Funding for pupils with SEND - banding descriptors

Cognition and Learning (Ref. 6./6.31 Code of Practice)

Level 0

  • development in line with the typically developing child or young person (CYP)
  • the CYP is working generally within or just below age related expectations
  • needs of CYP can be adequately met through Quality First Teaching and carefully considered differentiation
  • some difficulties with learning may take place including some misconceptions and/or taking longer to understand new concepts
  • difficulties may be specific to one aspect of learning or across the curriculum

Level 1

  • CYP is working below age related expectations and is likely to be performing at below the 10th centile on at least one standardised assessment of academic performance
  • CYP is unable to independently access the National Curriculum at an age expected level in at least one area; from KS2 onwards CYP is likely to be working on NC expectations at least 2 years below chronological age
  • CYP's progress is significantly slower than that of their peers and fails to close the attainment gap in one or more areas of learning despite access to appropriate learning opportunities and support
  • CYP may find it hard to develop age appropriate understanding of concepts and logical thought
  • CYP demonstrates difficulties in the acquisition and use of key English and /or maths skills
  • CYP may find it hard to keep up with the pace of curriculum delivery
  • CYP may require access to an additional adult at targeted times to support curriculum access and progress

Level 2

  • CYP is working significantly below age related expectations and is likely to be performing at below the 5th centile on at least one standardised assessment of academic performance
  • CYP is unable to independently access the National Curriculum at an age expected level in at least one area; from KS2 onwards CYP is likely to be working on NC expectations at least 3 to 4 years below chronological age
  • CYP's progress is significantly slower than that of their peers and there is evidence of an increasing gap between them and their peers despite access to appropriate learning opportunities and support
  • CYP demonstrates significant difficulties in the acquisition and use of key English and / or maths skills which are likely to impact on access to other curriculum areas
  • CYP will require access to an additional adult to access the curriculum in targeted lessons
  • CYP has difficulties with age appropriate understanding of concepts and logical thought which limits access to the curriculum
  • CYP has difficulties in retaining learning from targeted sessions
  • CYP has persistent difficulties in following and/or engaging in appropriate differentiated class-based, small group or 1:1 learning experiences
  • there may be co-existence of secondary needs
  • CYP may have difficulties with independence and organisation
  • difficulties may affect self-esteem and cause frustration
  • learning may be inconsistent or incomplete in CYP with specific difficulties

Level 3

  • CYP is working significantly below age related expectations and is likely to be performing at below the 2nd centile on at least one standardised assessment of academic performance
  • CYP is unable to independently access the National Curriculum at an age expected level in at least one area; from KS2 onwards CYP is likely to be working on NC expectations at least 4 to 5 years below chronological age
  • CYP's progress is significantly slower than that of their peers and there is evidence of a wide and increasing gap between CYP and their peers despite access to appropriate learning opportunities and support sustained over time
  • CYP demonstrates severe and persistent difficulties in the acquisition and use of key English and/or maths skills which impact on access to other curriculum areas
  • CYP is unable to follow and/or engage in appropriate differentiated class-based or small group learning experiences without targeted adult support; additional adult support is required for the majority of lessons for the CYP to be able to access learning
  • CYP has significant difficulties with concept development and logical thought which limits access to appropriately differentiated curriculum
  • CYP is unable to retain learning from targeted sessions without considerable repetition
  • CYP's difficulties with attention impede access to learning
  • there are likely to be co-existence of secondary needs
  • CYP will have significant difficulties with independence and organisation
  • difficulties are likely to affect self-esteem and cause frustration
  • learning will be inconsistent or incomplete in CYP with specific difficulties

Level 4

  • CYP's academic attainments cannot be measured using standardised assessments for the majority of the school career
  • CYP experiences complex and life-long learning difficulties which affects every area of development and functioning
  • CYP requires specialised and personalised programmes of support and care by staff with a high level of expertise
  • learning difficulties co-exist with other areas of need such as physical needs
  • CYP requires high level of adult support and specialised provision throughout the school day to be able to access any areas of learning, despite strategies to promote independence

Associated information

Allocation of high needs top up for pupils attending schools