Funding for pupils with SEND - banding descriptors

Social Communication (Ref. 6.28/6.29 Code of Practice)

development in line with the typically developing child or young person (CYP)
needs of CYP can be adequately met through Quality First Teaching and carefully considered differentiation

CYP demonstrates mild difficulties with social communication

CYP may require access to an additional adult at targeted times to support them to:

identify as part of a peer group and work/play with them
expand their interests to incorporate the curriculum and support relationship building
initiate social interactions and develop/maintain friendships
develop an understanding of social cause and effect, self and self-other awareness in a social skills group
cope with transitions between activities and other changes
organise and plan, CYP's independence is hampered without this support
communicate their feelings, wishes and needs
manage mild hypo/hyperactivity to sensory input, by supporting appropriate self-soothing/related behaviours

CYP demonstrates moderate difficulties with social communication

The CYP needs a significant amount of individual or small group support to:

spend time working/playing alongside a small group of peers
expand their interests during structured parts of the school day
engage in some social and unstructured activities
develop an understanding of social cause and effect, self and self-other awareness in a social skills group and with individual support
calm daily anxieties, despite the appropriate preparation and informed strategies in place
help to engage with daily routines and independence skills
communicate their feelings, wishes and needs - this may involve key adults and alternative individual communication tools, e.g. pictures / symbols
manage hypo/hyperactivity to sensory input

CYP demonstrates severe difficulties with social communication

The CYP requires a high level of support to:

spend some time working/playing alongside a partner
expand their interests for some of the day
engage in some social activities linked with their interests
understand that they have similarities and differences from a partner
co-regulate high levels of anxiety on a daily basis which can have a negative impact on their experience of school
help to engage with appropriate individual strategies and tools to support organisation and self-help skills
use augmented communication systems, e.g. PECs to support communication
manage very high levels of hypo/hyperactivity to sensory input, which preoccupies the CYP most of the time

CYP demonstrates severe and profound difficulties with social communication.

The CYP requires high level, intensive support to:

spend some time in the same vicinity as peers working on a similar themed task or equipment
help the CYP make meaning from and develop their interests where they are constantly overwhelmed by an adult-led agenda
allow an adult to engage with them in their activity
co-regulate high levels of anxiety in all contexts which can have a negative impact on their experience of school
understand that they are a separate person from a key adult
manage great distress where the CYP is extremely sensitive to any perceived or actual circumstance
complete routine tasks and personal organisation in order to access school life
interpret and encourage communication which may include augmented communication devices or systems
manage extremely high levels of hypo/hyperactivity to sensory input which preoccupies the CYP constantly