Green Amber Red Additional physical, medical or learning problems No significant additional problems Some additional problems but these can be managed by the staff on-site with the benefit of some additional advice Needs additional specialist input in order to manage the problems Hearing levels With a well-maintained processor and in good listening conditions, has access to sound across the speech frequencies down to whisper level With a well-maintained processor, has access to a good proportion of speech information. A rise in background noise makes a noticeable difference to ability to hear. Processor not yet fully programmed Has limited access to speech information via the processor Use of the processor/ hearing aids Wears the equipment at all times. Notices and reports faults Wears the equipment well but does not report faults independently Consistent processor use not established Green Amber Red
Social communication Is a confident communicator. to communicate with other children and familiar adults and usually able to get their message across even if formal language system is very limited Makes good use of communication such as facial expression, gesture, body language Understands at age appropriate level that we use different kinds of language and behaviour in different settings Communicates well with other children in informal settings but can be unsure in less familiar situations Communication is sometimes a problem but willing to try and get their message across if something interests them Sometimes immature or inappropriate language or behaviour but usually tries to conform Unsure about communicating outside very safe and familiar settings and routines May give up quickly or display difficult behaviour when communication breaks down. Has few strategies to fall back on Very limited social can often be inappropriate or withdrawn Green Amber Red
Attention Is able to attend and concentrate at a level similar to the range of children within the class Finds it difficult to concentrate for long in a large wanders and misses much of the information. In 1:1 and small group settings, attention levels within the range for age group Attention level limited. Unable to sustain attention independently in a group situation. Attention skills emerging in 1:1 and small group settings Listening/ Understanding Can listen and respond to other children in group work. Listens and participates in large group discussions Understands spoken language at a similar or slightly simpler level to the other children in class Can listen well to a single speaker but finds it difficult to follow the flow of conversation around a group Understands most of the language of everyday class routines When new information introduced, speaker’s language needs to be simplified, both vocabulary and sentence structure. Understanding needs to be checked individually Can listen to a single speaker who is working to hold their interest Understands the language linked to a few class routines Lacks the understanding to learn effectively from talk within a large group setting. Needs high level of individual input to prepare for new topics and to consolidate learning Green Amber Red Spoken language Is able to take part in partner-led conversations across several turns. Can’t Enjoys conversations on topics of their choice. Sometimes shows when Can have simple conversations providing they are in charge of the