1. Best Start Early Year’s offer of Support for children with Additional Needs

2. Best Start Early Year’s offer of Support for children with Additional Needs
The Best Start Early Years Team have redesigned the offer of support for children with additional needs .
The aim is to have a professional support network around the setting with targeted intervention for children and holistic support for the setting provided by the Best Stat Learning Collaboration
The Best Stat Early Years team will provide short interventions which could be from an EP, Behaviour Support Specialist or a Key Worker.
The need will be assessed by the Best Start Area Inclusion Coordinator and the most appropriate resource will be allocated

3. Best Start Early Years offer
Children who have been identified as tracking 1-2 bands behind in 2 or more Prime Areas or with significant behavioural needs.
Intervention
Details
Length
EP assessment (non statutory)
EP will undertake a visit to the setting , seek views of parents and key person/SENCO and observation of child’s presenting need. Advice strategies and next steps for support .
1 Visit maximum 3 hours
EP Intervention
Undertake a visit to the setting , Seek views of parent s and key person/SENCO and observation of child’s presenting need . Will advice strategies and plan programme of intervention  
Max 6 visits over a agreed time frame
Behaviour support intervention
Undertake a visit to the setting , Seek views of parent s and key person/SENCO and observation of child’s presenting need. Will advice strategies and intervention and to follow a programme to support behaviour management.
Max 6 visits over a agreed time frame
Key worker Intervention
Will agree a programme of intervention with parents and key person/SENCO. This will include strategies, modelling and peer to peer observations.
Max 3 visits over half a term

4. Children who have been identified has tracking 1 band behind in a Prime Area
Intervention
Details
Length
Best Start learning Collaboration
There will be no direct intervention for a child but setting will receive support to ensure learning environment meets children needs

5. Evidence
Early help form with an over view of the identified need, the interventions that have been undertaken and the evidence of lack of progress
Support Plan with clear targets and action
Observations evidencing each area of need
Recent tracking no older than 6 weeks
Sent to

6. Early Years Funding for children with additional needs

7. Early Years Funding
Funding to support Early Years settings to make appropriate provision for all children with SEND comes from two sources, the Early Years Block and the High Needs Block:
The Early Years Block must have Inclusion Fund under the new guidance
The inclusion fund is made up of 2 elements –inclusive practice and targeted funding
The personalised funding comes from the High Needs block

8. Inclusive practice
This is to facilitate inclusive practice and the capacity of the SENCO and to enable setting to implement what should already be available.
Funding is allocated based on the number of children claimed on January Census head count day.
A budget is then allocated and paid throughout the year
The amount is £ for every child
The amount is clearly stated on funding sheets

9. Targeted funding for Individual children
This is the amount that a SENCO would request from the local authority to support children who are vulnerable and have needs over and above what should already be available.
This is likely to be children who have some additional needs in two or more areas of EYFS and would benefit from targeted additional adult support and interventions over a short period of time, typically one term.

10. Area
Criteria
Budget allocation
Cognition and Learning
1 band behind in PSED and at least one other area of development (Typically children who are 12 months behind their chronological age)
£4.88 for the number of funded hours the child attends in a week and the number of weeks in a term
Communication and Interaction (including speech and language)
1 band behind in CAL and PSED (Typically children who are 12 months behind their chronological age)
Social, Emotional, and Mental Health (Personal, Social and Emotional Development)
1 band behind in PSED and CAL (Typically children who are 12 months behind their chronological age)
Sensory and /or Physical Needs
1 band behind in PD and at least one other area of development (Typically children who are 12 months behind their chronological age)

11. Personalised funding for individual children
For a small minority of children who have complex and acute needs, the range and level of support required to make appropriate provision is likely to be above the resources ordinarily available through universal and targeted provision.
This is likely to be for children who have moderate or severe learning difficulties and/or have significant medical and physical needs which require the support from a range of health, social care and education services.

12. Area
Criteria
Budget allocation
Moderate Learning difficulties
1 band behind in prime areas (Typically children who are mths months behind their chronological age)
£4.88 for the number of funded hours the child attends in a week and the number of weeks in a term
SEVERE Learning difficulties
2 bands behind in prime areas (Typically children who are 24 months behind their chronological age)
£7.38 for the number of funded hours the child attends in a week and the number of weeks in a term
Significant medical and physical needs
3 bands behind areas (Typically children who are 30 months behind their chronological age)
£9.66 for the number of funded hours the child attends in a week and the number of weeks in a term

13. Evidence
Baseline Assessment/Evidence of information gathered when child started at setting (including 2 year check, where applicable).
Tracking – exact not best fit. NO older than 6 weeks
Support Plan clearly showing the Assess Plan Do Review Cycle (what strategies/differentiated activities/resources/enhanced ratios you have tried and the impact, if any).
Provision Map
Any information from other professionals and parents/carers.