understanding barriers to achievement guidance on completion of understanding barrier to achievement...
TRANSCRIPT
Understanding barriers to achievement
Guidance on completion of Understanding Barrier to
Achievement (UBA) form.
Name of Child Date
UBA ref(s) Financial Year
Notes and funding assumptions
(e.g. group size)
1Materials within quality first teaching
2 Whole class TA
3Group work with TA in differentiated teaching
4Group work with teacher in differentiated teaching
5 Materials for group work
6 Additional TA work group
7 Additional teacher work group work
8 Additional TA individual work
9 Additional teacher individual work
10 Additional external support
SubTotal £0.00Management and co-ordination time Total £0.00
Provision Plan
Category Provision Cost to child
Contents Introduction and rationaleThe Understanding Barriers to Achievement UBA form Understanding barriers to achievement
Provision planFAQ Example of completed form
Contacts for additional help and adviceFeedback on this presentation
Name of Child Date
UBA ref(s) Financial Year
Notes and funding assumptions
(e.g. group size)
1Materials within quality first teaching
2 Whole class TA
3Group work with TA in differentiated teaching
4Group work with teacher in differentiated teaching
5 Materials for group work
6 Additional TA work group
7 Additional teacher work group work
8 Additional TA individual work
9 Additional teacher individual work
10 Additional external support
SubTotal £0.00Management and co-ordination time Total £0.00
Provision Plan
Category Provision Cost to child
UBA Sheet
Contents
Basic data
• RAPO ( Risk of achieving poor outcome ) – The “risk” of poor outcomes is rated either RED, AMBER or GREEN. A poor outcome is if the child/young person is not going to achieve the expected levels of attainment of make expected levels of progress.
– Green would indicate high confidence that the levels of attainment were going to be at the expected level based on prior attainment. A child or young person who is it is thought is going to be below the expected level of attainment at the end of key stage could not be marked as green even if it was thought they were making good progress.
– Amber would indicate concern that the attainment levels were not going to be at the expected levels but all was reasonably being done to ensure there was the very best progress possible .
– Red would indicate that there was a high risk that attainment levels were not going to be reached and/or progress maintained and that there were significant barriers that that were not being effectively addressed.
• Effectiveness of plan to address risk of poor outcomes – This is a RAG rating of the effectiveness of the arrangements to address the outcomes of the child or young person.
• Green rating - where there a cost effective and efficient range of provision that will fully address the barriers to achievement.
• Amber rating - where there is some doubt that the provision available is the best at addressing the barriers to achievement. There may be some gaps or it may be somewhat inefficient.
• Red rating – where the provision is not well matched or is significantly inadequate to address the barriers to achievement.
National Curriculum attainment levels and scores
• National Curriculum attainment scores are noted across English and maths along with science from the end of key stage1.
• P scales should be used where appropriate. • Attainments before YR ( i.e. N1, N2) Can be recorded as P scales • YR scores can be P scales or the Foundation Stage profile overall point
score and their score in communication, language and literacy (CLL) and social emotional aspects (SEA)
• All scores/levels are as at May of the academic year ( ie when SATs are taken)
Known medical conditions • These cover any notified conditions.• The severity of impact scale is a measure to judge how the
condition affects learning and development. This a child may be diabetic but the impact of this on learning and development is negligible. Thus the pact score may be zero.
• Alternatively a child may have Downs Syndrome where the impact is quite severe. Not all Downs Syndrome children/young people are the same and the severity of impact may different between different Downs Syndrome cases.
• The scale of severity is from 1-4 where 4 is the most severe. If there is a known medical condition and it is considered there is no impact it is recorded as zero.
Cognitive • People have different
innate abilities. Those with severe cognitive difficulties will have very low natural ability. This might be judged through a formal IQ type test. While poor cognitive abilities are often reflected through low attainment. Low attainment does not necessarily mean low cognitive abilities
• The level of cognitive difficulty is scored on a 4 point scale.
• Level 1 would indicate below average ability with standards scores around 85
• Level 4 would indicate exceptionally low ability that is present in fewer than 0.4% of the population
Specific learning
• Specific learning difficulties (SpLD) typically affect some motor skills, information processing and memory. Dyslexia, dyscalculia and dyspraxia are all SpLD’s. Severe cognitive difficulties ( 3 or 4 ) make for an unreliable judgement of SpLD.
• SpLD are severity is recorded on a 4 point scale.
• A level 1 SpLD is one that occurs in less than 25% of the population
• A level 4 would be considered to occur in 0.4% of the population
Emotional development
• Emotion development is about awareness and control feelings and how people react to these feelings in given situations.
• Emotional problems or trauma may cause difficulties interacting in social scenes and some daily routines difficult to deal with
• Emotional development is on a 4 point sca1e
• A level1 would be a minor emotional difficulty.
• A level 4 would be the most exceedingly bizarre ritualistic behaviours including regular or severe self harm.
Learning behaviour
• The presenting learning behaviour depends to a large extent on the context.
• The consideration should be given to the pupils learning behaviour it what might be considered to be in a normal context.
• Learning behaviour is scored on a 4 point scale
• Level 1 is characterised be regular distraction from tasks and disorganisation
• Level 4 is the most extreme disinterest in any learning activity.
Expressive language
• Expressive language disorder or difficulty makes it difficult for individuals to express themselves in verbal communication. Speech may be hesitant and individuals often have trouble putting words together to complete a sentence or thought.
• There are 4 levels of severity of expressive language delay/disorder.
• Level 1 would be mild delay where there are some difficulties with speech sound production.
• Level 4 is a severe disordered where alternative means of communication are imperative.
Receptive language • A receptive language
disorder is when there are difficulties understanding spoken, and sometimes also written, language. It generally can only determined when the child starts to speak. Care must be taken to not mistake a receptive language difficulty with a hearing impairment.
• There are 4 levels of severity of receptive language delay/disorder.
• Level 1 would be mild delay where there are some difficulties with speech reception.
• Level 4 is a severe disordered where alternative means of communication are imperative.
Hearing Impairment • conductive hearing loss – where sounds
are unable to pass from your outer ear to your inner ear, often as the result of a blockage such as earwax, glue ear or a build-up of fluid due to an ear infection, a perforated ear drum or a disorder of the hearing bones
• sensorineural hearing loss – the sensitive hair cells either inside the cochlea or the auditory nerve are damaged, either naturally through ageing, or as a result of injury
• mixed hearing loss – it is possible to get both types of hearing loss at the same time
• Level 1 is a mild hearing loss
• Level 2 is a moderate hearing loss
• Level 3 a severe hearing loss
• Level 4 profound – no functional hearing.
Visual Impairment • Visual impairment is when a person
experiences some degree of sight loss which cannot be corrected using glasses or contact lenses.
• There are two main categories of visual impairment:
• being partially sighted, or sight impaired – where the level of sight loss is moderate
• blindness, or severe sight impairment – where the level of sight loss is so severe that a person is unable to complete any activities that rely on eyesight
• Level 1 mild visual impairment. Colour blind. Mild bilateral field loss
• Level 2 moderate impairment that needs N14 for some work.
• Severe impairment needs N18+ and limited navigable vision.
• Minimal vision need alternative means.
Physical Difficulties
• A physical difficulty is associated with body structure and movement. Presenting Health is considered separately. Here.
• Level 1 - poor fine or gross motor co-ordination.
• Level 2 – mobile with aids• Level 3 – needs wheelchair
for mobility either independently or with adult assistance
• Level 4 total reliance on outside help for mobility
Presenting health • Presenting health refers to
medical conditions not difficulties covered in the other areas of child development. These might include– Obesity– Skin conditions– Diabetes– Tooth decay– Respiratory difficulties– Allergies
• The severity of the presenting health is on a 4 point scale
• Level 1 is a minor health difficulty
Self care
• A child or young persons capacity and willingness to present themselves in a socially acceptable manner. Consideration should be given to fashionable styles and practices. Poor self care might be reflected in personal hygiene.
• The scale of severity is from 1 to 4 where
• level 1 might be minor lapses and
• level 4 would be serious long standing difficulties
Relationships with peers
• Peers relationships are reflected in how a child or young person interacts with others of a similar age in a variety of contexts.
• The scale of severity is reflected in a 4 point scale where level 1 is minor but noticeable problems with forming and maintaining friendships.
• Level 4 is complete isolation and are either without will to pursue relationships or exercise attempted severe domination. Interactions are brief and acrimonious.
Relationships with parents/carers• Parent/carer relationships are
how the child or young person interacts with their parents/carers. The relationship with a teacher or professional supporting the child or family would be considered under learning behaviour here.
• While the relationship is in some ways defined by the attitude of the parent carer an aggregated view of the reasonable should be considered.
• The scale of severity is reflected in a 4 point scale where
• level 1 is minor but noticeable problems
• Level 4 is complete isolation and are either without will to pursue relationships Interactions are brief and acrimonious.
Family and wider environment
Warning – there must be clear evidence to support judgements – the parent/carer has a right to see this.
Family functioning • The household
composition including recent changes and absent family members are issue to consider.
• The absence of a parent does not necessarily mean the family is not functioning well for the child
• There must be evidence you are prepared to share to support the RAG rating (if there is no evidence it should be left blank) – Green – Positive supportive
to child development
– Amber – some concerns and barriers to child development
– Red - Strong evidenced concerns that there is a major barrier to child development
Community integration
• How the family are integrated into their neighbourhood.
• Apparent isolation does not necessarily present as a barrier.
• There must be evidence you are prepared to share to support the RAG rating (if there is no evidence it should be left blank) – Green – Positive supportive
to child development
– Amber – some concerns and barriers to child development
– Red - Strong evidenced concerns that there is a major barrier to child development
Housing • There are standards associated
with hygiene , damp and overcrowding that can impact on child development.
• To consider housing to be barrier to child development you should be sure it is the fabric or overcrowding that is at fault rather than the capacity of the family to maintain it adequately. A poor maintained home would reflect on basic care of the parent carers
• There must be evidence you are prepared to share to support the RAG rating (if there is no evidence it should be left blank) – Green – Positive supportive
to child development
– Amber – some concerns and barriers to child development
– Red - Strong evidenced concerns that there is a major barrier to child development
Income and employment
• Low income can be such that there is insufficiency to meet basic needs and affect the child.
• Long unemployment while not necessarily a barrier may carry stigma and negative attitudes.
• There must be evidence you are prepared to share to support the RAG rating (if there is no evidence it should be left blank) – Green – Positive supportive
to child development
– Amber – some concerns and barriers to child development
– Red - Strong evidenced concerns that there is a major barrier to child development
Rural isolation
• Herefordshire’s demography is such that families can become isolated from communities.
• There must be evidence you are prepared to share to support the RAG rating (if there is no evidence it should be left blank) – Green – Positive supportive
to child development
– Amber – some concerns and barriers to child development
– Red - Strong evidenced concerns that there is a major barrier to child development
Wider family support
• The extent to which the family has extended family available and supportive can impact on any barrier s and child or young person may have
• There must be evidence you are prepared to share to support the RAG rating (if there is no evidence it should be left blank) – Green – Positive supportive
to child development
– Amber – some concerns and barriers to child development
– Red - Strong evidenced concerns that there is a major barrier to child development
Parent carer support
Parent carer support - Basic care
• Basic care covers the capacity of the parent/carers to feed, clothes and provide shelter. Additionally the parent should ensure the child has dental checks, vaccinations and attend the doctor as appropriate.
• There must be evidence you are prepared to share to support the RAG rating (if there is no evidence it should be left blank) – Green – Positive supportive
to child development
– Amber – some concerns and barriers to child development
– Red - Strong evidenced concerns that there is a major barrier to child development
Parent carer support - Ensuring safety
• Safety covers keeping children safe from physical dangers or inappropriate adults
• There must be evidence you are prepared to share to support the RAG rating (if there is no evidence it should be left blank) – Green – Positive supportive
to child development
– Amber – some concerns and barriers to child development
– Red - Strong evidenced concerns that there is a major barrier to child development
Parent carer support – Nurturing and Emotional Warmth
• Children and young people need secure stable and affectionate relationships with significant adults. From this they develop secure attachments and a positive sense of their own identity.
• There must be evidence you are prepared to share to support the RAG rating (if there is no evidence it should be left blank) – Green – Positive supportive
to child development
– Amber – some concerns and barriers to child development
– Red - Strong evidenced concerns that there is a major barrier to child development
Parent carer support - Guidance and boundaries
• Children and young people need to develop their own values and conscience with the support of adults parents and carers. Inappropriately the boundaries may to too free or too restrictive
• There must be evidence you are prepared to share to support the RAG rating (if there is no evidence it should be left blank) – Green – Positive supportive
to child development
– Amber – some concerns and barriers to child development
– Red - Strong evidenced concerns that there is a major barrier to child development
Parent carer support - Stability
• Stability is important for attachments. There is inevitably change to the child or young persons home environment but throughout this there should be consistency of emotional warm , guidance boundaries and safety
• There must be evidence you are prepared to share to support the RAG rating (if there is no evidence it should be left blank) – Green – Positive supportive
to child development
– Amber – some concerns and barriers to child development
– Red - Strong evidenced concerns that there is a major barrier to child development
Parent carer support - Stimulation
• Children and young people need encouragement, intellectual and cultural stimulation to thrive.
• There must be evidence you are prepared to share to support the RAG rating (if there is no evidence it should be left blank) – Green – Positive supportive
to child development
– Amber – some concerns and barriers to child development
– Red - Strong evidenced concerns that there is a major barrier to child development
Attendance and Exclusion
• Attendance and exclusion are RAG rated. The RAG rating is comment on the impact attendance or exclusion is having on the achievement and progress of the child or young person.
• Green – there is no impact• Amber – some impact• Red - high impact
Free School Meals
• The Government have criteria for eligibility to free school meals.
• It is known that all who are eligible do not claim their entitlement.
• Record the child or young person as FSM if they are claiming free school meals.
• Ev6 is if the child or young person has ever been in receipt of free school meals in the last 6 years
Looked After Children
• A child or young person maybe Looked after by a Local Authority children’s services. Local Authorities have a duty to inform schools
Context – Young Carer• A carer will be providing support for another.
This may be a younger siblings or parents and extended family.
• Some children and young people , while attending support sessions from young carer providers do not want this information known to the school.
• Where it is known and the carer is happy for it to be noted it should be.
English as an additional language
• Whether the child or young person has English as an Additional Language is recorded as either Yes or No
• If the child or young person has English as an additional language the date of entry to the UK should be recorded.
• If the child or young person has English as an additional language their home langauge should be recorded.
Service family
• The box should be checked if the child or young person has a parent in the armed forces, or has been, within the last two years.
Context – school changes
• A change of school can adversely affect the opportunities for a child or young person.
• Record how many changes there have been outside of normal transition times
Attendance and exclusion • Attendance and exclusion from school are shown as a RAG
rating. – Red would present as a major barrier to achievement. For
attendance this might be through a regular day off, lateness or extended periods. For exclusion it might be a second permanent very extreme behaviour leading to the exclusion.
– Amber would present as a moderate barrier to achievement. For attendance this might be some lateness or long periods of absence. For exclusion this might be a number of fixed terms
– Green would present no barrier to achievement.
Birth Prematurity
• Research has shown there can be difficulties with children born prematurely. However this is not necessarily always the case.
• There are 3 bands of prematurity to record.• If the parent is sensitive to the recording of
this it should be left blank.
Assessments
• The assessments listed are • CAF – Common assessment framework • SEN - a statement of SEM which will include a
social care, educational psychology and health report along with that of the parent.
FAQ’s
Q - How do record a child with a diagnosis of AutismA – Autism presents with a wide range of difficulties across a number of areas of child development. It is important to record the condition as a specific one . The difficulties make span areas of expressive and receptive language. Relationships with peers and cognitive difficulties.
Example of completed form
• To be developed
Contacts for more support and advice
• Andy Hough – [email protected]– Telephone 01432 260888 or 07792880924
• Jacqui Healey – [email protected]– Telephone 01432 361780
Feed back
• We are always seeking ways of improving the work we do. If you have any comments on the content or the ease of use or any views please send an email to;
Child/young person aspirations
• It is important that the views of the child are considered.
• This is a small text box to capture a view about what the child/young person wants to achieve.
• At primary age this might be, “To do better in maths”
• At secondary this might be, “To do an apprenticeship in forestry”
Provision
• To be developed