SENIF pre-requisites

Is applying for SENIF the next step?
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Before a setting can make a request for SEN Inclusion Funding there should be evidence that the appropriate strategies, training and programmes have already been tried for the child and have had limited success.  Reviewed Personalised Plans submitted for requests for SENIF should be based on the advice of their allocated Specialist Teacher to evidence any impact and progress.

All requests for SENIF will need to evidence that the child’s needs are recognised as requiring SEN Support as defined in the SEND Code of Practice 0 – 25.

  • EY Settings will have sought advice from the Early Years & Childcare Equality & Inclusion Team at the Universal Level.

(For more information or to make a request for support please visit the Equality and Inclusion page).

  • EY settings will have used Best Practice Guidance strategies to support the child & recorded the impact of these.

(Best Practice Guidance audit tools are available on the Best Practice Guidance (BPG) for the Early Years page).

  • If the child makes limited progress and it is felt that more intensive support is needed a referral to EY Local Inclusion Forum Team (LIFT) should be made supported by the Targeted or Personalised Plan.

(Details of EY LIFT meetings can be found on the local district Special School website)

Further information is also available on the LIFT page.

  • Allocation of specialist support takes place at EY LIFT meetings.  Strategies are given to support the setting and the setting should be able to show how they have implemented these and the impact that they have had on the outcomes for the child.  It is good practice that impact should be added to the Best Practice Guidance Audit Tools as an ongoing record of support.  The expectation is that children are open to the Specialist Teacher and on their open caseload list.
  • An Early Years Personalised Plan is devised, if not already, implemented and reviewed.

(The Early Years Personalised Plan can be found on the How to apply for SENIF page).

  • It is not necessary to wait for a Specialist Teacher to visit the child before implementing a Personalised Plan.  A Personalised Plan can be created from, although not limited to:
    • advice received from The Equality and Inclusion Team,
    • suggestions provided by peers at Early Years LIFT,
    • advice provided by Specialist Teachers at Early Years LIFT and/or
    • advice from other professionals the child is known to
    • your own experience
  • Child does not make expected progress.
  • The Graduated Response Tool can assist you in establishing if you have exhausted all other possible support options before making a request for SENIF.

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