Visual Impairment Characteristics Assessments The child/young person has significant visual impairment and/or a deteriorating condition affecting vision. Visual acuity of 6/36 or less plus a reduction in near vision or a significant field defect. The child/young person has insufficient or no vision and requires an alternative format such as Braille to access the curriculum. Assessed as ‘educationally blind’ meaning that the child/young person has no vision or insufficient vision to access print. The child’s/young person’s lack of vision severely impairs their access to the curriculum. Visual acuity of 6/36 or less. Print sizes of N36 or greater are needed to access print materials. May use an alternative format such as Braille for reading purposes. Child’s/young person attainment in the curriculum is below the expectations for their age or their assessment pattern shows an uneven pattern of progress and attainment. The child/young person has difficulty accessing the curriculum without substantial adaptation of teaching materials resulting in attainment levels significantly below the child’s ability. 5. The child’s/young person’s vision significantly affects their mobility in the educational setting. Assessments indicate specialist support is required for mobility and independent living skills. Multi-sensory Impairment Characteristics Assessments The child/young person has a hearing loss together with a visual impairment at a level which might normally be overcome through a reliance on listening in the educational setting. Visual acuity of 6/18 or less together with a level of hearing loss that requires hearing aids. The child/young person has a Visual acuity of 6/18 or less together with
Discussion with the Educational Psychologist Request for Education, Health and Care Needs Assessment Name of School/Establishment: Name of Pupil: Psychologist: Discussion with: Evidence required for a co-ordinated assessment linked to Draft Code of Practice Considerations Evidence Required to demonstrate that the consideration has been met. Comment from EP consultation Personalised Approach The views, wishes and feelings of the child/young person and their parents/carers are known and understood. Evidence of co-production and person-centred approaches to engage with child/young person and family Records of meetings and discussions with the child/young person and their parents/carers to gain their views, wishes and feelings over time. Evidence that the wishes and views of the child/young person and their parents/carers have been taken into account when planning and supporting the child/family. Evidence that young people, parents/carers have been consulted about the request for a co-ordinated assessment. Ideally the request should be co-produced with young people/parents & carers. B.1 Special Educational Needs The child/young person’s needs are significantly greater than peers of the same age, Evidence of the exceptional nature of needs will be required; Early Years outcomes/academic levels and progress tracking over time Standardised testing and progress over time An analysis of the child’s social and emotional needs over time Employment life and social and emotional skills Independence skills
are long term and require specialist resources or provision to achieve long term positive outcomes. B.2 Learning and Progress Progress towards realistic and appropriate outcomes has only been achieved as the result of much additional intervention and support, over and above that which is usually provided Adaptations put in place to access the curriculum The views of the child/young person The views of the parent/carer Resilience factors and risk factors Long term implications for education and emplyment Action already taken using a Co-ordinated Approach The child/young person’s needs have been explored and supported through a approach, including the use of external services. All planning has had the child/young person at the heart in a person-centred Evidence of “assess – plan – do – review” cycles over time (at least 2 terms) that includes; The involvement of appropriate external services Measured and evidence based analysis of assessments with clear summary that informs effective planning and outcomes, so that the impact of interventions has been evaluated and provision subsequently adapted when necessary. The involvement of the child/young person in assessment and planning The involvement of parents/carers in assessment and planning Involvement and support from the wider community Person-centred planning approaches Clear outcomes being identified and monitored Strengths based approach taken in the gathering and analysis of information
way. Provision The child/young person has clear outcomes, based on their own and parents/carers aspirations, relevant to the level of need. These have been resourced appropriately from within the totality of resources available to the school/college. Evidence of the setting’s Best Endeavours to support the child/young person that includes; Clear graduated approach to supporting child/young person Targeted programmes of support and resources that are unique to the child individually or in a group setting, driven by outcomes Submission of a costed individual Provision Map that demonstrates how the child/ young person’s outcomes are being achieved Provision that includes support at home and/or the local community. Work across agencies in a holistic way Actions Agreed: Signed: Date: