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Exceptional Needs Funding: Training and Update

Exceptional Needs Funding: Training and Update. Nicola Ulliott SEN Panel Coordinator. What is ENF?. Exceptional needs funding is a schools led process to help support the pupils within our county with the most significant and complex needs.

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Exceptional Needs Funding: Training and Update

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  1. Exceptional Needs Funding:Training and Update Nicola Ulliott SEN Panel Coordinator

  2. What is ENF? • Exceptional needs funding is a schools led process to help support the pupils within our county with the most significant and complex needs. • Most SEN funding is set out by formula. ENF is there to support individual pupils as it is understood that funding by formula may not be able to support all the pupils across the county with the most severe and complex needs.

  3. The Guidance • All Schools and settings should have a copy of the SEND Funding handbook for mainstream schools and setting • It is also available on the Grid and Herts Direct. • The guidance is updated regularly and can answer most questions re ENF • Nearly all of what I am going to tell you today can be found in the guidance.

  4. The ENF Process

  5. The ENF Process

  6. How are Special Needs funded? The School’s notional SEND budget: 1. AWPU • Main source of funding for teaching and teaching support costs (inc SENCo) • 1.81% identified as SEND funding in primary schools and 1.59% in secondary Schools

  7. 2. Additional Support • Deprivation Factor - FSM / IDACI – 50% allocated to Notional SEND budget • Prior Attainment Factor: 100% Allocated to Notional SEND budget • Notional SEND Budget: inc as above and 20% mobility factor, £7.56 per 6th form pupil, 2.74% of the lump sum

  8. 3. Individual ENF allocation • First £6000 / 12.5 hours funded from notional SEND budget (additional funding added to the delegated budget shares to reflect this requirement) • Multiple cases payments - paid at £2,000 per term if a school has more ENF children than its threshold on the census date. • ENF Payment – The remaining hours agreed by the panel over and above the first 12.5 hours support.

  9. Multiple Cases Formula Thresholds Primary • The threshold increases in 0.5 increments for each half a class of the school’s PAN. For example, a one-and-a-half form of entry primary school would have a multiple cases threshold of 1.5 pupils. • Modified arrangements will operate for schools with fewer than 7 year groups i.e. first, infant, and junior. • Thresholds are adjusted when a school’s on-roll number is at least one form of entry under its PAN.

  10. Multiple Cases Formula Thresholds Secondary • The threshold increases in 0.25 increments for each half a class of the school’s PAN. For example, a five forms of entry secondary school would have a multiple cases threshold of 2.5 pupils. • (Modified arrangements will operate for schools with fewer than 5 year groups i.e. middle, upper, and 14-19.) • Thresholds are adjusted when a school’s on-roll number is at least one form of entry under its PAN.

  11. Early Years and 6th Form • Early Years settings do not have a formal SEN budget and therefore do not have the first 13 hours deducted from their ENF allocation • 6th Form students are not covered by the notional SEN budget. They do not have the first 13 hours deducted from their ENF allocation and therefore are also not included in the multiple cases payments.

  12. ENF Funding Breakdown • £6.3m from the High Needs Block, overseen by Schools Forum • Increase from £5.7m in 2016-17 • £2.3m of this is used to fund Multiple Case payments. • Remaining budget is split by the model indicators to the 9 DSPL areas • Budget must last 3 meetings per financial year • Committed spend from previous DSPL area meetings impacts the available spend for new applications.

  13. Local Offer • All schools have signed up to the Hertfordshire Quality Offer • Through SEN Information Report schools provide details of their own “local offer” • These act as markers to assist schools, settings, cluster groups and exceptional needs panels to define what is “exceptional” • If the provision within your local offer is being offered at a high intensity or frequency it could be an indicator of exceptional provision. • Indicators of need have been developed to assist in deciding if the child’s needs are likely to be considered to be exceptional.

  14. Exceptional Needs Funding • Funding is only available for specific interventions and should be detailed as TA hours. • ENF is to support children living within Hertfordshire, attending Hertfordshire PVIsand state funded schools • ENF in general does not support Medical needs, lunch and break support, meetings with professionals and in all cases, apart from VI needs, resources and preparation. • ENF can only be accessed in a PVI if the child is accessing the free place entitlement.

  15. Applications This Term • Total number of children in receipt of ENF across the county – 1070 in 2017-18 as of February 2018. • Total number of pupils receiving ENF in this area – • Total number of schools receiving ENF in this area -

  16. What is Exceptionality?

  17. What is exceptionality? • Exceptional across the district • Requires a highly individualised programme of support • Supported by highly individualised learning targets • Completely dependant on high levels of support • Refer to the indicators of need documents

  18. What is exceptionality? • Supported by adults for the majority of the time within, individualised, small group and whole class learning • Involvement of external support services with likely multi agency input • Meets the educational needs of the pupil, not medical or care needs.

  19. Activity:Mock Exceptional Needs Panel • We will discuss 3 or 4 cases and decide within the group whether these are exceptional across the district or not and how many hours to award.

  20. Activity • Questions you may ask about the cases; • How exceptional are those needs when measured across County? • What provision has already been put in place to meet the needs and is this clearly targeted? • How exceptional are the requirements from normal expectations and how will they make a difference to the child? • Has there been active involvement from external agencies? • Is there other sources of support the setting could access? • What is the significance of the child's needs and the impact on learning?

  21. Completing the Application • Sections 1 and 2 • Straightforward information about the child • Can be downloaded from SIMS pre-populated • Include transition school if it is a joint application • Free place funding information is important! • Cases are directed to each panel according to postcode

  22. Sections 3 • Follow the guidance regarding reason for application and main presenting need. • 12 main categories of need, 1 in Main and list any further needs or diagnosis in other needs. • There are 5 main categories for application in the guidance. • All external professionals should be noted if they have had involvement with the child, usually within the last 18 months.

  23. Use the graduated responses to assist in first deciding whether an application is appropriate. • Clearly describe the child SEND including needs and medical conditions/diagnosis applicable to the child • Comment on a range of matters; physical, communication, social, emotional, learning, behaviour, attendance, play and sensory • Show how these needs impact their learning, academic achievement, progress and access to education.

  24. Achievement should be shown with appropriate, comparative and relevant assessments. • Describe the provision already in place through the schools local offer. • If a renewal, show the impact the funding has had to the child and their academic progress.

  25. Be specific about the type of provision required, referring to its duration, frequency and method of delivery. • Make sure this section is specific and detailed. • Cross reference to the external professionals who have advised the provision. • Make sure you show what the expected impact will be, this will be needed in any resubmission.

  26. Other points to consider • Parents must be aware of the application • Short extracts from reports can be added into the form, but do not add attachments as evidence • Total request should be in hours and should directly link to the provision request. • Be clear with the start and end dates. Remember the majority of cases are awarded from the next term. i.e. awarded at the Summer panel – funding starts from September. • Provision identified as necessary for a pupil within the application must be made by the school even if ENF is not agreed.

  27. Looking at Behaviour within an ENF application • Include evidence to show intensity, frequency and severity of behaviours • Show evidence of strategies and services have been implemented before the application, evidence that they have been given time to succeed and their benefits evaluated. • Where behaviour remains extreme, show evidence of adult support having an impact • Evidence the effect the behaviour is having on the pupil’s access to education, the time within class and the safety and wellbeing of children and adults.

  28. Supporting the ENF Process • The Handbook • Cluster Reps • SEND Panel Coordinators • SEND Officers • Schools in your area

  29. thank you

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