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[null,"School/Setting Name:",null,null,"Pack Version:","Secondary 3.00"]
[null,"DfE Number:",null,null,"Update Date:","09.10.25"]
[null,"Date of Completion:"]
[null,"Form Completed By:"]
[]
[null,"Please provide names and email address for where HLN Result and Allocation Report are required to be sent in the table starting in row 37."]
[]
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[]
["For Office Use"]
["C","D","E","F","G","H","I",null,null,"L","M","N","O","P","Q","R",null,"T",null,"V",null,"X","Y","X","AA","AB","AC","AD","AE","AF","AG","AH","AI","AJ","AK"]
[]
[null,"Setting HLN Contact Details"]
[null,"Role","Name","Email Address"]
[null,"Head Teacher"]
[null,"Setting Senco"]
[null,"Setting Finance"]
[null,"Trust Finance"]

{"sheet":"Instruct.","index":1,"n_rows":17,"n_cols":2,"rows_kept":17,"cut":false,"hidden":false,"merged":[]}
[]
[null,"Instructions for completion of the HLN application pack"]
[]
[null,"SUMMARY TAB"]
["1)","Please click on the Summary tab and type your school name in cell C2"]
["2)","Please type your school's DfE number in cell C3"]
["3)","Please enter the date you completed this application pack in cell C4"]
[null,"All other information will automatically populate on the Summary tab on completion of the individual pupil HLN application grids."]
[]
[null,"HLN APPLICATION GRIDS"]
[null,"Individual pupil HLN application grids are selected by clicking on the tabs numbered 1-20 at the bottom of your screen."]
[null,"This file is designed for schools to complete up to 20 individual pupil HLN applications.  Should you need to submit more than 20, please complete a second application pack."]
["1)","Please complete data in the pale green cells in the top section of each application grid.  This section mirrors the information collected in the header section of the old HLN request form."]
[null,"Where a triangle appears to the right when you click in the box, please click on the triangle and then select from the drop down list."]
[null,"The pupil's age will populate automatically, based on their age as at the completion date you have entered on the summary tab."]
["2)","For each of the 14 areas of need, please input a 1 in the bright yellow cell under the descriptor that matches the pupil's level of need.  Make a selection against all 14 areas of need."]
["3)","For each of the 14 areas, where the pupil has identified needs please include a short description to give a snapshot of how those needs present in the green cell in column H."]

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[{"$f":"TODAY()","v":"2025-10-09"}]
[null,null,null,"HLN Secondary Application Form Version: 3.00"]
[]
[]
[]
[null,"Pupil Details",null,"Further Information",null,"Attendance"]
[null,"Surname",null,"Lives in City",null,"Sessions Offered (10/5/state other)"]
[null,"First name",null,"Date of Admission",null,"Last Year - Autumn %"]
[null,"UPN",null,"Previous Setting (if applicable)",null,"Last Year - Spring %"]
[null,"Date of Birth",null,"School confidential file",null,"Last Year - Summer %"]
[null,"Age",{"$f":"IF(C7>0,(DATEDIF(C10,Summary!C4,\"Y\") & \" Years, \" & DATEDIF(C10,Summary!C4,\"YM\") & \" Months, \" & DATEDIF(C10,Summary!C4,\"MD\") & \" Days\"),\"\")","v":""},"Safeguarding issues",null,"Current Year - Autumn %"]
[null,"Yr Group",null,"Child Protection Register ",null,"Current Year - Spring %"]
[null,"Calculated Yr Group",{"$f":"school_year(A1,C10)","v":"121"},"Looked After (LAC)",null,"Current Year - Summer %"]
[null,"Gender",null,"Child In Need"]
[null,"CoP Stage",null,"CAF",null,"Fixed Term Exclusions - No of Days"]
[null,"Primary Need",null,"Health Intervention",null,"Last Year - Autumn"]
[null,"Secondary Need",null,null,null,"Last Year - Spring"]
[null,"Current HLN level",null,"Current Attainment",null,"Last Year - Summer"]
[null,"Panel Last Request",null,"Date Assessment",null,"Current Year - Autumn"]
[null,"Moderation",null,"Literacy: S & L",null,"Current Year - Spring"]
[null,"Moderated",null,"Literacy: Reading",null,"Current Year - Summer"]
[null,"By",null,"Literacy: Writing"]
[null,"Date",null,"Numeracy"]
[]
[null,"For each of the 14 areas of need in the grid below, please type a number 1 in the yellow cell below the best fit descriptor"]
[]
[null,"No SENS","A","B","C","D","E"]
["Cognition and Learning",null,null,null,null,null,null,"Pupil Needs: Enter a short description where needs have been identified to provide brief outline of how these needs present in setting.","Evidence:"]
["Attainment and Progress","No identified Needs.","With additional support/differentiation, attainment is within expected levels.","Attainment is at lower level than majority of peers even with some additional support. Progress is at slower rate than majority of peers. ","Attainment is significantly lower than majority of peers.  Predicted that the young person unlikley to achieve any GCSE grades 1-9","Attainment is very significantly lower than majority of peers.  There is very little and very slow progress, even with high levels of intervention.  ","Young person would be considered as a child with profound and multiple learning difficulties.  ",null,null,{"$f":"IF(G30>0,\"E\",IF(F30>0,\"D\",IF(E30>0,\"C\",IF(D30>0,\"B\",IF(C30>0,\"A\",IF(B30>0,\"N\",\"\"))))))","v":""}]
[]
["Curriculum Access","No identified needs.","Is able to independently participate in and access all classrooms/settings and activities with some additional class teacher intervention where required.","Is able independently to participate in most classrooms/settings and routines. Some difficulties with maintaining attention to task evident.","Is able independently to participate in  small group settings and activities. Needs ongoing support to start and finish a task.                                              ","Is only able to independently participate in some small groups and activities.","Totally dependent on adult support to engage with any learning.                                                                                          ",null,null,{"$f":"IF(G32>0,\"E\",IF(F32>0,\"D\",IF(E32>0,\"C\",IF(D32>0,\"B\",IF(C32>0,\"A\",IF(B32>0,\"N\",\"\"))))))","v":""}]
[]
["Communication and Interaction"]
["Expressive Language","No identified needs. Can use language for a range of purposes.","Limited Vocabulary when compared to peers.","Some delay to expressive language e.g. very limited vocabulary and/or grammar immaturities in comparison with similar aged peers.","Uses verbal language spontaneously but language hard to understand due to speech production diffculties.","Significantly delayed communication and/or language development that inhibit regular participation and contibution to activities in classroom setting.  Uses a selective range of vocabulary or responses (learnt phrases).","Uses gesture/signs or symbols/pictures/photos as main means of communication.  Little or no functional expressive language, may name a few items but unable to make requests, echoes language without meaning.",null,null,{"$f":"IF(G35>0,\"E\",IF(F35>0,\"D\",IF(E35>0,\"C\",IF(D35>0,\"B\",IF(C35>0,\"A\",IF(B35>0,\"N\",\"\"))))))","v":""}]
[]
["Receptive Language","No identified needs.","Understands most verbal language with occasional difficulties understanding ambiguities. Benefits from instructions being specific.","Some difficulties in following and understanding instructions. Requires some instructions to be repeated/simplified.  ","Difficulties in following and understanding instructions. Requires all instructions to be repeated/simplified. ","Significant difficulties in following instructions. Requires instructions to be supported through signs and gestures.","Understands through signs/symbols/through gesture/pictures or photos.",null,null,{"$f":"IF(G37>0,\"E\",IF(F37>0,\"D\",IF(E37>0,\"C\",IF(D37>0,\"B\",IF(C37>0,\"A\",IF(B37>0,\"N\",\"\"))))))","v":""}]
[]
["Rigidity - Flexibility of thought","No identified needs.","Evidence of some inflexible thought though in most situations able to adapt to change without more than a prompt.","Some evidence of inflexible thought. Support is required to manage change in everyday school situations e.g. from lesson to lesson. Occasional repetitive behaviours seen which interfere with flexible learning.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.  Reliant on strategies such as objects of reference, visual timetable to move through the day.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.                                                                 ","Evidence of rigid thought, making the pupil totally inflexible and unable to cope with change, resulting in an extreme response.",null,null,{"$f":"IF(G39>0,\"E\",IF(F39>0,\"D\",IF(E39>0,\"C\",IF(D39>0,\"B\",IF(C39>0,\"A\",IF(B39>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory Processing","No identified needs","Some sensory processing difficulties that have neglible interference with classroom activities, once reasonable adjustments made.","Sensory processing impacts on learning e.g. resistant to touching certain textures.","Sensory processing interferes with school day e.g. unable to tolerate messy hands, puts hand over ears to certain noises, constantly chewing toys / equipment.","Unusual and frequent response to some sensory stimuli. Requires major adjusment, linked to complex sensory profile.","Extreme and frequent response to a wide range of sensory stiumli.",null,null,{"$f":"IF(G41>0,\"E\",IF(F41>0,\"D\",IF(E41>0,\"C\",IF(D41>0,\"B\",IF(C41>0,\"A\",IF(B41>0,\"N\",\"\"))))))","v":""}]
[]
["Social Interaction Needs (use this row if social needs are mainly due to communication and interaction needs)","No identified needs.   Aware of others' needs.","Can interact in class but C and I diffciulties means maintaining friendships oytside of class dfifficult","Can interact in a structured small group independently. May interrupt others, repeatedly asks same questions etc. Limited range of interests.","Difficulties with interaction.  Is able to work in small groups with some support.","Significant difficulties with interaction.  Does not interact with other peers. Following own agenda and unable to notice or attend to class activities without support.  ","Significant difficulties with interaction. Lack of interest in peers. Poor toleration of others.  Following own agenda with at least 50% of time away from the main group.",null,null,{"$f":"IF(G43>0,\"E\",IF(F43>0,\"D\",IF(E43>0,\"C\",IF(D43>0,\"B\",IF(C43>0,\"A\",IF(B43>0,\"N\",\"\"))))))","v":""}]
[]
["Social Emotional and Mental Health Needs"]
["SEMH -  Risk to Self and Others                             ","No risk to self or others.","Occasional infrequent incidents but generally no risk to self or others.","Some behaviour which may be injurious or endanger self/others on an approximate weekly basis.","A pattern of frequent (more than one a week) behaviours which may be injurious or endanger self/others, resulting in some social isolation and rejection.","A sustained pattern (approximately daily) of behaviours resulting in significant risk of harm to self/others.\n\n","Exceptional safeguarding concerns. Evidence demonstrates a high risk of significant harm as a consequence of SEMH issues.",null,null,{"$f":"IF(G46>0,\"E\",IF(F46>0,\"D\",IF(E46>0,\"C\",IF(D46>0,\"B\",IF(C46>0,\"A\",IF(B46>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH - Emotional Health and Well being\n\n","No identified needs.","Emotional health and wellbeing needs are not a significant barrier to learning.","Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning.  Without familiar & consistent adult support, anxiety significantly limits ability to recognise and manage emotional responses.","A pattern of frequent (more than one a week) disruption to social and emotional wellbeing, resulting in regular impact on learning.  Mood is frequently very low, affecting self-esteem and limiting ability to engage. Anxiety significantly affects ability to engage in everyday life, including family life."," A pattern of extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness/ stress. Possible prolonged periods of absence/disengagement.","Complete disruption to social and emotional state, leading to extreme isolation and disengagement.",null,null,{"$f":"IF(G48>0,\"E\",IF(F48>0,\"D\",IF(E48>0,\"C\",IF(D48>0,\"B\",IF(C48>0,\"A\",IF(B48>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH – Relationships (use this rown is social needs due to SEMH needs and not C and I)\n","No identified needs - positive friendship groups.","The young person\noften falls out with\nfriends and peers, but\ndoes have a consistent\ngroup of friends or friendship\n","Some difficulties in making and maintaining friendships and relationships, despite adult support intended to prevent social isolation.","Frequent and persistent difficulties in making and maintaining appropriate relationships, despite adult support intended to prevent social isolation. ","A pattern of extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with disengagement from education, social and family life.","Little evidence of positive social relationships, resulting in extreme social isolation, vulnerability and disengagement.",null,null,{"$f":"IF(G50>0,\"E\",IF(F50>0,\"D\",IF(E50>0,\"C\",IF(D50>0,\"B\",IF(C50>0,\"A\",IF(B50>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory and Physical Needs"]
["Visual Impairment","No identified needs.","Diagnosed visual impairment that has no implications to access to curriculum","Mild visual impairment requiring simple measure to modify the classroom environment and requiring some modification of near vision materials if below N12 font size.","Moderate visual impairment requiring specialist measures with regard to modification to classroom environment and for access to near and/or distance curriculum reserources.","Severe visual impairment requiring significant modification for all curriculum resources and specialist measures to ensure safe access to the classroom environment.","Tactile learner.  Uses tactile or alternative approaches to learning.  Typically will require significant adaptations to the school environment and to the curriculum.",null,null,{"$f":"IF(G53>0,\"E\",IF(F53>0,\"D\",IF(E53>0,\"C\",IF(D53>0,\"B\",IF(C53>0,\"A\",IF(B53>0,\"N\",\"\"))))))","v":""}]
[]
["Hearing impairment","No identified needs.","Mild hearing loss in both ears - able to access the curriculum through audiological equipment.","Moderate hearing loss - can access the curriculum through audiological equipment.","Moderate to severe HI. Requires some additional communication strategies and language modification to access the curriculum.","Severe hearing loss.  Requires significant additional communication strategies, language modification or SSE/BSL interpretation to access much of the curriculum.","Profound HI. Requires intensive specialist and targeted support to develop language.  Requires fulltime BSL or SSE interpretation to access the curriculum.",null,null,{"$f":"IF(G55>0,\"E\",IF(F55>0,\"D\",IF(E55>0,\"C\",IF(D55>0,\"B\",IF(C55>0,\"A\",IF(B55>0,\"N\",\"\"))))))","v":""}]
[]
["Physical Needs/Mobility Needs/Self-Help","No identified Needs","Some delay in fine and gross motor skills requiring some adult intervention","Has care or mobility needs requiring some daily adult intervention. Pupil may have a personal and intimate care plan/ manual handling plan.","Has care or mobility needs requiring significant adult intervention more than once a day. Pupil will have a personal and intimate care plan / manual handling plan.","Has care or mobility needs requiring extensive adult support. Requires support for recording work and for access to practical subjects/activities in the curriculum.","Pupil is totally dependent on adult support to meet all care or mobility needs. Some interventions will require support from more than one adult e.g. hoisting",null,null,{"$f":"IF(G57>0,\"E\",IF(F57>0,\"D\",IF(E57>0,\"C\",IF(D57>0,\"B\",IF(C57>0,\"A\",IF(B57>0,\"N\",\"\"))))))","v":""}]
[]
["Medical Needs (Note - a diagnosis such as ADHD, ASD does not need to be recorded here)","No identified Needs","Weekly minor medical intervention required.","Has medical needs requiring  adult intervention of no more than 30 minutes per day.","Has medical needs requiring significant adult intervention (up to 1 hour per day). Pupil will have a health care plan. ","Pupil has medical needs requiring extensive adult support.  Pupil will require supervisory support to ensure immediate intervention is available in forseen, life threatening circumstances which may occur at any time.","Pupil is totally dependent on adult support to meet all medical needs. Some interventions will require support from more than one adult.",null,null,{"$f":"IF(G59>0,\"E\",IF(F59>0,\"D\",IF(E59>0,\"C\",IF(D59>0,\"B\",IF(C59>0,\"A\",IF(B59>0,\"N\",\"\"))))))","v":""}]
[]
[]
[null,"Additional information (optional) – please add here. if request is being made outside expected year groups, please add context here."]

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[{"$f":"TODAY()","v":"2025-10-09"}]
[null,null,null,"HLN Secondary Application Form Version: 3.00"]
[]
[]
[]
[null,"Pupil Details",null,"Further Information",null,"Attendance"]
[null,"Surname",null,"Lives in City",null,"Sessions Offered (10/5/state other)"]
[null,"First name",null,"Date of Admission",null,"Last Year - Autumn %"]
[null,"UPN",null,"Previous Setting (if applicable)",null,"Last Year - Spring %"]
[null,"Date of Birth",null,"School confidential file",null,"Last Year - Summer %"]
[null,"Age",{"$f":"IF(C7>0,(DATEDIF(C10,Summary!C4,\"Y\") & \" Years, \" & DATEDIF(C10,Summary!C4,\"YM\") & \" Months, \" & DATEDIF(C10,Summary!C4,\"MD\") & \" Days\"),\"\")","v":""},"Safeguarding issues",null,"Current Year - Autumn %"]
[null,"Yr Group",null,"Child Protection Register ",null,"Current Year - Spring %"]
[null,"Calculated Yr Group",{"$f":"school_year(A1,C10)","v":"121"},"Looked After (LAC)",null,"Current Year - Summer %"]
[null,"Gender",null,"Child In Need"]
[null,"CoP Stage",null,"CAF",null,"Fixed Term Exclusions - No of Days"]
[null,"Primary Need",null,"Health Intervention",null,"Last Year - Autumn"]
[null,"Secondary Need",null,null,null,"Last Year - Spring"]
[null,"Current HLN level",null,"Current Attainment",null,"Last Year - Summer"]
[null,"Panel Last Request",null,"Date Assessment",null,"Current Year - Autumn"]
[null,"Moderation",null,"Literacy: S & L",null,"Current Year - Spring"]
[null,"Moderated",null,"Literacy: Reading",null,"Current Year - Summer"]
[null,"By",null,"Literacy: Writing"]
[null,"Date",null,"Numeracy"]
[]
[null,"For each of the 14 areas of need in the grid below, please type a number 1 in the yellow cell below the best fit descriptor"]
[]
[null,"No SENS","A","B","C","D","E"]
["Cognition and Learning",null,null,null,null,null,null,"Pupil Needs: Enter a short description where needs have been identified to provide brief outline of how these needs present in setting.","Evidence:"]
["Attainment and Progress","No identified Needs.","With additional support/differentiation, attainment is within expected levels.","Attainment is at lower level than majority of peers even with some additional support. Progress is at slower rate than majority of peers. ","Attainment is significantly lower than majority of peers.  Predicted that the young person unlikley to achieve any GCSE grades 1-9","Attainment is very significantly lower than majority of peers.  There is very little and very slow progress, even with high levels of intervention.  ","Young person would be considered as a child with profound and multiple learning difficulties.  ",null,null,{"$f":"IF(G30>0,\"E\",IF(F30>0,\"D\",IF(E30>0,\"C\",IF(D30>0,\"B\",IF(C30>0,\"A\",IF(B30>0,\"N\",\"\"))))))","v":""}]
[]
["Curriculum Access","No identified needs.","Is able to independently participate in and access all classrooms/settings and activities with some additional class teacher intervention where required.","Is able independently to participate in most classrooms/settings and routines. Some difficulties with maintaining attention to task evident.","Is able independently to participate in  small group settings and activities. Needs ongoing support to start and finish a task.                                              ","Is only able to independently participate in some small groups and activities.","Totally dependent on adult support to engage with any learning.                                                                                          ",null,null,{"$f":"IF(G32>0,\"E\",IF(F32>0,\"D\",IF(E32>0,\"C\",IF(D32>0,\"B\",IF(C32>0,\"A\",IF(B32>0,\"N\",\"\"))))))","v":""}]
[]
["Communication and Interaction"]
["Expressive Language","No identified needs. Can use language for a range of purposes.","Limited Vocabulary when compared to peers.","Some delay to expressive language e.g. very limited vocabulary and/or grammar immaturities in comparison with similar aged peers.","Uses verbal language spontaneously but language hard to understand due to speech production diffculties.","Significantly delayed communication and/or language development that inhibit regular participation and contibution to activities in classroom setting.  Uses a selective range of vocabulary or responses (learnt phrases).","Uses gesture/signs or symbols/pictures/photos as main means of communication.  Little or no functional expressive language, may name a few items but unable to make requests, echoes language without meaning.",null,null,{"$f":"IF(G35>0,\"E\",IF(F35>0,\"D\",IF(E35>0,\"C\",IF(D35>0,\"B\",IF(C35>0,\"A\",IF(B35>0,\"N\",\"\"))))))","v":""}]
[]
["Receptive Language","No identified needs.","Understands most verbal language with occasional difficulties understanding ambiguities. Benefits from instructions being specific.","Some difficulties in following and understanding instructions. Requires some instructions to be repeated/simplified.  ","Difficulties in following and understanding instructions. Requires all instructions to be repeated/simplified. ","Significant difficulties in following instructions. Requires instructions to be supported through signs and gestures.","Understands through signs/symbols/through gesture/pictures or photos.",null,null,{"$f":"IF(G37>0,\"E\",IF(F37>0,\"D\",IF(E37>0,\"C\",IF(D37>0,\"B\",IF(C37>0,\"A\",IF(B37>0,\"N\",\"\"))))))","v":""}]
[]
["Rigidity - Flexibility of thought","No identified needs.","Evidence of some inflexible thought though in most situations able to adapt to change without more than a prompt.","Some evidence of inflexible thought. Support is required to manage change in everyday school situations e.g. from lesson to lesson. Occasional repetitive behaviours seen which interfere with flexible learning.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.  Reliant on strategies such as objects of reference, visual timetable to move through the day.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.                                                                 ","Evidence of rigid thought, making the pupil totally inflexible and unable to cope with change, resulting in an extreme response.",null,null,{"$f":"IF(G39>0,\"E\",IF(F39>0,\"D\",IF(E39>0,\"C\",IF(D39>0,\"B\",IF(C39>0,\"A\",IF(B39>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory Processing","No identified needs","Some sensory processing difficulties that have neglible interference with classroom activities, once reasonable adjustments made.","Sensory processing impacts on learning e.g. resistant to touching certain textures.","Sensory processing interferes with school day e.g. unable to tolerate messy hands, puts hand over ears to certain noises, constantly chewing toys / equipment.","Unusual and frequent response to some sensory stimuli. Requires major adjusment, linked to complex sensory profile.","Extreme and frequent response to a wide range of sensory stiumli.",null,null,{"$f":"IF(G41>0,\"E\",IF(F41>0,\"D\",IF(E41>0,\"C\",IF(D41>0,\"B\",IF(C41>0,\"A\",IF(B41>0,\"N\",\"\"))))))","v":""}]
[]
["Social Interaction Needs (use this row if social needs are mainly due to communication and interaction needs)","No identified needs.   Aware of others' needs.","Can interact in class but C and I diffciulties means maintaining friendships oytside of class dfifficult","Can interact in a structured small group independently. May interrupt others, repeatedly asks same questions etc. Limited range of interests.","Difficulties with interaction.  Is able to work in small groups with some support.","Significant difficulties with interaction.  Does not interact with other peers. Following own agenda and unable to notice or attend to class activities without support.  ","Significant difficulties with interaction. Lack of interest in peers. Poor toleration of others.  Following own agenda with at least 50% of time away from the main group.",null,null,{"$f":"IF(G43>0,\"E\",IF(F43>0,\"D\",IF(E43>0,\"C\",IF(D43>0,\"B\",IF(C43>0,\"A\",IF(B43>0,\"N\",\"\"))))))","v":""}]
[]
["Social Emotional and Mental Health Needs"]
["SEMH -  Risk to Self and Others                             ","No risk to self or others.","Occasional infrequent incidents but generally no risk to self or others.","Some behaviour which may be injurious or endanger self/others on an approximate weekly basis.","A pattern of frequent (more than one a week) behaviours which may be injurious or endanger self/others, resulting in some social isolation and rejection.","A sustained pattern (approximately daily) of behaviours resulting in significant risk of harm to self/others.\n\n","Exceptional safeguarding concerns. Evidence demonstrates a high risk of significant harm as a consequence of SEMH issues.",null,null,{"$f":"IF(G46>0,\"E\",IF(F46>0,\"D\",IF(E46>0,\"C\",IF(D46>0,\"B\",IF(C46>0,\"A\",IF(B46>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH - Emotional Health and Well being\n\n","No identified needs.","Emotional health and wellbeing needs are not a significant barrier to learning.","Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning.  Without familiar & consistent adult support, anxiety significantly limits ability to recognise and manage emotional responses.","A pattern of frequent (more than one a week) disruption to social and emotional wellbeing, resulting in regular impact on learning.  Mood is frequently very low, affecting self-esteem and limiting ability to engage. Anxiety significantly affects ability to engage in everyday life, including family life."," A pattern of extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness/ stress. Possible prolonged periods of absence/disengagement.","Complete disruption to social and emotional state, leading to extreme isolation and disengagement.",null,null,{"$f":"IF(G48>0,\"E\",IF(F48>0,\"D\",IF(E48>0,\"C\",IF(D48>0,\"B\",IF(C48>0,\"A\",IF(B48>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH – Relationships (use this rown is social needs due to SEMH needs and not C and I)\n","No identified needs - positive friendship groups.","The young person\noften falls out with\nfriends and peers, but\ndoes have a consistent\ngroup of friends or friendship\n","Some difficulties in making and maintaining friendships and relationships, despite adult support intended to prevent social isolation.","Frequent and persistent difficulties in making and maintaining appropriate relationships, despite adult support intended to prevent social isolation. ","A pattern of extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with disengagement from education, social and family life.","Little evidence of positive social relationships, resulting in extreme social isolation, vulnerability and disengagement.",null,null,{"$f":"IF(G50>0,\"E\",IF(F50>0,\"D\",IF(E50>0,\"C\",IF(D50>0,\"B\",IF(C50>0,\"A\",IF(B50>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory and Physical Needs"]
["Visual Impairment","No identified needs.","Diagnosed visual impairment that has no implications to access to curriculum","Mild visual impairment requiring simple measure to modify the classroom environment and requiring some modification of near vision materials if below N12 font size.","Moderate visual impairment requiring specialist measures with regard to modification to classroom environment and for access to near and/or distance curriculum reserources.","Severe visual impairment requiring significant modification for all curriculum resources and specialist measures to ensure safe access to the classroom environment.","Tactile learner.  Uses tactile or alternative approaches to learning.  Typically will require significant adaptations to the school environment and to the curriculum.",null,null,{"$f":"IF(G53>0,\"E\",IF(F53>0,\"D\",IF(E53>0,\"C\",IF(D53>0,\"B\",IF(C53>0,\"A\",IF(B53>0,\"N\",\"\"))))))","v":""}]
[]
["Hearing impairment","No identified needs.","Mild hearing loss in both ears - able to access the curriculum through audiological equipment.","Moderate hearing loss - can access the curriculum through audiological equipment.","Moderate to severe HI. Requires some additional communication strategies and language modification to access the curriculum.","Severe hearing loss.  Requires significant additional communication strategies, language modification or SSE/BSL interpretation to access much of the curriculum.","Profound HI. Requires intensive specialist and targeted support to develop language.  Requires fulltime BSL or SSE interpretation to access the curriculum.",null,null,{"$f":"IF(G55>0,\"E\",IF(F55>0,\"D\",IF(E55>0,\"C\",IF(D55>0,\"B\",IF(C55>0,\"A\",IF(B55>0,\"N\",\"\"))))))","v":""}]
[]
["Physical Needs/Mobility Needs/Self-Help","No identified Needs","Some delay in fine and gross motor skills requiring some adult intervention","Has care or mobility needs requiring some daily adult intervention. Pupil may have a personal and intimate care plan/ manual handling plan.","Has care or mobility needs requiring significant adult intervention more than once a day. Pupil will have a personal and intimate care plan / manual handling plan.","Has care or mobility needs requiring extensive adult support. Requires support for recording work and for access to practical subjects/activities in the curriculum.","Pupil is totally dependent on adult support to meet all care or mobility needs. Some interventions will require support from more than one adult e.g. hoisting",null,null,{"$f":"IF(G57>0,\"E\",IF(F57>0,\"D\",IF(E57>0,\"C\",IF(D57>0,\"B\",IF(C57>0,\"A\",IF(B57>0,\"N\",\"\"))))))","v":""}]
[]
["Medical Needs (Note - a diagnosis such as ADHD, ASD does not need to be recorded here)","No identified Needs","Weekly minor medical intervention required.","Has medical needs requiring  adult intervention of no more than 30 minutes per day.","Has medical needs requiring significant adult intervention (up to 1 hour per day). Pupil will have a health care plan. ","Pupil has medical needs requiring extensive adult support.  Pupil will require supervisory support to ensure immediate intervention is available in forseen, life threatening circumstances which may occur at any time.","Pupil is totally dependent on adult support to meet all medical needs. Some interventions will require support from more than one adult.",null,null,{"$f":"IF(G59>0,\"E\",IF(F59>0,\"D\",IF(E59>0,\"C\",IF(D59>0,\"B\",IF(C59>0,\"A\",IF(B59>0,\"N\",\"\"))))))","v":""}]
[]
[]
[null,"Additional information (optional) – please add here. if request is being made outside expected year groups, please add context here."]

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[{"$f":"TODAY()","v":"2025-10-09"}]
[null,null,null,"HLN Secondary Application Form Version: 3.00"]
[]
[]
[]
[null,"Pupil Details",null,"Further Information",null,"Attendance"]
[null,"Surname",null,"Lives in City",null,"Sessions Offered (10/5/state other)"]
[null,"First name",null,"Date of Admission",null,"Last Year - Autumn %"]
[null,"UPN",null,"Previous Setting (if applicable)",null,"Last Year - Spring %"]
[null,"Date of Birth",null,"School confidential file",null,"Last Year - Summer %"]
[null,"Age",{"$f":"IF(C7>0,(DATEDIF(C10,Summary!C4,\"Y\") & \" Years, \" & DATEDIF(C10,Summary!C4,\"YM\") & \" Months, \" & DATEDIF(C10,Summary!C4,\"MD\") & \" Days\"),\"\")","v":""},"Safeguarding issues",null,"Current Year - Autumn %"]
[null,"Yr Group",null,"Child Protection Register ",null,"Current Year - Spring %"]
[null,"Calculated Yr Group",{"$f":"school_year(A1,C10)","v":"121"},"Looked After (LAC)",null,"Current Year - Summer %"]
[null,"Gender",null,"Child In Need"]
[null,"CoP Stage",null,"CAF",null,"Fixed Term Exclusions - No of Days"]
[null,"Primary Need",null,"Health Intervention",null,"Last Year - Autumn"]
[null,"Secondary Need",null,null,null,"Last Year - Spring"]
[null,"Current HLN level",null,"Current Attainment",null,"Last Year - Summer"]
[null,"Panel Last Request",null,"Date Assessment",null,"Current Year - Autumn"]
[null,"Moderation",null,"Literacy: S & L",null,"Current Year - Spring"]
[null,"Moderated",null,"Literacy: Reading",null,"Current Year - Summer"]
[null,"By",null,"Literacy: Writing"]
[null,"Date",null,"Numeracy"]
[]
[null,"For each of the 14 areas of need in the grid below, please type a number 1 in the yellow cell below the best fit descriptor"]
[]
[null,"No SENS","A","B","C","D","E"]
["Cognition and Learning",null,null,null,null,null,null,"Pupil Needs: Enter a short description where needs have been identified to provide brief outline of how these needs present in setting.","Evidence:"]
["Attainment and Progress","No identified Needs.","With additional support/differentiation, attainment is within expected levels.","Attainment is at lower level than majority of peers even with some additional support. Progress is at slower rate than majority of peers. ","Attainment is significantly lower than majority of peers.  Predicted that the young person unlikley to achieve any GCSE grades 1-9","Attainment is very significantly lower than majority of peers.  There is very little and very slow progress, even with high levels of intervention.  ","Young person would be considered as a child with profound and multiple learning difficulties.  ",null,null,{"$f":"IF(G30>0,\"E\",IF(F30>0,\"D\",IF(E30>0,\"C\",IF(D30>0,\"B\",IF(C30>0,\"A\",IF(B30>0,\"N\",\"\"))))))","v":""}]
[]
["Curriculum Access","No identified needs.","Is able to independently participate in and access all classrooms/settings and activities with some additional class teacher intervention where required.","Is able independently to participate in most classrooms/settings and routines. Some difficulties with maintaining attention to task evident.","Is able independently to participate in  small group settings and activities. Needs ongoing support to start and finish a task.                                              ","Is only able to independently participate in some small groups and activities.","Totally dependent on adult support to engage with any learning.                                                                                          ",null,null,{"$f":"IF(G32>0,\"E\",IF(F32>0,\"D\",IF(E32>0,\"C\",IF(D32>0,\"B\",IF(C32>0,\"A\",IF(B32>0,\"N\",\"\"))))))","v":""}]
[]
["Communication and Interaction"]
["Expressive Language","No identified needs. Can use language for a range of purposes.","Limited Vocabulary when compared to peers.","Some delay to expressive language e.g. very limited vocabulary and/or grammar immaturities in comparison with similar aged peers.","Uses verbal language spontaneously but language hard to understand due to speech production diffculties.","Significantly delayed communication and/or language development that inhibit regular participation and contibution to activities in classroom setting.  Uses a selective range of vocabulary or responses (learnt phrases).","Uses gesture/signs or symbols/pictures/photos as main means of communication.  Little or no functional expressive language, may name a few items but unable to make requests, echoes language without meaning.",null,null,{"$f":"IF(G35>0,\"E\",IF(F35>0,\"D\",IF(E35>0,\"C\",IF(D35>0,\"B\",IF(C35>0,\"A\",IF(B35>0,\"N\",\"\"))))))","v":""}]
[]
["Receptive Language","No identified needs.","Understands most verbal language with occasional difficulties understanding ambiguities. Benefits from instructions being specific.","Some difficulties in following and understanding instructions. Requires some instructions to be repeated/simplified.  ","Difficulties in following and understanding instructions. Requires all instructions to be repeated/simplified. ","Significant difficulties in following instructions. Requires instructions to be supported through signs and gestures.","Understands through signs/symbols/through gesture/pictures or photos.",null,null,{"$f":"IF(G37>0,\"E\",IF(F37>0,\"D\",IF(E37>0,\"C\",IF(D37>0,\"B\",IF(C37>0,\"A\",IF(B37>0,\"N\",\"\"))))))","v":""}]
[]
["Rigidity - Flexibility of thought","No identified needs.","Evidence of some inflexible thought though in most situations able to adapt to change without more than a prompt.","Some evidence of inflexible thought. Support is required to manage change in everyday school situations e.g. from lesson to lesson. Occasional repetitive behaviours seen which interfere with flexible learning.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.  Reliant on strategies such as objects of reference, visual timetable to move through the day.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.                                                                 ","Evidence of rigid thought, making the pupil totally inflexible and unable to cope with change, resulting in an extreme response.",null,null,{"$f":"IF(G39>0,\"E\",IF(F39>0,\"D\",IF(E39>0,\"C\",IF(D39>0,\"B\",IF(C39>0,\"A\",IF(B39>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory Processing","No identified needs","Some sensory processing difficulties that have neglible interference with classroom activities, once reasonable adjustments made.","Sensory processing impacts on learning e.g. resistant to touching certain textures.","Sensory processing interferes with school day e.g. unable to tolerate messy hands, puts hand over ears to certain noises, constantly chewing toys / equipment.","Unusual and frequent response to some sensory stimuli. Requires major adjusment, linked to complex sensory profile.","Extreme and frequent response to a wide range of sensory stiumli.",null,null,{"$f":"IF(G41>0,\"E\",IF(F41>0,\"D\",IF(E41>0,\"C\",IF(D41>0,\"B\",IF(C41>0,\"A\",IF(B41>0,\"N\",\"\"))))))","v":""}]
[]
["Social Interaction Needs (use this row if social needs are mainly due to communication and interaction needs)","No identified needs.   Aware of others' needs.","Can interact in class but C and I diffciulties means maintaining friendships oytside of class dfifficult","Can interact in a structured small group independently. May interrupt others, repeatedly asks same questions etc. Limited range of interests.","Difficulties with interaction.  Is able to work in small groups with some support.","Significant difficulties with interaction.  Does not interact with other peers. Following own agenda and unable to notice or attend to class activities without support.  ","Significant difficulties with interaction. Lack of interest in peers. Poor toleration of others.  Following own agenda with at least 50% of time away from the main group.",null,null,{"$f":"IF(G43>0,\"E\",IF(F43>0,\"D\",IF(E43>0,\"C\",IF(D43>0,\"B\",IF(C43>0,\"A\",IF(B43>0,\"N\",\"\"))))))","v":""}]
[]
["Social Emotional and Mental Health Needs"]
["SEMH -  Risk to Self and Others                             ","No risk to self or others.","Occasional infrequent incidents but generally no risk to self or others.","Some behaviour which may be injurious or endanger self/others on an approximate weekly basis.","A pattern of frequent (more than one a week) behaviours which may be injurious or endanger self/others, resulting in some social isolation and rejection.","A sustained pattern (approximately daily) of behaviours resulting in significant risk of harm to self/others.\n\n","Exceptional safeguarding concerns. Evidence demonstrates a high risk of significant harm as a consequence of SEMH issues.",null,null,{"$f":"IF(G46>0,\"E\",IF(F46>0,\"D\",IF(E46>0,\"C\",IF(D46>0,\"B\",IF(C46>0,\"A\",IF(B46>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH - Emotional Health and Well being\n\n","No identified needs.","Emotional health and wellbeing needs are not a significant barrier to learning.","Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning.  Without familiar & consistent adult support, anxiety significantly limits ability to recognise and manage emotional responses.","A pattern of frequent (more than one a week) disruption to social and emotional wellbeing, resulting in regular impact on learning.  Mood is frequently very low, affecting self-esteem and limiting ability to engage. Anxiety significantly affects ability to engage in everyday life, including family life."," A pattern of extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness/ stress. Possible prolonged periods of absence/disengagement.","Complete disruption to social and emotional state, leading to extreme isolation and disengagement.",null,null,{"$f":"IF(G48>0,\"E\",IF(F48>0,\"D\",IF(E48>0,\"C\",IF(D48>0,\"B\",IF(C48>0,\"A\",IF(B48>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH – Relationships (use this rown is social needs due to SEMH needs and not C and I)\n","No identified needs - positive friendship groups.","The young person\noften falls out with\nfriends and peers, but\ndoes have a consistent\ngroup of friends or friendship\n","Some difficulties in making and maintaining friendships and relationships, despite adult support intended to prevent social isolation.","Frequent and persistent difficulties in making and maintaining appropriate relationships, despite adult support intended to prevent social isolation. ","A pattern of extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with disengagement from education, social and family life.","Little evidence of positive social relationships, resulting in extreme social isolation, vulnerability and disengagement.",null,null,{"$f":"IF(G50>0,\"E\",IF(F50>0,\"D\",IF(E50>0,\"C\",IF(D50>0,\"B\",IF(C50>0,\"A\",IF(B50>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory and Physical Needs"]
["Visual Impairment","No identified needs.","Diagnosed visual impairment that has no implications to access to curriculum","Mild visual impairment requiring simple measure to modify the classroom environment and requiring some modification of near vision materials if below N12 font size.","Moderate visual impairment requiring specialist measures with regard to modification to classroom environment and for access to near and/or distance curriculum reserources.","Severe visual impairment requiring significant modification for all curriculum resources and specialist measures to ensure safe access to the classroom environment.","Tactile learner.  Uses tactile or alternative approaches to learning.  Typically will require significant adaptations to the school environment and to the curriculum.",null,null,{"$f":"IF(G53>0,\"E\",IF(F53>0,\"D\",IF(E53>0,\"C\",IF(D53>0,\"B\",IF(C53>0,\"A\",IF(B53>0,\"N\",\"\"))))))","v":""}]
[]
["Hearing impairment","No identified needs.","Mild hearing loss in both ears - able to access the curriculum through audiological equipment.","Moderate hearing loss - can access the curriculum through audiological equipment.","Moderate to severe HI. Requires some additional communication strategies and language modification to access the curriculum.","Severe hearing loss.  Requires significant additional communication strategies, language modification or SSE/BSL interpretation to access much of the curriculum.","Profound HI. Requires intensive specialist and targeted support to develop language.  Requires fulltime BSL or SSE interpretation to access the curriculum.",null,null,{"$f":"IF(G55>0,\"E\",IF(F55>0,\"D\",IF(E55>0,\"C\",IF(D55>0,\"B\",IF(C55>0,\"A\",IF(B55>0,\"N\",\"\"))))))","v":""}]
[]
["Physical Needs/Mobility Needs/Self-Help","No identified Needs","Some delay in fine and gross motor skills requiring some adult intervention","Has care or mobility needs requiring some daily adult intervention. Pupil may have a personal and intimate care plan/ manual handling plan.","Has care or mobility needs requiring significant adult intervention more than once a day. Pupil will have a personal and intimate care plan / manual handling plan.","Has care or mobility needs requiring extensive adult support. Requires support for recording work and for access to practical subjects/activities in the curriculum.","Pupil is totally dependent on adult support to meet all care or mobility needs. Some interventions will require support from more than one adult e.g. hoisting",null,null,{"$f":"IF(G57>0,\"E\",IF(F57>0,\"D\",IF(E57>0,\"C\",IF(D57>0,\"B\",IF(C57>0,\"A\",IF(B57>0,\"N\",\"\"))))))","v":""}]
[]
["Medical Needs (Note - a diagnosis such as ADHD, ASD does not need to be recorded here)","No identified Needs","Weekly minor medical intervention required.","Has medical needs requiring  adult intervention of no more than 30 minutes per day.","Has medical needs requiring significant adult intervention (up to 1 hour per day). Pupil will have a health care plan. ","Pupil has medical needs requiring extensive adult support.  Pupil will require supervisory support to ensure immediate intervention is available in forseen, life threatening circumstances which may occur at any time.","Pupil is totally dependent on adult support to meet all medical needs. Some interventions will require support from more than one adult.",null,null,{"$f":"IF(G59>0,\"E\",IF(F59>0,\"D\",IF(E59>0,\"C\",IF(D59>0,\"B\",IF(C59>0,\"A\",IF(B59>0,\"N\",\"\"))))))","v":""}]
[]
[]
[null,"Additional information (optional) – please add here. if request is being made outside expected year groups, please add context here."]

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[{"$f":"TODAY()","v":"2025-10-09"}]
[null,null,null,"HLN Secondary Application Form Version: 3.00"]
[]
[]
[]
[null,"Pupil Details",null,"Further Information",null,"Attendance"]
[null,"Surname",null,"Lives in City",null,"Sessions Offered (10/5/state other)"]
[null,"First name",null,"Date of Admission",null,"Last Year - Autumn %"]
[null,"UPN",null,"Previous Setting (if applicable)",null,"Last Year - Spring %"]
[null,"Date of Birth",null,"School confidential file",null,"Last Year - Summer %"]
[null,"Age",{"$f":"IF(C7>0,(DATEDIF(C10,Summary!C4,\"Y\") & \" Years, \" & DATEDIF(C10,Summary!C4,\"YM\") & \" Months, \" & DATEDIF(C10,Summary!C4,\"MD\") & \" Days\"),\"\")","v":""},"Safeguarding issues",null,"Current Year - Autumn %"]
[null,"Yr Group",null,"Child Protection Register ",null,"Current Year - Spring %"]
[null,"Calculated Yr Group",{"$f":"school_year(A1,C10)","v":"121"},"Looked After (LAC)",null,"Current Year - Summer %"]
[null,"Gender",null,"Child In Need"]
[null,"CoP Stage",null,"CAF",null,"Fixed Term Exclusions - No of Days"]
[null,"Primary Need",null,"Health Intervention",null,"Last Year - Autumn"]
[null,"Secondary Need",null,null,null,"Last Year - Spring"]
[null,"Current HLN level",null,"Current Attainment",null,"Last Year - Summer"]
[null,"Panel Last Request",null,"Date Assessment",null,"Current Year - Autumn"]
[null,"Moderation",null,"Literacy: S & L",null,"Current Year - Spring"]
[null,"Moderated",null,"Literacy: Reading",null,"Current Year - Summer"]
[null,"By",null,"Literacy: Writing"]
[null,"Date",null,"Numeracy"]
[]
[null,"For each of the 14 areas of need in the grid below, please type a number 1 in the yellow cell below the best fit descriptor"]
[]
[null,"No SENS","A","B","C","D","E"]
["Cognition and Learning",null,null,null,null,null,null,"Pupil Needs: Enter a short description where needs have been identified to provide brief outline of how these needs present in setting.","Evidence:"]
["Attainment and Progress","No identified Needs.","With additional support/differentiation, attainment is within expected levels.","Attainment is at lower level than majority of peers even with some additional support. Progress is at slower rate than majority of peers. ","Attainment is significantly lower than majority of peers.  Predicted that the young person unlikley to achieve any GCSE grades 1-9","Attainment is very significantly lower than majority of peers.  There is very little and very slow progress, even with high levels of intervention.  ","Young person would be considered as a child with profound and multiple learning difficulties.  ",null,null,{"$f":"IF(G30>0,\"E\",IF(F30>0,\"D\",IF(E30>0,\"C\",IF(D30>0,\"B\",IF(C30>0,\"A\",IF(B30>0,\"N\",\"\"))))))","v":""}]
[]
["Curriculum Access","No identified needs.","Is able to independently participate in and access all classrooms/settings and activities with some additional class teacher intervention where required.","Is able independently to participate in most classrooms/settings and routines. Some difficulties with maintaining attention to task evident.","Is able independently to participate in  small group settings and activities. Needs ongoing support to start and finish a task.                                              ","Is only able to independently participate in some small groups and activities.","Totally dependent on adult support to engage with any learning.                                                                                          ",null,null,{"$f":"IF(G32>0,\"E\",IF(F32>0,\"D\",IF(E32>0,\"C\",IF(D32>0,\"B\",IF(C32>0,\"A\",IF(B32>0,\"N\",\"\"))))))","v":""}]
[]
["Communication and Interaction"]
["Expressive Language","No identified needs. Can use language for a range of purposes.","Limited Vocabulary when compared to peers.","Some delay to expressive language e.g. very limited vocabulary and/or grammar immaturities in comparison with similar aged peers.","Uses verbal language spontaneously but language hard to understand due to speech production diffculties.","Significantly delayed communication and/or language development that inhibit regular participation and contibution to activities in classroom setting.  Uses a selective range of vocabulary or responses (learnt phrases).","Uses gesture/signs or symbols/pictures/photos as main means of communication.  Little or no functional expressive language, may name a few items but unable to make requests, echoes language without meaning.",null,null,{"$f":"IF(G35>0,\"E\",IF(F35>0,\"D\",IF(E35>0,\"C\",IF(D35>0,\"B\",IF(C35>0,\"A\",IF(B35>0,\"N\",\"\"))))))","v":""}]
[]
["Receptive Language","No identified needs.","Understands most verbal language with occasional difficulties understanding ambiguities. Benefits from instructions being specific.","Some difficulties in following and understanding instructions. Requires some instructions to be repeated/simplified.  ","Difficulties in following and understanding instructions. Requires all instructions to be repeated/simplified. ","Significant difficulties in following instructions. Requires instructions to be supported through signs and gestures.","Understands through signs/symbols/through gesture/pictures or photos.",null,null,{"$f":"IF(G37>0,\"E\",IF(F37>0,\"D\",IF(E37>0,\"C\",IF(D37>0,\"B\",IF(C37>0,\"A\",IF(B37>0,\"N\",\"\"))))))","v":""}]
[]
["Rigidity - Flexibility of thought","No identified needs.","Evidence of some inflexible thought though in most situations able to adapt to change without more than a prompt.","Some evidence of inflexible thought. Support is required to manage change in everyday school situations e.g. from lesson to lesson. Occasional repetitive behaviours seen which interfere with flexible learning.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.  Reliant on strategies such as objects of reference, visual timetable to move through the day.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.                                                                 ","Evidence of rigid thought, making the pupil totally inflexible and unable to cope with change, resulting in an extreme response.",null,null,{"$f":"IF(G39>0,\"E\",IF(F39>0,\"D\",IF(E39>0,\"C\",IF(D39>0,\"B\",IF(C39>0,\"A\",IF(B39>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory Processing","No identified needs","Some sensory processing difficulties that have neglible interference with classroom activities, once reasonable adjustments made.","Sensory processing impacts on learning e.g. resistant to touching certain textures.","Sensory processing interferes with school day e.g. unable to tolerate messy hands, puts hand over ears to certain noises, constantly chewing toys / equipment.","Unusual and frequent response to some sensory stimuli. Requires major adjusment, linked to complex sensory profile.","Extreme and frequent response to a wide range of sensory stiumli.",null,null,{"$f":"IF(G41>0,\"E\",IF(F41>0,\"D\",IF(E41>0,\"C\",IF(D41>0,\"B\",IF(C41>0,\"A\",IF(B41>0,\"N\",\"\"))))))","v":""}]
[]
["Social Interaction Needs (use this row if social needs are mainly due to communication and interaction needs)","No identified needs.   Aware of others' needs.","Can interact in class but C and I diffciulties means maintaining friendships oytside of class dfifficult","Can interact in a structured small group independently. May interrupt others, repeatedly asks same questions etc. Limited range of interests.","Difficulties with interaction.  Is able to work in small groups with some support.","Significant difficulties with interaction.  Does not interact with other peers. Following own agenda and unable to notice or attend to class activities without support.  ","Significant difficulties with interaction. Lack of interest in peers. Poor toleration of others.  Following own agenda with at least 50% of time away from the main group.",null,null,{"$f":"IF(G43>0,\"E\",IF(F43>0,\"D\",IF(E43>0,\"C\",IF(D43>0,\"B\",IF(C43>0,\"A\",IF(B43>0,\"N\",\"\"))))))","v":""}]
[]
["Social Emotional and Mental Health Needs"]
["SEMH -  Risk to Self and Others                             ","No risk to self or others.","Occasional infrequent incidents but generally no risk to self or others.","Some behaviour which may be injurious or endanger self/others on an approximate weekly basis.","A pattern of frequent (more than one a week) behaviours which may be injurious or endanger self/others, resulting in some social isolation and rejection.","A sustained pattern (approximately daily) of behaviours resulting in significant risk of harm to self/others.\n\n","Exceptional safeguarding concerns. Evidence demonstrates a high risk of significant harm as a consequence of SEMH issues.",null,null,{"$f":"IF(G46>0,\"E\",IF(F46>0,\"D\",IF(E46>0,\"C\",IF(D46>0,\"B\",IF(C46>0,\"A\",IF(B46>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH - Emotional Health and Well being\n\n","No identified needs.","Emotional health and wellbeing needs are not a significant barrier to learning.","Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning.  Without familiar & consistent adult support, anxiety significantly limits ability to recognise and manage emotional responses.","A pattern of frequent (more than one a week) disruption to social and emotional wellbeing, resulting in regular impact on learning.  Mood is frequently very low, affecting self-esteem and limiting ability to engage. Anxiety significantly affects ability to engage in everyday life, including family life."," A pattern of extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness/ stress. Possible prolonged periods of absence/disengagement.","Complete disruption to social and emotional state, leading to extreme isolation and disengagement.",null,null,{"$f":"IF(G48>0,\"E\",IF(F48>0,\"D\",IF(E48>0,\"C\",IF(D48>0,\"B\",IF(C48>0,\"A\",IF(B48>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH – Relationships (use this rown is social needs due to SEMH needs and not C and I)\n","No identified needs - positive friendship groups.","The young person\noften falls out with\nfriends and peers, but\ndoes have a consistent\ngroup of friends or friendship\n","Some difficulties in making and maintaining friendships and relationships, despite adult support intended to prevent social isolation.","Frequent and persistent difficulties in making and maintaining appropriate relationships, despite adult support intended to prevent social isolation. ","A pattern of extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with disengagement from education, social and family life.","Little evidence of positive social relationships, resulting in extreme social isolation, vulnerability and disengagement.",null,null,{"$f":"IF(G50>0,\"E\",IF(F50>0,\"D\",IF(E50>0,\"C\",IF(D50>0,\"B\",IF(C50>0,\"A\",IF(B50>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory and Physical Needs"]
["Visual Impairment","No identified needs.","Diagnosed visual impairment that has no implications to access to curriculum","Mild visual impairment requiring simple measure to modify the classroom environment and requiring some modification of near vision materials if below N12 font size.","Moderate visual impairment requiring specialist measures with regard to modification to classroom environment and for access to near and/or distance curriculum reserources.","Severe visual impairment requiring significant modification for all curriculum resources and specialist measures to ensure safe access to the classroom environment.","Tactile learner.  Uses tactile or alternative approaches to learning.  Typically will require significant adaptations to the school environment and to the curriculum.",null,null,{"$f":"IF(G53>0,\"E\",IF(F53>0,\"D\",IF(E53>0,\"C\",IF(D53>0,\"B\",IF(C53>0,\"A\",IF(B53>0,\"N\",\"\"))))))","v":""}]
[]
["Hearing impairment","No identified needs.","Mild hearing loss in both ears - able to access the curriculum through audiological equipment.","Moderate hearing loss - can access the curriculum through audiological equipment.","Moderate to severe HI. Requires some additional communication strategies and language modification to access the curriculum.","Severe hearing loss.  Requires significant additional communication strategies, language modification or SSE/BSL interpretation to access much of the curriculum.","Profound HI. Requires intensive specialist and targeted support to develop language.  Requires fulltime BSL or SSE interpretation to access the curriculum.",null,null,{"$f":"IF(G55>0,\"E\",IF(F55>0,\"D\",IF(E55>0,\"C\",IF(D55>0,\"B\",IF(C55>0,\"A\",IF(B55>0,\"N\",\"\"))))))","v":""}]
[]
["Physical Needs/Mobility Needs/Self-Help","No identified Needs","Some delay in fine and gross motor skills requiring some adult intervention","Has care or mobility needs requiring some daily adult intervention. Pupil may have a personal and intimate care plan/ manual handling plan.","Has care or mobility needs requiring significant adult intervention more than once a day. Pupil will have a personal and intimate care plan / manual handling plan.","Has care or mobility needs requiring extensive adult support. Requires support for recording work and for access to practical subjects/activities in the curriculum.","Pupil is totally dependent on adult support to meet all care or mobility needs. Some interventions will require support from more than one adult e.g. hoisting",null,null,{"$f":"IF(G57>0,\"E\",IF(F57>0,\"D\",IF(E57>0,\"C\",IF(D57>0,\"B\",IF(C57>0,\"A\",IF(B57>0,\"N\",\"\"))))))","v":""}]
[]
["Medical Needs (Note - a diagnosis such as ADHD, ASD does not need to be recorded here)","No identified Needs","Weekly minor medical intervention required.","Has medical needs requiring  adult intervention of no more than 30 minutes per day.","Has medical needs requiring significant adult intervention (up to 1 hour per day). Pupil will have a health care plan. ","Pupil has medical needs requiring extensive adult support.  Pupil will require supervisory support to ensure immediate intervention is available in forseen, life threatening circumstances which may occur at any time.","Pupil is totally dependent on adult support to meet all medical needs. Some interventions will require support from more than one adult.",null,null,{"$f":"IF(G59>0,\"E\",IF(F59>0,\"D\",IF(E59>0,\"C\",IF(D59>0,\"B\",IF(C59>0,\"A\",IF(B59>0,\"N\",\"\"))))))","v":""}]
[]
[]
[null,"Additional information (optional) – please add here. if request is being made outside expected year groups, please add context here."]

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[{"$f":"TODAY()","v":"2025-10-09"}]
[null,null,null,"HLN Secondary Application Form Version: 3.00"]
[]
[]
[]
[null,"Pupil Details",null,"Further Information",null,"Attendance"]
[null,"Surname",null,"Lives in City",null,"Sessions Offered (10/5/state other)"]
[null,"First name",null,"Date of Admission",null,"Last Year - Autumn %"]
[null,"UPN",null,"Previous Setting (if applicable)",null,"Last Year - Spring %"]
[null,"Date of Birth",null,"School confidential file",null,"Last Year - Summer %"]
[null,"Age",{"$f":"IF(C7>0,(DATEDIF(C10,Summary!C4,\"Y\") & \" Years, \" & DATEDIF(C10,Summary!C4,\"YM\") & \" Months, \" & DATEDIF(C10,Summary!C4,\"MD\") & \" Days\"),\"\")","v":""},"Safeguarding issues",null,"Current Year - Autumn %"]
[null,"Yr Group",null,"Child Protection Register ",null,"Current Year - Spring %"]
[null,"Calculated Yr Group",{"$f":"school_year(A1,C10)","v":"121"},"Looked After (LAC)",null,"Current Year - Summer %"]
[null,"Gender",null,"Child In Need"]
[null,"CoP Stage",null,"CAF",null,"Fixed Term Exclusions - No of Days"]
[null,"Primary Need",null,"Health Intervention",null,"Last Year - Autumn"]
[null,"Secondary Need",null,null,null,"Last Year - Spring"]
[null,"Current HLN level",null,"Current Attainment",null,"Last Year - Summer"]
[null,"Panel Last Request",null,"Date Assessment",null,"Current Year - Autumn"]
[null,"Moderation",null,"Literacy: S & L",null,"Current Year - Spring"]
[null,"Moderated",null,"Literacy: Reading",null,"Current Year - Summer"]
[null,"By",null,"Literacy: Writing"]
[null,"Date",null,"Numeracy"]
[]
[null,"For each of the 14 areas of need in the grid below, please type a number 1 in the yellow cell below the best fit descriptor"]
[]
[null,"No SENS","A","B","C","D","E"]
["Cognition and Learning",null,null,null,null,null,null,"Pupil Needs: Enter a short description where needs have been identified to provide brief outline of how these needs present in setting.","Evidence:"]
["Attainment and Progress","No identified Needs.","With additional support/differentiation, attainment is within expected levels.","Attainment is at lower level than majority of peers even with some additional support. Progress is at slower rate than majority of peers. ","Attainment is significantly lower than majority of peers.  Predicted that the young person unlikley to achieve any GCSE grades 1-9","Attainment is very significantly lower than majority of peers.  There is very little and very slow progress, even with high levels of intervention.  ","Young person would be considered as a child with profound and multiple learning difficulties.  ",null,null,{"$f":"IF(G30>0,\"E\",IF(F30>0,\"D\",IF(E30>0,\"C\",IF(D30>0,\"B\",IF(C30>0,\"A\",IF(B30>0,\"N\",\"\"))))))","v":""}]
[]
["Curriculum Access","No identified needs.","Is able to independently participate in and access all classrooms/settings and activities with some additional class teacher intervention where required.","Is able independently to participate in most classrooms/settings and routines. Some difficulties with maintaining attention to task evident.","Is able independently to participate in  small group settings and activities. Needs ongoing support to start and finish a task.                                              ","Is only able to independently participate in some small groups and activities.","Totally dependent on adult support to engage with any learning.                                                                                          ",null,null,{"$f":"IF(G32>0,\"E\",IF(F32>0,\"D\",IF(E32>0,\"C\",IF(D32>0,\"B\",IF(C32>0,\"A\",IF(B32>0,\"N\",\"\"))))))","v":""}]
[]
["Communication and Interaction"]
["Expressive Language","No identified needs. Can use language for a range of purposes.","Limited Vocabulary when compared to peers.","Some delay to expressive language e.g. very limited vocabulary and/or grammar immaturities in comparison with similar aged peers.","Uses verbal language spontaneously but language hard to understand due to speech production diffculties.","Significantly delayed communication and/or language development that inhibit regular participation and contibution to activities in classroom setting.  Uses a selective range of vocabulary or responses (learnt phrases).","Uses gesture/signs or symbols/pictures/photos as main means of communication.  Little or no functional expressive language, may name a few items but unable to make requests, echoes language without meaning.",null,null,{"$f":"IF(G35>0,\"E\",IF(F35>0,\"D\",IF(E35>0,\"C\",IF(D35>0,\"B\",IF(C35>0,\"A\",IF(B35>0,\"N\",\"\"))))))","v":""}]
[]
["Receptive Language","No identified needs.","Understands most verbal language with occasional difficulties understanding ambiguities. Benefits from instructions being specific.","Some difficulties in following and understanding instructions. Requires some instructions to be repeated/simplified.  ","Difficulties in following and understanding instructions. Requires all instructions to be repeated/simplified. ","Significant difficulties in following instructions. Requires instructions to be supported through signs and gestures.","Understands through signs/symbols/through gesture/pictures or photos.",null,null,{"$f":"IF(G37>0,\"E\",IF(F37>0,\"D\",IF(E37>0,\"C\",IF(D37>0,\"B\",IF(C37>0,\"A\",IF(B37>0,\"N\",\"\"))))))","v":""}]
[]
["Rigidity - Flexibility of thought","No identified needs.","Evidence of some inflexible thought though in most situations able to adapt to change without more than a prompt.","Some evidence of inflexible thought. Support is required to manage change in everyday school situations e.g. from lesson to lesson. Occasional repetitive behaviours seen which interfere with flexible learning.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.  Reliant on strategies such as objects of reference, visual timetable to move through the day.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.                                                                 ","Evidence of rigid thought, making the pupil totally inflexible and unable to cope with change, resulting in an extreme response.",null,null,{"$f":"IF(G39>0,\"E\",IF(F39>0,\"D\",IF(E39>0,\"C\",IF(D39>0,\"B\",IF(C39>0,\"A\",IF(B39>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory Processing","No identified needs","Some sensory processing difficulties that have neglible interference with classroom activities, once reasonable adjustments made.","Sensory processing impacts on learning e.g. resistant to touching certain textures.","Sensory processing interferes with school day e.g. unable to tolerate messy hands, puts hand over ears to certain noises, constantly chewing toys / equipment.","Unusual and frequent response to some sensory stimuli. Requires major adjusment, linked to complex sensory profile.","Extreme and frequent response to a wide range of sensory stiumli.",null,null,{"$f":"IF(G41>0,\"E\",IF(F41>0,\"D\",IF(E41>0,\"C\",IF(D41>0,\"B\",IF(C41>0,\"A\",IF(B41>0,\"N\",\"\"))))))","v":""}]
[]
["Social Interaction Needs (use this row if social needs are mainly due to communication and interaction needs)","No identified needs.   Aware of others' needs.","Can interact in class but C and I diffciulties means maintaining friendships oytside of class dfifficult","Can interact in a structured small group independently. May interrupt others, repeatedly asks same questions etc. Limited range of interests.","Difficulties with interaction.  Is able to work in small groups with some support.","Significant difficulties with interaction.  Does not interact with other peers. Following own agenda and unable to notice or attend to class activities without support.  ","Significant difficulties with interaction. Lack of interest in peers. Poor toleration of others.  Following own agenda with at least 50% of time away from the main group.",null,null,{"$f":"IF(G43>0,\"E\",IF(F43>0,\"D\",IF(E43>0,\"C\",IF(D43>0,\"B\",IF(C43>0,\"A\",IF(B43>0,\"N\",\"\"))))))","v":""}]
[]
["Social Emotional and Mental Health Needs"]
["SEMH -  Risk to Self and Others                             ","No risk to self or others.","Occasional infrequent incidents but generally no risk to self or others.","Some behaviour which may be injurious or endanger self/others on an approximate weekly basis.","A pattern of frequent (more than one a week) behaviours which may be injurious or endanger self/others, resulting in some social isolation and rejection.","A sustained pattern (approximately daily) of behaviours resulting in significant risk of harm to self/others.\n\n","Exceptional safeguarding concerns. Evidence demonstrates a high risk of significant harm as a consequence of SEMH issues.",null,null,{"$f":"IF(G46>0,\"E\",IF(F46>0,\"D\",IF(E46>0,\"C\",IF(D46>0,\"B\",IF(C46>0,\"A\",IF(B46>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH - Emotional Health and Well being\n\n","No identified needs.","Emotional health and wellbeing needs are not a significant barrier to learning.","Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning.  Without familiar & consistent adult support, anxiety significantly limits ability to recognise and manage emotional responses.","A pattern of frequent (more than one a week) disruption to social and emotional wellbeing, resulting in regular impact on learning.  Mood is frequently very low, affecting self-esteem and limiting ability to engage. Anxiety significantly affects ability to engage in everyday life, including family life."," A pattern of extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness/ stress. Possible prolonged periods of absence/disengagement.","Complete disruption to social and emotional state, leading to extreme isolation and disengagement.",null,null,{"$f":"IF(G48>0,\"E\",IF(F48>0,\"D\",IF(E48>0,\"C\",IF(D48>0,\"B\",IF(C48>0,\"A\",IF(B48>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH – Relationships (use this rown is social needs due to SEMH needs and not C and I)\n","No identified needs - positive friendship groups.","The young person\noften falls out with\nfriends and peers, but\ndoes have a consistent\ngroup of friends or friendship\n","Some difficulties in making and maintaining friendships and relationships, despite adult support intended to prevent social isolation.","Frequent and persistent difficulties in making and maintaining appropriate relationships, despite adult support intended to prevent social isolation. ","A pattern of extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with disengagement from education, social and family life.","Little evidence of positive social relationships, resulting in extreme social isolation, vulnerability and disengagement.",null,null,{"$f":"IF(G50>0,\"E\",IF(F50>0,\"D\",IF(E50>0,\"C\",IF(D50>0,\"B\",IF(C50>0,\"A\",IF(B50>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory and Physical Needs"]
["Visual Impairment","No identified needs.","Diagnosed visual impairment that has no implications to access to curriculum","Mild visual impairment requiring simple measure to modify the classroom environment and requiring some modification of near vision materials if below N12 font size.","Moderate visual impairment requiring specialist measures with regard to modification to classroom environment and for access to near and/or distance curriculum reserources.","Severe visual impairment requiring significant modification for all curriculum resources and specialist measures to ensure safe access to the classroom environment.","Tactile learner.  Uses tactile or alternative approaches to learning.  Typically will require significant adaptations to the school environment and to the curriculum.",null,null,{"$f":"IF(G53>0,\"E\",IF(F53>0,\"D\",IF(E53>0,\"C\",IF(D53>0,\"B\",IF(C53>0,\"A\",IF(B53>0,\"N\",\"\"))))))","v":""}]
[]
["Hearing impairment","No identified needs.","Mild hearing loss in both ears - able to access the curriculum through audiological equipment.","Moderate hearing loss - can access the curriculum through audiological equipment.","Moderate to severe HI. Requires some additional communication strategies and language modification to access the curriculum.","Severe hearing loss.  Requires significant additional communication strategies, language modification or SSE/BSL interpretation to access much of the curriculum.","Profound HI. Requires intensive specialist and targeted support to develop language.  Requires fulltime BSL or SSE interpretation to access the curriculum.",null,null,{"$f":"IF(G55>0,\"E\",IF(F55>0,\"D\",IF(E55>0,\"C\",IF(D55>0,\"B\",IF(C55>0,\"A\",IF(B55>0,\"N\",\"\"))))))","v":""}]
[]
["Physical Needs/Mobility Needs/Self-Help","No identified Needs","Some delay in fine and gross motor skills requiring some adult intervention","Has care or mobility needs requiring some daily adult intervention. Pupil may have a personal and intimate care plan/ manual handling plan.","Has care or mobility needs requiring significant adult intervention more than once a day. Pupil will have a personal and intimate care plan / manual handling plan.","Has care or mobility needs requiring extensive adult support. Requires support for recording work and for access to practical subjects/activities in the curriculum.","Pupil is totally dependent on adult support to meet all care or mobility needs. Some interventions will require support from more than one adult e.g. hoisting",null,null,{"$f":"IF(G57>0,\"E\",IF(F57>0,\"D\",IF(E57>0,\"C\",IF(D57>0,\"B\",IF(C57>0,\"A\",IF(B57>0,\"N\",\"\"))))))","v":""}]
[]
["Medical Needs (Note - a diagnosis such as ADHD, ASD does not need to be recorded here)","No identified Needs","Weekly minor medical intervention required.","Has medical needs requiring  adult intervention of no more than 30 minutes per day.","Has medical needs requiring significant adult intervention (up to 1 hour per day). Pupil will have a health care plan. ","Pupil has medical needs requiring extensive adult support.  Pupil will require supervisory support to ensure immediate intervention is available in forseen, life threatening circumstances which may occur at any time.","Pupil is totally dependent on adult support to meet all medical needs. Some interventions will require support from more than one adult.",null,null,{"$f":"IF(G59>0,\"E\",IF(F59>0,\"D\",IF(E59>0,\"C\",IF(D59>0,\"B\",IF(C59>0,\"A\",IF(B59>0,\"N\",\"\"))))))","v":""}]
[]
[]
[null,"Additional information (optional) – please add here. if request is being made outside expected year groups, please add context here."]

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[{"$f":"TODAY()","v":"2025-10-09"}]
[null,null,null,"HLN Secondary Application Form Version: 3.00"]
[]
[]
[]
[null,"Pupil Details",null,"Further Information",null,"Attendance"]
[null,"Surname",null,"Lives in City",null,"Sessions Offered (10/5/state other)"]
[null,"First name",null,"Date of Admission",null,"Last Year - Autumn %"]
[null,"UPN",null,"Previous Setting (if applicable)",null,"Last Year - Spring %"]
[null,"Date of Birth",null,"School confidential file",null,"Last Year - Summer %"]
[null,"Age",{"$f":"IF(C7>0,(DATEDIF(C10,Summary!C4,\"Y\") & \" Years, \" & DATEDIF(C10,Summary!C4,\"YM\") & \" Months, \" & DATEDIF(C10,Summary!C4,\"MD\") & \" Days\"),\"\")","v":""},"Safeguarding issues",null,"Current Year - Autumn %"]
[null,"Yr Group",null,"Child Protection Register ",null,"Current Year - Spring %"]
[null,"Calculated Yr Group",{"$f":"school_year(A1,C10)","v":"121"},"Looked After (LAC)",null,"Current Year - Summer %"]
[null,"Gender",null,"Child In Need"]
[null,"CoP Stage",null,"CAF",null,"Fixed Term Exclusions - No of Days"]
[null,"Primary Need",null,"Health Intervention",null,"Last Year - Autumn"]
[null,"Secondary Need",null,null,null,"Last Year - Spring"]
[null,"Current HLN level",null,"Current Attainment",null,"Last Year - Summer"]
[null,"Panel Last Request",null,"Date Assessment",null,"Current Year - Autumn"]
[null,"Moderation",null,"Literacy: S & L",null,"Current Year - Spring"]
[null,"Moderated",null,"Literacy: Reading",null,"Current Year - Summer"]
[null,"By",null,"Literacy: Writing"]
[null,"Date",null,"Numeracy"]
[]
[null,"For each of the 14 areas of need in the grid below, please type a number 1 in the yellow cell below the best fit descriptor"]
[]
[null,"No SENS","A","B","C","D","E"]
["Cognition and Learning",null,null,null,null,null,null,"Pupil Needs: Enter a short description where needs have been identified to provide brief outline of how these needs present in setting.","Evidence:"]
["Attainment and Progress","No identified Needs.","With additional support/differentiation, attainment is within expected levels.","Attainment is at lower level than majority of peers even with some additional support. Progress is at slower rate than majority of peers. ","Attainment is significantly lower than majority of peers.  Predicted that the young person unlikley to achieve any GCSE grades 1-9","Attainment is very significantly lower than majority of peers.  There is very little and very slow progress, even with high levels of intervention.  ","Young person would be considered as a child with profound and multiple learning difficulties.  ",null,null,{"$f":"IF(G30>0,\"E\",IF(F30>0,\"D\",IF(E30>0,\"C\",IF(D30>0,\"B\",IF(C30>0,\"A\",IF(B30>0,\"N\",\"\"))))))","v":""}]
[]
["Curriculum Access","No identified needs.","Is able to independently participate in and access all classrooms/settings and activities with some additional class teacher intervention where required.","Is able independently to participate in most classrooms/settings and routines. Some difficulties with maintaining attention to task evident.","Is able independently to participate in  small group settings and activities. Needs ongoing support to start and finish a task.                                              ","Is only able to independently participate in some small groups and activities.","Totally dependent on adult support to engage with any learning.                                                                                          ",null,null,{"$f":"IF(G32>0,\"E\",IF(F32>0,\"D\",IF(E32>0,\"C\",IF(D32>0,\"B\",IF(C32>0,\"A\",IF(B32>0,\"N\",\"\"))))))","v":""}]
[]
["Communication and Interaction"]
["Expressive Language","No identified needs. Can use language for a range of purposes.","Limited Vocabulary when compared to peers.","Some delay to expressive language e.g. very limited vocabulary and/or grammar immaturities in comparison with similar aged peers.","Uses verbal language spontaneously but language hard to understand due to speech production diffculties.","Significantly delayed communication and/or language development that inhibit regular participation and contibution to activities in classroom setting.  Uses a selective range of vocabulary or responses (learnt phrases).","Uses gesture/signs or symbols/pictures/photos as main means of communication.  Little or no functional expressive language, may name a few items but unable to make requests, echoes language without meaning.",null,null,{"$f":"IF(G35>0,\"E\",IF(F35>0,\"D\",IF(E35>0,\"C\",IF(D35>0,\"B\",IF(C35>0,\"A\",IF(B35>0,\"N\",\"\"))))))","v":""}]
[]
["Receptive Language","No identified needs.","Understands most verbal language with occasional difficulties understanding ambiguities. Benefits from instructions being specific.","Some difficulties in following and understanding instructions. Requires some instructions to be repeated/simplified.  ","Difficulties in following and understanding instructions. Requires all instructions to be repeated/simplified. ","Significant difficulties in following instructions. Requires instructions to be supported through signs and gestures.","Understands through signs/symbols/through gesture/pictures or photos.",null,null,{"$f":"IF(G37>0,\"E\",IF(F37>0,\"D\",IF(E37>0,\"C\",IF(D37>0,\"B\",IF(C37>0,\"A\",IF(B37>0,\"N\",\"\"))))))","v":""}]
[]
["Rigidity - Flexibility of thought","No identified needs.","Evidence of some inflexible thought though in most situations able to adapt to change without more than a prompt.","Some evidence of inflexible thought. Support is required to manage change in everyday school situations e.g. from lesson to lesson. Occasional repetitive behaviours seen which interfere with flexible learning.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.  Reliant on strategies such as objects of reference, visual timetable to move through the day.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.                                                                 ","Evidence of rigid thought, making the pupil totally inflexible and unable to cope with change, resulting in an extreme response.",null,null,{"$f":"IF(G39>0,\"E\",IF(F39>0,\"D\",IF(E39>0,\"C\",IF(D39>0,\"B\",IF(C39>0,\"A\",IF(B39>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory Processing","No identified needs","Some sensory processing difficulties that have neglible interference with classroom activities, once reasonable adjustments made.","Sensory processing impacts on learning e.g. resistant to touching certain textures.","Sensory processing interferes with school day e.g. unable to tolerate messy hands, puts hand over ears to certain noises, constantly chewing toys / equipment.","Unusual and frequent response to some sensory stimuli. Requires major adjusment, linked to complex sensory profile.","Extreme and frequent response to a wide range of sensory stiumli.",null,null,{"$f":"IF(G41>0,\"E\",IF(F41>0,\"D\",IF(E41>0,\"C\",IF(D41>0,\"B\",IF(C41>0,\"A\",IF(B41>0,\"N\",\"\"))))))","v":""}]
[]
["Social Interaction Needs (use this row if social needs are mainly due to communication and interaction needs)","No identified needs.   Aware of others' needs.","Can interact in class but C and I diffciulties means maintaining friendships oytside of class dfifficult","Can interact in a structured small group independently. May interrupt others, repeatedly asks same questions etc. Limited range of interests.","Difficulties with interaction.  Is able to work in small groups with some support.","Significant difficulties with interaction.  Does not interact with other peers. Following own agenda and unable to notice or attend to class activities without support.  ","Significant difficulties with interaction. Lack of interest in peers. Poor toleration of others.  Following own agenda with at least 50% of time away from the main group.",null,null,{"$f":"IF(G43>0,\"E\",IF(F43>0,\"D\",IF(E43>0,\"C\",IF(D43>0,\"B\",IF(C43>0,\"A\",IF(B43>0,\"N\",\"\"))))))","v":""}]
[]
["Social Emotional and Mental Health Needs"]
["SEMH -  Risk to Self and Others                             ","No risk to self or others.","Occasional infrequent incidents but generally no risk to self or others.","Some behaviour which may be injurious or endanger self/others on an approximate weekly basis.","A pattern of frequent (more than one a week) behaviours which may be injurious or endanger self/others, resulting in some social isolation and rejection.","A sustained pattern (approximately daily) of behaviours resulting in significant risk of harm to self/others.\n\n","Exceptional safeguarding concerns. Evidence demonstrates a high risk of significant harm as a consequence of SEMH issues.",null,null,{"$f":"IF(G46>0,\"E\",IF(F46>0,\"D\",IF(E46>0,\"C\",IF(D46>0,\"B\",IF(C46>0,\"A\",IF(B46>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH - Emotional Health and Well being\n\n","No identified needs.","Emotional health and wellbeing needs are not a significant barrier to learning.","Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning.  Without familiar & consistent adult support, anxiety significantly limits ability to recognise and manage emotional responses.","A pattern of frequent (more than one a week) disruption to social and emotional wellbeing, resulting in regular impact on learning.  Mood is frequently very low, affecting self-esteem and limiting ability to engage. Anxiety significantly affects ability to engage in everyday life, including family life."," A pattern of extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness/ stress. Possible prolonged periods of absence/disengagement.","Complete disruption to social and emotional state, leading to extreme isolation and disengagement.",null,null,{"$f":"IF(G48>0,\"E\",IF(F48>0,\"D\",IF(E48>0,\"C\",IF(D48>0,\"B\",IF(C48>0,\"A\",IF(B48>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH – Relationships (use this rown is social needs due to SEMH needs and not C and I)\n","No identified needs - positive friendship groups.","The young person\noften falls out with\nfriends and peers, but\ndoes have a consistent\ngroup of friends or friendship\n","Some difficulties in making and maintaining friendships and relationships, despite adult support intended to prevent social isolation.","Frequent and persistent difficulties in making and maintaining appropriate relationships, despite adult support intended to prevent social isolation. ","A pattern of extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with disengagement from education, social and family life.","Little evidence of positive social relationships, resulting in extreme social isolation, vulnerability and disengagement.",null,null,{"$f":"IF(G50>0,\"E\",IF(F50>0,\"D\",IF(E50>0,\"C\",IF(D50>0,\"B\",IF(C50>0,\"A\",IF(B50>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory and Physical Needs"]
["Visual Impairment","No identified needs.","Diagnosed visual impairment that has no implications to access to curriculum","Mild visual impairment requiring simple measure to modify the classroom environment and requiring some modification of near vision materials if below N12 font size.","Moderate visual impairment requiring specialist measures with regard to modification to classroom environment and for access to near and/or distance curriculum reserources.","Severe visual impairment requiring significant modification for all curriculum resources and specialist measures to ensure safe access to the classroom environment.","Tactile learner.  Uses tactile or alternative approaches to learning.  Typically will require significant adaptations to the school environment and to the curriculum.",null,null,{"$f":"IF(G53>0,\"E\",IF(F53>0,\"D\",IF(E53>0,\"C\",IF(D53>0,\"B\",IF(C53>0,\"A\",IF(B53>0,\"N\",\"\"))))))","v":""}]
[]
["Hearing impairment","No identified needs.","Mild hearing loss in both ears - able to access the curriculum through audiological equipment.","Moderate hearing loss - can access the curriculum through audiological equipment.","Moderate to severe HI. Requires some additional communication strategies and language modification to access the curriculum.","Severe hearing loss.  Requires significant additional communication strategies, language modification or SSE/BSL interpretation to access much of the curriculum.","Profound HI. Requires intensive specialist and targeted support to develop language.  Requires fulltime BSL or SSE interpretation to access the curriculum.",null,null,{"$f":"IF(G55>0,\"E\",IF(F55>0,\"D\",IF(E55>0,\"C\",IF(D55>0,\"B\",IF(C55>0,\"A\",IF(B55>0,\"N\",\"\"))))))","v":""}]
[]
["Physical Needs/Mobility Needs/Self-Help","No identified Needs","Some delay in fine and gross motor skills requiring some adult intervention","Has care or mobility needs requiring some daily adult intervention. Pupil may have a personal and intimate care plan/ manual handling plan.","Has care or mobility needs requiring significant adult intervention more than once a day. Pupil will have a personal and intimate care plan / manual handling plan.","Has care or mobility needs requiring extensive adult support. Requires support for recording work and for access to practical subjects/activities in the curriculum.","Pupil is totally dependent on adult support to meet all care or mobility needs. Some interventions will require support from more than one adult e.g. hoisting",null,null,{"$f":"IF(G57>0,\"E\",IF(F57>0,\"D\",IF(E57>0,\"C\",IF(D57>0,\"B\",IF(C57>0,\"A\",IF(B57>0,\"N\",\"\"))))))","v":""}]
[]
["Medical Needs (Note - a diagnosis such as ADHD, ASD does not need to be recorded here)","No identified Needs","Weekly minor medical intervention required.","Has medical needs requiring  adult intervention of no more than 30 minutes per day.","Has medical needs requiring significant adult intervention (up to 1 hour per day). Pupil will have a health care plan. ","Pupil has medical needs requiring extensive adult support.  Pupil will require supervisory support to ensure immediate intervention is available in forseen, life threatening circumstances which may occur at any time.","Pupil is totally dependent on adult support to meet all medical needs. Some interventions will require support from more than one adult.",null,null,{"$f":"IF(G59>0,\"E\",IF(F59>0,\"D\",IF(E59>0,\"C\",IF(D59>0,\"B\",IF(C59>0,\"A\",IF(B59>0,\"N\",\"\"))))))","v":""}]
[]
[]
[null,"Additional information (optional) – please add here. if request is being made outside expected year groups, please add context here."]

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[{"$f":"TODAY()","v":"2025-10-09"}]
[null,null,null,"HLN Secondary Application Form Version: 3.00"]
[]
[]
[]
[null,"Pupil Details",null,"Further Information",null,"Attendance"]
[null,"Surname",null,"Lives in City",null,"Sessions Offered (10/5/state other)"]
[null,"First name",null,"Date of Admission",null,"Last Year - Autumn %"]
[null,"UPN",null,"Previous Setting (if applicable)",null,"Last Year - Spring %"]
[null,"Date of Birth",null,"School confidential file",null,"Last Year - Summer %"]
[null,"Age",{"$f":"IF(C7>0,(DATEDIF(C10,Summary!C4,\"Y\") & \" Years, \" & DATEDIF(C10,Summary!C4,\"YM\") & \" Months, \" & DATEDIF(C10,Summary!C4,\"MD\") & \" Days\"),\"\")","v":""},"Safeguarding issues",null,"Current Year - Autumn %"]
[null,"Yr Group",null,"Child Protection Register ",null,"Current Year - Spring %"]
[null,"Calculated Yr Group",{"$f":"school_year(A1,C10)","v":"121"},"Looked After (LAC)",null,"Current Year - Summer %"]
[null,"Gender",null,"Child In Need"]
[null,"CoP Stage",null,"CAF",null,"Fixed Term Exclusions - No of Days"]
[null,"Primary Need",null,"Health Intervention",null,"Last Year - Autumn"]
[null,"Secondary Need",null,null,null,"Last Year - Spring"]
[null,"Current HLN level",null,"Current Attainment",null,"Last Year - Summer"]
[null,"Panel Last Request",null,"Date Assessment",null,"Current Year - Autumn"]
[null,"Moderation",null,"Literacy: S & L",null,"Current Year - Spring"]
[null,"Moderated",null,"Literacy: Reading",null,"Current Year - Summer"]
[null,"By",null,"Literacy: Writing"]
[null,"Date",null,"Numeracy"]
[]
[null,"For each of the 14 areas of need in the grid below, please type a number 1 in the yellow cell below the best fit descriptor"]
[]
[null,"No SENS","A","B","C","D","E"]
["Cognition and Learning",null,null,null,null,null,null,"Pupil Needs: Enter a short description where needs have been identified to provide brief outline of how these needs present in setting.","Evidence:"]
["Attainment and Progress","No identified Needs.","With additional support/differentiation, attainment is within expected levels.","Attainment is at lower level than majority of peers even with some additional support. Progress is at slower rate than majority of peers. ","Attainment is significantly lower than majority of peers.  Predicted that the young person unlikley to achieve any GCSE grades 1-9","Attainment is very significantly lower than majority of peers.  There is very little and very slow progress, even with high levels of intervention.  ","Young person would be considered as a child with profound and multiple learning difficulties.  ",null,null,{"$f":"IF(G30>0,\"E\",IF(F30>0,\"D\",IF(E30>0,\"C\",IF(D30>0,\"B\",IF(C30>0,\"A\",IF(B30>0,\"N\",\"\"))))))","v":""}]
[]
["Curriculum Access","No identified needs.","Is able to independently participate in and access all classrooms/settings and activities with some additional class teacher intervention where required.","Is able independently to participate in most classrooms/settings and routines. Some difficulties with maintaining attention to task evident.","Is able independently to participate in  small group settings and activities. Needs ongoing support to start and finish a task.                                              ","Is only able to independently participate in some small groups and activities.","Totally dependent on adult support to engage with any learning.                                                                                          ",null,null,{"$f":"IF(G32>0,\"E\",IF(F32>0,\"D\",IF(E32>0,\"C\",IF(D32>0,\"B\",IF(C32>0,\"A\",IF(B32>0,\"N\",\"\"))))))","v":""}]
[]
["Communication and Interaction"]
["Expressive Language","No identified needs. Can use language for a range of purposes.","Limited Vocabulary when compared to peers.","Some delay to expressive language e.g. very limited vocabulary and/or grammar immaturities in comparison with similar aged peers.","Uses verbal language spontaneously but language hard to understand due to speech production diffculties.","Significantly delayed communication and/or language development that inhibit regular participation and contibution to activities in classroom setting.  Uses a selective range of vocabulary or responses (learnt phrases).","Uses gesture/signs or symbols/pictures/photos as main means of communication.  Little or no functional expressive language, may name a few items but unable to make requests, echoes language without meaning.",null,null,{"$f":"IF(G35>0,\"E\",IF(F35>0,\"D\",IF(E35>0,\"C\",IF(D35>0,\"B\",IF(C35>0,\"A\",IF(B35>0,\"N\",\"\"))))))","v":""}]
[]
["Receptive Language","No identified needs.","Understands most verbal language with occasional difficulties understanding ambiguities. Benefits from instructions being specific.","Some difficulties in following and understanding instructions. Requires some instructions to be repeated/simplified.  ","Difficulties in following and understanding instructions. Requires all instructions to be repeated/simplified. ","Significant difficulties in following instructions. Requires instructions to be supported through signs and gestures.","Understands through signs/symbols/through gesture/pictures or photos.",null,null,{"$f":"IF(G37>0,\"E\",IF(F37>0,\"D\",IF(E37>0,\"C\",IF(D37>0,\"B\",IF(C37>0,\"A\",IF(B37>0,\"N\",\"\"))))))","v":""}]
[]
["Rigidity - Flexibility of thought","No identified needs.","Evidence of some inflexible thought though in most situations able to adapt to change without more than a prompt.","Some evidence of inflexible thought. Support is required to manage change in everyday school situations e.g. from lesson to lesson. Occasional repetitive behaviours seen which interfere with flexible learning.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.  Reliant on strategies such as objects of reference, visual timetable to move through the day.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.                                                                 ","Evidence of rigid thought, making the pupil totally inflexible and unable to cope with change, resulting in an extreme response.",null,null,{"$f":"IF(G39>0,\"E\",IF(F39>0,\"D\",IF(E39>0,\"C\",IF(D39>0,\"B\",IF(C39>0,\"A\",IF(B39>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory Processing","No identified needs","Some sensory processing difficulties that have neglible interference with classroom activities, once reasonable adjustments made.","Sensory processing impacts on learning e.g. resistant to touching certain textures.","Sensory processing interferes with school day e.g. unable to tolerate messy hands, puts hand over ears to certain noises, constantly chewing toys / equipment.","Unusual and frequent response to some sensory stimuli. Requires major adjusment, linked to complex sensory profile.","Extreme and frequent response to a wide range of sensory stiumli.",null,null,{"$f":"IF(G41>0,\"E\",IF(F41>0,\"D\",IF(E41>0,\"C\",IF(D41>0,\"B\",IF(C41>0,\"A\",IF(B41>0,\"N\",\"\"))))))","v":""}]
[]
["Social Interaction Needs (use this row if social needs are mainly due to communication and interaction needs)","No identified needs.   Aware of others' needs.","Can interact in class but C and I diffciulties means maintaining friendships oytside of class dfifficult","Can interact in a structured small group independently. May interrupt others, repeatedly asks same questions etc. Limited range of interests.","Difficulties with interaction.  Is able to work in small groups with some support.","Significant difficulties with interaction.  Does not interact with other peers. Following own agenda and unable to notice or attend to class activities without support.  ","Significant difficulties with interaction. Lack of interest in peers. Poor toleration of others.  Following own agenda with at least 50% of time away from the main group.",null,null,{"$f":"IF(G43>0,\"E\",IF(F43>0,\"D\",IF(E43>0,\"C\",IF(D43>0,\"B\",IF(C43>0,\"A\",IF(B43>0,\"N\",\"\"))))))","v":""}]
[]
["Social Emotional and Mental Health Needs"]
["SEMH -  Risk to Self and Others                             ","No risk to self or others.","Occasional infrequent incidents but generally no risk to self or others.","Some behaviour which may be injurious or endanger self/others on an approximate weekly basis.","A pattern of frequent (more than one a week) behaviours which may be injurious or endanger self/others, resulting in some social isolation and rejection.","A sustained pattern (approximately daily) of behaviours resulting in significant risk of harm to self/others.\n\n","Exceptional safeguarding concerns. Evidence demonstrates a high risk of significant harm as a consequence of SEMH issues.",null,null,{"$f":"IF(G46>0,\"E\",IF(F46>0,\"D\",IF(E46>0,\"C\",IF(D46>0,\"B\",IF(C46>0,\"A\",IF(B46>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH - Emotional Health and Well being\n\n","No identified needs.","Emotional health and wellbeing needs are not a significant barrier to learning.","Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning.  Without familiar & consistent adult support, anxiety significantly limits ability to recognise and manage emotional responses.","A pattern of frequent (more than one a week) disruption to social and emotional wellbeing, resulting in regular impact on learning.  Mood is frequently very low, affecting self-esteem and limiting ability to engage. Anxiety significantly affects ability to engage in everyday life, including family life."," A pattern of extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness/ stress. Possible prolonged periods of absence/disengagement.","Complete disruption to social and emotional state, leading to extreme isolation and disengagement.",null,null,{"$f":"IF(G48>0,\"E\",IF(F48>0,\"D\",IF(E48>0,\"C\",IF(D48>0,\"B\",IF(C48>0,\"A\",IF(B48>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH – Relationships (use this rown is social needs due to SEMH needs and not C and I)\n","No identified needs - positive friendship groups.","The young person\noften falls out with\nfriends and peers, but\ndoes have a consistent\ngroup of friends or friendship\n","Some difficulties in making and maintaining friendships and relationships, despite adult support intended to prevent social isolation.","Frequent and persistent difficulties in making and maintaining appropriate relationships, despite adult support intended to prevent social isolation. ","A pattern of extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with disengagement from education, social and family life.","Little evidence of positive social relationships, resulting in extreme social isolation, vulnerability and disengagement.",null,null,{"$f":"IF(G50>0,\"E\",IF(F50>0,\"D\",IF(E50>0,\"C\",IF(D50>0,\"B\",IF(C50>0,\"A\",IF(B50>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory and Physical Needs"]
["Visual Impairment","No identified needs.","Diagnosed visual impairment that has no implications to access to curriculum","Mild visual impairment requiring simple measure to modify the classroom environment and requiring some modification of near vision materials if below N12 font size.","Moderate visual impairment requiring specialist measures with regard to modification to classroom environment and for access to near and/or distance curriculum reserources.","Severe visual impairment requiring significant modification for all curriculum resources and specialist measures to ensure safe access to the classroom environment.","Tactile learner.  Uses tactile or alternative approaches to learning.  Typically will require significant adaptations to the school environment and to the curriculum.",null,null,{"$f":"IF(G53>0,\"E\",IF(F53>0,\"D\",IF(E53>0,\"C\",IF(D53>0,\"B\",IF(C53>0,\"A\",IF(B53>0,\"N\",\"\"))))))","v":""}]
[]
["Hearing impairment","No identified needs.","Mild hearing loss in both ears - able to access the curriculum through audiological equipment.","Moderate hearing loss - can access the curriculum through audiological equipment.","Moderate to severe HI. Requires some additional communication strategies and language modification to access the curriculum.","Severe hearing loss.  Requires significant additional communication strategies, language modification or SSE/BSL interpretation to access much of the curriculum.","Profound HI. Requires intensive specialist and targeted support to develop language.  Requires fulltime BSL or SSE interpretation to access the curriculum.",null,null,{"$f":"IF(G55>0,\"E\",IF(F55>0,\"D\",IF(E55>0,\"C\",IF(D55>0,\"B\",IF(C55>0,\"A\",IF(B55>0,\"N\",\"\"))))))","v":""}]
[]
["Physical Needs/Mobility Needs/Self-Help","No identified Needs","Some delay in fine and gross motor skills requiring some adult intervention","Has care or mobility needs requiring some daily adult intervention. Pupil may have a personal and intimate care plan/ manual handling plan.","Has care or mobility needs requiring significant adult intervention more than once a day. Pupil will have a personal and intimate care plan / manual handling plan.","Has care or mobility needs requiring extensive adult support. Requires support for recording work and for access to practical subjects/activities in the curriculum.","Pupil is totally dependent on adult support to meet all care or mobility needs. Some interventions will require support from more than one adult e.g. hoisting",null,null,{"$f":"IF(G57>0,\"E\",IF(F57>0,\"D\",IF(E57>0,\"C\",IF(D57>0,\"B\",IF(C57>0,\"A\",IF(B57>0,\"N\",\"\"))))))","v":""}]
[]
["Medical Needs (Note - a diagnosis such as ADHD, ASD does not need to be recorded here)","No identified Needs","Weekly minor medical intervention required.","Has medical needs requiring  adult intervention of no more than 30 minutes per day.","Has medical needs requiring significant adult intervention (up to 1 hour per day). Pupil will have a health care plan. ","Pupil has medical needs requiring extensive adult support.  Pupil will require supervisory support to ensure immediate intervention is available in forseen, life threatening circumstances which may occur at any time.","Pupil is totally dependent on adult support to meet all medical needs. Some interventions will require support from more than one adult.",null,null,{"$f":"IF(G59>0,\"E\",IF(F59>0,\"D\",IF(E59>0,\"C\",IF(D59>0,\"B\",IF(C59>0,\"A\",IF(B59>0,\"N\",\"\"))))))","v":""}]
[]
[]
[null,"Additional information (optional) – please add here. if request is being made outside expected year groups, please add context here."]

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[{"$f":"TODAY()","v":"2025-10-09"}]
[null,null,null,"HLN Secondary Application Form Version: 3.00"]
[]
[]
[]
[null,"Pupil Details",null,"Further Information",null,"Attendance"]
[null,"Surname",null,"Lives in City",null,"Sessions Offered (10/5/state other)"]
[null,"First name",null,"Date of Admission",null,"Last Year - Autumn %"]
[null,"UPN",null,"Previous Setting (if applicable)",null,"Last Year - Spring %"]
[null,"Date of Birth",null,"School confidential file",null,"Last Year - Summer %"]
[null,"Age",{"$f":"IF(C7>0,(DATEDIF(C10,Summary!C4,\"Y\") & \" Years, \" & DATEDIF(C10,Summary!C4,\"YM\") & \" Months, \" & DATEDIF(C10,Summary!C4,\"MD\") & \" Days\"),\"\")","v":""},"Safeguarding issues",null,"Current Year - Autumn %"]
[null,"Yr Group",null,"Child Protection Register ",null,"Current Year - Spring %"]
[null,"Calculated Yr Group",{"$f":"school_year(A1,C10)","v":"121"},"Looked After (LAC)",null,"Current Year - Summer %"]
[null,"Gender",null,"Child In Need"]
[null,"CoP Stage",null,"CAF",null,"Fixed Term Exclusions - No of Days"]
[null,"Primary Need",null,"Health Intervention",null,"Last Year - Autumn"]
[null,"Secondary Need",null,null,null,"Last Year - Spring"]
[null,"Current HLN level",null,"Current Attainment",null,"Last Year - Summer"]
[null,"Panel Last Request",null,"Date Assessment",null,"Current Year - Autumn"]
[null,"Moderation",null,"Literacy: S & L",null,"Current Year - Spring"]
[null,"Moderated",null,"Literacy: Reading",null,"Current Year - Summer"]
[null,"By",null,"Literacy: Writing"]
[null,"Date",null,"Numeracy"]
[]
[null,"For each of the 14 areas of need in the grid below, please type a number 1 in the yellow cell below the best fit descriptor"]
[]
[null,"No SENS","A","B","C","D","E"]
["Cognition and Learning",null,null,null,null,null,null,"Pupil Needs: Enter a short description where needs have been identified to provide brief outline of how these needs present in setting.","Evidence:"]
["Attainment and Progress","No identified Needs.","With additional support/differentiation, attainment is within expected levels.","Attainment is at lower level than majority of peers even with some additional support. Progress is at slower rate than majority of peers. ","Attainment is significantly lower than majority of peers.  Predicted that the young person unlikley to achieve any GCSE grades 1-9","Attainment is very significantly lower than majority of peers.  There is very little and very slow progress, even with high levels of intervention.  ","Young person would be considered as a child with profound and multiple learning difficulties.  ",null,null,{"$f":"IF(G30>0,\"E\",IF(F30>0,\"D\",IF(E30>0,\"C\",IF(D30>0,\"B\",IF(C30>0,\"A\",IF(B30>0,\"N\",\"\"))))))","v":""}]
[]
["Curriculum Access","No identified needs.","Is able to independently participate in and access all classrooms/settings and activities with some additional class teacher intervention where required.","Is able independently to participate in most classrooms/settings and routines. Some difficulties with maintaining attention to task evident.","Is able independently to participate in  small group settings and activities. Needs ongoing support to start and finish a task.                                              ","Is only able to independently participate in some small groups and activities.","Totally dependent on adult support to engage with any learning.                                                                                          ",null,null,{"$f":"IF(G32>0,\"E\",IF(F32>0,\"D\",IF(E32>0,\"C\",IF(D32>0,\"B\",IF(C32>0,\"A\",IF(B32>0,\"N\",\"\"))))))","v":""}]
[]
["Communication and Interaction"]
["Expressive Language","No identified needs. Can use language for a range of purposes.","Limited Vocabulary when compared to peers.","Some delay to expressive language e.g. very limited vocabulary and/or grammar immaturities in comparison with similar aged peers.","Uses verbal language spontaneously but language hard to understand due to speech production diffculties.","Significantly delayed communication and/or language development that inhibit regular participation and contibution to activities in classroom setting.  Uses a selective range of vocabulary or responses (learnt phrases).","Uses gesture/signs or symbols/pictures/photos as main means of communication.  Little or no functional expressive language, may name a few items but unable to make requests, echoes language without meaning.",null,null,{"$f":"IF(G35>0,\"E\",IF(F35>0,\"D\",IF(E35>0,\"C\",IF(D35>0,\"B\",IF(C35>0,\"A\",IF(B35>0,\"N\",\"\"))))))","v":""}]
[]
["Receptive Language","No identified needs.","Understands most verbal language with occasional difficulties understanding ambiguities. Benefits from instructions being specific.","Some difficulties in following and understanding instructions. Requires some instructions to be repeated/simplified.  ","Difficulties in following and understanding instructions. Requires all instructions to be repeated/simplified. ","Significant difficulties in following instructions. Requires instructions to be supported through signs and gestures.","Understands through signs/symbols/through gesture/pictures or photos.",null,null,{"$f":"IF(G37>0,\"E\",IF(F37>0,\"D\",IF(E37>0,\"C\",IF(D37>0,\"B\",IF(C37>0,\"A\",IF(B37>0,\"N\",\"\"))))))","v":""}]
[]
["Rigidity - Flexibility of thought","No identified needs.","Evidence of some inflexible thought though in most situations able to adapt to change without more than a prompt.","Some evidence of inflexible thought. Support is required to manage change in everyday school situations e.g. from lesson to lesson. Occasional repetitive behaviours seen which interfere with flexible learning.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.  Reliant on strategies such as objects of reference, visual timetable to move through the day.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.                                                                 ","Evidence of rigid thought, making the pupil totally inflexible and unable to cope with change, resulting in an extreme response.",null,null,{"$f":"IF(G39>0,\"E\",IF(F39>0,\"D\",IF(E39>0,\"C\",IF(D39>0,\"B\",IF(C39>0,\"A\",IF(B39>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory Processing","No identified needs","Some sensory processing difficulties that have neglible interference with classroom activities, once reasonable adjustments made.","Sensory processing impacts on learning e.g. resistant to touching certain textures.","Sensory processing interferes with school day e.g. unable to tolerate messy hands, puts hand over ears to certain noises, constantly chewing toys / equipment.","Unusual and frequent response to some sensory stimuli. Requires major adjusment, linked to complex sensory profile.","Extreme and frequent response to a wide range of sensory stiumli.",null,null,{"$f":"IF(G41>0,\"E\",IF(F41>0,\"D\",IF(E41>0,\"C\",IF(D41>0,\"B\",IF(C41>0,\"A\",IF(B41>0,\"N\",\"\"))))))","v":""}]
[]
["Social Interaction Needs (use this row if social needs are mainly due to communication and interaction needs)","No identified needs.   Aware of others' needs.","Can interact in class but C and I diffciulties means maintaining friendships oytside of class dfifficult","Can interact in a structured small group independently. May interrupt others, repeatedly asks same questions etc. Limited range of interests.","Difficulties with interaction.  Is able to work in small groups with some support.","Significant difficulties with interaction.  Does not interact with other peers. Following own agenda and unable to notice or attend to class activities without support.  ","Significant difficulties with interaction. Lack of interest in peers. Poor toleration of others.  Following own agenda with at least 50% of time away from the main group.",null,null,{"$f":"IF(G43>0,\"E\",IF(F43>0,\"D\",IF(E43>0,\"C\",IF(D43>0,\"B\",IF(C43>0,\"A\",IF(B43>0,\"N\",\"\"))))))","v":""}]
[]
["Social Emotional and Mental Health Needs"]
["SEMH -  Risk to Self and Others                             ","No risk to self or others.","Occasional infrequent incidents but generally no risk to self or others.","Some behaviour which may be injurious or endanger self/others on an approximate weekly basis.","A pattern of frequent (more than one a week) behaviours which may be injurious or endanger self/others, resulting in some social isolation and rejection.","A sustained pattern (approximately daily) of behaviours resulting in significant risk of harm to self/others.\n\n","Exceptional safeguarding concerns. Evidence demonstrates a high risk of significant harm as a consequence of SEMH issues.",null,null,{"$f":"IF(G46>0,\"E\",IF(F46>0,\"D\",IF(E46>0,\"C\",IF(D46>0,\"B\",IF(C46>0,\"A\",IF(B46>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH - Emotional Health and Well being\n\n","No identified needs.","Emotional health and wellbeing needs are not a significant barrier to learning.","Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning.  Without familiar & consistent adult support, anxiety significantly limits ability to recognise and manage emotional responses.","A pattern of frequent (more than one a week) disruption to social and emotional wellbeing, resulting in regular impact on learning.  Mood is frequently very low, affecting self-esteem and limiting ability to engage. Anxiety significantly affects ability to engage in everyday life, including family life."," A pattern of extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness/ stress. Possible prolonged periods of absence/disengagement.","Complete disruption to social and emotional state, leading to extreme isolation and disengagement.",null,null,{"$f":"IF(G48>0,\"E\",IF(F48>0,\"D\",IF(E48>0,\"C\",IF(D48>0,\"B\",IF(C48>0,\"A\",IF(B48>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH – Relationships (use this rown is social needs due to SEMH needs and not C and I)\n","No identified needs - positive friendship groups.","The young person\noften falls out with\nfriends and peers, but\ndoes have a consistent\ngroup of friends or friendship\n","Some difficulties in making and maintaining friendships and relationships, despite adult support intended to prevent social isolation.","Frequent and persistent difficulties in making and maintaining appropriate relationships, despite adult support intended to prevent social isolation. ","A pattern of extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with disengagement from education, social and family life.","Little evidence of positive social relationships, resulting in extreme social isolation, vulnerability and disengagement.",null,null,{"$f":"IF(G50>0,\"E\",IF(F50>0,\"D\",IF(E50>0,\"C\",IF(D50>0,\"B\",IF(C50>0,\"A\",IF(B50>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory and Physical Needs"]
["Visual Impairment","No identified needs.","Diagnosed visual impairment that has no implications to access to curriculum","Mild visual impairment requiring simple measure to modify the classroom environment and requiring some modification of near vision materials if below N12 font size.","Moderate visual impairment requiring specialist measures with regard to modification to classroom environment and for access to near and/or distance curriculum reserources.","Severe visual impairment requiring significant modification for all curriculum resources and specialist measures to ensure safe access to the classroom environment.","Tactile learner.  Uses tactile or alternative approaches to learning.  Typically will require significant adaptations to the school environment and to the curriculum.",null,null,{"$f":"IF(G53>0,\"E\",IF(F53>0,\"D\",IF(E53>0,\"C\",IF(D53>0,\"B\",IF(C53>0,\"A\",IF(B53>0,\"N\",\"\"))))))","v":""}]
[]
["Hearing impairment","No identified needs.","Mild hearing loss in both ears - able to access the curriculum through audiological equipment.","Moderate hearing loss - can access the curriculum through audiological equipment.","Moderate to severe HI. Requires some additional communication strategies and language modification to access the curriculum.","Severe hearing loss.  Requires significant additional communication strategies, language modification or SSE/BSL interpretation to access much of the curriculum.","Profound HI. Requires intensive specialist and targeted support to develop language.  Requires fulltime BSL or SSE interpretation to access the curriculum.",null,null,{"$f":"IF(G55>0,\"E\",IF(F55>0,\"D\",IF(E55>0,\"C\",IF(D55>0,\"B\",IF(C55>0,\"A\",IF(B55>0,\"N\",\"\"))))))","v":""}]
[]
["Physical Needs/Mobility Needs/Self-Help","No identified Needs","Some delay in fine and gross motor skills requiring some adult intervention","Has care or mobility needs requiring some daily adult intervention. Pupil may have a personal and intimate care plan/ manual handling plan.","Has care or mobility needs requiring significant adult intervention more than once a day. Pupil will have a personal and intimate care plan / manual handling plan.","Has care or mobility needs requiring extensive adult support. Requires support for recording work and for access to practical subjects/activities in the curriculum.","Pupil is totally dependent on adult support to meet all care or mobility needs. Some interventions will require support from more than one adult e.g. hoisting",null,null,{"$f":"IF(G57>0,\"E\",IF(F57>0,\"D\",IF(E57>0,\"C\",IF(D57>0,\"B\",IF(C57>0,\"A\",IF(B57>0,\"N\",\"\"))))))","v":""}]
[]
["Medical Needs (Note - a diagnosis such as ADHD, ASD does not need to be recorded here)","No identified Needs","Weekly minor medical intervention required.","Has medical needs requiring  adult intervention of no more than 30 minutes per day.","Has medical needs requiring significant adult intervention (up to 1 hour per day). Pupil will have a health care plan. ","Pupil has medical needs requiring extensive adult support.  Pupil will require supervisory support to ensure immediate intervention is available in forseen, life threatening circumstances which may occur at any time.","Pupil is totally dependent on adult support to meet all medical needs. Some interventions will require support from more than one adult.",null,null,{"$f":"IF(G59>0,\"E\",IF(F59>0,\"D\",IF(E59>0,\"C\",IF(D59>0,\"B\",IF(C59>0,\"A\",IF(B59>0,\"N\",\"\"))))))","v":""}]
[]
[]
[null,"Additional information (optional) – please add here. if request is being made outside expected year groups, please add context here."]

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[{"$f":"TODAY()","v":"2025-10-09"}]
[null,null,null,"HLN Secondary Application Form Version: 3.00"]
[]
[]
[]
[null,"Pupil Details",null,"Further Information",null,"Attendance"]
[null,"Surname",null,"Lives in City",null,"Sessions Offered (10/5/state other)"]
[null,"First name",null,"Date of Admission",null,"Last Year - Autumn %"]
[null,"UPN",null,"Previous Setting (if applicable)",null,"Last Year - Spring %"]
[null,"Date of Birth",null,"School confidential file",null,"Last Year - Summer %"]
[null,"Age",{"$f":"IF(C7>0,(DATEDIF(C10,Summary!C4,\"Y\") & \" Years, \" & DATEDIF(C10,Summary!C4,\"YM\") & \" Months, \" & DATEDIF(C10,Summary!C4,\"MD\") & \" Days\"),\"\")","v":""},"Safeguarding issues",null,"Current Year - Autumn %"]
[null,"Yr Group",null,"Child Protection Register ",null,"Current Year - Spring %"]
[null,"Calculated Yr Group",{"$f":"school_year(A1,C10)","v":"121"},"Looked After (LAC)",null,"Current Year - Summer %"]
[null,"Gender",null,"Child In Need"]
[null,"CoP Stage",null,"CAF",null,"Fixed Term Exclusions - No of Days"]
[null,"Primary Need",null,"Health Intervention",null,"Last Year - Autumn"]
[null,"Secondary Need",null,null,null,"Last Year - Spring"]
[null,"Current HLN level",null,"Current Attainment",null,"Last Year - Summer"]
[null,"Panel Last Request",null,"Date Assessment",null,"Current Year - Autumn"]
[null,"Moderation",null,"Literacy: S & L",null,"Current Year - Spring"]
[null,"Moderated",null,"Literacy: Reading",null,"Current Year - Summer"]
[null,"By",null,"Literacy: Writing"]
[null,"Date",null,"Numeracy"]
[]
[null,"For each of the 14 areas of need in the grid below, please type a number 1 in the yellow cell below the best fit descriptor"]
[]
[null,"No SENS","A","B","C","D","E"]
["Cognition and Learning",null,null,null,null,null,null,"Pupil Needs: Enter a short description where needs have been identified to provide brief outline of how these needs present in setting.","Evidence:"]
["Attainment and Progress","No identified Needs.","With additional support/differentiation, attainment is within expected levels.","Attainment is at lower level than majority of peers even with some additional support. Progress is at slower rate than majority of peers. ","Attainment is significantly lower than majority of peers.  Predicted that the young person unlikley to achieve any GCSE grades 1-9","Attainment is very significantly lower than majority of peers.  There is very little and very slow progress, even with high levels of intervention.  ","Young person would be considered as a child with profound and multiple learning difficulties.  ",null,null,{"$f":"IF(G30>0,\"E\",IF(F30>0,\"D\",IF(E30>0,\"C\",IF(D30>0,\"B\",IF(C30>0,\"A\",IF(B30>0,\"N\",\"\"))))))","v":""}]
[]
["Curriculum Access","No identified needs.","Is able to independently participate in and access all classrooms/settings and activities with some additional class teacher intervention where required.","Is able independently to participate in most classrooms/settings and routines. Some difficulties with maintaining attention to task evident.","Is able independently to participate in  small group settings and activities. Needs ongoing support to start and finish a task.                                              ","Is only able to independently participate in some small groups and activities.","Totally dependent on adult support to engage with any learning.                                                                                          ",null,null,{"$f":"IF(G32>0,\"E\",IF(F32>0,\"D\",IF(E32>0,\"C\",IF(D32>0,\"B\",IF(C32>0,\"A\",IF(B32>0,\"N\",\"\"))))))","v":""}]
[]
["Communication and Interaction"]
["Expressive Language","No identified needs. Can use language for a range of purposes.","Limited Vocabulary when compared to peers.","Some delay to expressive language e.g. very limited vocabulary and/or grammar immaturities in comparison with similar aged peers.","Uses verbal language spontaneously but language hard to understand due to speech production diffculties.","Significantly delayed communication and/or language development that inhibit regular participation and contibution to activities in classroom setting.  Uses a selective range of vocabulary or responses (learnt phrases).","Uses gesture/signs or symbols/pictures/photos as main means of communication.  Little or no functional expressive language, may name a few items but unable to make requests, echoes language without meaning.",null,null,{"$f":"IF(G35>0,\"E\",IF(F35>0,\"D\",IF(E35>0,\"C\",IF(D35>0,\"B\",IF(C35>0,\"A\",IF(B35>0,\"N\",\"\"))))))","v":""}]
[]
["Receptive Language","No identified needs.","Understands most verbal language with occasional difficulties understanding ambiguities. Benefits from instructions being specific.","Some difficulties in following and understanding instructions. Requires some instructions to be repeated/simplified.  ","Difficulties in following and understanding instructions. Requires all instructions to be repeated/simplified. ","Significant difficulties in following instructions. Requires instructions to be supported through signs and gestures.","Understands through signs/symbols/through gesture/pictures or photos.",null,null,{"$f":"IF(G37>0,\"E\",IF(F37>0,\"D\",IF(E37>0,\"C\",IF(D37>0,\"B\",IF(C37>0,\"A\",IF(B37>0,\"N\",\"\"))))))","v":""}]
[]
["Rigidity - Flexibility of thought","No identified needs.","Evidence of some inflexible thought though in most situations able to adapt to change without more than a prompt.","Some evidence of inflexible thought. Support is required to manage change in everyday school situations e.g. from lesson to lesson. Occasional repetitive behaviours seen which interfere with flexible learning.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.  Reliant on strategies such as objects of reference, visual timetable to move through the day.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.                                                                 ","Evidence of rigid thought, making the pupil totally inflexible and unable to cope with change, resulting in an extreme response.",null,null,{"$f":"IF(G39>0,\"E\",IF(F39>0,\"D\",IF(E39>0,\"C\",IF(D39>0,\"B\",IF(C39>0,\"A\",IF(B39>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory Processing","No identified needs","Some sensory processing difficulties that have neglible interference with classroom activities, once reasonable adjustments made.","Sensory processing impacts on learning e.g. resistant to touching certain textures.","Sensory processing interferes with school day e.g. unable to tolerate messy hands, puts hand over ears to certain noises, constantly chewing toys / equipment.","Unusual and frequent response to some sensory stimuli. Requires major adjusment, linked to complex sensory profile.","Extreme and frequent response to a wide range of sensory stiumli.",null,null,{"$f":"IF(G41>0,\"E\",IF(F41>0,\"D\",IF(E41>0,\"C\",IF(D41>0,\"B\",IF(C41>0,\"A\",IF(B41>0,\"N\",\"\"))))))","v":""}]
[]
["Social Interaction Needs (use this row if social needs are mainly due to communication and interaction needs)","No identified needs.   Aware of others' needs.","Can interact in class but C and I diffciulties means maintaining friendships oytside of class dfifficult","Can interact in a structured small group independently. May interrupt others, repeatedly asks same questions etc. Limited range of interests.","Difficulties with interaction.  Is able to work in small groups with some support.","Significant difficulties with interaction.  Does not interact with other peers. Following own agenda and unable to notice or attend to class activities without support.  ","Significant difficulties with interaction. Lack of interest in peers. Poor toleration of others.  Following own agenda with at least 50% of time away from the main group.",null,null,{"$f":"IF(G43>0,\"E\",IF(F43>0,\"D\",IF(E43>0,\"C\",IF(D43>0,\"B\",IF(C43>0,\"A\",IF(B43>0,\"N\",\"\"))))))","v":""}]
[]
["Social Emotional and Mental Health Needs"]
["SEMH -  Risk to Self and Others                             ","No risk to self or others.","Occasional infrequent incidents but generally no risk to self or others.","Some behaviour which may be injurious or endanger self/others on an approximate weekly basis.","A pattern of frequent (more than one a week) behaviours which may be injurious or endanger self/others, resulting in some social isolation and rejection.","A sustained pattern (approximately daily) of behaviours resulting in significant risk of harm to self/others.\n\n","Exceptional safeguarding concerns. Evidence demonstrates a high risk of significant harm as a consequence of SEMH issues.",null,null,{"$f":"IF(G46>0,\"E\",IF(F46>0,\"D\",IF(E46>0,\"C\",IF(D46>0,\"B\",IF(C46>0,\"A\",IF(B46>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH - Emotional Health and Well being\n\n","No identified needs.","Emotional health and wellbeing needs are not a significant barrier to learning.","Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning.  Without familiar & consistent adult support, anxiety significantly limits ability to recognise and manage emotional responses.","A pattern of frequent (more than one a week) disruption to social and emotional wellbeing, resulting in regular impact on learning.  Mood is frequently very low, affecting self-esteem and limiting ability to engage. Anxiety significantly affects ability to engage in everyday life, including family life."," A pattern of extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness/ stress. Possible prolonged periods of absence/disengagement.","Complete disruption to social and emotional state, leading to extreme isolation and disengagement.",null,null,{"$f":"IF(G48>0,\"E\",IF(F48>0,\"D\",IF(E48>0,\"C\",IF(D48>0,\"B\",IF(C48>0,\"A\",IF(B48>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH – Relationships (use this rown is social needs due to SEMH needs and not C and I)\n","No identified needs - positive friendship groups.","The young person\noften falls out with\nfriends and peers, but\ndoes have a consistent\ngroup of friends or friendship\n","Some difficulties in making and maintaining friendships and relationships, despite adult support intended to prevent social isolation.","Frequent and persistent difficulties in making and maintaining appropriate relationships, despite adult support intended to prevent social isolation. ","A pattern of extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with disengagement from education, social and family life.","Little evidence of positive social relationships, resulting in extreme social isolation, vulnerability and disengagement.",null,null,{"$f":"IF(G50>0,\"E\",IF(F50>0,\"D\",IF(E50>0,\"C\",IF(D50>0,\"B\",IF(C50>0,\"A\",IF(B50>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory and Physical Needs"]
["Visual Impairment","No identified needs.","Diagnosed visual impairment that has no implications to access to curriculum","Mild visual impairment requiring simple measure to modify the classroom environment and requiring some modification of near vision materials if below N12 font size.","Moderate visual impairment requiring specialist measures with regard to modification to classroom environment and for access to near and/or distance curriculum reserources.","Severe visual impairment requiring significant modification for all curriculum resources and specialist measures to ensure safe access to the classroom environment.","Tactile learner.  Uses tactile or alternative approaches to learning.  Typically will require significant adaptations to the school environment and to the curriculum.",null,null,{"$f":"IF(G53>0,\"E\",IF(F53>0,\"D\",IF(E53>0,\"C\",IF(D53>0,\"B\",IF(C53>0,\"A\",IF(B53>0,\"N\",\"\"))))))","v":""}]
[]
["Hearing impairment","No identified needs.","Mild hearing loss in both ears - able to access the curriculum through audiological equipment.","Moderate hearing loss - can access the curriculum through audiological equipment.","Moderate to severe HI. Requires some additional communication strategies and language modification to access the curriculum.","Severe hearing loss.  Requires significant additional communication strategies, language modification or SSE/BSL interpretation to access much of the curriculum.","Profound HI. Requires intensive specialist and targeted support to develop language.  Requires fulltime BSL or SSE interpretation to access the curriculum.",null,null,{"$f":"IF(G55>0,\"E\",IF(F55>0,\"D\",IF(E55>0,\"C\",IF(D55>0,\"B\",IF(C55>0,\"A\",IF(B55>0,\"N\",\"\"))))))","v":""}]
[]
["Physical Needs/Mobility Needs/Self-Help","No identified Needs","Some delay in fine and gross motor skills requiring some adult intervention","Has care or mobility needs requiring some daily adult intervention. Pupil may have a personal and intimate care plan/ manual handling plan.","Has care or mobility needs requiring significant adult intervention more than once a day. Pupil will have a personal and intimate care plan / manual handling plan.","Has care or mobility needs requiring extensive adult support. Requires support for recording work and for access to practical subjects/activities in the curriculum.","Pupil is totally dependent on adult support to meet all care or mobility needs. Some interventions will require support from more than one adult e.g. hoisting",null,null,{"$f":"IF(G57>0,\"E\",IF(F57>0,\"D\",IF(E57>0,\"C\",IF(D57>0,\"B\",IF(C57>0,\"A\",IF(B57>0,\"N\",\"\"))))))","v":""}]
[]
["Medical Needs (Note - a diagnosis such as ADHD, ASD does not need to be recorded here)","No identified Needs","Weekly minor medical intervention required.","Has medical needs requiring  adult intervention of no more than 30 minutes per day.","Has medical needs requiring significant adult intervention (up to 1 hour per day). Pupil will have a health care plan. ","Pupil has medical needs requiring extensive adult support.  Pupil will require supervisory support to ensure immediate intervention is available in forseen, life threatening circumstances which may occur at any time.","Pupil is totally dependent on adult support to meet all medical needs. Some interventions will require support from more than one adult.",null,null,{"$f":"IF(G59>0,\"E\",IF(F59>0,\"D\",IF(E59>0,\"C\",IF(D59>0,\"B\",IF(C59>0,\"A\",IF(B59>0,\"N\",\"\"))))))","v":""}]
[]
[]
[null,"Additional information (optional) – please add here. if request is being made outside expected year groups, please add context here."]

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[{"$f":"TODAY()","v":"2025-10-09"}]
[null,null,null,"HLN Secondary Application Form Version: 3.00"]
[]
[]
[]
[null,"Pupil Details",null,"Further Information",null,"Attendance"]
[null,"Surname",null,"Lives in City",null,"Sessions Offered (10/5/state other)"]
[null,"First name",null,"Date of Admission",null,"Last Year - Autumn %"]
[null,"UPN",null,"Previous Setting (if applicable)",null,"Last Year - Spring %"]
[null,"Date of Birth",null,"School confidential file",null,"Last Year - Summer %"]
[null,"Age",{"$f":"IF(C7>0,(DATEDIF(C10,Summary!C4,\"Y\") & \" Years, \" & DATEDIF(C10,Summary!C4,\"YM\") & \" Months, \" & DATEDIF(C10,Summary!C4,\"MD\") & \" Days\"),\"\")","v":""},"Safeguarding issues",null,"Current Year - Autumn %"]
[null,"Yr Group",null,"Child Protection Register ",null,"Current Year - Spring %"]
[null,"Calculated Yr Group",{"$f":"school_year(A1,C10)","v":"121"},"Looked After (LAC)",null,"Current Year - Summer %"]
[null,"Gender",null,"Child In Need"]
[null,"CoP Stage",null,"CAF",null,"Fixed Term Exclusions - No of Days"]
[null,"Primary Need",null,"Health Intervention",null,"Last Year - Autumn"]
[null,"Secondary Need",null,null,null,"Last Year - Spring"]
[null,"Current HLN level",null,"Current Attainment",null,"Last Year - Summer"]
[null,"Panel Last Request",null,"Date Assessment",null,"Current Year - Autumn"]
[null,"Moderation",null,"Literacy: S & L",null,"Current Year - Spring"]
[null,"Moderated",null,"Literacy: Reading",null,"Current Year - Summer"]
[null,"By",null,"Literacy: Writing"]
[null,"Date",null,"Numeracy"]
[]
[null,"For each of the 14 areas of need in the grid below, please type a number 1 in the yellow cell below the best fit descriptor"]
[]
[null,"No SENS","A","B","C","D","E"]
["Cognition and Learning",null,null,null,null,null,null,"Pupil Needs: Enter a short description where needs have been identified to provide brief outline of how these needs present in setting.","Evidence:"]
["Attainment and Progress","No identified Needs.","With additional support/differentiation, attainment is within expected levels.","Attainment is at lower level than majority of peers even with some additional support. Progress is at slower rate than majority of peers. ","Attainment is significantly lower than majority of peers.  Predicted that the young person unlikley to achieve any GCSE grades 1-9","Attainment is very significantly lower than majority of peers.  There is very little and very slow progress, even with high levels of intervention.  ","Young person would be considered as a child with profound and multiple learning difficulties.  ",null,null,{"$f":"IF(G30>0,\"E\",IF(F30>0,\"D\",IF(E30>0,\"C\",IF(D30>0,\"B\",IF(C30>0,\"A\",IF(B30>0,\"N\",\"\"))))))","v":""}]
[]
["Curriculum Access","No identified needs.","Is able to independently participate in and access all classrooms/settings and activities with some additional class teacher intervention where required.","Is able independently to participate in most classrooms/settings and routines. Some difficulties with maintaining attention to task evident.","Is able independently to participate in  small group settings and activities. Needs ongoing support to start and finish a task.                                              ","Is only able to independently participate in some small groups and activities.","Totally dependent on adult support to engage with any learning.                                                                                          ",null,null,{"$f":"IF(G32>0,\"E\",IF(F32>0,\"D\",IF(E32>0,\"C\",IF(D32>0,\"B\",IF(C32>0,\"A\",IF(B32>0,\"N\",\"\"))))))","v":""}]
[]
["Communication and Interaction"]
["Expressive Language","No identified needs. Can use language for a range of purposes.","Limited Vocabulary when compared to peers.","Some delay to expressive language e.g. very limited vocabulary and/or grammar immaturities in comparison with similar aged peers.","Uses verbal language spontaneously but language hard to understand due to speech production diffculties.","Significantly delayed communication and/or language development that inhibit regular participation and contibution to activities in classroom setting.  Uses a selective range of vocabulary or responses (learnt phrases).","Uses gesture/signs or symbols/pictures/photos as main means of communication.  Little or no functional expressive language, may name a few items but unable to make requests, echoes language without meaning.",null,null,{"$f":"IF(G35>0,\"E\",IF(F35>0,\"D\",IF(E35>0,\"C\",IF(D35>0,\"B\",IF(C35>0,\"A\",IF(B35>0,\"N\",\"\"))))))","v":""}]
[]
["Receptive Language","No identified needs.","Understands most verbal language with occasional difficulties understanding ambiguities. Benefits from instructions being specific.","Some difficulties in following and understanding instructions. Requires some instructions to be repeated/simplified.  ","Difficulties in following and understanding instructions. Requires all instructions to be repeated/simplified. ","Significant difficulties in following instructions. Requires instructions to be supported through signs and gestures.","Understands through signs/symbols/through gesture/pictures or photos.",null,null,{"$f":"IF(G37>0,\"E\",IF(F37>0,\"D\",IF(E37>0,\"C\",IF(D37>0,\"B\",IF(C37>0,\"A\",IF(B37>0,\"N\",\"\"))))))","v":""}]
[]
["Rigidity - Flexibility of thought","No identified needs.","Evidence of some inflexible thought though in most situations able to adapt to change without more than a prompt.","Some evidence of inflexible thought. Support is required to manage change in everyday school situations e.g. from lesson to lesson. Occasional repetitive behaviours seen which interfere with flexible learning.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.  Reliant on strategies such as objects of reference, visual timetable to move through the day.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.                                                                 ","Evidence of rigid thought, making the pupil totally inflexible and unable to cope with change, resulting in an extreme response.",null,null,{"$f":"IF(G39>0,\"E\",IF(F39>0,\"D\",IF(E39>0,\"C\",IF(D39>0,\"B\",IF(C39>0,\"A\",IF(B39>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory Processing","No identified needs","Some sensory processing difficulties that have neglible interference with classroom activities, once reasonable adjustments made.","Sensory processing impacts on learning e.g. resistant to touching certain textures.","Sensory processing interferes with school day e.g. unable to tolerate messy hands, puts hand over ears to certain noises, constantly chewing toys / equipment.","Unusual and frequent response to some sensory stimuli. Requires major adjusment, linked to complex sensory profile.","Extreme and frequent response to a wide range of sensory stiumli.",null,null,{"$f":"IF(G41>0,\"E\",IF(F41>0,\"D\",IF(E41>0,\"C\",IF(D41>0,\"B\",IF(C41>0,\"A\",IF(B41>0,\"N\",\"\"))))))","v":""}]
[]
["Social Interaction Needs (use this row if social needs are mainly due to communication and interaction needs)","No identified needs.   Aware of others' needs.","Can interact in class but C and I diffciulties means maintaining friendships oytside of class dfifficult","Can interact in a structured small group independently. May interrupt others, repeatedly asks same questions etc. Limited range of interests.","Difficulties with interaction.  Is able to work in small groups with some support.","Significant difficulties with interaction.  Does not interact with other peers. Following own agenda and unable to notice or attend to class activities without support.  ","Significant difficulties with interaction. Lack of interest in peers. Poor toleration of others.  Following own agenda with at least 50% of time away from the main group.",null,null,{"$f":"IF(G43>0,\"E\",IF(F43>0,\"D\",IF(E43>0,\"C\",IF(D43>0,\"B\",IF(C43>0,\"A\",IF(B43>0,\"N\",\"\"))))))","v":""}]
[]
["Social Emotional and Mental Health Needs"]
["SEMH -  Risk to Self and Others                             ","No risk to self or others.","Occasional infrequent incidents but generally no risk to self or others.","Some behaviour which may be injurious or endanger self/others on an approximate weekly basis.","A pattern of frequent (more than one a week) behaviours which may be injurious or endanger self/others, resulting in some social isolation and rejection.","A sustained pattern (approximately daily) of behaviours resulting in significant risk of harm to self/others.\n\n","Exceptional safeguarding concerns. Evidence demonstrates a high risk of significant harm as a consequence of SEMH issues.",null,null,{"$f":"IF(G46>0,\"E\",IF(F46>0,\"D\",IF(E46>0,\"C\",IF(D46>0,\"B\",IF(C46>0,\"A\",IF(B46>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH - Emotional Health and Well being\n\n","No identified needs.","Emotional health and wellbeing needs are not a significant barrier to learning.","Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning.  Without familiar & consistent adult support, anxiety significantly limits ability to recognise and manage emotional responses.","A pattern of frequent (more than one a week) disruption to social and emotional wellbeing, resulting in regular impact on learning.  Mood is frequently very low, affecting self-esteem and limiting ability to engage. Anxiety significantly affects ability to engage in everyday life, including family life."," A pattern of extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness/ stress. Possible prolonged periods of absence/disengagement.","Complete disruption to social and emotional state, leading to extreme isolation and disengagement.",null,null,{"$f":"IF(G48>0,\"E\",IF(F48>0,\"D\",IF(E48>0,\"C\",IF(D48>0,\"B\",IF(C48>0,\"A\",IF(B48>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH – Relationships (use this rown is social needs due to SEMH needs and not C and I)\n","No identified needs - positive friendship groups.","The young person\noften falls out with\nfriends and peers, but\ndoes have a consistent\ngroup of friends or friendship\n","Some difficulties in making and maintaining friendships and relationships, despite adult support intended to prevent social isolation.","Frequent and persistent difficulties in making and maintaining appropriate relationships, despite adult support intended to prevent social isolation. ","A pattern of extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with disengagement from education, social and family life.","Little evidence of positive social relationships, resulting in extreme social isolation, vulnerability and disengagement.",null,null,{"$f":"IF(G50>0,\"E\",IF(F50>0,\"D\",IF(E50>0,\"C\",IF(D50>0,\"B\",IF(C50>0,\"A\",IF(B50>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory and Physical Needs"]
["Visual Impairment","No identified needs.","Diagnosed visual impairment that has no implications to access to curriculum","Mild visual impairment requiring simple measure to modify the classroom environment and requiring some modification of near vision materials if below N12 font size.","Moderate visual impairment requiring specialist measures with regard to modification to classroom environment and for access to near and/or distance curriculum reserources.","Severe visual impairment requiring significant modification for all curriculum resources and specialist measures to ensure safe access to the classroom environment.","Tactile learner.  Uses tactile or alternative approaches to learning.  Typically will require significant adaptations to the school environment and to the curriculum.",null,null,{"$f":"IF(G53>0,\"E\",IF(F53>0,\"D\",IF(E53>0,\"C\",IF(D53>0,\"B\",IF(C53>0,\"A\",IF(B53>0,\"N\",\"\"))))))","v":""}]
[]
["Hearing impairment","No identified needs.","Mild hearing loss in both ears - able to access the curriculum through audiological equipment.","Moderate hearing loss - can access the curriculum through audiological equipment.","Moderate to severe HI. Requires some additional communication strategies and language modification to access the curriculum.","Severe hearing loss.  Requires significant additional communication strategies, language modification or SSE/BSL interpretation to access much of the curriculum.","Profound HI. Requires intensive specialist and targeted support to develop language.  Requires fulltime BSL or SSE interpretation to access the curriculum.",null,null,{"$f":"IF(G55>0,\"E\",IF(F55>0,\"D\",IF(E55>0,\"C\",IF(D55>0,\"B\",IF(C55>0,\"A\",IF(B55>0,\"N\",\"\"))))))","v":""}]
[]
["Physical Needs/Mobility Needs/Self-Help","No identified Needs","Some delay in fine and gross motor skills requiring some adult intervention","Has care or mobility needs requiring some daily adult intervention. Pupil may have a personal and intimate care plan/ manual handling plan.","Has care or mobility needs requiring significant adult intervention more than once a day. Pupil will have a personal and intimate care plan / manual handling plan.","Has care or mobility needs requiring extensive adult support. Requires support for recording work and for access to practical subjects/activities in the curriculum.","Pupil is totally dependent on adult support to meet all care or mobility needs. Some interventions will require support from more than one adult e.g. hoisting",null,null,{"$f":"IF(G57>0,\"E\",IF(F57>0,\"D\",IF(E57>0,\"C\",IF(D57>0,\"B\",IF(C57>0,\"A\",IF(B57>0,\"N\",\"\"))))))","v":""}]
[]
["Medical Needs (Note - a diagnosis such as ADHD, ASD does not need to be recorded here)","No identified Needs","Weekly minor medical intervention required.","Has medical needs requiring  adult intervention of no more than 30 minutes per day.","Has medical needs requiring significant adult intervention (up to 1 hour per day). Pupil will have a health care plan. ","Pupil has medical needs requiring extensive adult support.  Pupil will require supervisory support to ensure immediate intervention is available in forseen, life threatening circumstances which may occur at any time.","Pupil is totally dependent on adult support to meet all medical needs. Some interventions will require support from more than one adult.",null,null,{"$f":"IF(G59>0,\"E\",IF(F59>0,\"D\",IF(E59>0,\"C\",IF(D59>0,\"B\",IF(C59>0,\"A\",IF(B59>0,\"N\",\"\"))))))","v":""}]
[]
[]
[null,"Additional information (optional) – please add here. if request is being made outside expected year groups, please add context here."]

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[{"$f":"TODAY()","v":"2025-10-09"}]
[null,null,null,"HLN Secondary Application Form Version: 3.00"]
[]
[]
[]
[null,"Pupil Details",null,"Further Information",null,"Attendance"]
[null,"Surname",null,"Lives in City",null,"Sessions Offered (10/5/state other)"]
[null,"First name",null,"Date of Admission",null,"Last Year - Autumn %"]
[null,"UPN",null,"Previous Setting (if applicable)",null,"Last Year - Spring %"]
[null,"Date of Birth",null,"School confidential file",null,"Last Year - Summer %"]
[null,"Age",{"$f":"IF(C7>0,(DATEDIF(C10,Summary!C4,\"Y\") & \" Years, \" & DATEDIF(C10,Summary!C4,\"YM\") & \" Months, \" & DATEDIF(C10,Summary!C4,\"MD\") & \" Days\"),\"\")","v":""},"Safeguarding issues",null,"Current Year - Autumn %"]
[null,"Yr Group",null,"Child Protection Register ",null,"Current Year - Spring %"]
[null,"Calculated Yr Group",{"$f":"school_year(A1,C10)","v":"121"},"Looked After (LAC)",null,"Current Year - Summer %"]
[null,"Gender",null,"Child In Need"]
[null,"CoP Stage",null,"CAF",null,"Fixed Term Exclusions - No of Days"]
[null,"Primary Need",null,"Health Intervention",null,"Last Year - Autumn"]
[null,"Secondary Need",null,null,null,"Last Year - Spring"]
[null,"Current HLN level",null,"Current Attainment",null,"Last Year - Summer"]
[null,"Panel Last Request",null,"Date Assessment",null,"Current Year - Autumn"]
[null,"Moderation",null,"Literacy: S & L",null,"Current Year - Spring"]
[null,"Moderated",null,"Literacy: Reading",null,"Current Year - Summer"]
[null,"By",null,"Literacy: Writing"]
[null,"Date",null,"Numeracy"]
[]
[null,"For each of the 14 areas of need in the grid below, please type a number 1 in the yellow cell below the best fit descriptor"]
[]
[null,"No SENS","A","B","C","D","E"]
["Cognition and Learning",null,null,null,null,null,null,"Pupil Needs: Enter a short description where needs have been identified to provide brief outline of how these needs present in setting.","Evidence:"]
["Attainment and Progress","No identified Needs.","With additional support/differentiation, attainment is within expected levels.","Attainment is at lower level than majority of peers even with some additional support. Progress is at slower rate than majority of peers. ","Attainment is significantly lower than majority of peers.  Predicted that the young person unlikley to achieve any GCSE grades 1-9","Attainment is very significantly lower than majority of peers.  There is very little and very slow progress, even with high levels of intervention.  ","Young person would be considered as a child with profound and multiple learning difficulties.  ",null,null,{"$f":"IF(G30>0,\"E\",IF(F30>0,\"D\",IF(E30>0,\"C\",IF(D30>0,\"B\",IF(C30>0,\"A\",IF(B30>0,\"N\",\"\"))))))","v":""}]
[]
["Curriculum Access","No identified needs.","Is able to independently participate in and access all classrooms/settings and activities with some additional class teacher intervention where required.","Is able independently to participate in most classrooms/settings and routines. Some difficulties with maintaining attention to task evident.","Is able independently to participate in  small group settings and activities. Needs ongoing support to start and finish a task.                                              ","Is only able to independently participate in some small groups and activities.","Totally dependent on adult support to engage with any learning.                                                                                          ",null,null,{"$f":"IF(G32>0,\"E\",IF(F32>0,\"D\",IF(E32>0,\"C\",IF(D32>0,\"B\",IF(C32>0,\"A\",IF(B32>0,\"N\",\"\"))))))","v":""}]
[]
["Communication and Interaction"]
["Expressive Language","No identified needs. Can use language for a range of purposes.","Limited Vocabulary when compared to peers.","Some delay to expressive language e.g. very limited vocabulary and/or grammar immaturities in comparison with similar aged peers.","Uses verbal language spontaneously but language hard to understand due to speech production diffculties.","Significantly delayed communication and/or language development that inhibit regular participation and contibution to activities in classroom setting.  Uses a selective range of vocabulary or responses (learnt phrases).","Uses gesture/signs or symbols/pictures/photos as main means of communication.  Little or no functional expressive language, may name a few items but unable to make requests, echoes language without meaning.",null,null,{"$f":"IF(G35>0,\"E\",IF(F35>0,\"D\",IF(E35>0,\"C\",IF(D35>0,\"B\",IF(C35>0,\"A\",IF(B35>0,\"N\",\"\"))))))","v":""}]
[]
["Receptive Language","No identified needs.","Understands most verbal language with occasional difficulties understanding ambiguities. Benefits from instructions being specific.","Some difficulties in following and understanding instructions. Requires some instructions to be repeated/simplified.  ","Difficulties in following and understanding instructions. Requires all instructions to be repeated/simplified. ","Significant difficulties in following instructions. Requires instructions to be supported through signs and gestures.","Understands through signs/symbols/through gesture/pictures or photos.",null,null,{"$f":"IF(G37>0,\"E\",IF(F37>0,\"D\",IF(E37>0,\"C\",IF(D37>0,\"B\",IF(C37>0,\"A\",IF(B37>0,\"N\",\"\"))))))","v":""}]
[]
["Rigidity - Flexibility of thought","No identified needs.","Evidence of some inflexible thought though in most situations able to adapt to change without more than a prompt.","Some evidence of inflexible thought. Support is required to manage change in everyday school situations e.g. from lesson to lesson. Occasional repetitive behaviours seen which interfere with flexible learning.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.  Reliant on strategies such as objects of reference, visual timetable to move through the day.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.                                                                 ","Evidence of rigid thought, making the pupil totally inflexible and unable to cope with change, resulting in an extreme response.",null,null,{"$f":"IF(G39>0,\"E\",IF(F39>0,\"D\",IF(E39>0,\"C\",IF(D39>0,\"B\",IF(C39>0,\"A\",IF(B39>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory Processing","No identified needs","Some sensory processing difficulties that have neglible interference with classroom activities, once reasonable adjustments made.","Sensory processing impacts on learning e.g. resistant to touching certain textures.","Sensory processing interferes with school day e.g. unable to tolerate messy hands, puts hand over ears to certain noises, constantly chewing toys / equipment.","Unusual and frequent response to some sensory stimuli. Requires major adjusment, linked to complex sensory profile.","Extreme and frequent response to a wide range of sensory stiumli.",null,null,{"$f":"IF(G41>0,\"E\",IF(F41>0,\"D\",IF(E41>0,\"C\",IF(D41>0,\"B\",IF(C41>0,\"A\",IF(B41>0,\"N\",\"\"))))))","v":""}]
[]
["Social Interaction Needs (use this row if social needs are mainly due to communication and interaction needs)","No identified needs.   Aware of others' needs.","Can interact in class but C and I diffciulties means maintaining friendships oytside of class dfifficult","Can interact in a structured small group independently. May interrupt others, repeatedly asks same questions etc. Limited range of interests.","Difficulties with interaction.  Is able to work in small groups with some support.","Significant difficulties with interaction.  Does not interact with other peers. Following own agenda and unable to notice or attend to class activities without support.  ","Significant difficulties with interaction. Lack of interest in peers. Poor toleration of others.  Following own agenda with at least 50% of time away from the main group.",null,null,{"$f":"IF(G43>0,\"E\",IF(F43>0,\"D\",IF(E43>0,\"C\",IF(D43>0,\"B\",IF(C43>0,\"A\",IF(B43>0,\"N\",\"\"))))))","v":""}]
[]
["Social Emotional and Mental Health Needs"]
["SEMH -  Risk to Self and Others                             ","No risk to self or others.","Occasional infrequent incidents but generally no risk to self or others.","Some behaviour which may be injurious or endanger self/others on an approximate weekly basis.","A pattern of frequent (more than one a week) behaviours which may be injurious or endanger self/others, resulting in some social isolation and rejection.","A sustained pattern (approximately daily) of behaviours resulting in significant risk of harm to self/others.\n\n","Exceptional safeguarding concerns. Evidence demonstrates a high risk of significant harm as a consequence of SEMH issues.",null,null,{"$f":"IF(G46>0,\"E\",IF(F46>0,\"D\",IF(E46>0,\"C\",IF(D46>0,\"B\",IF(C46>0,\"A\",IF(B46>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH - Emotional Health and Well being\n\n","No identified needs.","Emotional health and wellbeing needs are not a significant barrier to learning.","Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning.  Without familiar & consistent adult support, anxiety significantly limits ability to recognise and manage emotional responses.","A pattern of frequent (more than one a week) disruption to social and emotional wellbeing, resulting in regular impact on learning.  Mood is frequently very low, affecting self-esteem and limiting ability to engage. Anxiety significantly affects ability to engage in everyday life, including family life."," A pattern of extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness/ stress. Possible prolonged periods of absence/disengagement.","Complete disruption to social and emotional state, leading to extreme isolation and disengagement.",null,null,{"$f":"IF(G48>0,\"E\",IF(F48>0,\"D\",IF(E48>0,\"C\",IF(D48>0,\"B\",IF(C48>0,\"A\",IF(B48>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH – Relationships (use this rown is social needs due to SEMH needs and not C and I)\n","No identified needs - positive friendship groups.","The young person\noften falls out with\nfriends and peers, but\ndoes have a consistent\ngroup of friends or friendship\n","Some difficulties in making and maintaining friendships and relationships, despite adult support intended to prevent social isolation.","Frequent and persistent difficulties in making and maintaining appropriate relationships, despite adult support intended to prevent social isolation. ","A pattern of extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with disengagement from education, social and family life.","Little evidence of positive social relationships, resulting in extreme social isolation, vulnerability and disengagement.",null,null,{"$f":"IF(G50>0,\"E\",IF(F50>0,\"D\",IF(E50>0,\"C\",IF(D50>0,\"B\",IF(C50>0,\"A\",IF(B50>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory and Physical Needs"]
["Visual Impairment","No identified needs.","Diagnosed visual impairment that has no implications to access to curriculum","Mild visual impairment requiring simple measure to modify the classroom environment and requiring some modification of near vision materials if below N12 font size.","Moderate visual impairment requiring specialist measures with regard to modification to classroom environment and for access to near and/or distance curriculum reserources.","Severe visual impairment requiring significant modification for all curriculum resources and specialist measures to ensure safe access to the classroom environment.","Tactile learner.  Uses tactile or alternative approaches to learning.  Typically will require significant adaptations to the school environment and to the curriculum.",null,null,{"$f":"IF(G53>0,\"E\",IF(F53>0,\"D\",IF(E53>0,\"C\",IF(D53>0,\"B\",IF(C53>0,\"A\",IF(B53>0,\"N\",\"\"))))))","v":""}]
[]
["Hearing impairment","No identified needs.","Mild hearing loss in both ears - able to access the curriculum through audiological equipment.","Moderate hearing loss - can access the curriculum through audiological equipment.","Moderate to severe HI. Requires some additional communication strategies and language modification to access the curriculum.","Severe hearing loss.  Requires significant additional communication strategies, language modification or SSE/BSL interpretation to access much of the curriculum.","Profound HI. Requires intensive specialist and targeted support to develop language.  Requires fulltime BSL or SSE interpretation to access the curriculum.",null,null,{"$f":"IF(G55>0,\"E\",IF(F55>0,\"D\",IF(E55>0,\"C\",IF(D55>0,\"B\",IF(C55>0,\"A\",IF(B55>0,\"N\",\"\"))))))","v":""}]
[]
["Physical Needs/Mobility Needs/Self-Help","No identified Needs","Some delay in fine and gross motor skills requiring some adult intervention","Has care or mobility needs requiring some daily adult intervention. Pupil may have a personal and intimate care plan/ manual handling plan.","Has care or mobility needs requiring significant adult intervention more than once a day. Pupil will have a personal and intimate care plan / manual handling plan.","Has care or mobility needs requiring extensive adult support. Requires support for recording work and for access to practical subjects/activities in the curriculum.","Pupil is totally dependent on adult support to meet all care or mobility needs. Some interventions will require support from more than one adult e.g. hoisting",null,null,{"$f":"IF(G57>0,\"E\",IF(F57>0,\"D\",IF(E57>0,\"C\",IF(D57>0,\"B\",IF(C57>0,\"A\",IF(B57>0,\"N\",\"\"))))))","v":""}]
[]
["Medical Needs (Note - a diagnosis such as ADHD, ASD does not need to be recorded here)","No identified Needs","Weekly minor medical intervention required.","Has medical needs requiring  adult intervention of no more than 30 minutes per day.","Has medical needs requiring significant adult intervention (up to 1 hour per day). Pupil will have a health care plan. ","Pupil has medical needs requiring extensive adult support.  Pupil will require supervisory support to ensure immediate intervention is available in forseen, life threatening circumstances which may occur at any time.","Pupil is totally dependent on adult support to meet all medical needs. Some interventions will require support from more than one adult.",null,null,{"$f":"IF(G59>0,\"E\",IF(F59>0,\"D\",IF(E59>0,\"C\",IF(D59>0,\"B\",IF(C59>0,\"A\",IF(B59>0,\"N\",\"\"))))))","v":""}]
[]
[]
[null,"Additional information (optional) – please add here. if request is being made outside expected year groups, please add context here."]

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[{"$f":"TODAY()","v":"2025-10-09"}]
[null,null,null,"HLN Secondary Application Form Version: 3.00"]
[]
[]
[]
[null,"Pupil Details",null,"Further Information",null,"Attendance"]
[null,"Surname",null,"Lives in City",null,"Sessions Offered (10/5/state other)"]
[null,"First name",null,"Date of Admission",null,"Last Year - Autumn %"]
[null,"UPN",null,"Previous Setting (if applicable)",null,"Last Year - Spring %"]
[null,"Date of Birth",null,"School confidential file",null,"Last Year - Summer %"]
[null,"Age",{"$f":"IF(C7>0,(DATEDIF(C10,Summary!C4,\"Y\") & \" Years, \" & DATEDIF(C10,Summary!C4,\"YM\") & \" Months, \" & DATEDIF(C10,Summary!C4,\"MD\") & \" Days\"),\"\")","v":""},"Safeguarding issues",null,"Current Year - Autumn %"]
[null,"Yr Group",null,"Child Protection Register ",null,"Current Year - Spring %"]
[null,"Calculated Yr Group",{"$f":"school_year(A1,C10)","v":"121"},"Looked After (LAC)",null,"Current Year - Summer %"]
[null,"Gender",null,"Child In Need"]
[null,"CoP Stage",null,"CAF",null,"Fixed Term Exclusions - No of Days"]
[null,"Primary Need",null,"Health Intervention",null,"Last Year - Autumn"]
[null,"Secondary Need",null,null,null,"Last Year - Spring"]
[null,"Current HLN level",null,"Current Attainment",null,"Last Year - Summer"]
[null,"Panel Last Request",null,"Date Assessment",null,"Current Year - Autumn"]
[null,"Moderation",null,"Literacy: S & L",null,"Current Year - Spring"]
[null,"Moderated",null,"Literacy: Reading",null,"Current Year - Summer"]
[null,"By",null,"Literacy: Writing"]
[null,"Date",null,"Numeracy"]
[]
[null,"For each of the 14 areas of need in the grid below, please type a number 1 in the yellow cell below the best fit descriptor"]
[]
[null,"No SENS","A","B","C","D","E"]
["Cognition and Learning",null,null,null,null,null,null,"Pupil Needs: Enter a short description where needs have been identified to provide brief outline of how these needs present in setting.","Evidence:"]
["Attainment and Progress","No identified Needs.","With additional support/differentiation, attainment is within expected levels.","Attainment is at lower level than majority of peers even with some additional support. Progress is at slower rate than majority of peers. ","Attainment is significantly lower than majority of peers.  Predicted that the young person unlikley to achieve any GCSE grades 1-9","Attainment is very significantly lower than majority of peers.  There is very little and very slow progress, even with high levels of intervention.  ","Young person would be considered as a child with profound and multiple learning difficulties.  ",null,null,{"$f":"IF(G30>0,\"E\",IF(F30>0,\"D\",IF(E30>0,\"C\",IF(D30>0,\"B\",IF(C30>0,\"A\",IF(B30>0,\"N\",\"\"))))))","v":""}]
[]
["Curriculum Access","No identified needs.","Is able to independently participate in and access all classrooms/settings and activities with some additional class teacher intervention where required.","Is able independently to participate in most classrooms/settings and routines. Some difficulties with maintaining attention to task evident.","Is able independently to participate in  small group settings and activities. Needs ongoing support to start and finish a task.                                              ","Is only able to independently participate in some small groups and activities.","Totally dependent on adult support to engage with any learning.                                                                                          ",null,null,{"$f":"IF(G32>0,\"E\",IF(F32>0,\"D\",IF(E32>0,\"C\",IF(D32>0,\"B\",IF(C32>0,\"A\",IF(B32>0,\"N\",\"\"))))))","v":""}]
[]
["Communication and Interaction"]
["Expressive Language","No identified needs. Can use language for a range of purposes.","Limited Vocabulary when compared to peers.","Some delay to expressive language e.g. very limited vocabulary and/or grammar immaturities in comparison with similar aged peers.","Uses verbal language spontaneously but language hard to understand due to speech production diffculties.","Significantly delayed communication and/or language development that inhibit regular participation and contibution to activities in classroom setting.  Uses a selective range of vocabulary or responses (learnt phrases).","Uses gesture/signs or symbols/pictures/photos as main means of communication.  Little or no functional expressive language, may name a few items but unable to make requests, echoes language without meaning.",null,null,{"$f":"IF(G35>0,\"E\",IF(F35>0,\"D\",IF(E35>0,\"C\",IF(D35>0,\"B\",IF(C35>0,\"A\",IF(B35>0,\"N\",\"\"))))))","v":""}]
[]
["Receptive Language","No identified needs.","Understands most verbal language with occasional difficulties understanding ambiguities. Benefits from instructions being specific.","Some difficulties in following and understanding instructions. Requires some instructions to be repeated/simplified.  ","Difficulties in following and understanding instructions. Requires all instructions to be repeated/simplified. ","Significant difficulties in following instructions. Requires instructions to be supported through signs and gestures.","Understands through signs/symbols/through gesture/pictures or photos.",null,null,{"$f":"IF(G37>0,\"E\",IF(F37>0,\"D\",IF(E37>0,\"C\",IF(D37>0,\"B\",IF(C37>0,\"A\",IF(B37>0,\"N\",\"\"))))))","v":""}]
[]
["Rigidity - Flexibility of thought","No identified needs.","Evidence of some inflexible thought though in most situations able to adapt to change without more than a prompt.","Some evidence of inflexible thought. Support is required to manage change in everyday school situations e.g. from lesson to lesson. Occasional repetitive behaviours seen which interfere with flexible learning.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.  Reliant on strategies such as objects of reference, visual timetable to move through the day.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.                                                                 ","Evidence of rigid thought, making the pupil totally inflexible and unable to cope with change, resulting in an extreme response.",null,null,{"$f":"IF(G39>0,\"E\",IF(F39>0,\"D\",IF(E39>0,\"C\",IF(D39>0,\"B\",IF(C39>0,\"A\",IF(B39>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory Processing","No identified needs","Some sensory processing difficulties that have neglible interference with classroom activities, once reasonable adjustments made.","Sensory processing impacts on learning e.g. resistant to touching certain textures.","Sensory processing interferes with school day e.g. unable to tolerate messy hands, puts hand over ears to certain noises, constantly chewing toys / equipment.","Unusual and frequent response to some sensory stimuli. Requires major adjusment, linked to complex sensory profile.","Extreme and frequent response to a wide range of sensory stiumli.",null,null,{"$f":"IF(G41>0,\"E\",IF(F41>0,\"D\",IF(E41>0,\"C\",IF(D41>0,\"B\",IF(C41>0,\"A\",IF(B41>0,\"N\",\"\"))))))","v":""}]
[]
["Social Interaction Needs (use this row if social needs are mainly due to communication and interaction needs)","No identified needs.   Aware of others' needs.","Can interact in class but C and I diffciulties means maintaining friendships oytside of class dfifficult","Can interact in a structured small group independently. May interrupt others, repeatedly asks same questions etc. Limited range of interests.","Difficulties with interaction.  Is able to work in small groups with some support.","Significant difficulties with interaction.  Does not interact with other peers. Following own agenda and unable to notice or attend to class activities without support.  ","Significant difficulties with interaction. Lack of interest in peers. Poor toleration of others.  Following own agenda with at least 50% of time away from the main group.",null,null,{"$f":"IF(G43>0,\"E\",IF(F43>0,\"D\",IF(E43>0,\"C\",IF(D43>0,\"B\",IF(C43>0,\"A\",IF(B43>0,\"N\",\"\"))))))","v":""}]
[]
["Social Emotional and Mental Health Needs"]
["SEMH -  Risk to Self and Others                             ","No risk to self or others.","Occasional infrequent incidents but generally no risk to self or others.","Some behaviour which may be injurious or endanger self/others on an approximate weekly basis.","A pattern of frequent (more than one a week) behaviours which may be injurious or endanger self/others, resulting in some social isolation and rejection.","A sustained pattern (approximately daily) of behaviours resulting in significant risk of harm to self/others.\n\n","Exceptional safeguarding concerns. Evidence demonstrates a high risk of significant harm as a consequence of SEMH issues.",null,null,{"$f":"IF(G46>0,\"E\",IF(F46>0,\"D\",IF(E46>0,\"C\",IF(D46>0,\"B\",IF(C46>0,\"A\",IF(B46>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH - Emotional Health and Well being\n\n","No identified needs.","Emotional health and wellbeing needs are not a significant barrier to learning.","Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning.  Without familiar & consistent adult support, anxiety significantly limits ability to recognise and manage emotional responses.","A pattern of frequent (more than one a week) disruption to social and emotional wellbeing, resulting in regular impact on learning.  Mood is frequently very low, affecting self-esteem and limiting ability to engage. Anxiety significantly affects ability to engage in everyday life, including family life."," A pattern of extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness/ stress. Possible prolonged periods of absence/disengagement.","Complete disruption to social and emotional state, leading to extreme isolation and disengagement.",null,null,{"$f":"IF(G48>0,\"E\",IF(F48>0,\"D\",IF(E48>0,\"C\",IF(D48>0,\"B\",IF(C48>0,\"A\",IF(B48>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH – Relationships (use this rown is social needs due to SEMH needs and not C and I)\n","No identified needs - positive friendship groups.","The young person\noften falls out with\nfriends and peers, but\ndoes have a consistent\ngroup of friends or friendship\n","Some difficulties in making and maintaining friendships and relationships, despite adult support intended to prevent social isolation.","Frequent and persistent difficulties in making and maintaining appropriate relationships, despite adult support intended to prevent social isolation. ","A pattern of extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with disengagement from education, social and family life.","Little evidence of positive social relationships, resulting in extreme social isolation, vulnerability and disengagement.",null,null,{"$f":"IF(G50>0,\"E\",IF(F50>0,\"D\",IF(E50>0,\"C\",IF(D50>0,\"B\",IF(C50>0,\"A\",IF(B50>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory and Physical Needs"]
["Visual Impairment","No identified needs.","Diagnosed visual impairment that has no implications to access to curriculum","Mild visual impairment requiring simple measure to modify the classroom environment and requiring some modification of near vision materials if below N12 font size.","Moderate visual impairment requiring specialist measures with regard to modification to classroom environment and for access to near and/or distance curriculum reserources.","Severe visual impairment requiring significant modification for all curriculum resources and specialist measures to ensure safe access to the classroom environment.","Tactile learner.  Uses tactile or alternative approaches to learning.  Typically will require significant adaptations to the school environment and to the curriculum.",null,null,{"$f":"IF(G53>0,\"E\",IF(F53>0,\"D\",IF(E53>0,\"C\",IF(D53>0,\"B\",IF(C53>0,\"A\",IF(B53>0,\"N\",\"\"))))))","v":""}]
[]
["Hearing impairment","No identified needs.","Mild hearing loss in both ears - able to access the curriculum through audiological equipment.","Moderate hearing loss - can access the curriculum through audiological equipment.","Moderate to severe HI. Requires some additional communication strategies and language modification to access the curriculum.","Severe hearing loss.  Requires significant additional communication strategies, language modification or SSE/BSL interpretation to access much of the curriculum.","Profound HI. Requires intensive specialist and targeted support to develop language.  Requires fulltime BSL or SSE interpretation to access the curriculum.",null,null,{"$f":"IF(G55>0,\"E\",IF(F55>0,\"D\",IF(E55>0,\"C\",IF(D55>0,\"B\",IF(C55>0,\"A\",IF(B55>0,\"N\",\"\"))))))","v":""}]
[]
["Physical Needs/Mobility Needs/Self-Help","No identified Needs","Some delay in fine and gross motor skills requiring some adult intervention","Has care or mobility needs requiring some daily adult intervention. Pupil may have a personal and intimate care plan/ manual handling plan.","Has care or mobility needs requiring significant adult intervention more than once a day. Pupil will have a personal and intimate care plan / manual handling plan.","Has care or mobility needs requiring extensive adult support. Requires support for recording work and for access to practical subjects/activities in the curriculum.","Pupil is totally dependent on adult support to meet all care or mobility needs. Some interventions will require support from more than one adult e.g. hoisting",null,null,{"$f":"IF(G57>0,\"E\",IF(F57>0,\"D\",IF(E57>0,\"C\",IF(D57>0,\"B\",IF(C57>0,\"A\",IF(B57>0,\"N\",\"\"))))))","v":""}]
[]
["Medical Needs (Note - a diagnosis such as ADHD, ASD does not need to be recorded here)","No identified Needs","Weekly minor medical intervention required.","Has medical needs requiring  adult intervention of no more than 30 minutes per day.","Has medical needs requiring significant adult intervention (up to 1 hour per day). Pupil will have a health care plan. ","Pupil has medical needs requiring extensive adult support.  Pupil will require supervisory support to ensure immediate intervention is available in forseen, life threatening circumstances which may occur at any time.","Pupil is totally dependent on adult support to meet all medical needs. Some interventions will require support from more than one adult.",null,null,{"$f":"IF(G59>0,\"E\",IF(F59>0,\"D\",IF(E59>0,\"C\",IF(D59>0,\"B\",IF(C59>0,\"A\",IF(B59>0,\"N\",\"\"))))))","v":""}]
[]
[]
[null,"Additional information (optional) – please add here. if request is being made outside expected year groups, please add context here."]

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[{"$f":"TODAY()","v":"2025-10-09"}]
[null,null,null,"HLN Secondary Application Form Version: 3.00"]
[]
[]
[]
[null,"Pupil Details",null,"Further Information",null,"Attendance"]
[null,"Surname",null,"Lives in City",null,"Sessions Offered (10/5/state other)"]
[null,"First name",null,"Date of Admission",null,"Last Year - Autumn %"]
[null,"UPN",null,"Previous Setting (if applicable)",null,"Last Year - Spring %"]
[null,"Date of Birth",null,"School confidential file",null,"Last Year - Summer %"]
[null,"Age",{"$f":"IF(C7>0,(DATEDIF(C10,Summary!C4,\"Y\") & \" Years, \" & DATEDIF(C10,Summary!C4,\"YM\") & \" Months, \" & DATEDIF(C10,Summary!C4,\"MD\") & \" Days\"),\"\")","v":""},"Safeguarding issues",null,"Current Year - Autumn %"]
[null,"Yr Group",null,"Child Protection Register ",null,"Current Year - Spring %"]
[null,"Calculated Yr Group",{"$f":"school_year(A1,C10)","v":"121"},"Looked After (LAC)",null,"Current Year - Summer %"]
[null,"Gender",null,"Child In Need"]
[null,"CoP Stage",null,"CAF",null,"Fixed Term Exclusions - No of Days"]
[null,"Primary Need",null,"Health Intervention",null,"Last Year - Autumn"]
[null,"Secondary Need",null,null,null,"Last Year - Spring"]
[null,"Current HLN level",null,"Current Attainment",null,"Last Year - Summer"]
[null,"Panel Last Request",null,"Date Assessment",null,"Current Year - Autumn"]
[null,"Moderation",null,"Literacy: S & L",null,"Current Year - Spring"]
[null,"Moderated",null,"Literacy: Reading",null,"Current Year - Summer"]
[null,"By",null,"Literacy: Writing"]
[null,"Date",null,"Numeracy"]
[]
[null,"For each of the 14 areas of need in the grid below, please type a number 1 in the yellow cell below the best fit descriptor"]
[]
[null,"No SENS","A","B","C","D","E"]
["Cognition and Learning",null,null,null,null,null,null,"Pupil Needs: Enter a short description where needs have been identified to provide brief outline of how these needs present in setting.","Evidence:"]
["Attainment and Progress","No identified Needs.","With additional support/differentiation, attainment is within expected levels.","Attainment is at lower level than majority of peers even with some additional support. Progress is at slower rate than majority of peers. ","Attainment is significantly lower than majority of peers.  Predicted that the young person unlikley to achieve any GCSE grades 1-9","Attainment is very significantly lower than majority of peers.  There is very little and very slow progress, even with high levels of intervention.  ","Young person would be considered as a child with profound and multiple learning difficulties.  ",null,null,{"$f":"IF(G30>0,\"E\",IF(F30>0,\"D\",IF(E30>0,\"C\",IF(D30>0,\"B\",IF(C30>0,\"A\",IF(B30>0,\"N\",\"\"))))))","v":""}]
[]
["Curriculum Access","No identified needs.","Is able to independently participate in and access all classrooms/settings and activities with some additional class teacher intervention where required.","Is able independently to participate in most classrooms/settings and routines. Some difficulties with maintaining attention to task evident.","Is able independently to participate in  small group settings and activities. Needs ongoing support to start and finish a task.                                              ","Is only able to independently participate in some small groups and activities.","Totally dependent on adult support to engage with any learning.                                                                                          ",null,null,{"$f":"IF(G32>0,\"E\",IF(F32>0,\"D\",IF(E32>0,\"C\",IF(D32>0,\"B\",IF(C32>0,\"A\",IF(B32>0,\"N\",\"\"))))))","v":""}]
[]
["Communication and Interaction"]
["Expressive Language","No identified needs. Can use language for a range of purposes.","Limited Vocabulary when compared to peers.","Some delay to expressive language e.g. very limited vocabulary and/or grammar immaturities in comparison with similar aged peers.","Uses verbal language spontaneously but language hard to understand due to speech production diffculties.","Significantly delayed communication and/or language development that inhibit regular participation and contibution to activities in classroom setting.  Uses a selective range of vocabulary or responses (learnt phrases).","Uses gesture/signs or symbols/pictures/photos as main means of communication.  Little or no functional expressive language, may name a few items but unable to make requests, echoes language without meaning.",null,null,{"$f":"IF(G35>0,\"E\",IF(F35>0,\"D\",IF(E35>0,\"C\",IF(D35>0,\"B\",IF(C35>0,\"A\",IF(B35>0,\"N\",\"\"))))))","v":""}]
[]
["Receptive Language","No identified needs.","Understands most verbal language with occasional difficulties understanding ambiguities. Benefits from instructions being specific.","Some difficulties in following and understanding instructions. Requires some instructions to be repeated/simplified.  ","Difficulties in following and understanding instructions. Requires all instructions to be repeated/simplified. ","Significant difficulties in following instructions. Requires instructions to be supported through signs and gestures.","Understands through signs/symbols/through gesture/pictures or photos.",null,null,{"$f":"IF(G37>0,\"E\",IF(F37>0,\"D\",IF(E37>0,\"C\",IF(D37>0,\"B\",IF(C37>0,\"A\",IF(B37>0,\"N\",\"\"))))))","v":""}]
[]
["Rigidity - Flexibility of thought","No identified needs.","Evidence of some inflexible thought though in most situations able to adapt to change without more than a prompt.","Some evidence of inflexible thought. Support is required to manage change in everyday school situations e.g. from lesson to lesson. Occasional repetitive behaviours seen which interfere with flexible learning.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.  Reliant on strategies such as objects of reference, visual timetable to move through the day.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.                                                                 ","Evidence of rigid thought, making the pupil totally inflexible and unable to cope with change, resulting in an extreme response.",null,null,{"$f":"IF(G39>0,\"E\",IF(F39>0,\"D\",IF(E39>0,\"C\",IF(D39>0,\"B\",IF(C39>0,\"A\",IF(B39>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory Processing","No identified needs","Some sensory processing difficulties that have neglible interference with classroom activities, once reasonable adjustments made.","Sensory processing impacts on learning e.g. resistant to touching certain textures.","Sensory processing interferes with school day e.g. unable to tolerate messy hands, puts hand over ears to certain noises, constantly chewing toys / equipment.","Unusual and frequent response to some sensory stimuli. Requires major adjusment, linked to complex sensory profile.","Extreme and frequent response to a wide range of sensory stiumli.",null,null,{"$f":"IF(G41>0,\"E\",IF(F41>0,\"D\",IF(E41>0,\"C\",IF(D41>0,\"B\",IF(C41>0,\"A\",IF(B41>0,\"N\",\"\"))))))","v":""}]
[]
["Social Interaction Needs (use this row if social needs are mainly due to communication and interaction needs)","No identified needs.   Aware of others' needs.","Can interact in class but C and I diffciulties means maintaining friendships oytside of class dfifficult","Can interact in a structured small group independently. May interrupt others, repeatedly asks same questions etc. Limited range of interests.","Difficulties with interaction.  Is able to work in small groups with some support.","Significant difficulties with interaction.  Does not interact with other peers. Following own agenda and unable to notice or attend to class activities without support.  ","Significant difficulties with interaction. Lack of interest in peers. Poor toleration of others.  Following own agenda with at least 50% of time away from the main group.",null,null,{"$f":"IF(G43>0,\"E\",IF(F43>0,\"D\",IF(E43>0,\"C\",IF(D43>0,\"B\",IF(C43>0,\"A\",IF(B43>0,\"N\",\"\"))))))","v":""}]
[]
["Social Emotional and Mental Health Needs"]
["SEMH -  Risk to Self and Others                             ","No risk to self or others.","Occasional infrequent incidents but generally no risk to self or others.","Some behaviour which may be injurious or endanger self/others on an approximate weekly basis.","A pattern of frequent (more than one a week) behaviours which may be injurious or endanger self/others, resulting in some social isolation and rejection.","A sustained pattern (approximately daily) of behaviours resulting in significant risk of harm to self/others.\n\n","Exceptional safeguarding concerns. Evidence demonstrates a high risk of significant harm as a consequence of SEMH issues.",null,null,{"$f":"IF(G46>0,\"E\",IF(F46>0,\"D\",IF(E46>0,\"C\",IF(D46>0,\"B\",IF(C46>0,\"A\",IF(B46>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH - Emotional Health and Well being\n\n","No identified needs.","Emotional health and wellbeing needs are not a significant barrier to learning.","Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning.  Without familiar & consistent adult support, anxiety significantly limits ability to recognise and manage emotional responses.","A pattern of frequent (more than one a week) disruption to social and emotional wellbeing, resulting in regular impact on learning.  Mood is frequently very low, affecting self-esteem and limiting ability to engage. Anxiety significantly affects ability to engage in everyday life, including family life."," A pattern of extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness/ stress. Possible prolonged periods of absence/disengagement.","Complete disruption to social and emotional state, leading to extreme isolation and disengagement.",null,null,{"$f":"IF(G48>0,\"E\",IF(F48>0,\"D\",IF(E48>0,\"C\",IF(D48>0,\"B\",IF(C48>0,\"A\",IF(B48>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH – Relationships (use this rown is social needs due to SEMH needs and not C and I)\n","No identified needs - positive friendship groups.","The young person\noften falls out with\nfriends and peers, but\ndoes have a consistent\ngroup of friends or friendship\n","Some difficulties in making and maintaining friendships and relationships, despite adult support intended to prevent social isolation.","Frequent and persistent difficulties in making and maintaining appropriate relationships, despite adult support intended to prevent social isolation. ","A pattern of extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with disengagement from education, social and family life.","Little evidence of positive social relationships, resulting in extreme social isolation, vulnerability and disengagement.",null,null,{"$f":"IF(G50>0,\"E\",IF(F50>0,\"D\",IF(E50>0,\"C\",IF(D50>0,\"B\",IF(C50>0,\"A\",IF(B50>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory and Physical Needs"]
["Visual Impairment","No identified needs.","Diagnosed visual impairment that has no implications to access to curriculum","Mild visual impairment requiring simple measure to modify the classroom environment and requiring some modification of near vision materials if below N12 font size.","Moderate visual impairment requiring specialist measures with regard to modification to classroom environment and for access to near and/or distance curriculum reserources.","Severe visual impairment requiring significant modification for all curriculum resources and specialist measures to ensure safe access to the classroom environment.","Tactile learner.  Uses tactile or alternative approaches to learning.  Typically will require significant adaptations to the school environment and to the curriculum.",null,null,{"$f":"IF(G53>0,\"E\",IF(F53>0,\"D\",IF(E53>0,\"C\",IF(D53>0,\"B\",IF(C53>0,\"A\",IF(B53>0,\"N\",\"\"))))))","v":""}]
[]
["Hearing impairment","No identified needs.","Mild hearing loss in both ears - able to access the curriculum through audiological equipment.","Moderate hearing loss - can access the curriculum through audiological equipment.","Moderate to severe HI. Requires some additional communication strategies and language modification to access the curriculum.","Severe hearing loss.  Requires significant additional communication strategies, language modification or SSE/BSL interpretation to access much of the curriculum.","Profound HI. Requires intensive specialist and targeted support to develop language.  Requires fulltime BSL or SSE interpretation to access the curriculum.",null,null,{"$f":"IF(G55>0,\"E\",IF(F55>0,\"D\",IF(E55>0,\"C\",IF(D55>0,\"B\",IF(C55>0,\"A\",IF(B55>0,\"N\",\"\"))))))","v":""}]
[]
["Physical Needs/Mobility Needs/Self-Help","No identified Needs","Some delay in fine and gross motor skills requiring some adult intervention","Has care or mobility needs requiring some daily adult intervention. Pupil may have a personal and intimate care plan/ manual handling plan.","Has care or mobility needs requiring significant adult intervention more than once a day. Pupil will have a personal and intimate care plan / manual handling plan.","Has care or mobility needs requiring extensive adult support. Requires support for recording work and for access to practical subjects/activities in the curriculum.","Pupil is totally dependent on adult support to meet all care or mobility needs. Some interventions will require support from more than one adult e.g. hoisting",null,null,{"$f":"IF(G57>0,\"E\",IF(F57>0,\"D\",IF(E57>0,\"C\",IF(D57>0,\"B\",IF(C57>0,\"A\",IF(B57>0,\"N\",\"\"))))))","v":""}]
[]
["Medical Needs (Note - a diagnosis such as ADHD, ASD does not need to be recorded here)","No identified Needs","Weekly minor medical intervention required.","Has medical needs requiring  adult intervention of no more than 30 minutes per day.","Has medical needs requiring significant adult intervention (up to 1 hour per day). Pupil will have a health care plan. ","Pupil has medical needs requiring extensive adult support.  Pupil will require supervisory support to ensure immediate intervention is available in forseen, life threatening circumstances which may occur at any time.","Pupil is totally dependent on adult support to meet all medical needs. Some interventions will require support from more than one adult.",null,null,{"$f":"IF(G59>0,\"E\",IF(F59>0,\"D\",IF(E59>0,\"C\",IF(D59>0,\"B\",IF(C59>0,\"A\",IF(B59>0,\"N\",\"\"))))))","v":""}]
[]
[]
[null,"Additional information (optional) – please add here. if request is being made outside expected year groups, please add context here."]

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[{"$f":"TODAY()","v":"2025-10-09"}]
[null,null,null,"HLN Secondary Application Form Version: 3.00"]
[]
[]
[]
[null,"Pupil Details",null,"Further Information",null,"Attendance"]
[null,"Surname",null,"Lives in City",null,"Sessions Offered (10/5/state other)"]
[null,"First name",null,"Date of Admission",null,"Last Year - Autumn %"]
[null,"UPN",null,"Previous Setting (if applicable)",null,"Last Year - Spring %"]
[null,"Date of Birth",null,"School confidential file",null,"Last Year - Summer %"]
[null,"Age",{"$f":"IF(C7>0,(DATEDIF(C10,Summary!C4,\"Y\") & \" Years, \" & DATEDIF(C10,Summary!C4,\"YM\") & \" Months, \" & DATEDIF(C10,Summary!C4,\"MD\") & \" Days\"),\"\")","v":""},"Safeguarding issues",null,"Current Year - Autumn %"]
[null,"Yr Group",null,"Child Protection Register ",null,"Current Year - Spring %"]
[null,"Calculated Yr Group",{"$f":"school_year(A1,C10)","v":"121"},"Looked After (LAC)",null,"Current Year - Summer %"]
[null,"Gender",null,"Child In Need"]
[null,"CoP Stage",null,"CAF",null,"Fixed Term Exclusions - No of Days"]
[null,"Primary Need",null,"Health Intervention",null,"Last Year - Autumn"]
[null,"Secondary Need",null,null,null,"Last Year - Spring"]
[null,"Current HLN level",null,"Current Attainment",null,"Last Year - Summer"]
[null,"Panel Last Request",null,"Date Assessment",null,"Current Year - Autumn"]
[null,"Moderation",null,"Literacy: S & L",null,"Current Year - Spring"]
[null,"Moderated",null,"Literacy: Reading",null,"Current Year - Summer"]
[null,"By",null,"Literacy: Writing"]
[null,"Date",null,"Numeracy"]
[]
[null,"For each of the 14 areas of need in the grid below, please type a number 1 in the yellow cell below the best fit descriptor"]
[]
[null,"No SENS","A","B","C","D","E"]
["Cognition and Learning",null,null,null,null,null,null,"Pupil Needs: Enter a short description where needs have been identified to provide brief outline of how these needs present in setting.","Evidence:"]
["Attainment and Progress","No identified Needs.","With additional support/differentiation, attainment is within expected levels.","Attainment is at lower level than majority of peers even with some additional support. Progress is at slower rate than majority of peers. ","Attainment is significantly lower than majority of peers.  Predicted that the young person unlikley to achieve any GCSE grades 1-9","Attainment is very significantly lower than majority of peers.  There is very little and very slow progress, even with high levels of intervention.  ","Young person would be considered as a child with profound and multiple learning difficulties.  ",null,null,{"$f":"IF(G30>0,\"E\",IF(F30>0,\"D\",IF(E30>0,\"C\",IF(D30>0,\"B\",IF(C30>0,\"A\",IF(B30>0,\"N\",\"\"))))))","v":""}]
[]
["Curriculum Access","No identified needs.","Is able to independently participate in and access all classrooms/settings and activities with some additional class teacher intervention where required.","Is able independently to participate in most classrooms/settings and routines. Some difficulties with maintaining attention to task evident.","Is able independently to participate in  small group settings and activities. Needs ongoing support to start and finish a task.                                              ","Is only able to independently participate in some small groups and activities.","Totally dependent on adult support to engage with any learning.                                                                                          ",null,null,{"$f":"IF(G32>0,\"E\",IF(F32>0,\"D\",IF(E32>0,\"C\",IF(D32>0,\"B\",IF(C32>0,\"A\",IF(B32>0,\"N\",\"\"))))))","v":""}]
[]
["Communication and Interaction"]
["Expressive Language","No identified needs. Can use language for a range of purposes.","Limited Vocabulary when compared to peers.","Some delay to expressive language e.g. very limited vocabulary and/or grammar immaturities in comparison with similar aged peers.","Uses verbal language spontaneously but language hard to understand due to speech production diffculties.","Significantly delayed communication and/or language development that inhibit regular participation and contibution to activities in classroom setting.  Uses a selective range of vocabulary or responses (learnt phrases).","Uses gesture/signs or symbols/pictures/photos as main means of communication.  Little or no functional expressive language, may name a few items but unable to make requests, echoes language without meaning.",null,null,{"$f":"IF(G35>0,\"E\",IF(F35>0,\"D\",IF(E35>0,\"C\",IF(D35>0,\"B\",IF(C35>0,\"A\",IF(B35>0,\"N\",\"\"))))))","v":""}]
[]
["Receptive Language","No identified needs.","Understands most verbal language with occasional difficulties understanding ambiguities. Benefits from instructions being specific.","Some difficulties in following and understanding instructions. Requires some instructions to be repeated/simplified.  ","Difficulties in following and understanding instructions. Requires all instructions to be repeated/simplified. ","Significant difficulties in following instructions. Requires instructions to be supported through signs and gestures.","Understands through signs/symbols/through gesture/pictures or photos.",null,null,{"$f":"IF(G37>0,\"E\",IF(F37>0,\"D\",IF(E37>0,\"C\",IF(D37>0,\"B\",IF(C37>0,\"A\",IF(B37>0,\"N\",\"\"))))))","v":""}]
[]
["Rigidity - Flexibility of thought","No identified needs.","Evidence of some inflexible thought though in most situations able to adapt to change without more than a prompt.","Some evidence of inflexible thought. Support is required to manage change in everyday school situations e.g. from lesson to lesson. Occasional repetitive behaviours seen which interfere with flexible learning.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.  Reliant on strategies such as objects of reference, visual timetable to move through the day.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.                                                                 ","Evidence of rigid thought, making the pupil totally inflexible and unable to cope with change, resulting in an extreme response.",null,null,{"$f":"IF(G39>0,\"E\",IF(F39>0,\"D\",IF(E39>0,\"C\",IF(D39>0,\"B\",IF(C39>0,\"A\",IF(B39>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory Processing","No identified needs","Some sensory processing difficulties that have neglible interference with classroom activities, once reasonable adjustments made.","Sensory processing impacts on learning e.g. resistant to touching certain textures.","Sensory processing interferes with school day e.g. unable to tolerate messy hands, puts hand over ears to certain noises, constantly chewing toys / equipment.","Unusual and frequent response to some sensory stimuli. Requires major adjusment, linked to complex sensory profile.","Extreme and frequent response to a wide range of sensory stiumli.",null,null,{"$f":"IF(G41>0,\"E\",IF(F41>0,\"D\",IF(E41>0,\"C\",IF(D41>0,\"B\",IF(C41>0,\"A\",IF(B41>0,\"N\",\"\"))))))","v":""}]
[]
["Social Interaction Needs (use this row if social needs are mainly due to communication and interaction needs)","No identified needs.   Aware of others' needs.","Can interact in class but C and I diffciulties means maintaining friendships oytside of class dfifficult","Can interact in a structured small group independently. May interrupt others, repeatedly asks same questions etc. Limited range of interests.","Difficulties with interaction.  Is able to work in small groups with some support.","Significant difficulties with interaction.  Does not interact with other peers. Following own agenda and unable to notice or attend to class activities without support.  ","Significant difficulties with interaction. Lack of interest in peers. Poor toleration of others.  Following own agenda with at least 50% of time away from the main group.",null,null,{"$f":"IF(G43>0,\"E\",IF(F43>0,\"D\",IF(E43>0,\"C\",IF(D43>0,\"B\",IF(C43>0,\"A\",IF(B43>0,\"N\",\"\"))))))","v":""}]
[]
["Social Emotional and Mental Health Needs"]
["SEMH -  Risk to Self and Others                             ","No risk to self or others.","Occasional infrequent incidents but generally no risk to self or others.","Some behaviour which may be injurious or endanger self/others on an approximate weekly basis.","A pattern of frequent (more than one a week) behaviours which may be injurious or endanger self/others, resulting in some social isolation and rejection.","A sustained pattern (approximately daily) of behaviours resulting in significant risk of harm to self/others.\n\n","Exceptional safeguarding concerns. Evidence demonstrates a high risk of significant harm as a consequence of SEMH issues.",null,null,{"$f":"IF(G46>0,\"E\",IF(F46>0,\"D\",IF(E46>0,\"C\",IF(D46>0,\"B\",IF(C46>0,\"A\",IF(B46>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH - Emotional Health and Well being\n\n","No identified needs.","Emotional health and wellbeing needs are not a significant barrier to learning.","Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning.  Without familiar & consistent adult support, anxiety significantly limits ability to recognise and manage emotional responses.","A pattern of frequent (more than one a week) disruption to social and emotional wellbeing, resulting in regular impact on learning.  Mood is frequently very low, affecting self-esteem and limiting ability to engage. Anxiety significantly affects ability to engage in everyday life, including family life."," A pattern of extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness/ stress. Possible prolonged periods of absence/disengagement.","Complete disruption to social and emotional state, leading to extreme isolation and disengagement.",null,null,{"$f":"IF(G48>0,\"E\",IF(F48>0,\"D\",IF(E48>0,\"C\",IF(D48>0,\"B\",IF(C48>0,\"A\",IF(B48>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH – Relationships (use this rown is social needs due to SEMH needs and not C and I)\n","No identified needs - positive friendship groups.","The young person\noften falls out with\nfriends and peers, but\ndoes have a consistent\ngroup of friends or friendship\n","Some difficulties in making and maintaining friendships and relationships, despite adult support intended to prevent social isolation.","Frequent and persistent difficulties in making and maintaining appropriate relationships, despite adult support intended to prevent social isolation. ","A pattern of extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with disengagement from education, social and family life.","Little evidence of positive social relationships, resulting in extreme social isolation, vulnerability and disengagement.",null,null,{"$f":"IF(G50>0,\"E\",IF(F50>0,\"D\",IF(E50>0,\"C\",IF(D50>0,\"B\",IF(C50>0,\"A\",IF(B50>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory and Physical Needs"]
["Visual Impairment","No identified needs.","Diagnosed visual impairment that has no implications to access to curriculum","Mild visual impairment requiring simple measure to modify the classroom environment and requiring some modification of near vision materials if below N12 font size.","Moderate visual impairment requiring specialist measures with regard to modification to classroom environment and for access to near and/or distance curriculum reserources.","Severe visual impairment requiring significant modification for all curriculum resources and specialist measures to ensure safe access to the classroom environment.","Tactile learner.  Uses tactile or alternative approaches to learning.  Typically will require significant adaptations to the school environment and to the curriculum.",null,null,{"$f":"IF(G53>0,\"E\",IF(F53>0,\"D\",IF(E53>0,\"C\",IF(D53>0,\"B\",IF(C53>0,\"A\",IF(B53>0,\"N\",\"\"))))))","v":""}]
[]
["Hearing impairment","No identified needs.","Mild hearing loss in both ears - able to access the curriculum through audiological equipment.","Moderate hearing loss - can access the curriculum through audiological equipment.","Moderate to severe HI. Requires some additional communication strategies and language modification to access the curriculum.","Severe hearing loss.  Requires significant additional communication strategies, language modification or SSE/BSL interpretation to access much of the curriculum.","Profound HI. Requires intensive specialist and targeted support to develop language.  Requires fulltime BSL or SSE interpretation to access the curriculum.",null,null,{"$f":"IF(G55>0,\"E\",IF(F55>0,\"D\",IF(E55>0,\"C\",IF(D55>0,\"B\",IF(C55>0,\"A\",IF(B55>0,\"N\",\"\"))))))","v":""}]
[]
["Physical Needs/Mobility Needs/Self-Help","No identified Needs","Some delay in fine and gross motor skills requiring some adult intervention","Has care or mobility needs requiring some daily adult intervention. Pupil may have a personal and intimate care plan/ manual handling plan.","Has care or mobility needs requiring significant adult intervention more than once a day. Pupil will have a personal and intimate care plan / manual handling plan.","Has care or mobility needs requiring extensive adult support. Requires support for recording work and for access to practical subjects/activities in the curriculum.","Pupil is totally dependent on adult support to meet all care or mobility needs. Some interventions will require support from more than one adult e.g. hoisting",null,null,{"$f":"IF(G57>0,\"E\",IF(F57>0,\"D\",IF(E57>0,\"C\",IF(D57>0,\"B\",IF(C57>0,\"A\",IF(B57>0,\"N\",\"\"))))))","v":""}]
[]
["Medical Needs (Note - a diagnosis such as ADHD, ASD does not need to be recorded here)","No identified Needs","Weekly minor medical intervention required.","Has medical needs requiring  adult intervention of no more than 30 minutes per day.","Has medical needs requiring significant adult intervention (up to 1 hour per day). Pupil will have a health care plan. ","Pupil has medical needs requiring extensive adult support.  Pupil will require supervisory support to ensure immediate intervention is available in forseen, life threatening circumstances which may occur at any time.","Pupil is totally dependent on adult support to meet all medical needs. Some interventions will require support from more than one adult.",null,null,{"$f":"IF(G59>0,\"E\",IF(F59>0,\"D\",IF(E59>0,\"C\",IF(D59>0,\"B\",IF(C59>0,\"A\",IF(B59>0,\"N\",\"\"))))))","v":""}]
[]
[]
[null,"Additional information (optional) – please add here. if request is being made outside expected year groups, please add context here."]

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[{"$f":"TODAY()","v":"2025-10-09"}]
[null,null,null,"HLN Secondary Application Form Version: 3.00"]
[]
[]
[]
[null,"Pupil Details",null,"Further Information",null,"Attendance"]
[null,"Surname",null,"Lives in City",null,"Sessions Offered (10/5/state other)"]
[null,"First name",null,"Date of Admission",null,"Last Year - Autumn %"]
[null,"UPN",null,"Previous Setting (if applicable)",null,"Last Year - Spring %"]
[null,"Date of Birth",null,"School confidential file",null,"Last Year - Summer %"]
[null,"Age",{"$f":"IF(C7>0,(DATEDIF(C10,Summary!C4,\"Y\") & \" Years, \" & DATEDIF(C10,Summary!C4,\"YM\") & \" Months, \" & DATEDIF(C10,Summary!C4,\"MD\") & \" Days\"),\"\")","v":""},"Safeguarding issues",null,"Current Year - Autumn %"]
[null,"Yr Group",null,"Child Protection Register ",null,"Current Year - Spring %"]
[null,"Calculated Yr Group",{"$f":"school_year(A1,C10)","v":"121"},"Looked After (LAC)",null,"Current Year - Summer %"]
[null,"Gender",null,"Child In Need"]
[null,"CoP Stage",null,"CAF",null,"Fixed Term Exclusions - No of Days"]
[null,"Primary Need",null,"Health Intervention",null,"Last Year - Autumn"]
[null,"Secondary Need",null,null,null,"Last Year - Spring"]
[null,"Current HLN level",null,"Current Attainment",null,"Last Year - Summer"]
[null,"Panel Last Request",null,"Date Assessment",null,"Current Year - Autumn"]
[null,"Moderation",null,"Literacy: S & L",null,"Current Year - Spring"]
[null,"Moderated",null,"Literacy: Reading",null,"Current Year - Summer"]
[null,"By",null,"Literacy: Writing"]
[null,"Date",null,"Numeracy"]
[]
[null,"For each of the 14 areas of need in the grid below, please type a number 1 in the yellow cell below the best fit descriptor"]
[]
[null,"No SENS","A","B","C","D","E"]
["Cognition and Learning",null,null,null,null,null,null,"Pupil Needs: Enter a short description where needs have been identified to provide brief outline of how these needs present in setting.","Evidence:"]
["Attainment and Progress","No identified Needs.","With additional support/differentiation, attainment is within expected levels.","Attainment is at lower level than majority of peers even with some additional support. Progress is at slower rate than majority of peers. ","Attainment is significantly lower than majority of peers.  Predicted that the young person unlikley to achieve any GCSE grades 1-9","Attainment is very significantly lower than majority of peers.  There is very little and very slow progress, even with high levels of intervention.  ","Young person would be considered as a child with profound and multiple learning difficulties.  ",null,null,{"$f":"IF(G30>0,\"E\",IF(F30>0,\"D\",IF(E30>0,\"C\",IF(D30>0,\"B\",IF(C30>0,\"A\",IF(B30>0,\"N\",\"\"))))))","v":""}]
[]
["Curriculum Access","No identified needs.","Is able to independently participate in and access all classrooms/settings and activities with some additional class teacher intervention where required.","Is able independently to participate in most classrooms/settings and routines. Some difficulties with maintaining attention to task evident.","Is able independently to participate in  small group settings and activities. Needs ongoing support to start and finish a task.                                              ","Is only able to independently participate in some small groups and activities.","Totally dependent on adult support to engage with any learning.                                                                                          ",null,null,{"$f":"IF(G32>0,\"E\",IF(F32>0,\"D\",IF(E32>0,\"C\",IF(D32>0,\"B\",IF(C32>0,\"A\",IF(B32>0,\"N\",\"\"))))))","v":""}]
[]
["Communication and Interaction"]
["Expressive Language","No identified needs. Can use language for a range of purposes.","Limited Vocabulary when compared to peers.","Some delay to expressive language e.g. very limited vocabulary and/or grammar immaturities in comparison with similar aged peers.","Uses verbal language spontaneously but language hard to understand due to speech production diffculties.","Significantly delayed communication and/or language development that inhibit regular participation and contibution to activities in classroom setting.  Uses a selective range of vocabulary or responses (learnt phrases).","Uses gesture/signs or symbols/pictures/photos as main means of communication.  Little or no functional expressive language, may name a few items but unable to make requests, echoes language without meaning.",null,null,{"$f":"IF(G35>0,\"E\",IF(F35>0,\"D\",IF(E35>0,\"C\",IF(D35>0,\"B\",IF(C35>0,\"A\",IF(B35>0,\"N\",\"\"))))))","v":""}]
[]
["Receptive Language","No identified needs.","Understands most verbal language with occasional difficulties understanding ambiguities. Benefits from instructions being specific.","Some difficulties in following and understanding instructions. Requires some instructions to be repeated/simplified.  ","Difficulties in following and understanding instructions. Requires all instructions to be repeated/simplified. ","Significant difficulties in following instructions. Requires instructions to be supported through signs and gestures.","Understands through signs/symbols/through gesture/pictures or photos.",null,null,{"$f":"IF(G37>0,\"E\",IF(F37>0,\"D\",IF(E37>0,\"C\",IF(D37>0,\"B\",IF(C37>0,\"A\",IF(B37>0,\"N\",\"\"))))))","v":""}]
[]
["Rigidity - Flexibility of thought","No identified needs.","Evidence of some inflexible thought though in most situations able to adapt to change without more than a prompt.","Some evidence of inflexible thought. Support is required to manage change in everyday school situations e.g. from lesson to lesson. Occasional repetitive behaviours seen which interfere with flexible learning.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.  Reliant on strategies such as objects of reference, visual timetable to move through the day.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.                                                                 ","Evidence of rigid thought, making the pupil totally inflexible and unable to cope with change, resulting in an extreme response.",null,null,{"$f":"IF(G39>0,\"E\",IF(F39>0,\"D\",IF(E39>0,\"C\",IF(D39>0,\"B\",IF(C39>0,\"A\",IF(B39>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory Processing","No identified needs","Some sensory processing difficulties that have neglible interference with classroom activities, once reasonable adjustments made.","Sensory processing impacts on learning e.g. resistant to touching certain textures.","Sensory processing interferes with school day e.g. unable to tolerate messy hands, puts hand over ears to certain noises, constantly chewing toys / equipment.","Unusual and frequent response to some sensory stimuli. Requires major adjusment, linked to complex sensory profile.","Extreme and frequent response to a wide range of sensory stiumli.",null,null,{"$f":"IF(G41>0,\"E\",IF(F41>0,\"D\",IF(E41>0,\"C\",IF(D41>0,\"B\",IF(C41>0,\"A\",IF(B41>0,\"N\",\"\"))))))","v":""}]
[]
["Social Interaction Needs (use this row if social needs are mainly due to communication and interaction needs)","No identified needs.   Aware of others' needs.","Can interact in class but C and I diffciulties means maintaining friendships oytside of class dfifficult","Can interact in a structured small group independently. May interrupt others, repeatedly asks same questions etc. Limited range of interests.","Difficulties with interaction.  Is able to work in small groups with some support.","Significant difficulties with interaction.  Does not interact with other peers. Following own agenda and unable to notice or attend to class activities without support.  ","Significant difficulties with interaction. Lack of interest in peers. Poor toleration of others.  Following own agenda with at least 50% of time away from the main group.",null,null,{"$f":"IF(G43>0,\"E\",IF(F43>0,\"D\",IF(E43>0,\"C\",IF(D43>0,\"B\",IF(C43>0,\"A\",IF(B43>0,\"N\",\"\"))))))","v":""}]
[]
["Social Emotional and Mental Health Needs"]
["SEMH -  Risk to Self and Others                             ","No risk to self or others.","Occasional infrequent incidents but generally no risk to self or others.","Some behaviour which may be injurious or endanger self/others on an approximate weekly basis.","A pattern of frequent (more than one a week) behaviours which may be injurious or endanger self/others, resulting in some social isolation and rejection.","A sustained pattern (approximately daily) of behaviours resulting in significant risk of harm to self/others.\n\n","Exceptional safeguarding concerns. Evidence demonstrates a high risk of significant harm as a consequence of SEMH issues.",null,null,{"$f":"IF(G46>0,\"E\",IF(F46>0,\"D\",IF(E46>0,\"C\",IF(D46>0,\"B\",IF(C46>0,\"A\",IF(B46>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH - Emotional Health and Well being\n\n","No identified needs.","Emotional health and wellbeing needs are not a significant barrier to learning.","Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning.  Without familiar & consistent adult support, anxiety significantly limits ability to recognise and manage emotional responses.","A pattern of frequent (more than one a week) disruption to social and emotional wellbeing, resulting in regular impact on learning.  Mood is frequently very low, affecting self-esteem and limiting ability to engage. Anxiety significantly affects ability to engage in everyday life, including family life."," A pattern of extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness/ stress. Possible prolonged periods of absence/disengagement.","Complete disruption to social and emotional state, leading to extreme isolation and disengagement.",null,null,{"$f":"IF(G48>0,\"E\",IF(F48>0,\"D\",IF(E48>0,\"C\",IF(D48>0,\"B\",IF(C48>0,\"A\",IF(B48>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH – Relationships (use this rown is social needs due to SEMH needs and not C and I)\n","No identified needs - positive friendship groups.","The young person\noften falls out with\nfriends and peers, but\ndoes have a consistent\ngroup of friends or friendship\n","Some difficulties in making and maintaining friendships and relationships, despite adult support intended to prevent social isolation.","Frequent and persistent difficulties in making and maintaining appropriate relationships, despite adult support intended to prevent social isolation. ","A pattern of extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with disengagement from education, social and family life.","Little evidence of positive social relationships, resulting in extreme social isolation, vulnerability and disengagement.",null,null,{"$f":"IF(G50>0,\"E\",IF(F50>0,\"D\",IF(E50>0,\"C\",IF(D50>0,\"B\",IF(C50>0,\"A\",IF(B50>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory and Physical Needs"]
["Visual Impairment","No identified needs.","Diagnosed visual impairment that has no implications to access to curriculum","Mild visual impairment requiring simple measure to modify the classroom environment and requiring some modification of near vision materials if below N12 font size.","Moderate visual impairment requiring specialist measures with regard to modification to classroom environment and for access to near and/or distance curriculum reserources.","Severe visual impairment requiring significant modification for all curriculum resources and specialist measures to ensure safe access to the classroom environment.","Tactile learner.  Uses tactile or alternative approaches to learning.  Typically will require significant adaptations to the school environment and to the curriculum.",null,null,{"$f":"IF(G53>0,\"E\",IF(F53>0,\"D\",IF(E53>0,\"C\",IF(D53>0,\"B\",IF(C53>0,\"A\",IF(B53>0,\"N\",\"\"))))))","v":""}]
[]
["Hearing impairment","No identified needs.","Mild hearing loss in both ears - able to access the curriculum through audiological equipment.","Moderate hearing loss - can access the curriculum through audiological equipment.","Moderate to severe HI. Requires some additional communication strategies and language modification to access the curriculum.","Severe hearing loss.  Requires significant additional communication strategies, language modification or SSE/BSL interpretation to access much of the curriculum.","Profound HI. Requires intensive specialist and targeted support to develop language.  Requires fulltime BSL or SSE interpretation to access the curriculum.",null,null,{"$f":"IF(G55>0,\"E\",IF(F55>0,\"D\",IF(E55>0,\"C\",IF(D55>0,\"B\",IF(C55>0,\"A\",IF(B55>0,\"N\",\"\"))))))","v":""}]
[]
["Physical Needs/Mobility Needs/Self-Help","No identified Needs","Some delay in fine and gross motor skills requiring some adult intervention","Has care or mobility needs requiring some daily adult intervention. Pupil may have a personal and intimate care plan/ manual handling plan.","Has care or mobility needs requiring significant adult intervention more than once a day. Pupil will have a personal and intimate care plan / manual handling plan.","Has care or mobility needs requiring extensive adult support. Requires support for recording work and for access to practical subjects/activities in the curriculum.","Pupil is totally dependent on adult support to meet all care or mobility needs. Some interventions will require support from more than one adult e.g. hoisting",null,null,{"$f":"IF(G57>0,\"E\",IF(F57>0,\"D\",IF(E57>0,\"C\",IF(D57>0,\"B\",IF(C57>0,\"A\",IF(B57>0,\"N\",\"\"))))))","v":""}]
[]
["Medical Needs (Note - a diagnosis such as ADHD, ASD does not need to be recorded here)","No identified Needs","Weekly minor medical intervention required.","Has medical needs requiring  adult intervention of no more than 30 minutes per day.","Has medical needs requiring significant adult intervention (up to 1 hour per day). Pupil will have a health care plan. ","Pupil has medical needs requiring extensive adult support.  Pupil will require supervisory support to ensure immediate intervention is available in forseen, life threatening circumstances which may occur at any time.","Pupil is totally dependent on adult support to meet all medical needs. Some interventions will require support from more than one adult.",null,null,{"$f":"IF(G59>0,\"E\",IF(F59>0,\"D\",IF(E59>0,\"C\",IF(D59>0,\"B\",IF(C59>0,\"A\",IF(B59>0,\"N\",\"\"))))))","v":""}]
[]
[]
[null,"Additional information (optional) – please add here. if request is being made outside expected year groups, please add context here."]

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[{"$f":"TODAY()","v":"2025-10-09"}]
[null,null,null,"HLN Secondary Application Form Version: 3.00"]
[]
[]
[]
[null,"Pupil Details",null,"Further Information",null,"Attendance"]
[null,"Surname",null,"Lives in City",null,"Sessions Offered (10/5/state other)"]
[null,"First name",null,"Date of Admission",null,"Last Year - Autumn %"]
[null,"UPN",null,"Previous Setting (if applicable)",null,"Last Year - Spring %"]
[null,"Date of Birth",null,"School confidential file",null,"Last Year - Summer %"]
[null,"Age",{"$f":"IF(C7>0,(DATEDIF(C10,Summary!C4,\"Y\") & \" Years, \" & DATEDIF(C10,Summary!C4,\"YM\") & \" Months, \" & DATEDIF(C10,Summary!C4,\"MD\") & \" Days\"),\"\")","v":""},"Safeguarding issues",null,"Current Year - Autumn %"]
[null,"Yr Group",null,"Child Protection Register ",null,"Current Year - Spring %"]
[null,"Calculated Yr Group",{"$f":"school_year(A1,C10)","v":"121"},"Looked After (LAC)",null,"Current Year - Summer %"]
[null,"Gender",null,"Child In Need"]
[null,"CoP Stage",null,"CAF",null,"Fixed Term Exclusions - No of Days"]
[null,"Primary Need",null,"Health Intervention",null,"Last Year - Autumn"]
[null,"Secondary Need",null,null,null,"Last Year - Spring"]
[null,"Current HLN level",null,"Current Attainment",null,"Last Year - Summer"]
[null,"Panel Last Request",null,"Date Assessment",null,"Current Year - Autumn"]
[null,"Moderation",null,"Literacy: S & L",null,"Current Year - Spring"]
[null,"Moderated",null,"Literacy: Reading",null,"Current Year - Summer"]
[null,"By",null,"Literacy: Writing"]
[null,"Date",null,"Numeracy"]
[]
[null,"For each of the 14 areas of need in the grid below, please type a number 1 in the yellow cell below the best fit descriptor"]
[]
[null,"No SENS","A","B","C","D","E"]
["Cognition and Learning",null,null,null,null,null,null,"Pupil Needs: Enter a short description where needs have been identified to provide brief outline of how these needs present in setting.","Evidence:"]
["Attainment and Progress","No identified Needs.","With additional support/differentiation, attainment is within expected levels.","Attainment is at lower level than majority of peers even with some additional support. Progress is at slower rate than majority of peers. ","Attainment is significantly lower than majority of peers.  Predicted that the young person unlikley to achieve any GCSE grades 1-9","Attainment is very significantly lower than majority of peers.  There is very little and very slow progress, even with high levels of intervention.  ","Young person would be considered as a child with profound and multiple learning difficulties.  ",null,null,{"$f":"IF(G30>0,\"E\",IF(F30>0,\"D\",IF(E30>0,\"C\",IF(D30>0,\"B\",IF(C30>0,\"A\",IF(B30>0,\"N\",\"\"))))))","v":""}]
[]
["Curriculum Access","No identified needs.","Is able to independently participate in and access all classrooms/settings and activities with some additional class teacher intervention where required.","Is able independently to participate in most classrooms/settings and routines. Some difficulties with maintaining attention to task evident.","Is able independently to participate in  small group settings and activities. Needs ongoing support to start and finish a task.                                              ","Is only able to independently participate in some small groups and activities.","Totally dependent on adult support to engage with any learning.                                                                                          ",null,null,{"$f":"IF(G32>0,\"E\",IF(F32>0,\"D\",IF(E32>0,\"C\",IF(D32>0,\"B\",IF(C32>0,\"A\",IF(B32>0,\"N\",\"\"))))))","v":""}]
[]
["Communication and Interaction"]
["Expressive Language","No identified needs. Can use language for a range of purposes.","Limited Vocabulary when compared to peers.","Some delay to expressive language e.g. very limited vocabulary and/or grammar immaturities in comparison with similar aged peers.","Uses verbal language spontaneously but language hard to understand due to speech production diffculties.","Significantly delayed communication and/or language development that inhibit regular participation and contibution to activities in classroom setting.  Uses a selective range of vocabulary or responses (learnt phrases).","Uses gesture/signs or symbols/pictures/photos as main means of communication.  Little or no functional expressive language, may name a few items but unable to make requests, echoes language without meaning.",null,null,{"$f":"IF(G35>0,\"E\",IF(F35>0,\"D\",IF(E35>0,\"C\",IF(D35>0,\"B\",IF(C35>0,\"A\",IF(B35>0,\"N\",\"\"))))))","v":""}]
[]
["Receptive Language","No identified needs.","Understands most verbal language with occasional difficulties understanding ambiguities. Benefits from instructions being specific.","Some difficulties in following and understanding instructions. Requires some instructions to be repeated/simplified.  ","Difficulties in following and understanding instructions. Requires all instructions to be repeated/simplified. ","Significant difficulties in following instructions. Requires instructions to be supported through signs and gestures.","Understands through signs/symbols/through gesture/pictures or photos.",null,null,{"$f":"IF(G37>0,\"E\",IF(F37>0,\"D\",IF(E37>0,\"C\",IF(D37>0,\"B\",IF(C37>0,\"A\",IF(B37>0,\"N\",\"\"))))))","v":""}]
[]
["Rigidity - Flexibility of thought","No identified needs.","Evidence of some inflexible thought though in most situations able to adapt to change without more than a prompt.","Some evidence of inflexible thought. Support is required to manage change in everyday school situations e.g. from lesson to lesson. Occasional repetitive behaviours seen which interfere with flexible learning.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.  Reliant on strategies such as objects of reference, visual timetable to move through the day.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.                                                                 ","Evidence of rigid thought, making the pupil totally inflexible and unable to cope with change, resulting in an extreme response.",null,null,{"$f":"IF(G39>0,\"E\",IF(F39>0,\"D\",IF(E39>0,\"C\",IF(D39>0,\"B\",IF(C39>0,\"A\",IF(B39>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory Processing","No identified needs","Some sensory processing difficulties that have neglible interference with classroom activities, once reasonable adjustments made.","Sensory processing impacts on learning e.g. resistant to touching certain textures.","Sensory processing interferes with school day e.g. unable to tolerate messy hands, puts hand over ears to certain noises, constantly chewing toys / equipment.","Unusual and frequent response to some sensory stimuli. Requires major adjusment, linked to complex sensory profile.","Extreme and frequent response to a wide range of sensory stiumli.",null,null,{"$f":"IF(G41>0,\"E\",IF(F41>0,\"D\",IF(E41>0,\"C\",IF(D41>0,\"B\",IF(C41>0,\"A\",IF(B41>0,\"N\",\"\"))))))","v":""}]
[]
["Social Interaction Needs (use this row if social needs are mainly due to communication and interaction needs)","No identified needs.   Aware of others' needs.","Can interact in class but C and I diffciulties means maintaining friendships oytside of class dfifficult","Can interact in a structured small group independently. May interrupt others, repeatedly asks same questions etc. Limited range of interests.","Difficulties with interaction.  Is able to work in small groups with some support.","Significant difficulties with interaction.  Does not interact with other peers. Following own agenda and unable to notice or attend to class activities without support.  ","Significant difficulties with interaction. Lack of interest in peers. Poor toleration of others.  Following own agenda with at least 50% of time away from the main group.",null,null,{"$f":"IF(G43>0,\"E\",IF(F43>0,\"D\",IF(E43>0,\"C\",IF(D43>0,\"B\",IF(C43>0,\"A\",IF(B43>0,\"N\",\"\"))))))","v":""}]
[]
["Social Emotional and Mental Health Needs"]
["SEMH -  Risk to Self and Others                             ","No risk to self or others.","Occasional infrequent incidents but generally no risk to self or others.","Some behaviour which may be injurious or endanger self/others on an approximate weekly basis.","A pattern of frequent (more than one a week) behaviours which may be injurious or endanger self/others, resulting in some social isolation and rejection.","A sustained pattern (approximately daily) of behaviours resulting in significant risk of harm to self/others.\n\n","Exceptional safeguarding concerns. Evidence demonstrates a high risk of significant harm as a consequence of SEMH issues.",null,null,{"$f":"IF(G46>0,\"E\",IF(F46>0,\"D\",IF(E46>0,\"C\",IF(D46>0,\"B\",IF(C46>0,\"A\",IF(B46>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH - Emotional Health and Well being\n\n","No identified needs.","Emotional health and wellbeing needs are not a significant barrier to learning.","Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning.  Without familiar & consistent adult support, anxiety significantly limits ability to recognise and manage emotional responses.","A pattern of frequent (more than one a week) disruption to social and emotional wellbeing, resulting in regular impact on learning.  Mood is frequently very low, affecting self-esteem and limiting ability to engage. Anxiety significantly affects ability to engage in everyday life, including family life."," A pattern of extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness/ stress. Possible prolonged periods of absence/disengagement.","Complete disruption to social and emotional state, leading to extreme isolation and disengagement.",null,null,{"$f":"IF(G48>0,\"E\",IF(F48>0,\"D\",IF(E48>0,\"C\",IF(D48>0,\"B\",IF(C48>0,\"A\",IF(B48>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH – Relationships (use this rown is social needs due to SEMH needs and not C and I)\n","No identified needs - positive friendship groups.","The young person\noften falls out with\nfriends and peers, but\ndoes have a consistent\ngroup of friends or friendship\n","Some difficulties in making and maintaining friendships and relationships, despite adult support intended to prevent social isolation.","Frequent and persistent difficulties in making and maintaining appropriate relationships, despite adult support intended to prevent social isolation. ","A pattern of extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with disengagement from education, social and family life.","Little evidence of positive social relationships, resulting in extreme social isolation, vulnerability and disengagement.",null,null,{"$f":"IF(G50>0,\"E\",IF(F50>0,\"D\",IF(E50>0,\"C\",IF(D50>0,\"B\",IF(C50>0,\"A\",IF(B50>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory and Physical Needs"]
["Visual Impairment","No identified needs.","Diagnosed visual impairment that has no implications to access to curriculum","Mild visual impairment requiring simple measure to modify the classroom environment and requiring some modification of near vision materials if below N12 font size.","Moderate visual impairment requiring specialist measures with regard to modification to classroom environment and for access to near and/or distance curriculum reserources.","Severe visual impairment requiring significant modification for all curriculum resources and specialist measures to ensure safe access to the classroom environment.","Tactile learner.  Uses tactile or alternative approaches to learning.  Typically will require significant adaptations to the school environment and to the curriculum.",null,null,{"$f":"IF(G53>0,\"E\",IF(F53>0,\"D\",IF(E53>0,\"C\",IF(D53>0,\"B\",IF(C53>0,\"A\",IF(B53>0,\"N\",\"\"))))))","v":""}]
[]
["Hearing impairment","No identified needs.","Mild hearing loss in both ears - able to access the curriculum through audiological equipment.","Moderate hearing loss - can access the curriculum through audiological equipment.","Moderate to severe HI. Requires some additional communication strategies and language modification to access the curriculum.","Severe hearing loss.  Requires significant additional communication strategies, language modification or SSE/BSL interpretation to access much of the curriculum.","Profound HI. Requires intensive specialist and targeted support to develop language.  Requires fulltime BSL or SSE interpretation to access the curriculum.",null,null,{"$f":"IF(G55>0,\"E\",IF(F55>0,\"D\",IF(E55>0,\"C\",IF(D55>0,\"B\",IF(C55>0,\"A\",IF(B55>0,\"N\",\"\"))))))","v":""}]
[]
["Physical Needs/Mobility Needs/Self-Help","No identified Needs","Some delay in fine and gross motor skills requiring some adult intervention","Has care or mobility needs requiring some daily adult intervention. Pupil may have a personal and intimate care plan/ manual handling plan.","Has care or mobility needs requiring significant adult intervention more than once a day. Pupil will have a personal and intimate care plan / manual handling plan.","Has care or mobility needs requiring extensive adult support. Requires support for recording work and for access to practical subjects/activities in the curriculum.","Pupil is totally dependent on adult support to meet all care or mobility needs. Some interventions will require support from more than one adult e.g. hoisting",null,null,{"$f":"IF(G57>0,\"E\",IF(F57>0,\"D\",IF(E57>0,\"C\",IF(D57>0,\"B\",IF(C57>0,\"A\",IF(B57>0,\"N\",\"\"))))))","v":""}]
[]
["Medical Needs (Note - a diagnosis such as ADHD, ASD does not need to be recorded here)","No identified Needs","Weekly minor medical intervention required.","Has medical needs requiring  adult intervention of no more than 30 minutes per day.","Has medical needs requiring significant adult intervention (up to 1 hour per day). Pupil will have a health care plan. ","Pupil has medical needs requiring extensive adult support.  Pupil will require supervisory support to ensure immediate intervention is available in forseen, life threatening circumstances which may occur at any time.","Pupil is totally dependent on adult support to meet all medical needs. Some interventions will require support from more than one adult.",null,null,{"$f":"IF(G59>0,\"E\",IF(F59>0,\"D\",IF(E59>0,\"C\",IF(D59>0,\"B\",IF(C59>0,\"A\",IF(B59>0,\"N\",\"\"))))))","v":""}]
[]
[]
[null,"Additional information (optional) – please add here. if request is being made outside expected year groups, please add context here."]

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[{"$f":"TODAY()","v":"2025-10-09"}]
[null,null,null,"HLN Secondary Application Form Version: 3.00"]
[]
[]
[]
[null,"Pupil Details",null,"Further Information",null,"Attendance"]
[null,"Surname",null,"Lives in City",null,"Sessions Offered (10/5/state other)"]
[null,"First name",null,"Date of Admission",null,"Last Year - Autumn %"]
[null,"UPN",null,"Previous Setting (if applicable)",null,"Last Year - Spring %"]
[null,"Date of Birth",null,"School confidential file",null,"Last Year - Summer %"]
[null,"Age",{"$f":"IF(C7>0,(DATEDIF(C10,Summary!C4,\"Y\") & \" Years, \" & DATEDIF(C10,Summary!C4,\"YM\") & \" Months, \" & DATEDIF(C10,Summary!C4,\"MD\") & \" Days\"),\"\")","v":""},"Safeguarding issues",null,"Current Year - Autumn %"]
[null,"Yr Group",null,"Child Protection Register ",null,"Current Year - Spring %"]
[null,"Calculated Yr Group",{"$f":"school_year(A1,C10)","v":"121"},"Looked After (LAC)",null,"Current Year - Summer %"]
[null,"Gender",null,"Child In Need"]
[null,"CoP Stage",null,"CAF",null,"Fixed Term Exclusions - No of Days"]
[null,"Primary Need",null,"Health Intervention",null,"Last Year - Autumn"]
[null,"Secondary Need",null,null,null,"Last Year - Spring"]
[null,"Current HLN level",null,"Current Attainment",null,"Last Year - Summer"]
[null,"Panel Last Request",null,"Date Assessment",null,"Current Year - Autumn"]
[null,"Moderation",null,"Literacy: S & L",null,"Current Year - Spring"]
[null,"Moderated",null,"Literacy: Reading",null,"Current Year - Summer"]
[null,"By",null,"Literacy: Writing"]
[null,"Date",null,"Numeracy"]
[]
[null,"For each of the 14 areas of need in the grid below, please type a number 1 in the yellow cell below the best fit descriptor"]
[]
[null,"No SENS","A","B","C","D","E"]
["Cognition and Learning",null,null,null,null,null,null,"Pupil Needs: Enter a short description where needs have been identified to provide brief outline of how these needs present in setting.","Evidence:"]
["Attainment and Progress","No identified Needs.","With additional support/differentiation, attainment is within expected levels.","Attainment is at lower level than majority of peers even with some additional support. Progress is at slower rate than majority of peers. ","Attainment is significantly lower than majority of peers.  Predicted that the young person unlikley to achieve any GCSE grades 1-9","Attainment is very significantly lower than majority of peers.  There is very little and very slow progress, even with high levels of intervention.  ","Young person would be considered as a child with profound and multiple learning difficulties.  ",null,null,{"$f":"IF(G30>0,\"E\",IF(F30>0,\"D\",IF(E30>0,\"C\",IF(D30>0,\"B\",IF(C30>0,\"A\",IF(B30>0,\"N\",\"\"))))))","v":""}]
[]
["Curriculum Access","No identified needs.","Is able to independently participate in and access all classrooms/settings and activities with some additional class teacher intervention where required.","Is able independently to participate in most classrooms/settings and routines. Some difficulties with maintaining attention to task evident.","Is able independently to participate in  small group settings and activities. Needs ongoing support to start and finish a task.                                              ","Is only able to independently participate in some small groups and activities.","Totally dependent on adult support to engage with any learning.                                                                                          ",null,null,{"$f":"IF(G32>0,\"E\",IF(F32>0,\"D\",IF(E32>0,\"C\",IF(D32>0,\"B\",IF(C32>0,\"A\",IF(B32>0,\"N\",\"\"))))))","v":""}]
[]
["Communication and Interaction"]
["Expressive Language","No identified needs. Can use language for a range of purposes.","Limited Vocabulary when compared to peers.","Some delay to expressive language e.g. very limited vocabulary and/or grammar immaturities in comparison with similar aged peers.","Uses verbal language spontaneously but language hard to understand due to speech production diffculties.","Significantly delayed communication and/or language development that inhibit regular participation and contibution to activities in classroom setting.  Uses a selective range of vocabulary or responses (learnt phrases).","Uses gesture/signs or symbols/pictures/photos as main means of communication.  Little or no functional expressive language, may name a few items but unable to make requests, echoes language without meaning.",null,null,{"$f":"IF(G35>0,\"E\",IF(F35>0,\"D\",IF(E35>0,\"C\",IF(D35>0,\"B\",IF(C35>0,\"A\",IF(B35>0,\"N\",\"\"))))))","v":""}]
[]
["Receptive Language","No identified needs.","Understands most verbal language with occasional difficulties understanding ambiguities. Benefits from instructions being specific.","Some difficulties in following and understanding instructions. Requires some instructions to be repeated/simplified.  ","Difficulties in following and understanding instructions. Requires all instructions to be repeated/simplified. ","Significant difficulties in following instructions. Requires instructions to be supported through signs and gestures.","Understands through signs/symbols/through gesture/pictures or photos.",null,null,{"$f":"IF(G37>0,\"E\",IF(F37>0,\"D\",IF(E37>0,\"C\",IF(D37>0,\"B\",IF(C37>0,\"A\",IF(B37>0,\"N\",\"\"))))))","v":""}]
[]
["Rigidity - Flexibility of thought","No identified needs.","Evidence of some inflexible thought though in most situations able to adapt to change without more than a prompt.","Some evidence of inflexible thought. Support is required to manage change in everyday school situations e.g. from lesson to lesson. Occasional repetitive behaviours seen which interfere with flexible learning.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.  Reliant on strategies such as objects of reference, visual timetable to move through the day.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.                                                                 ","Evidence of rigid thought, making the pupil totally inflexible and unable to cope with change, resulting in an extreme response.",null,null,{"$f":"IF(G39>0,\"E\",IF(F39>0,\"D\",IF(E39>0,\"C\",IF(D39>0,\"B\",IF(C39>0,\"A\",IF(B39>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory Processing","No identified needs","Some sensory processing difficulties that have neglible interference with classroom activities, once reasonable adjustments made.","Sensory processing impacts on learning e.g. resistant to touching certain textures.","Sensory processing interferes with school day e.g. unable to tolerate messy hands, puts hand over ears to certain noises, constantly chewing toys / equipment.","Unusual and frequent response to some sensory stimuli. Requires major adjusment, linked to complex sensory profile.","Extreme and frequent response to a wide range of sensory stiumli.",null,null,{"$f":"IF(G41>0,\"E\",IF(F41>0,\"D\",IF(E41>0,\"C\",IF(D41>0,\"B\",IF(C41>0,\"A\",IF(B41>0,\"N\",\"\"))))))","v":""}]
[]
["Social Interaction Needs (use this row if social needs are mainly due to communication and interaction needs)","No identified needs.   Aware of others' needs.","Can interact in class but C and I diffciulties means maintaining friendships oytside of class dfifficult","Can interact in a structured small group independently. May interrupt others, repeatedly asks same questions etc. Limited range of interests.","Difficulties with interaction.  Is able to work in small groups with some support.","Significant difficulties with interaction.  Does not interact with other peers. Following own agenda and unable to notice or attend to class activities without support.  ","Significant difficulties with interaction. Lack of interest in peers. Poor toleration of others.  Following own agenda with at least 50% of time away from the main group.",null,null,{"$f":"IF(G43>0,\"E\",IF(F43>0,\"D\",IF(E43>0,\"C\",IF(D43>0,\"B\",IF(C43>0,\"A\",IF(B43>0,\"N\",\"\"))))))","v":""}]
[]
["Social Emotional and Mental Health Needs"]
["SEMH -  Risk to Self and Others                             ","No risk to self or others.","Occasional infrequent incidents but generally no risk to self or others.","Some behaviour which may be injurious or endanger self/others on an approximate weekly basis.","A pattern of frequent (more than one a week) behaviours which may be injurious or endanger self/others, resulting in some social isolation and rejection.","A sustained pattern (approximately daily) of behaviours resulting in significant risk of harm to self/others.\n\n","Exceptional safeguarding concerns. Evidence demonstrates a high risk of significant harm as a consequence of SEMH issues.",null,null,{"$f":"IF(G46>0,\"E\",IF(F46>0,\"D\",IF(E46>0,\"C\",IF(D46>0,\"B\",IF(C46>0,\"A\",IF(B46>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH - Emotional Health and Well being\n\n","No identified needs.","Emotional health and wellbeing needs are not a significant barrier to learning.","Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning.  Without familiar & consistent adult support, anxiety significantly limits ability to recognise and manage emotional responses.","A pattern of frequent (more than one a week) disruption to social and emotional wellbeing, resulting in regular impact on learning.  Mood is frequently very low, affecting self-esteem and limiting ability to engage. Anxiety significantly affects ability to engage in everyday life, including family life."," A pattern of extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness/ stress. Possible prolonged periods of absence/disengagement.","Complete disruption to social and emotional state, leading to extreme isolation and disengagement.",null,null,{"$f":"IF(G48>0,\"E\",IF(F48>0,\"D\",IF(E48>0,\"C\",IF(D48>0,\"B\",IF(C48>0,\"A\",IF(B48>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH – Relationships (use this rown is social needs due to SEMH needs and not C and I)\n","No identified needs - positive friendship groups.","The young person\noften falls out with\nfriends and peers, but\ndoes have a consistent\ngroup of friends or friendship\n","Some difficulties in making and maintaining friendships and relationships, despite adult support intended to prevent social isolation.","Frequent and persistent difficulties in making and maintaining appropriate relationships, despite adult support intended to prevent social isolation. ","A pattern of extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with disengagement from education, social and family life.","Little evidence of positive social relationships, resulting in extreme social isolation, vulnerability and disengagement.",null,null,{"$f":"IF(G50>0,\"E\",IF(F50>0,\"D\",IF(E50>0,\"C\",IF(D50>0,\"B\",IF(C50>0,\"A\",IF(B50>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory and Physical Needs"]
["Visual Impairment","No identified needs.","Diagnosed visual impairment that has no implications to access to curriculum","Mild visual impairment requiring simple measure to modify the classroom environment and requiring some modification of near vision materials if below N12 font size.","Moderate visual impairment requiring specialist measures with regard to modification to classroom environment and for access to near and/or distance curriculum reserources.","Severe visual impairment requiring significant modification for all curriculum resources and specialist measures to ensure safe access to the classroom environment.","Tactile learner.  Uses tactile or alternative approaches to learning.  Typically will require significant adaptations to the school environment and to the curriculum.",null,null,{"$f":"IF(G53>0,\"E\",IF(F53>0,\"D\",IF(E53>0,\"C\",IF(D53>0,\"B\",IF(C53>0,\"A\",IF(B53>0,\"N\",\"\"))))))","v":""}]
[]
["Hearing impairment","No identified needs.","Mild hearing loss in both ears - able to access the curriculum through audiological equipment.","Moderate hearing loss - can access the curriculum through audiological equipment.","Moderate to severe HI. Requires some additional communication strategies and language modification to access the curriculum.","Severe hearing loss.  Requires significant additional communication strategies, language modification or SSE/BSL interpretation to access much of the curriculum.","Profound HI. Requires intensive specialist and targeted support to develop language.  Requires fulltime BSL or SSE interpretation to access the curriculum.",null,null,{"$f":"IF(G55>0,\"E\",IF(F55>0,\"D\",IF(E55>0,\"C\",IF(D55>0,\"B\",IF(C55>0,\"A\",IF(B55>0,\"N\",\"\"))))))","v":""}]
[]
["Physical Needs/Mobility Needs/Self-Help","No identified Needs","Some delay in fine and gross motor skills requiring some adult intervention","Has care or mobility needs requiring some daily adult intervention. Pupil may have a personal and intimate care plan/ manual handling plan.","Has care or mobility needs requiring significant adult intervention more than once a day. Pupil will have a personal and intimate care plan / manual handling plan.","Has care or mobility needs requiring extensive adult support. Requires support for recording work and for access to practical subjects/activities in the curriculum.","Pupil is totally dependent on adult support to meet all care or mobility needs. Some interventions will require support from more than one adult e.g. hoisting",null,null,{"$f":"IF(G57>0,\"E\",IF(F57>0,\"D\",IF(E57>0,\"C\",IF(D57>0,\"B\",IF(C57>0,\"A\",IF(B57>0,\"N\",\"\"))))))","v":""}]
[]
["Medical Needs (Note - a diagnosis such as ADHD, ASD does not need to be recorded here)","No identified Needs","Weekly minor medical intervention required.","Has medical needs requiring  adult intervention of no more than 30 minutes per day.","Has medical needs requiring significant adult intervention (up to 1 hour per day). Pupil will have a health care plan. ","Pupil has medical needs requiring extensive adult support.  Pupil will require supervisory support to ensure immediate intervention is available in forseen, life threatening circumstances which may occur at any time.","Pupil is totally dependent on adult support to meet all medical needs. Some interventions will require support from more than one adult.",null,null,{"$f":"IF(G59>0,\"E\",IF(F59>0,\"D\",IF(E59>0,\"C\",IF(D59>0,\"B\",IF(C59>0,\"A\",IF(B59>0,\"N\",\"\"))))))","v":""}]
[]
[]
[null,"Additional information (optional) – please add here. if request is being made outside expected year groups, please add context here."]

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[{"$f":"TODAY()","v":"2025-10-09"}]
[null,null,null,"HLN Secondary Application Form Version: 3.00"]
[]
[]
[]
[null,"Pupil Details",null,"Further Information",null,"Attendance"]
[null,"Surname",null,"Lives in City",null,"Sessions Offered (10/5/state other)"]
[null,"First name",null,"Date of Admission",null,"Last Year - Autumn %"]
[null,"UPN",null,"Previous Setting (if applicable)",null,"Last Year - Spring %"]
[null,"Date of Birth",null,"School confidential file",null,"Last Year - Summer %"]
[null,"Age","","Safeguarding issues",null,"Current Year - Autumn %"]
[null,"Yr Group",null,"Child Protection Register ",null,"Current Year - Spring %"]
[null,"Calculated Yr Group",{"$f":"school_year(A1,C10)","v":"121"},"Looked After (LAC)",null,"Current Year - Summer %"]
[null,"Gender",null,"Child In Need"]
[null,"CoP Stage",null,"CAF",null,"Fixed Term Exclusions - No of Days"]
[null,"Primary Need",null,"Health Intervention",null,"Last Year - Autumn"]
[null,"Secondary Need",null,null,null,"Last Year - Spring"]
[null,"Current HLN level",null,"Current Attainment",null,"Last Year - Summer"]
[null,"Panel Last Request",null,"Date Assessment",null,"Current Year - Autumn"]
[null,"Moderation",null,"Literacy: S & L",null,"Current Year - Spring"]
[null,"Moderated",null,"Literacy: Reading",null,"Current Year - Summer"]
[null,"By",null,"Literacy: Writing"]
[null,"Date",null,"Numeracy"]
[]
[null,"For each of the 14 areas of need in the grid below, please type a number 1 in the yellow cell below the best fit descriptor"]
[]
[null,"No SENS","A","B","C","D","E"]
["Cognition and Learning",null,null,null,null,null,null,"Pupil Needs: Enter a short description where needs have been identified to provide brief outline of how these needs present in setting.","Evidence:"]
["Attainment and Progress","No identified Needs.","With additional support/differentiation, attainment is within expected levels.","Attainment is at lower level than majority of peers even with some additional support. Progress is at slower rate than majority of peers. ","Attainment is significantly lower than majority of peers.  Predicted that the young person unlikley to achieve any GCSE grades 1-9","Attainment is very significantly lower than majority of peers.  There is very little and very slow progress, even with high levels of intervention.  ","Young person would be considered as a child with profound and multiple learning difficulties.  ",null,null,""]
[]
["Curriculum Access","No identified needs.","Is able to independently participate in and access all classrooms/settings and activities with some additional class teacher intervention where required.","Is able independently to participate in most classrooms/settings and routines. Some difficulties with maintaining attention to task evident.","Is able independently to participate in  small group settings and activities. Needs ongoing support to start and finish a task.                                              ","Is only able to independently participate in some small groups and activities.","Totally dependent on adult support to engage with any learning.                                                                                          ",null,null,""]
[]
["Communication and Interaction"]
["Expressive Language","No identified needs. Can use language for a range of purposes.","Limited Vocabulary when compared to peers.","Some delay to expressive language e.g. very limited vocabulary and/or grammar immaturities in comparison with similar aged peers.","Uses verbal language spontaneously but language hard to understand due to speech production diffculties.","Significantly delayed communication and/or language development that inhibit regular participation and contibution to activities in classroom setting.  Uses a selective range of vocabulary or responses (learnt phrases).","Uses gesture/signs or symbols/pictures/photos as main means of communication.  Little or no functional expressive language, may name a few items but unable to make requests, echoes language without meaning.",null,null,""]
[]
["Receptive Language","No identified needs.","Understands most verbal language with occasional difficulties understanding ambiguities. Benefits from instructions being specific.","Some difficulties in following and understanding instructions. Requires some instructions to be repeated/simplified.  ","Difficulties in following and understanding instructions. Requires all instructions to be repeated/simplified. ","Significant difficulties in following instructions. Requires instructions to be supported through signs and gestures.","Understands through signs/symbols/through gesture/pictures or photos.",null,null,""]
[]
["Rigidity - Flexibility of thought","No identified needs.","Evidence of some inflexible thought though in most situations able to adapt to change without more than a prompt.","Some evidence of inflexible thought. Support is required to manage change in everyday school situations e.g. from lesson to lesson. Occasional repetitive behaviours seen which interfere with flexible learning.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.  Reliant on strategies such as objects of reference, visual timetable to move through the day.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.                                                                 ","Evidence of rigid thought, making the pupil totally inflexible and unable to cope with change, resulting in an extreme response.",null,null,""]
[]
["Sensory Processing","No identified needs","Some sensory processing difficulties that have neglible interference with classroom activities, once reasonable adjustments made.","Sensory processing impacts on learning e.g. resistant to touching certain textures.","Sensory processing interferes with school day e.g. unable to tolerate messy hands, puts hand over ears to certain noises, constantly chewing toys / equipment.","Unusual and frequent response to some sensory stimuli. Requires major adjusment, linked to complex sensory profile.","Extreme and frequent response to a wide range of sensory stiumli.",null,null,""]
[]
["Social Interaction Needs (use this row if social needs are mainly due to communication and interaction needs)","No identified needs.   Aware of others' needs.","Can interact in class but C and I diffciulties means maintaining friendships oytside of class dfifficult","Can interact in a structured small group independently. May interrupt others, repeatedly asks same questions etc. Limited range of interests.","Difficulties with interaction.  Is able to work in small groups with some support.","Significant difficulties with interaction.  Does not interact with other peers. Following own agenda and unable to notice or attend to class activities without support.  ","Significant difficulties with interaction. Lack of interest in peers. Poor toleration of others.  Following own agenda with at least 50% of time away from the main group.",null,null,""]
[]
["Social Emotional and Mental Health Needs"]
["SEMH -  Risk to Self and Others                             ","No risk to self or others.","Occasional infrequent incidents but generally no risk to self or others.","Some behaviour which may be injurious or endanger self/others on an approximate weekly basis.","A pattern of frequent (more than one a week) behaviours which may be injurious or endanger self/others, resulting in some social isolation and rejection.","A sustained pattern (approximately daily) of behaviours resulting in significant risk of harm to self/others.\n\n","Exceptional safeguarding concerns. Evidence demonstrates a high risk of significant harm as a consequence of SEMH issues.",null,null,""]
[]
["SEMH - Emotional Health and Well being\n\n","No identified needs.","Emotional health and wellbeing needs are not a significant barrier to learning.","Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning.  Without familiar & consistent adult support, anxiety significantly limits ability to recognise and manage emotional responses.","A pattern of frequent (more than one a week) disruption to social and emotional wellbeing, resulting in regular impact on learning.  Mood is frequently very low, affecting self-esteem and limiting ability to engage. Anxiety significantly affects ability to engage in everyday life, including family life."," A pattern of extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness/ stress. Possible prolonged periods of absence/disengagement.","Complete disruption to social and emotional state, leading to extreme isolation and disengagement.",null,null,""]
[]
["SEMH – Relationships (use this rown is social needs due to SEMH needs and not C and I)\n","No identified needs - positive friendship groups.","The young person\noften falls out with\nfriends and peers, but\ndoes have a consistent\ngroup of friends or friendship\n","Some difficulties in making and maintaining friendships and relationships, despite adult support intended to prevent social isolation.","Frequent and persistent difficulties in making and maintaining appropriate relationships, despite adult support intended to prevent social isolation. ","A pattern of extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with disengagement from education, social and family life.","Little evidence of positive social relationships, resulting in extreme social isolation, vulnerability and disengagement.",null,null,""]
[]
["Sensory and Physical Needs"]
["Visual Impairment","No identified needs.","Diagnosed visual impairment that has no implications to access to curriculum","Mild visual impairment requiring simple measure to modify the classroom environment and requiring some modification of near vision materials if below N12 font size.","Moderate visual impairment requiring specialist measures with regard to modification to classroom environment and for access to near and/or distance curriculum reserources.","Severe visual impairment requiring significant modification for all curriculum resources and specialist measures to ensure safe access to the classroom environment.","Tactile learner.  Uses tactile or alternative approaches to learning.  Typically will require significant adaptations to the school environment and to the curriculum.",null,null,""]
[]
["Hearing impairment","No identified needs.","Mild hearing loss in both ears - able to access the curriculum through audiological equipment.","Moderate hearing loss - can access the curriculum through audiological equipment.","Moderate to severe HI. Requires some additional communication strategies and language modification to access the curriculum.","Severe hearing loss.  Requires significant additional communication strategies, language modification or SSE/BSL interpretation to access much of the curriculum.","Profound HI. Requires intensive specialist and targeted support to develop language.  Requires fulltime BSL or SSE interpretation to access the curriculum.",null,null,""]
[]
["Physical Needs/Mobility Needs/Self-Help","No identified Needs","Some delay in fine and gross motor skills requiring some adult intervention","Has care or mobility needs requiring some daily adult intervention. Pupil may have a personal and intimate care plan/ manual handling plan.","Has care or mobility needs requiring significant adult intervention more than once a day. Pupil will have a personal and intimate care plan / manual handling plan.","Has care or mobility needs requiring extensive adult support. Requires support for recording work and for access to practical subjects/activities in the curriculum.","Pupil is totally dependent on adult support to meet all care or mobility needs. Some interventions will require support from more than one adult e.g. hoisting",null,null,""]
[]
["Medical Needs (Note - a diagnosis such as ADHD, ASD does not need to be recorded here)","No identified Needs","Weekly minor medical intervention required.","Has medical needs requiring  adult intervention of no more than 30 minutes per day.","Has medical needs requiring significant adult intervention (up to 1 hour per day). Pupil will have a health care plan. ","Pupil has medical needs requiring extensive adult support.  Pupil will require supervisory support to ensure immediate intervention is available in forseen, life threatening circumstances which may occur at any time.","Pupil is totally dependent on adult support to meet all medical needs. Some interventions will require support from more than one adult.",null,null,""]
[]
[]
[null,"Additional information (optional) – please add here. if request is being made outside expected year groups, please add context here."]

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[{"$f":"TODAY()","v":"2025-10-09"}]
[null,null,null,"HLN Secondary Application Form Version: 3.00"]
[]
[]
[]
[null,"Pupil Details",null,"Further Information",null,"Attendance"]
[null,"Surname",null,"Lives in City",null,"Sessions Offered (10/5/state other)"]
[null,"First name",null,"Date of Admission",null,"Last Year - Autumn %"]
[null,"UPN",null,"Previous Setting (if applicable)",null,"Last Year - Spring %"]
[null,"Date of Birth",null,"School confidential file",null,"Last Year - Summer %"]
[null,"Age",{"$f":"IF(C7>0,(DATEDIF(C10,Summary!C4,\"Y\") & \" Years, \" & DATEDIF(C10,Summary!C4,\"YM\") & \" Months, \" & DATEDIF(C10,Summary!C4,\"MD\") & \" Days\"),\"\")","v":""},"Safeguarding issues",null,"Current Year - Autumn %"]
[null,"Yr Group",null,"Child Protection Register ",null,"Current Year - Spring %"]
[null,"Calculated Yr Group",{"$f":"school_year(A1,C10)","v":"121"},"Looked After (LAC)",null,"Current Year - Summer %"]
[null,"Gender",null,"Child In Need"]
[null,"CoP Stage",null,"CAF",null,"Fixed Term Exclusions - No of Days"]
[null,"Primary Need",null,"Health Intervention",null,"Last Year - Autumn"]
[null,"Secondary Need",null,null,null,"Last Year - Spring"]
[null,"Current HLN level",null,"Current Attainment",null,"Last Year - Summer"]
[null,"Panel Last Request",null,"Date Assessment",null,"Current Year - Autumn"]
[null,"Moderation",null,"Literacy: S & L",null,"Current Year - Spring"]
[null,"Moderated",null,"Literacy: Reading",null,"Current Year - Summer"]
[null,"By",null,"Literacy: Writing"]
[null,"Date",null,"Numeracy"]
[]
[null,"For each of the 14 areas of need in the grid below, please type a number 1 in the yellow cell below the best fit descriptor"]
[]
[null,"No SENS","A","B","C","D","E"]
["Cognition and Learning",null,null,null,null,null,null,"Pupil Needs: Enter a short description where needs have been identified to provide brief outline of how these needs present in setting.","Evidence:"]
["Attainment and Progress","No identified Needs.","With additional support/differentiation, attainment is within expected levels.","Attainment is at lower level than majority of peers even with some additional support. Progress is at slower rate than majority of peers. ","Attainment is significantly lower than majority of peers.  Predicted that the young person unlikley to achieve any GCSE grades 1-9","Attainment is very significantly lower than majority of peers.  There is very little and very slow progress, even with high levels of intervention.  ","Young person would be considered as a child with profound and multiple learning difficulties.  ",null,null,{"$f":"IF(G30>0,\"E\",IF(F30>0,\"D\",IF(E30>0,\"C\",IF(D30>0,\"B\",IF(C30>0,\"A\",IF(B30>0,\"N\",\"\"))))))","v":""}]
[]
["Curriculum Access","No identified needs.","Is able to independently participate in and access all classrooms/settings and activities with some additional class teacher intervention where required.","Is able independently to participate in most classrooms/settings and routines. Some difficulties with maintaining attention to task evident.","Is able independently to participate in  small group settings and activities. Needs ongoing support to start and finish a task.                                              ","Is only able to independently participate in some small groups and activities.","Totally dependent on adult support to engage with any learning.                                                                                          ",null,null,{"$f":"IF(G32>0,\"E\",IF(F32>0,\"D\",IF(E32>0,\"C\",IF(D32>0,\"B\",IF(C32>0,\"A\",IF(B32>0,\"N\",\"\"))))))","v":""}]
[]
["Communication and Interaction"]
["Expressive Language","No identified needs. Can use language for a range of purposes.","Limited Vocabulary when compared to peers.","Some delay to expressive language e.g. very limited vocabulary and/or grammar immaturities in comparison with similar aged peers.","Uses verbal language spontaneously but language hard to understand due to speech production diffculties.","Significantly delayed communication and/or language development that inhibit regular participation and contibution to activities in classroom setting.  Uses a selective range of vocabulary or responses (learnt phrases).","Uses gesture/signs or symbols/pictures/photos as main means of communication.  Little or no functional expressive language, may name a few items but unable to make requests, echoes language without meaning.",null,null,{"$f":"IF(G35>0,\"E\",IF(F35>0,\"D\",IF(E35>0,\"C\",IF(D35>0,\"B\",IF(C35>0,\"A\",IF(B35>0,\"N\",\"\"))))))","v":""}]
[]
["Receptive Language","No identified needs.","Understands most verbal language with occasional difficulties understanding ambiguities. Benefits from instructions being specific.","Some difficulties in following and understanding instructions. Requires some instructions to be repeated/simplified.  ","Difficulties in following and understanding instructions. Requires all instructions to be repeated/simplified. ","Significant difficulties in following instructions. Requires instructions to be supported through signs and gestures.","Understands through signs/symbols/through gesture/pictures or photos.",null,null,{"$f":"IF(G37>0,\"E\",IF(F37>0,\"D\",IF(E37>0,\"C\",IF(D37>0,\"B\",IF(C37>0,\"A\",IF(B37>0,\"N\",\"\"))))))","v":""}]
[]
["Rigidity - Flexibility of thought","No identified needs.","Evidence of some inflexible thought though in most situations able to adapt to change without more than a prompt.","Some evidence of inflexible thought. Support is required to manage change in everyday school situations e.g. from lesson to lesson. Occasional repetitive behaviours seen which interfere with flexible learning.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.  Reliant on strategies such as objects of reference, visual timetable to move through the day.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.                                                                 ","Evidence of rigid thought, making the pupil totally inflexible and unable to cope with change, resulting in an extreme response.",null,null,{"$f":"IF(G39>0,\"E\",IF(F39>0,\"D\",IF(E39>0,\"C\",IF(D39>0,\"B\",IF(C39>0,\"A\",IF(B39>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory Processing","No identified needs","Some sensory processing difficulties that have neglible interference with classroom activities, once reasonable adjustments made.","Sensory processing impacts on learning e.g. resistant to touching certain textures.","Sensory processing interferes with school day e.g. unable to tolerate messy hands, puts hand over ears to certain noises, constantly chewing toys / equipment.","Unusual and frequent response to some sensory stimuli. Requires major adjusment, linked to complex sensory profile.","Extreme and frequent response to a wide range of sensory stiumli.",null,null,{"$f":"IF(G41>0,\"E\",IF(F41>0,\"D\",IF(E41>0,\"C\",IF(D41>0,\"B\",IF(C41>0,\"A\",IF(B41>0,\"N\",\"\"))))))","v":""}]
[]
["Social Interaction Needs (use this row if social needs are mainly due to communication and interaction needs)","No identified needs.   Aware of others' needs.","Can interact in class but C and I diffciulties means maintaining friendships oytside of class dfifficult","Can interact in a structured small group independently. May interrupt others, repeatedly asks same questions etc. Limited range of interests.","Difficulties with interaction.  Is able to work in small groups with some support.","Significant difficulties with interaction.  Does not interact with other peers. Following own agenda and unable to notice or attend to class activities without support.  ","Significant difficulties with interaction. Lack of interest in peers. Poor toleration of others.  Following own agenda with at least 50% of time away from the main group.",null,null,{"$f":"IF(G43>0,\"E\",IF(F43>0,\"D\",IF(E43>0,\"C\",IF(D43>0,\"B\",IF(C43>0,\"A\",IF(B43>0,\"N\",\"\"))))))","v":""}]
[]
["Social Emotional and Mental Health Needs"]
["SEMH -  Risk to Self and Others                             ","No risk to self or others.","Occasional infrequent incidents but generally no risk to self or others.","Some behaviour which may be injurious or endanger self/others on an approximate weekly basis.","A pattern of frequent (more than one a week) behaviours which may be injurious or endanger self/others, resulting in some social isolation and rejection.","A sustained pattern (approximately daily) of behaviours resulting in significant risk of harm to self/others.\n\n","Exceptional safeguarding concerns. Evidence demonstrates a high risk of significant harm as a consequence of SEMH issues.",null,null,{"$f":"IF(G46>0,\"E\",IF(F46>0,\"D\",IF(E46>0,\"C\",IF(D46>0,\"B\",IF(C46>0,\"A\",IF(B46>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH - Emotional Health and Well being\n\n","No identified needs.","Emotional health and wellbeing needs are not a significant barrier to learning.","Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning.  Without familiar & consistent adult support, anxiety significantly limits ability to recognise and manage emotional responses.","A pattern of frequent (more than one a week) disruption to social and emotional wellbeing, resulting in regular impact on learning.  Mood is frequently very low, affecting self-esteem and limiting ability to engage. Anxiety significantly affects ability to engage in everyday life, including family life."," A pattern of extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness/ stress. Possible prolonged periods of absence/disengagement.","Complete disruption to social and emotional state, leading to extreme isolation and disengagement.",null,null,{"$f":"IF(G48>0,\"E\",IF(F48>0,\"D\",IF(E48>0,\"C\",IF(D48>0,\"B\",IF(C48>0,\"A\",IF(B48>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH – Relationships (use this rown is social needs due to SEMH needs and not C and I)\n","No identified needs - positive friendship groups.","The young person\noften falls out with\nfriends and peers, but\ndoes have a consistent\ngroup of friends or friendship\n","Some difficulties in making and maintaining friendships and relationships, despite adult support intended to prevent social isolation.","Frequent and persistent difficulties in making and maintaining appropriate relationships, despite adult support intended to prevent social isolation. ","A pattern of extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with disengagement from education, social and family life.","Little evidence of positive social relationships, resulting in extreme social isolation, vulnerability and disengagement.",null,null,{"$f":"IF(G50>0,\"E\",IF(F50>0,\"D\",IF(E50>0,\"C\",IF(D50>0,\"B\",IF(C50>0,\"A\",IF(B50>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory and Physical Needs"]
["Visual Impairment","No identified needs.","Diagnosed visual impairment that has no implications to access to curriculum","Mild visual impairment requiring simple measure to modify the classroom environment and requiring some modification of near vision materials if below N12 font size.","Moderate visual impairment requiring specialist measures with regard to modification to classroom environment and for access to near and/or distance curriculum reserources.","Severe visual impairment requiring significant modification for all curriculum resources and specialist measures to ensure safe access to the classroom environment.","Tactile learner.  Uses tactile or alternative approaches to learning.  Typically will require significant adaptations to the school environment and to the curriculum.",null,null,{"$f":"IF(G53>0,\"E\",IF(F53>0,\"D\",IF(E53>0,\"C\",IF(D53>0,\"B\",IF(C53>0,\"A\",IF(B53>0,\"N\",\"\"))))))","v":""}]
[]
["Hearing impairment","No identified needs.","Mild hearing loss in both ears - able to access the curriculum through audiological equipment.","Moderate hearing loss - can access the curriculum through audiological equipment.","Moderate to severe HI. Requires some additional communication strategies and language modification to access the curriculum.","Severe hearing loss.  Requires significant additional communication strategies, language modification or SSE/BSL interpretation to access much of the curriculum.","Profound HI. Requires intensive specialist and targeted support to develop language.  Requires fulltime BSL or SSE interpretation to access the curriculum.",null,null,{"$f":"IF(G55>0,\"E\",IF(F55>0,\"D\",IF(E55>0,\"C\",IF(D55>0,\"B\",IF(C55>0,\"A\",IF(B55>0,\"N\",\"\"))))))","v":""}]
[]
["Physical Needs/Mobility Needs/Self-Help","No identified Needs","Some delay in fine and gross motor skills requiring some adult intervention","Has care or mobility needs requiring some daily adult intervention. Pupil may have a personal and intimate care plan/ manual handling plan.","Has care or mobility needs requiring significant adult intervention more than once a day. Pupil will have a personal and intimate care plan / manual handling plan.","Has care or mobility needs requiring extensive adult support. Requires support for recording work and for access to practical subjects/activities in the curriculum.","Pupil is totally dependent on adult support to meet all care or mobility needs. Some interventions will require support from more than one adult e.g. hoisting",null,null,{"$f":"IF(G57>0,\"E\",IF(F57>0,\"D\",IF(E57>0,\"C\",IF(D57>0,\"B\",IF(C57>0,\"A\",IF(B57>0,\"N\",\"\"))))))","v":""}]
[]
["Medical Needs (Note - a diagnosis such as ADHD, ASD does not need to be recorded here)","No identified Needs","Weekly minor medical intervention required.","Has medical needs requiring  adult intervention of no more than 30 minutes per day.","Has medical needs requiring significant adult intervention (up to 1 hour per day). Pupil will have a health care plan. ","Pupil has medical needs requiring extensive adult support.  Pupil will require supervisory support to ensure immediate intervention is available in forseen, life threatening circumstances which may occur at any time.","Pupil is totally dependent on adult support to meet all medical needs. Some interventions will require support from more than one adult.",null,null,{"$f":"IF(G59>0,\"E\",IF(F59>0,\"D\",IF(E59>0,\"C\",IF(D59>0,\"B\",IF(C59>0,\"A\",IF(B59>0,\"N\",\"\"))))))","v":""}]
[]
[]
[null,"Additional information (optional) – please add here. if request is being made outside expected year groups, please add context here."]

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[{"$f":"TODAY()","v":"2025-10-09"}]
[null,null,null,"HLN Secondary Application Form Version: 3.00"]
[]
[]
[]
[null,"Pupil Details",null,"Further Information",null,"Attendance"]
[null,"Surname",null,"Lives in City",null,"Sessions Offered (10/5/state other)"]
[null,"First name",null,"Date of Admission",null,"Last Year - Autumn %"]
[null,"UPN",null,"Previous Setting (if applicable)",null,"Last Year - Spring %"]
[null,"Date of Birth",null,"School confidential file",null,"Last Year - Summer %"]
[null,"Age",{"$f":"IF(C7>0,(DATEDIF(C10,Summary!C4,\"Y\") & \" Years, \" & DATEDIF(C10,Summary!C4,\"YM\") & \" Months, \" & DATEDIF(C10,Summary!C4,\"MD\") & \" Days\"),\"\")","v":""},"Safeguarding issues",null,"Current Year - Autumn %"]
[null,"Yr Group",null,"Child Protection Register ",null,"Current Year - Spring %"]
[null,"Calculated Yr Group",{"$f":"school_year(A1,C10)","v":"121"},"Looked After (LAC)",null,"Current Year - Summer %"]
[null,"Gender",null,"Child In Need"]
[null,"CoP Stage",null,"CAF",null,"Fixed Term Exclusions - No of Days"]
[null,"Primary Need",null,"Health Intervention",null,"Last Year - Autumn"]
[null,"Secondary Need",null,null,null,"Last Year - Spring"]
[null,"Current HLN level",null,"Current Attainment",null,"Last Year - Summer"]
[null,"Panel Last Request",null,"Date Assessment",null,"Current Year - Autumn"]
[null,"Moderation",null,"Literacy: S & L",null,"Current Year - Spring"]
[null,"Moderated",null,"Literacy: Reading",null,"Current Year - Summer"]
[null,"By",null,"Literacy: Writing"]
[null,"Date",null,"Numeracy"]
[]
[null,"For each of the 14 areas of need in the grid below, please type a number 1 in the yellow cell below the best fit descriptor"]
[]
[null,"No SENS","A","B","C","D","E"]
["Cognition and Learning",null,null,null,null,null,null,"Pupil Needs: Enter a short description where needs have been identified to provide brief outline of how these needs present in setting.","Evidence:"]
["Attainment and Progress","No identified Needs.","With additional support/differentiation, attainment is within expected levels.","Attainment is at lower level than majority of peers even with some additional support. Progress is at slower rate than majority of peers. ","Attainment is significantly lower than majority of peers.  Predicted that the young person unlikley to achieve any GCSE grades 1-9","Attainment is very significantly lower than majority of peers.  There is very little and very slow progress, even with high levels of intervention.  ","Young person would be considered as a child with profound and multiple learning difficulties.  ",null,null,{"$f":"IF(G30>0,\"E\",IF(F30>0,\"D\",IF(E30>0,\"C\",IF(D30>0,\"B\",IF(C30>0,\"A\",IF(B30>0,\"N\",\"\"))))))","v":""}]
[]
["Curriculum Access","No identified needs.","Is able to independently participate in and access all classrooms/settings and activities with some additional class teacher intervention where required.","Is able independently to participate in most classrooms/settings and routines. Some difficulties with maintaining attention to task evident.","Is able independently to participate in  small group settings and activities. Needs ongoing support to start and finish a task.                                              ","Is only able to independently participate in some small groups and activities.","Totally dependent on adult support to engage with any learning.                                                                                          ",null,null,{"$f":"IF(G32>0,\"E\",IF(F32>0,\"D\",IF(E32>0,\"C\",IF(D32>0,\"B\",IF(C32>0,\"A\",IF(B32>0,\"N\",\"\"))))))","v":""}]
[]
["Communication and Interaction"]
["Expressive Language","No identified needs. Can use language for a range of purposes.","Limited Vocabulary when compared to peers.","Some delay to expressive language e.g. very limited vocabulary and/or grammar immaturities in comparison with similar aged peers.","Uses verbal language spontaneously but language hard to understand due to speech production diffculties.","Significantly delayed communication and/or language development that inhibit regular participation and contibution to activities in classroom setting.  Uses a selective range of vocabulary or responses (learnt phrases).","Uses gesture/signs or symbols/pictures/photos as main means of communication.  Little or no functional expressive language, may name a few items but unable to make requests, echoes language without meaning.",null,null,{"$f":"IF(G35>0,\"E\",IF(F35>0,\"D\",IF(E35>0,\"C\",IF(D35>0,\"B\",IF(C35>0,\"A\",IF(B35>0,\"N\",\"\"))))))","v":""}]
[]
["Receptive Language","No identified needs.","Understands most verbal language with occasional difficulties understanding ambiguities. Benefits from instructions being specific.","Some difficulties in following and understanding instructions. Requires some instructions to be repeated/simplified.  ","Difficulties in following and understanding instructions. Requires all instructions to be repeated/simplified. ","Significant difficulties in following instructions. Requires instructions to be supported through signs and gestures.","Understands through signs/symbols/through gesture/pictures or photos.",null,null,{"$f":"IF(G37>0,\"E\",IF(F37>0,\"D\",IF(E37>0,\"C\",IF(D37>0,\"B\",IF(C37>0,\"A\",IF(B37>0,\"N\",\"\"))))))","v":""}]
[]
["Rigidity - Flexibility of thought","No identified needs.","Evidence of some inflexible thought though in most situations able to adapt to change without more than a prompt.","Some evidence of inflexible thought. Support is required to manage change in everyday school situations e.g. from lesson to lesson. Occasional repetitive behaviours seen which interfere with flexible learning.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.  Reliant on strategies such as objects of reference, visual timetable to move through the day.","Evidence of rigid thought, making the pupil inflexible and unlikely to cope with change.                                                                 ","Evidence of rigid thought, making the pupil totally inflexible and unable to cope with change, resulting in an extreme response.",null,null,{"$f":"IF(G39>0,\"E\",IF(F39>0,\"D\",IF(E39>0,\"C\",IF(D39>0,\"B\",IF(C39>0,\"A\",IF(B39>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory Processing","No identified needs","Some sensory processing difficulties that have neglible interference with classroom activities, once reasonable adjustments made.","Sensory processing impacts on learning e.g. resistant to touching certain textures.","Sensory processing interferes with school day e.g. unable to tolerate messy hands, puts hand over ears to certain noises, constantly chewing toys / equipment.","Unusual and frequent response to some sensory stimuli. Requires major adjusment, linked to complex sensory profile.","Extreme and frequent response to a wide range of sensory stiumli.",null,null,{"$f":"IF(G41>0,\"E\",IF(F41>0,\"D\",IF(E41>0,\"C\",IF(D41>0,\"B\",IF(C41>0,\"A\",IF(B41>0,\"N\",\"\"))))))","v":""}]
[]
["Social Interaction Needs (use this row if social needs are mainly due to communication and interaction needs)","No identified needs.   Aware of others' needs.","Can interact in class but C and I diffciulties means maintaining friendships oytside of class dfifficult","Can interact in a structured small group independently. May interrupt others, repeatedly asks same questions etc. Limited range of interests.","Difficulties with interaction.  Is able to work in small groups with some support.","Significant difficulties with interaction.  Does not interact with other peers. Following own agenda and unable to notice or attend to class activities without support.  ","Significant difficulties with interaction. Lack of interest in peers. Poor toleration of others.  Following own agenda with at least 50% of time away from the main group.",null,null,{"$f":"IF(G43>0,\"E\",IF(F43>0,\"D\",IF(E43>0,\"C\",IF(D43>0,\"B\",IF(C43>0,\"A\",IF(B43>0,\"N\",\"\"))))))","v":""}]
[]
["Social Emotional and Mental Health Needs"]
["SEMH -  Risk to Self and Others                             ","No risk to self or others.","Occasional infrequent incidents but generally no risk to self or others.","Some behaviour which may be injurious or endanger self/others on an approximate weekly basis.","A pattern of frequent (more than one a week) behaviours which may be injurious or endanger self/others, resulting in some social isolation and rejection.","A sustained pattern (approximately daily) of behaviours resulting in significant risk of harm to self/others.\n\n","Exceptional safeguarding concerns. Evidence demonstrates a high risk of significant harm as a consequence of SEMH issues.",null,null,{"$f":"IF(G46>0,\"E\",IF(F46>0,\"D\",IF(E46>0,\"C\",IF(D46>0,\"B\",IF(C46>0,\"A\",IF(B46>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH - Emotional Health and Well being\n\n","No identified needs.","Emotional health and wellbeing needs are not a significant barrier to learning.","Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning.  Without familiar & consistent adult support, anxiety significantly limits ability to recognise and manage emotional responses.","A pattern of frequent (more than one a week) disruption to social and emotional wellbeing, resulting in regular impact on learning.  Mood is frequently very low, affecting self-esteem and limiting ability to engage. Anxiety significantly affects ability to engage in everyday life, including family life."," A pattern of extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness/ stress. Possible prolonged periods of absence/disengagement.","Complete disruption to social and emotional state, leading to extreme isolation and disengagement.",null,null,{"$f":"IF(G48>0,\"E\",IF(F48>0,\"D\",IF(E48>0,\"C\",IF(D48>0,\"B\",IF(C48>0,\"A\",IF(B48>0,\"N\",\"\"))))))","v":""}]
[]
["SEMH – Relationships (use this rown is social needs due to SEMH needs and not C and I)\n","No identified needs - positive friendship groups.","The young person\noften falls out with\nfriends and peers, but\ndoes have a consistent\ngroup of friends or friendship\n","Some difficulties in making and maintaining friendships and relationships, despite adult support intended to prevent social isolation.","Frequent and persistent difficulties in making and maintaining appropriate relationships, despite adult support intended to prevent social isolation. ","A pattern of extreme difficulties in making and maintaining relationships, resulting in frequent social isolation and vulnerability, with disengagement from education, social and family life.","Little evidence of positive social relationships, resulting in extreme social isolation, vulnerability and disengagement.",null,null,{"$f":"IF(G50>0,\"E\",IF(F50>0,\"D\",IF(E50>0,\"C\",IF(D50>0,\"B\",IF(C50>0,\"A\",IF(B50>0,\"N\",\"\"))))))","v":""}]
[]
["Sensory and Physical Needs"]
["Visual Impairment","No identified needs.","Diagnosed visual impairment that has no implications to access to curriculum","Mild visual impairment requiring simple measure to modify the classroom environment and requiring some modification of near vision materials if below N12 font size.","Moderate visual impairment requiring specialist measures with regard to modification to classroom environment and for access to near and/or distance curriculum reserources.","Severe visual impairment requiring significant modification for all curriculum resources and specialist measures to ensure safe access to the classroom environment.","Tactile learner.  Uses tactile or alternative approaches to learning.  Typically will require significant adaptations to the school environment and to the curriculum.",null,null,{"$f":"IF(G53>0,\"E\",IF(F53>0,\"D\",IF(E53>0,\"C\",IF(D53>0,\"B\",IF(C53>0,\"A\",IF(B53>0,\"N\",\"\"))))))","v":""}]
[]
["Hearing impairment","No identified needs.","Mild hearing loss in both ears - able to access the curriculum through audiological equipment.","Moderate hearing loss - can access the curriculum through audiological equipment.","Moderate to severe HI. Requires some additional communication strategies and language modification to access the curriculum.","Severe hearing loss.  Requires significant additional communication strategies, language modification or SSE/BSL interpretation to access much of the curriculum.","Profound HI. Requires intensive specialist and targeted support to develop language.  Requires fulltime BSL or SSE interpretation to access the curriculum.",null,null,{"$f":"IF(G55>0,\"E\",IF(F55>0,\"D\",IF(E55>0,\"C\",IF(D55>0,\"B\",IF(C55>0,\"A\",IF(B55>0,\"N\",\"\"))))))","v":""}]
[]
["Physical Needs/Mobility Needs/Self-Help","No identified Needs","Some delay in fine and gross motor skills requiring some adult intervention","Has care or mobility needs requiring some daily adult intervention. Pupil may have a personal and intimate care plan/ manual handling plan.","Has care or mobility needs requiring significant adult intervention more than once a day. Pupil will have a personal and intimate care plan / manual handling plan.","Has care or mobility needs requiring extensive adult support. Requires support for recording work and for access to practical subjects/activities in the curriculum.","Pupil is totally dependent on adult support to meet all care or mobility needs. Some interventions will require support from more than one adult e.g. hoisting",null,null,{"$f":"IF(G57>0,\"E\",IF(F57>0,\"D\",IF(E57>0,\"C\",IF(D57>0,\"B\",IF(C57>0,\"A\",IF(B57>0,\"N\",\"\"))))))","v":""}]
[]
["Medical Needs (Note - a diagnosis such as ADHD, ASD does not need to be recorded here)","No identified Needs","Weekly minor medical intervention required.","Has medical needs requiring  adult intervention of no more than 30 minutes per day.","Has medical needs requiring significant adult intervention (up to 1 hour per day). Pupil will have a health care plan. ","Pupil has medical needs requiring extensive adult support.  Pupil will require supervisory support to ensure immediate intervention is available in forseen, life threatening circumstances which may occur at any time.","Pupil is totally dependent on adult support to meet all medical needs. Some interventions will require support from more than one adult.",null,null,{"$f":"IF(G59>0,\"E\",IF(F59>0,\"D\",IF(E59>0,\"C\",IF(D59>0,\"B\",IF(C59>0,\"A\",IF(B59>0,\"N\",\"\"))))))","v":""}]
[]
[]
[null,"Additional information (optional) – please add here. if request is being made outside expected year groups, please add context here."]

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[]
[null,"Year Group",7,null,"COP stage","SEN",null,"Current HLN","SEN",null,"Lives in City","Yes"]
[null,null,8,null,null,"EHCP",null,null,"A1",null,null,"No - Derbyshire"]
[null,null,9,null,null,"EHCP requested",null,null,"A2",null,null,"No - Nottinghamshire"]
[null,null,10,null,null,null,null,null,"A3",null,null,"No - Leicestershire"]
[null,null,11,null,null,null,null,null,"B1",null,null,"No - Other"]
[null,null,12,null,null,null,null,null,"B2"]
[null,null,13,null,"SEN Need","ASD",null,null,"B3"]
[null,null,14,null,null,"DS",null,null,"C1"]
[null,null,null,null,null,"HI",null,null,"C2",null,"LAC","No"]
[null,null,null,null,null,"MLD",null,null,"C3",null,null,"Yes - City"]
[null,null,null,null,null,"MSI",null,null,"OTH - CCP",null,null,"Yes - Derbyshire"]
[null,null,null,null,null,"PD",null,null,"OTH - DOP",null,null,"Yes - Nottinghamshire"]
[null,"Gender","F",null,null,"PMLD",null,null,null,null,null,"Yes - Leicestershire"]
[null,null,"M",null,null,"SEMH",null,null,null,null,null,"Yes - Other"]
[null,null,"X",null,null,"SLCN"]
[null,null,null,null,null,"SLD"]
[null,null,null,null,null,"SPLD"]
[null,null,null,null,null,"VI"]
[null,null,null,null,null,"OTH"]
[null,"Multiple","Yes"]
[null,null,"No"]
[null,null,null,null,"CAF","Open"]
[null,null,null,null,null,"Closed"]
[null,"Today",{"$f":"TODAY()","v":"2025-10-09"},null,null,"None"]

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