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Banded funding update

Banded funding update

In line with our GCC SEND and inclusion strategies the banded funding initiative is about developing a funding model that is flexible enough to enable more creative opportunities to be accessed and provide the best outcomes for children and young people with SEND early.

The Banded Funding project has been commissioned to design and deliver a universal banded funding system for pupils with Education, Health and Care Plans (EHCPs) to replace the current Resource Allocation System (RAS) and the existing Special School banding framework. The system aims to support the delivery of tailored, child-focussed support, facilitate more creativity and flexibility and, in turn, equip children/young people with special educational needs and disabilities (SEND) to reach their full potential.

For each category of special educational need (Social, Emotional Mental Health; Cognition ad Learning; Communication and Interaction; Sensory and Physical) a set of descriptors ranging from bands 1 to 6 have been developed which denote the increasing needs of children/young people. These descriptors provide detailed guidance as to relevant SEN that a child/young person may display, and the recommended level of provision required to meet these needs. The descriptors were coproduced with support from partners across education, health and the Gloucestershire PCF.

From March to July 2022, the Banded Funding project team worked with 10 maintained special schools/academies[1], 4 mainstream primary schools/academies[2] and 5 mainstream secondary schools/academies[3]. across Gloucestershire to: test the validity, usability of the descriptors; collate costs of provision to inform the funding model; and capture feedback to inform further development.

In January 2023 Gloucestershire Schools Forum members approved the funding model for the initiative. We plan for the new framework to be implemented from the new financial year in April 2023 for all newly issued EHCPs, as well as special school pupils. With regards to pupils attending mainstream settings, we plan to consult further with all mainstream schools and the Parent Carer Forum with regards to the migration process for EHCP pupils as well as planning for the implementation of the new framework for all mainstream pupils.

We will continue to inform and update you over the coming months as the model is introduced and what this will mean and look like.

If you have any queries regarding the banded funding model or banding descriptors, please contact the team at bandingworkstream@gloucestershire.gov.uk.

  • It is not just about ‘how much’ resource is available, but about the ‘type of support’ that is provided
  • It is not about 'quantity of resource' but about the effectiveness of the intervention

For our funding to work in the right way, we need the right support available at the right time, so every child and young person can fulfil their potential. The banded funding initiative aims to give schools more flexibility to support a child or young person with SEND and to receive that support as early as possible through early intervention and limit further escalation of needs.  In time, through this new model, we expect to see a reduction of the number of children/young people requiring statutory Education, Health and Care Needs Assessments and Alternative Provision.

Delivering banded funding

From the outset, our partners across GCC, NHS, Parent Carer Forums and education settings helped us to co-produce the banding descriptors to cover the four broad SEN categories of need[1]. In each category there are banding levels ranging from 1 – 6 that represent the level and complexity of provision required to support a child or young person.

The testing phase for this project began in March 2022 where we collaborated with all ten of Gloucestershire’s maintained special schools, four mainstream primary schools, and five secondary schools. Working with School Heads, SENCO leads and school business teams, the testing phase was completed in July 2022 to:

  • Carry out banding of over 200 existing EHCPs, across a range of SEN need types, using the new draft descriptors
  • Test and validate the descriptors – checking they are clear and easy to understand.
  • Test and refine the new banding process – checking they are accessible and that they work better than before.
  • Review and agree the banded funding descriptors and process.
  • Informing future developments by seeking feedback from stakeholders, collated costs of provision to inform future funding, and capturing lessons learned.

Thank you to our partners

We are extremely grateful to the participating schools[2] and colleagues who shared their time and effort to complete this testing phase. Their valued contribution has helped to design a renewed and effective process to ensure that Gloucestershire’s children and young people can receive ‘the right support at the right time’ to fulfil their ambitions and potential.

‘Very useful process, interesting and valuable’ - Cheltenham Primary Head Teacher

Future developments and webinars

The next stage is to develop and agree the funding model for wider rollout. The feedback we received from those involved and the lessons learned will help us with the implementation. We will be holding webinars in the autumn to update and share plans with wider stakeholders.

We will continue engaging schools, education professionals, parents, and partner organisations throughout the county to ensure they are prepared and feel confident with the adoption of the new and revised processes and its benefits. We anticipate that the rollout will be phased to enable a smooth transition.

If you have any queries and the banded funding model, please contact the team at bandingworkstream@gloucestershire.gov.uk

References

  • [1] Maintained Special Schools: Alderman Knight School, Battledown Centre for Children & Families, Belmont School, Bettridge School, Heart of the Forest School, Milestone School, Paternoster School, The Peak Academy, The Ridge Academy, The Shrubberies School
  • [2] Mainstream Primary Schools: Charlton Kings Primary and Junior Schools, Churchdown Parton Manor Primary and Junior Schools, Gloucester Road Primary School, Kingsholm C of E Primary School
  • [3] Mainstream Secondary: The Dean Academy, Henley Bank High School, Maidenhill School, Pittville School, Rednock School
  • It is not just about ‘how much’ resource is available, but about the ‘type of support’ that is provided
  • It is not about 'quantity of resource' but about the effectiveness of the intervention

For our funding to work in the right way, we need the right support available at the right time, so every child and young person can fulfil their potential. The banded funding initiative aims to give schools more flexibility to support a child or young person with SEND and to receive that support as early as possible through early intervention and limit further escalation of needs.  In time, through this new model, we expect to see a reduction of the number of children/young people requiring statutory Education, Health and Care Needs Assessments and Alternative Provision.

Delivering banded funding

From the outset, our partners across GCC, NHS, Parent Carer Forums and education settings helped us to co-produce the banding descriptors to cover the four broad SEN categories of need[1]. In each category there are banding levels ranging from 1 – 6 that represent the level and complexity of provision required to support a child or young person.

The testing phase for this project began in March 2022 where we collaborated with all ten of Gloucestershire’s maintained special schools, four mainstream primary schools, and five secondary schools. Working with School Heads, SENCO leads and school business teams, the testing phase was completed in July 2022 to:

  • Carry out banding of over 200 existing EHCPs, across a range of SEN need types, using the new draft descriptors
  • Test and validate the descriptors – checking they are clear and easy to understand.
  • Test and refine the new banding process – checking they are accessible and that they work better than before.
  • Review and agree the banded funding descriptors and process.
  • Informing future developments by seeking feedback from stakeholders, collated costs of provision to inform future funding, and capturing lessons learned.

Thank you to our partners

We are extremely grateful to the participating schools[2] and colleagues who shared their time and effort to complete this testing phase. Their valued contribution has helped to design a renewed and effective process to ensure that Gloucestershire’s children and young people can receive ‘the right support at the right time’ to fulfil their ambitions and potential.

‘Very useful process, interesting and valuable’ - Cheltenham Primary Head Teacher

Future developments and webinars

The next stage is to develop and agree the funding model for wider rollout. The feedback we received from those involved and the lessons learned will help us with the implementation. We will be holding webinars in the autumn to update and share plans with wider stakeholders.

We will continue engaging schools, education professionals, parents, and partner organisations throughout the county to ensure they are prepared and feel confident with the adoption of the new and revised processes and its benefits. We anticipate that the rollout will be phased to enable a smooth transition.

If you have any queries and the banded funding model, please contact the team at bandingworkstream@gloucestershire.gov.uk

References

  • [1] Maintained Special Schools: Alderman Knight School, Battledown Centre for Children & Families, Belmont School, Bettridge School, Heart of the Forest School, Milestone School, Paternoster School, The Peak Academy, The Ridge Academy, The Shrubberies School
  • [2] Mainstream Primary Schools: Charlton Kings Primary and Junior Schools, Churchdown Parton Manor Primary and Junior Schools, Gloucester Road Primary School, Kingsholm C of E Primary School
  • [3] Mainstream Secondary: The Dean Academy, Henley Bank High School, Maidenhill School, Pittville School, Rednock School