8/9/2019 Assn Matrix

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APPENDIX 5 HIGHLAND COUNCILECS SERVICE Version 1 1996, updated 2008, current version 2012LEVELS OF ADDITIONAL SUPPORT NEED

NAME: DOB: SCHOOL:

Review Date Review Date Review Date

Class/Year Group Class/Year Group Class/Year Group

ASN Level ASN Level ASN Level

Needs relating to: Level 1Standard Support

FORM 1 may be used for a p upil at thislevel

Level 2Significant Support

ASN File opened at this level andPROPORTIONATE childs plan created

Level 3Substantial Support

Childs Plan MUST be in place for a pupilat this level

Level 4Specialised Support

Childs Plan MUST be in place for a pupil atthis level

The physical

environment

The ordinary education setting is

appropriate, with reasonable adjustmentsbeing made to meet need eg:

Work station

Alternative seating

Sloping writing board

Etc.

Access to a room somet imesrequired for the

delivery of structured programmes etc, whichcannot be delivered within the mainstreamclassroom eg

a deaf pupil requiring a low noiseenvironment

area for a pupil to engage in outsideagency programme

A base/dedicated area within a mainstream

setting may be required for a substant ialpartof the pupils time in school eg

ASD friendly environment

Nurture room

Time out space

A highly specialised environment is required all of

the t imeeg:

Low stimulus environment

Highly protected and individualisedspace to meet complex needs

etc

The curriculumand how it isdelivered

Mainstream curriculum with differentiationeg

alternative outcomes

additional time responding to preferred learning

styles

Signi f i cantdifferentiation is needed in one ormore areas of the curriculum, requiring a childsplan/programme with SMART targets, which are

reviewed termly eg for learning and/or behaviour

independence/social/life skills

physical/sensory issues

Very substant ialand individualisedplanning is needed in a wide area of th emainstream curriculum requiring regular

review and consultation with parents, andagencies/services external to the school

The pupil follows an alternative/elaboratedcurriculum from that provided in mainstream,supported by a detailed childs plan. This may

include daily living skills, a sensory curriculum etc.

The level of adultsupport required

A flexible and creative use of supportnormally available, in order to respond toneeds

Significant needs which require to be addressedthrough access to individual and/or small groupsupport for par t of the t ime, monitored and

reviewed through the childs plan.

Access to a substant ial level of supportmost of the t imeto implement agreedprotocols/actions, as agreed and recorded in

the childs plan.

Pupil requires access to teacher and/or pupilsupport assistant al l of the t ime. This support ismonitored, reviewed and evaluated through the

child planning process.

The level ofspecialised

resources andtechnologyrequired

Ordinarily available resources. For somepupils this will include mobility aids,

wheelchairs and assistive technology

support

Resources, required by the pupil individually, on at ime l imi tedbasis eg

switches

hearing aids for glue ear

Highly specialised resources or technologynot normally available and

deployed/designed for the pupils specificuse when requi redeg

communication aids

radio aids

Access to highly specialised resources, faciliti es ortechnology not normally available and

deployed/designed for the pupils specific use allof the t imeeg

augmentative aids

assistive technology

The level ofsupport agencies

/ services

involved

Needs identified and monitored by Class /Subject Teacher. For some pupils this mayinclude support from therapists.

ASN file may beopened at this Level

Agreed and monitored childs plan and/orprogrammes delivered by school staff which maybe supported by outside agencies eg OT / S&LT

eg

consultation and resources from

therapistsASN file opened at this Level

Direct, planned and monitored l ong termsuppor t on a regular basis by specialistagencies/services (including Health and

Social Care) . Childs plan used tocoordinate and monitor support andoutcomes for the child/young person.

Direct, planned and monitored support on ani ntensivebasis, supported by a detailed childsplan.

Communication Ordinary oral/aural and written

communication eg

visually supported environment

using less complex language

Communication and language needs met by

specific approaches eg

symbols

visual/verbal cues

Enhanced support to aid communication and

social inclusionadditional communication methodseg

sign/gesture, including Makaton

augmentative systems

Highly specialised methods required al l of the

t imeeg

sign language

Braille

Generally 3 boxes ticked in any level will be required to demonstrate a pupilsneed overall lie within that level. However professional judgement should be

used where a pupil has one or two overwhelming needs in a specific area.