The Five Bands for Statemented Pupils

1.  Profound and multiple learning difficulties and/or profound physical/sensory difficulties

As these pupils progress through statutory school age they are likely to remain at early levels of development, but may be helped to acquire some language skills, perhaps through signing. Some are slow in learning to walk, others are very active and highly mobile; some are subject to rapid changes of mood. These children will be dependent for most of their needs. Deaf and/or blind children may fall within this band where access to the curriculum is highly dependent upon appropriate specialist teaching support. Some children with degenerative conditions will fall within this banding. This group will also include those whose physical disability requires significant adult support in order to provide for functional independence and/or to ensure access to the National Curriculum.

2.  Severe communication difficulties and/or sensory/physical difficulties

The ability of children with such difficulties to profit from the spoken or written word or to understand their environment can be enhanced considerably through specialised teaching. Their severe problems in communication may reflect speech and language disorders in themselves. In some instances though, they arise as a direct result of other factors e.g. a significant hearing or visual loss, physical disability. Such children are likely to require the use of alternative communication systems in order to gain access to the National Curriculum.

3.  Severe emotional difficulties and/or significant sensory or physical difficulties

Some pupils need specialised help in adapting constructively to the more stressful of their circumstances and in managing associated feelings of frustration, anger and fear. They may be educated in special schools, though some receive help in mainstream schools to ensure National Curriculum entitlement. The problems faced by the child arise from the child's internal turmoil. Some children will have significant hearing/visual or physical disability.

4.  Severe developmental difficulties and/or sensory difficulties/moderate physical difficulties

The majority of these pupils have marked limitations in learning across all aspects of their development, though some show particular disabilities of relative assets in some areas. This band may also apply to a few pupils having visual or hearing impairment in addition to other limitations in learning. These children will be working towards or within the lowest levels of the National Curriculum.

5.  Other learning difficulties and/or disabilities

The learning difficulties of many of these pupils may be attributed to slow cognitive development. Traditionally they have often attended schools for those with moderate learning difficulties, though increasingly they receive special help in mainstream schools. Additionally these are pupils with mild hearing or visual loss, or physical disability who will be appropriately placed in this band. This band may include pupils, who against a background of otherwise normal development, experience learning difficulties specific to one area of the curriculum. These pupils may need modifications to their mode of curricular access and/or their methods of assessment. They may be working outside the normally expected National Curriculum range of Programme of Study (POS) or levels for much of their time.