SEN Support Band 1 Levels and Descriptors of Need

Children and young people’s speech and/or language is disordered or significantly delayed.
Examples of this are:

• persistent immaturities into Key Stage 2
   
• some problems with sound development but generally intelligible and able to make needs known through speech
   
• some difficulties experienced in conveying more abstract and complex thoughts
   
• able to follow most simple conversations/instructions in context
   
• some difficulties in comprehending more abstract or complex conversations/instructions, out of line with developmental stage
   
• some difficulties with asking and answering questions
   
• some difficulties with understanding basic concepts.

Children and young people may display the following characteristics:

• mostly confident with occasional difficulty integrating or in fulfilling social activity
   
• mild, occasional upset, frustration, anger, distress, embarrassment, concern, withdrawal relating to speech and language needs
   
• can show reluctance to comment in class/group situations
   
• capable of clear speech when prompted but clarity deteriorates in spontaneous speech
   
• intelligible to familiar listeners in context
   
• variable intelligibility to non-familiar listeners
   
• problems with establishing curriculum concepts, e.g. in mathematics and science
   
• difficulty with understanding written language
   
• children and young people may rely on visual prompts or following peers rather than verbal instructions
   
• only process part of several past instructions, e.g. the last sentence
   
• may require regular input from speech and language therapist with advice for specific programs to be carried out by the setting/school/provider.

Specialist support and advice will guide individualised planning and additional resources will be required within the learning environment to access the curriculum.

EHCP: Band 2 Levels and Descriptors of Need

A child or young person will have needs in the following areas:

• complex, long-term speech & language difficulties barriers to learning and social relationships
   
• severe language impairment in one predominant area involving language use, comprehension, expression or phonology
   
• free spontaneous speech which is often unintelligible
   
• good use of consonants and vowels at a single word level but poor transfer of sounds into sentences
   
• some ability to follow simple, verbal instructions in a clear context
   
• difficulty in expressing ideas through language e.g. word finding, sequencing
   
• difficulties with self confidence in communicating with others
   
• difficulty understanding social situations and may respond inappropriately
   
• emotional immaturity as a consequence.

EHCP: Band 3 Levels and Descriptors of Need

A child or young person will have needs in some or all of the following areas:

• severely reduced speech sound systems
   
• sometimes unintelligible even to familiar adults in context
   
• severe language impairment, involving more than one component of language e.g. use, comprehension or expression
   
• severe difficulty in expressing ideas through language e.g. word finding, sequencing
   
• considerable visual support is required to follow simple instructions
   
• self-esteem may be low
   
• will have difficulty establishing social integration and friendships with peers
   
• likely to be reluctant to communicate in class without considerable support
   
• Iikely to misunderstand social situations and respond inappropriately
   
• may show signs of distress and confusion
   
• lacking the language skills required to express emotions and reason about them
   
• impacts significantly on learning in most/all subjects

A child or young person also requires regular input from speech and language therapist with advice for specific programmes to be carried out by the school and significant additional time from adults in order to facilitate effective communication.

EHCP:  Band 4 Levels and Descriptors of Need

Not applicable - Band 4 relates only to ASD levels and descriptors of need.

SEN Support: Band 1 Levels and Descriptors of Need

The child/young person experiences persistent difficulties with social interaction, social communication and/or understanding emotions such as:

• difficulties initiating/ maintaining conversations
   
• impaired speech/communication
   
• level of expressive language skill/performance prevents effective age-appropriate communication
   
• using/understanding non-verbal communication
   
• developing/maintaining relationships
   
• reciprocal peer interactions

The child/young person  also experiences difficulties with respect to restricted or repetitive patterns of behaviour or interests, such as:

• stereotyped/repetitive speech or actions
   
• excessive adherence to routine or rituals
   
• resistance to change
   
• unusually narrow or fixed interests
   
• hyper- or hyposensitivity

These difficulties impact on the child or young person’s access to, or engagement in a wide range of learning activities. 

There may be a requirement for enhanced pastoral and break/lunchtime support to ameliorate social interaction difficulties.  

Children and young people may need considerable preparation for changes in routine. Children and young people may have or be under assessment for an ASC.

EHCP: Band 2 Levels and Descriptors of Need

The child and young person experiences significant and persistent difficulties in the areas below:

• Social Interaction – For example - Lack of awareness or interest in shared activities with peers and difficulties in developing and maintaining relationships and initiating peer interactions
   
• Social Communication -  For example - initiating and maintaining conversations, using/understanding non-verbal communication or understanding emotions
   
• Restricted or repetitive patterns of behaviour or interests - For example stereotyped/repetitive speech or actions, excessive adherence to routine or rituals, unusually narrow or fixed interests, difficulties taking part in or extending imaginative play
   
• Sensory integration difficulties - For example-  hyper or hypo sensitivity to a range of stimuli.

Adult help will be required to access a full range of learning. There will need to be planned and monitored opportunities for social interaction with peers and help in learning to adapt to new situations and to change.

The child or young person is likely to experience anxiety or heightened arousal in certain situations, which they find difficult to cope with and which could lead to behaviour that is challenging.

The children and young people will have difficulties in all areas associated with their Autistic Spectrum Disorder.  The impact of these difficulties will necessitate additional specialist support in one or more areas.

EHCP: Band 3 Levels and Descriptors of Need

Children and young people will experience severe and persistent difficulties associated with an Autistic Spectrum Disorder .These difficulties are likely to include:

• difficulties with social interaction (e.g. developing/maintaining relationships, initiating peer interactions)
   
• difficulties with social communication (e.g. initiating/maintaining conversations using /understanding non-verbal communication) or understanding emotions
   
• difficulties in the area of  imaginative skills and may rely more heavily on re- enacting learned scenarios
   
• sensory processing difficulties
   
• difficulty in seeing the point of learning activities or social activities, requiring personalised rewards, reinforcement or activities that build upon personal interests to help them to engage
   
• distress over small changes in the environment, reliance on routine and the expected
   
• limited appreciation of classroom conventions, needing very predictable routines and consistent expectations
   
• attachment to unusual objects
   
• preoccupation with stereotyped or restricted patterns of interest
   
• repetitive motor mannerisms
   
• significant anxiety or heightened arousal in certain situations, which the child or young person finds difficult to cope with.

The child and young person experiences severe difficulties in all areas associated with their s Autistic Spectrum Disorder such that they require a high level of specialist and individualised support.

EHCP: Band 4 Levels and Descriptors of Need

Children and young people will experience severe, persistent and complex difficulties associated with an. Autistic Spectrum Disorder. These difficulties will include:

• severe difficulties with social interaction, this includes developing and maintaining relationships)
   
• severe difficulties with social communication (e.g. initiating/maintaining conversations, using/understanding non-verbal communication) or understanding emotions
   
• severe difficulties in the area of  imaginative skills and may rely more heavily on re- enacting learned scenarios, which may result in highly ritualised and repetitive behaviours

And may include:

• non/very limited expressive language, or spoken language that is repetitive and does not follow the social rules
   
• severe sensory processing difficulties, (hypo/hyper sensitivity)
   
• severe learning difficulty
   
• repetitive verbal and physical behaviours
   
• severe anxiety experienced on a regular basis and across different situations, in response to unpredictable situations, deviations from routines, sensory processing, and/or difficulties with related to their Autism Spectrum Disorder
   
• severe difficulties engaging in tasks/activities other than those linked to the child and young person’s particular interests.

The child/ young person’s difficulties will be may be made complex by the presence of additional factors, such as difficulties associated with psychological wellbeing and emotional development, extreme rigidity in behaviour, extreme difficulties with sensory modulation, and additional physical/ medical conditions. 

These are likely to make it significantly more difficult to manage the child/ young person’s behaviour and safety than for most children/ young people with ASD.

The child/young person would meet criteria for a diagnosis of ASD. The child and young person experiences severe and complex difficulties in all areas associated with their together with Autistic Spectrum Disorder additional factors which impact upon his or her ability to access a range of learning experiences such that they require a high level of specialist and individualised programmes of support to meet his or her needs.

SEN Support: Band 1 Levels and Descriptors of Need

Children and young people will have difficulty in acquiring basic skills of literacy and numeracy, leading to low attainment levels, with child/young person working;

• 2 years below expected level in most areas for example below level 1 at the end of Key Stage 1, and below Level 3 at the end of Key Stage 2.
   
• In secondary stage, expected to be at least two levels below expectations in literacy/ numeracy by the end of the relevant Key Stage.

Attainment for children and young people  at the lowest end of this band will be working well below the expected levels for most /children and young people  for example:

• P5 to P7 at the end of Key Stage 1
• Level 1 at the end of Key Stage 2
• Level 2 at the end of Key Stage 3

SpLD: All children and young people with a diagnosis of Dyslexia, Dyspraxia and other specific learning difficulties.  A child/ young person with SpLD who has very significant difficulties, with marked discrepancy between oral and literacy skills.  May also have difficulties with Maths.  Some children/young people may grasp mechanical skills but lack comprehension, e.g. literacy, maths.

EHCP: Band 2 Levels and Descriptors of Need

General and Complex Learning Difficulty

Children and young people’ attainment levels are significantly below age related expectations, for example so that the end of Key Stage results may be:

• Key Stage 1: P1 to P6
• Key Stage 2: P7 to Level 1C
• Key Stage 3: National Curriculum Level 1/ Level 2

Significantly greater difficulties in most developmental and curricular areas. In addition, significant difficulty with:-

• Rate of progress
   
• Retaining skills and information
   
• Generalising skills
   
• Staying on task/ attention
   
• Confidence
   
• Organisation

Complex Learning Difficulties (CLD)

Children and young people with complex learning difficulties have conditions that co-exist. These conditions overlap and interlock creating a complex profile and may present with a range of issues and combination of layered needs e.g. mental health, relationships, behavioural, physical, medical, sensory, motor, self-care and independence, communication and cognitive. 

Their attainments may be inconsistent, presenting an atypical or uneven profile. In the school setting, learners may be working at any educational level, including the National Curriculum and P scales.

Severe Learning Difficulties (SLD)

Children and young people with severe learning difficulties have significant intellectual or cognitive impairments. This has a major effect on their ability to participate in the setting curriculum without support. 

They may also have associated difficulties in mobility and coordination, communication and perception and the acquisition of self-help skills. Children and young people with SLD will need support in all areas of the curriculum. 

They may also require teaching of self-help, independence and social skills. Some children and young people may use sign and symbols but most will be able to hold simple conversations and gain some literacy skills. Their attainments may be within the upper P scale range (P4-P8) for much of their school careers (that is below Level 1 of the National Curriculum).

EHCP: Band 3 Levels and Descriptors of Need

Complex SLD (P4-L1)

Children and young people will have difficulties in most areas of the Early Foundation Stage Profile, National Curriculum and /or current levels of attainment are unlikely to lead to usable levels of skills to enable participation in Further Education/training /employment.

They would also have difficulties with some or all of the following

• Self-organisation, following routines, managing equipment
   
• Immature behaviour and social skills
   
• Fine or gross motor control
   
• Self-confidence and independence
   
• Attention, concentration
   
• Expressive and receptive language

EHCP: Band 4 Levels and Descriptors of Need

PMLD

The children and young people would have significant cognitive difficulties and developmental delay in a number of areas. May have additional needs including basic self-help.

The children and young people may be working at pre-National Curriculum levels in some or all areas.

Children and young people have severe difficulty in accessing most areas of the curriculum independently.

In addition the children and young people will have significant difficulties most  of the following:

• Self-organisation
   
• Social competence
   
• Attention/concentration
   
• Expressive and/or receptive language
   
• Self-care

Children and young people with profound and multiple learning difficulties have severe and complex learning needs; in addition, they have other significant difficulties such as physical disabilities or sensory impairment.

 Children and young people require a high level of adult support, both for their learning needs and also for personal care. 

They are likely to need sensory stimulation and a curriculum broken down into very small steps. Some children and young people communicate by gesture, eye pointing or symbols, others by very simple language.

Their attainments are likely to remain in the early P scale range (P1-P4) throughout their school careers (that is below Level 1 of the National Curriculum).

SEN Support:  Band 1 Levels and Descriptors of Need                

Progress through the curriculum is affected by their social, emotional and mental health difficulties due to the following:

• lack of a range of social skills, e.g. taking turns, working co-operatively, accepting the ideas others
   
• poor view of self and low self-confidence, difficulty in working independently
   
• unsettled behaviour in class, limited concentration and organisation in relation to age expectations
   
• may avoid or become upset when faced with new and unfamiliar tasks or people
   
• may frequently challenge practitioners/teachers’ requests but will back down
   
• frequent attention seeking behaviour, often inappropriate or mildly challenging
   
• seeks to gain and maintain frequent close physical contact with adults (generally primary age child/children and young people)
   
• overreacts when disapproval is shown, attention is withdrawn or when thwarted
   
• appears to lack motivation and requires frequent encouragement to stay on task
   
• flits between activities and materials with little attention (younger child/children and young people)
   
• no regular group of friends
   
• progress through National Curriculum is significantly affected by their emotional, social and/or behavioural difficulties due to:
  • unsettled and disruptive behaviour in class which interrupts the progress of the lesson
     
  • loss of temper or tantrums
     
  • difficulty in maintaining relationships with members of staff, e.g. more than once daily refuses to complete work, challenge practitioners/teachers’ requests, but sometimes backs down
     
  • difficulty in maintaining relationships with child/children and young people, e.g. minor scuffles in playground or classroom
     
  • victim of bullying or intimidation or bullies or intimidates others
     
  • social isolation; usually appearing to be on the edge of activities
     
  • high demand of adult attention
     
  • being easily rebuffed and sensitive to disapproval
     
  • sullen, resentful and unhappy attitude and mood
     
  • high self-criticism; puts self-down

EHCP: Band 2 Levels and Descriptors of Need

This band covers a range of behavioural, emotional and social difficulties identified through formal assessment and may include mental health problems and/or specific conditions such as diagnosed Attention Deficit Disorder (ADD), or Depression, conditions requiring significant, regular additional adult support to access the majority of learning activities and to sustain concentration. The child/ young person may exhibit:

• unsettled and disruptive behaviour in class e.g. fights with other children and young people with little provocation or deliberately shouts above teacher to gain attention
   
• frequently loses temper or has tantrums (in younger children and young people)
   
• has difficulty in maintaining relationships with members of staff, e.g. avoids engaging in work, and may challenge Practitioners/Teachers in a verbally aggressive manner
   
• frequent aggressive confrontation with peers
   
• remembers confrontations, ‘bears a grudge’ and seeks revenge
   
• seeks affection, approval and reassurance repeatedly but appears to remain insecure
   
• highly competitive in search for attention
   
• destroys own work or hard won social achievements
   
• demonstrates extremely low self-esteem and emotional neediness through social withdrawal
   
• demonstrates anxiety; clings and is tearful
   
• attendance may need to be monitored

EHCP: Band 3 Levels and Descriptors of Need

The child/ young person may exhibit:

• behaviour, emotional, social difficulty requiring planned positive/ restrictive intervention / uncontrolled ADHD/ Anxiety Disorders i.e. medication required / taken but not effectively controlling behaviour in school
   
• frequent and significantly challenging and disruptive behaviour which includes refusal to accept Practitioners/Teachers’ appropriate sanctions
   
• behavioural outbursts generally on a daily basis
   
• significant difficulty in following basic classroom routines and is exceptionally restless and inattentive for much of the school day over a sustained period of time
   
• initiates aggressive confrontations with peers at least daily.  Has few constructive relationships with peers and seems isolated
   
• unpredictable emotional outbursts including temper tantrums when thwarted criticised or touched
   
• withdrawn; relating to others at a minimal level tending to resist attempts to engage child
   
• adverse response to appropriate praise
   
• shows evidence of very frequent need for reassurance but remains anxious after this has been provided
   
• shows a high level of disaffection or anxiety which impacts on attendance.

Planned programmes have significant resource implications for the school

EHCP: Band 4 Levels and Descriptors of Need

This band relates to severe emotional, social, behavioural difficulty including, trauma related difficulties, attachment disorders, severe depression and/or anxiety disorder Attention Deficit, Hyperactivity Disorder (uncontrolled), with significant challenging behaviour.

• The child/ young person requires constant supervision to ensure their own safety and that of peers and/or adults with positive, restrictive intervention strategies employed on a regular basis. This band includes children and young people with diagnosed Attention Deficit Hyperactivity Disorder not effectively medically controlled and requiring regular, one-to-one adult support to access the majority of learning activities and to sustain concentration
   
• positive, restrictive intervention strategies employed on a regular basis
   
• progress through the curriculum is very seriously affected by emotional, social and behavioural difficulties
   
• very provocative, aggressive and confrontational behaviour which can include verbal and physical aggression towards peers and staff
   
• loses temper frequently during the day or in younger children has frequent tantrums.  Outbursts can be prolonged and be difficult for staff to manage
   
• has poor relationships with most staff, is disruptive in most lessons and unwilling to comply with Practitioners/Teachers’ requests
   
• seeks to develop unhealthy relationships/attachments with adults, avoiding peer interaction and craving attention from adults beyond acceptable constraints
   
• refuses to acknowledge responsibility for inappropriate behaviour despite objective evidence
   
• has very few positive relationships with children and young people, have frequent disputes and fights and is known to bully
   
• lacks confidence and independence and is dependent on other children.  Very rarely volunteers a positive response in class
   
• very withdrawn; social contact with other children and young people is very limited; appears isolated and has no friendship group in school
   
• readily shows signs of anxiety if demands are made or routines change
   
• evidence of being bullied

SEN Support:  Band 1 Levels and Descriptors of Need  

Children and young people will achieve their mobility independently (whether or not they are wheelchair users or require mobility aids), although building adaptations such as ramps and disabled toilet facilities may need to be in place.

Children and young people will be independent in the majority of self-help skills.

Children and young people may:

• have medical conditions which reduce their levels of independence e.g. need for staff to monitor signs of severe asthma
   
• have intermittent needs which require monitoring, e.g. arthritis and diabetes
   
• tire more quickly than other children and young people
   
• physical abnormalities which make them self-conscious, isolated, defensive or behave erratically
   
• require medication to stabilise condition
   
• have medical conditions which reduce their levels of independence e.g. need for staff to monitor signs of severe asthma
   
• have intermittent needs which require monitoring, e.g. arthritis and diabetes

EHCP: Band 2 Levels and Descriptors of Need

Children and young people may need support :

• to set up equipment/learning environment but works independently in a range of curriculum areas
   
• in the management of self-help e.g. toileting and other self-help skills in order to develop independence
   
• with some aspects of mobility e.g. supervision
  in developing confidence and independence

Children and young people’s medical condition may inhibit progress with the curriculum.

Children and young people may have intermittent medical needs which will impact on learning at these times.

EHCP: Band 3 Levels and Descriptors of Need

• access to specialist changing facilities over and above a disabled toilet facility
   
• needs help with mobility at some points in the day
   
• problems with spoken language because of their physical difficulties
   
• needs help in order to access some parts of the building, e.g. two storey buildings
   
• high levels of medical need at regular points requiring prompts response by the school
   
• significant intermittent medical needs

EHCP: Band 4 Levels and Descriptors of Need

• some aspects of muscular control may be limited
   
• medical condition requires regular treatment/therapy
   
• may have problems with bladder/bowel control
   
• self-help skills will be limited by physical condition
   
• may be exceptionally slow to complete physical activities and/or independence skills
   
• will be slow to complete school work due to tiring or poor physical co-ordination
   
• communication skills may be impaired by physical condition

EHCP: Band 2 Levels and Descriptors of Need

Hearing Impaired (Severe loss/ deteriorating)

• Information perceived through hearing aids will be more fragmented with significant features of speech barely audible or missing altogether
   
• Expressive, receptive and functional use of language will be significantly affected
   
• Speech intelligibility will be variable although communication will still often be through spoken language

Severely Visually Impaired ( 6/36 to 6/60 ) –May be registered as sight  impaired

• The child/ young person will have reading and recording difficulties using standard materials
   
• The child/ young person’s visual difficulty impairs mobility, emotional and social development, access to the curriculum and ability to take part in school activities without adaptations.

Sensory Impairment may also lead to:

• An inability to understand, assimilate and express new concepts, and thoughts and ideas will be significantly affected
   
• Reduced social integration
   
• Difficulties in following speech in a group
   
• Poor self‑confidence
   
• Lack of awareness of social situations
   
• Gaps in social development
   
• Overall social immaturity arising from linguistic deprivation due to sensory loss
   
• An inability to accept the sensory loss

EHCP: Band 3 Levels and Descriptors of Need

Profoundly Deaf

• Even with the use of effective amplification the perception of speech is impaired
   
• The child/ young person’s acquisition and use of language in all its forms will be severely impeded
   
• The child/ young person will be unable to follow conversations/instructions through speech alone
   
• Speech intelligibility will be variable and frequent checks are required to ensure understanding of new concepts
   
• The child/young person may require use of sign language to support their learning.  This may be a combination of British Sign Language and Sign Supported English depending on the needs of the child/young person

Visual Impairment - Severely sight impaired (range 6/60 to total blindness)

• The child/young person will have a significant visual loss
   
• The child/young person may be registered severely visually impaired
   
• The child/young person may need to use electronic aids to read and/or record
   
• The child/young person may have rapidly deteriorating visual condition
   
• Sight difficulties will place the child/young person at risk or injury with particular reference to practical subjects and PE
   
• Adaptations will be required to the environment to ensure safe access
   
• The child/young person may need media in non-standard format e.g. Braille or Moon

EHCP: Band 4 Levels and Descriptors of Need

Multi-Sensory Impairment (MSI)

• The child/young person with a Multi-Sensory Impairment (MSI) will have a combination of significant visual and hearing difficulties
   
• The child/young person may have additional disabilities (complex) needs which make it difficult to ascertain their intellectual abilities
   
• The child/young person will have significant difficulty in accessing the curriculum and the environment
   
• The child/young person will have difficulties in perception, communication and in the acquisition of information
   
• Incidental learning is limited
   
• The combination of their difficulties may result in high anxiety and multi-sensory deprivation
   
• The child/young person will require specialist teaching/support in order to make good use of their residual hearing and vision, together with their other senses
   
• The child/young person will need alternative means of communication
   
• The child/young person will have significant long term difficulties requiring specialist/and or additional support to access the curriculum, which have significant resource implications for the school
   
• The child/young person will usually have a range of other special educational needs
   
• Adaptations will be required to the environment to ensure safe access

Augmentative and Alternative Communication (AAC)

• Augmented communication requires personal technology to access communication or learning
   
• It requires significant additional staff time to enable the child/young person to use the equipment
   
• The child/young person may also use low technological aids* but their prime communication is through high technological aids*
   
• The child/young person within this band will have received a multi-agency assessment that recommends the use of high technological aids

*Low technological aids include anything which is not powered: for example charts, communication boards, objects of references. High Technological aids refer to more complex systems such as specialist programmable aids such as light pointers.