The Banding Descriptors Matrix Bulletin...What are these banding descriptors for? • Banding...

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The Banding Descriptors Matrix Ros Somerville - Principal Educational Psychologist

Transcript of The Banding Descriptors Matrix Bulletin...What are these banding descriptors for? • Banding...

Page 1: The Banding Descriptors Matrix Bulletin...What are these banding descriptors for? • Banding descriptors support a fair and equitable distribution of resources for statutory plans

The Banding Descriptors Matrix

Ros Somerville - Principal Educational Psychologist

Page 2: The Banding Descriptors Matrix Bulletin...What are these banding descriptors for? • Banding descriptors support a fair and equitable distribution of resources for statutory plans

Welcome

• Introductions • What the banding descriptors for? • Why have we changed them? • How was the matrix developed? • How to use the matrix • Have a look • Questions

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Page 3: The Banding Descriptors Matrix Bulletin...What are these banding descriptors for? • Banding descriptors support a fair and equitable distribution of resources for statutory plans

What are these banding descriptors for? • Banding descriptors support a fair and

equitable distribution of resources for statutory plans for SEN

• To allocate element 3 top up pupil led funding to each Education Health and Care plans (EHCP)

• Nothing new. • For more information about when a child

requires and EHCP please look on the Essex Local Offer. 3

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Outcomes, outcomes, outcomes

• Element 3 top up funding is the additional

money that is attached to a statutory plan to achieve the Outcomes in the plan

• Outcomes need to think about preparation for

adulthood from the earliest age 4

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Why change the banding descriptors?

• Changes to the National Curriculum

• The Children’s and Families Act 2014

• Every child an Essex place in an Essex school • Complementary to Essex Provision Guidance

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How was the matrix developed? • A review of the systems used by other Local

Authorities • Specialist Educational Psychologists, Specialist

Teachers, Headteachers (from Mainstream Schools/Special Schools and Enhanced Provisions), SENCos, representatives from the Schools’ Forum and members of the Statutory Assessment Service, Standards and Excellence and Provision Development teams

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How was the matrix developed (Cont)

• Has been tested by schools and the LA panels

• Consultation session in all areas of the County

All feedback obtained as part of the pilot phase has been considered and has informed updates to the matrix. 7

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No change to the total spend in Essex mainstream schools Aim to reduce the out-of-authority Independent Special School spend by increasing in-county spend

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What the matrix does not do

• Determine if a child or young person requires

an EHCNA

• Give all the answers

• Describe every individual child perfectly

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How does the matrix work? • Information obtained as part of the EHC

needs assessment will be triangulated with the views of professionals who know the child to identify a ‘best fit’ on the matrix.

• This will then provide an indication of the

amount of money that will be needed for the required provision, as set out in the EHCP designed to meet the child’s SEN.

‘Only to be used with a brain’ 10

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The matrix and how to use it 4 main areas in line with the SEND Code of Practice 2015. Each section is then split in to subsections (columns) 1. Sensory and/or Physical • Physical Difficulties and independence skills • Hearing • Vision

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2. Communication and interaction Speech and language Social communication and Autism spectrum 3. Social emotional and mental health Emotional Wellbeing and Social Behaviour Learning Behaviour and attitude 4. Cognition and learning Learning Difficulties

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The levels (rows) for each subsection • Level 0 represents the level of need that can be

met with the Key Stage Funding (AWPU, element 1).

• Level 1 represents the level of need that can usually be met from the £6,000 national funding known as element 2 additional support funding which is available without an EHCP, which comes from the Schools block.

• Level 2 upwards represents the element 3 pupil led top up funding which comes from the high needs block.

• Level 6 which represents the highest level of need.

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The relationships

The levels 0-6 are hierarchical within each subsection but there is no direct relationship between descriptions between subsections for each level. A weighting system has been used to acknowledge the relationships between each subsection of need.

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How will you use it? • In each column select the level which best

describes the child’s needs is identified. • Select the final box that best describes the

pupil’s needs. Even when there are no needs level 0 should be selected.

• A best fit approach is used. • Repeat for each subsection in each column. • Once all columns have had a level selected

the matrix will indicate an overall band. • The bands then relate to different amounts of

money. 15

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10 Bands • There are 10 Bands each representing a

different financial value. • Bands are based around what we currently

spend for pupils with complex and severe needs.

• There is no additional money available for Element 3 other than “Out County” prevention.

• However the range of top ups has been expanded to give more flexibility to place High Cost/low incidence pupils in Essex provision.

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• It is clearly the case the matrix cannot describe the needs of every child and therefore it is essential that the score achieved using the matrix helps direct a conversation about resources to meet the needs of the child.

• The matrix is not to be used definitive answer.

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Band 0 £0

Band 1 £1,800

Band 2 £2,700

Band 3 £4,800

Band 4 £7,500

Band 5 £10,000

Band 6 £15,000

Band 7 £20,000

Band 8 £25,000

Band 9 £30,000

Band 10 £40,000

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10 Bands

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Banding descriptors spreadsheet • A spreadsheet has been designed to

automate the process of calculating a proposed band for each child

• The proposed band will inform a discussion

about the child’s needs

• Note the red triangles which provide additional information when you hover over them

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Who completes the matrix? Any LA professionals who know the child will be asked to send in their views on the needs of each pupil who has had EHCNA or who has an EHCP and is moving key stage or moving between mainstream and special. Schools can submit their views as part of the process of TR or AR too The LA/EHCP panels will then consider this information and all the evidence available to identify the band using the matrix. The decision will be made through a discussion and is not just determined once the matrix is completed.

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What about those with an EHCP? • For pupils who already have an EHCP the LA will

use information provided by schools as part of the pupil’s annual review/transfer review to identify the band ready for the next phase of education.

• This will occur at every key stage change for all EHCPs from September 2017.

• In addition a move in to or out of special education will also require the process of banding to be completed using information obtained from the school as part of the review of the placement.

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How does the age of the child affect the matrix? The age of the child is important when considering the needs of a child. For example, the level of attention to task that can be expected will be very different for a 6 year olds and 16 years old. The descriptors in the matrix make reference to other children of a similar age. So when you make your judgements regarding needs that is the measure you should use.

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• As is the case now if needs have changed

then an annual review should be held and a request for a change in the EHCP made

• Must think in terms of financial resources to

deliver outcomes, not about number of hours

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What about if you think a child’s needs have changed – request for more/less money?

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What if the school or parents disagree with the amount of money awarded? As indicated the decision about which band to allocate will be taken using the information provided as part of the EHCNA or the AR. This will include the school’s and parents’ views. In addition schools will be directly asked about their views of the pupil’s needs as described on the matrix. The LA will base its decision on the evidence provided and if the school or parent disagrees then as will everything the first step to resolve this would be to have a conversation with the SAS team in the area. Parents and schools retain the right to SEND tribunal when a new EHCP is issued

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How often will the matrix be reviewed?

The content of the matrix, the weightings and the financial values associated with each band will be reviewed annually. There will be a feedback loop for all users of the matrix to provide their views.

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Needs identification and provision all to deliver outcomes

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• What we do with the money is critical to deliver positive outcomes for children and young people

• Need to use person centred planning and evidence based interventions to support CYP to achieve their outcomes