1. Early Years Funding For Inclusion (EYFFI) SENCo Briefing Presented by Emma Charlton (FFI Co-ordinator)

2. What is EYFFI?
EYFFI is a funding mechanism which helps to provide additional support to children who have High Needs in early years settings for their individual SEN and Disabilities (SEND) if they meet the criteria

3. Areas of Need/Eligibility
A child’s needs can be categorised in one (or more) of the following bands:
A band – cognition and learning
B band – vision
C band – hearing
D band – physical skills
E band – communication and interaction
F band – social, emotional and mental health
G band – healthcare needs
EYFFI is available for 2, 3 and 4 year olds until they transfer to Reception – different criteria according to age – see FFI Handbook
EYFFI is available to all settings
EYFFI linked to FEEE (Free Early Education Entitlement) eligibility
Funding can be allocated for multiple bands. The primary funding band is allocated the most money (in units) with additional funding bands attracting smaller amounts (usually 2 units)

4. The process
Graduated response – involve parents/carers and outside professionals
Does the child need more specialist support that a mainstream setting cannot provide?
Consider application for EYFFI
Settings cannot apply for EYFFI directly for bands A, B, C, D, F and G – this is done by education and health professionals involved
Settings can apply for E Band (more about this later)
Application deadlines each term (usually around half term)
Funding decision made – professionals notified. Funding is usually allocated the term after the application (dependent on the child’s eligibility)
If funding is agreed parents provide setting with a placement confirmation/provision map form for completion. If declined a letter is sent to the person making the request with a rationale for the decision. It can usually be resubmitted with the relevant information in time for deadline for the following term.
Continue to implement recommendations
Assess, plan, do review

5. Allocations & Next Steps
Settings receive termly payments based on maximum of 15 hours per week over 38 weeks.
Schools receive the funding directly into their budget
Adjustments made if child leaves setting
Unit value for 2016/17 financial year = £684.00
Setting must arrange termly reviews and return information to FFI Co-ordinator for funding to continue. Guidance is
Inclusion and SEN Additional Support Records (ISARs) are used by FFI Team to monitor and quality assure provision being made for children

6. Making applications for EYFFI
Refer to Section 9 of the FFI Handbook. Does the child meet the criteria?
Bands A, B, C, D, F and G speak to the relevant outside agency professionals involved, who will apply on your behalf. Setting to provide up to date developmental levels on tracking sheet, using steps from the SENIT developmental journal or age ranges from the EYFS assessment tool. Provide current information on provision and support already in place and the impact of this on progress.
E Band applications – refer to guidance (hand out) and the FFI Handbook. New forms for Pragmatics and SLI/SSI/Pronunciation to be implemented

7. Making an E Band application
Has there been an assessment carried out by a Speech and Language Therapist? If not you cannot apply for EYFFI.
Consider the descriptors in the relevant observation form. Do the child’s behaviours match these?
Are you making specialist provision? Refer to provision grid in Section 9 of FFI handbook. Can you evidence the strategies/ interventions/ provision has been made and what the impact is. Is child making progress?
Decide which tier of funding to apply for
Carry out observations of the child in 2 different contexts i.e. inside nursery room and outside in playground, for each of the descriptors you have identified. It may help to do this at different times of the day and on different days. Remember – be specific in describing the behaviours exhibited, when and where these occurred giving real life occurrences. Do not give generalised comments i.e. the child does this all of the time/everyday.
Gather evidence – Support plans (current and reviewed), pupil passport, provision map (describing universal, targeted and specialist support in place), individualised timetable, SLT/ SENIT/ STARS/ EP reports etc.

8. Making an E Band application cont.
Complete relevant EYFFI E Band application form – parents to give their views and sign for data protection purposes. SLT to sign page 2
Contact SLT to moderate the application and sign. Note: The SLT’s signature does not mean that the application is approved – the LA will also undertake further moderation before decision is made
Submit the completed and signed application forms to Jo Sandiford, Speech and Language Therapy Service, Admin Block, St Mary’s Hospital, Green Hill Road, Leeds, LS12 3QE by no later than 21st October 2016.
Any questions about this process can be directed to Emma Charlton FFI Co-ordinator – Telephone: , or to the Speech and Language Therapist involved with the child or to one of the SENIT (SEN and Inclusion Team) officers who can be contacted on Telephone:

9. Inclusion and SEN Additional Support Record (ISAR) Reviews
Reviews should be held for all children in receipt of EYFFI at least once per term (best practice is every 6 weeks) - Refer to ISAR guidance – Section 4 of the FFI Handbook
Children with an EHC plan should have an ISAR review in between each EHC plan review (usually 6 monthly)
Submit the completed ISAR review paperwork to Emma Charlton by the end of each term in order for funding to continue the following term

10. Continue Assess, Plan, Do, Review model
Identify children who need additional support/or for whom EYFFI is already in place
Discussions with parents/carers and professionals
Continued assessment of child’s development using appropriate assessment tool e.g. SENIT Developmental Journal, Early Support materials or EYFS
Transition planning/support – rooms/peer groups/ settings
Support plan/programme of intervention
Person centred planning
Implement recommendations made by outside professionals
Review progress and impact of provision through ISAR process (at least once per term – best practice is 6 weekly)– submit to the FFI Coordinators along with any other appropriate evidence

11. Moving on
EYFFI does not automatically continue when a child moves into Reception or becomes Reception age – See Section 2 Funding Levels in the FFI Handbook
Some children may have placement to Reception deferred – parents apply for this - usually considered by the Admissions Team. Continue 15 hours provision if agreed. New application for FFI required.
In all cases whether funding continues or not there should be discussions between early years settings and schools to plan for transition and future provision to support the child’s needs.
FFI Team contacts parents of children with EYFFI to make contact with receiving school for discussion about their child’s needs during summer term.
Schools expected to meet additional or special educational needs of children up to the value of £6,000 from their notional inclusion budget.
Schools can apply for FFI in the autumn term of Reception if the child meets school age criteria. Any funding agreed will then be made available from the following financial year.

12. Personal Budgets – EHCPs only
A Personal Budget is an amount of money identified by the LA to deliver provision set out in an EHCP – the “EYFFI Top Up”
A Personal Budget can include funding from education, health and social care
Scope of the budget will vary depending on the needs of the individual
Parents of children in receipt of EYFFI High Needs Top up who also have an EHCP have the right to request a Personal Budget For education this only applies to the top up (EYFFI) and not the FEEE or free nursery place funding
The holder of the Personal Budget becomes responsible for commissioning the support.
Parents may wish to employ their own professionals/support staff to work with their child either within or out of the setting
Contact Ross McGibbon (FFI Co-ordinator) if a family wants more information or is considering a PB

13. Useful links
FFI Handbook documents
School nurseries access funding information through Key Stage Data Collector/FFI system
Looks same as old Infobase system. Queries to be raised online
SEND Code of Practice
Information on training and traded services for Early Years settings can be found on the Leeds for Learning website (registration required):
Information on deferment – Admissions page