropriate referrals for specialist support. Most of these referrals are sent to the Early Help Locality Team.
We are committed to effective collaboration between all agencies working with a child and a multi-disciplinary approach to meeting children’s special educational needs. Team Around the Child (TAC) meetings are organised to enable this. These meetings include parents and professionals involved with supporting children and families. We will actively support the establishment and maintenance of close links with all agencies working with children.
The provision organised to meet needs across the school is set out within the school’s provision map. This is a working document that is adapted based on expertise and needs of children. The provision map is maintained by the Inclusion Leader.