Have a difficulty with understanding the speech of adults and at an age appropriate level without individual support, whether signed, written or oral / aural. Are unable to access learning without skilled adult support in targeted language sessions May use personal hearing aids and or cochlear implants and FM systems Hearing Support service contribute to individualised Access to a range of specialised equipment and resources Training from hearing support service to assist pre-school staff Access to support from of educational, health and social care agencies Hearing support Service recommendations inform play D2 Children with hearing impairment: Receive significant high level audiological and learning support by a teacher of the deaf for assessment, monitoring of progress, advice and guidance to staff. Have severe or profound hearing loss in the better ear as advised by medical diagnosis or the Sensory Impairment Service Unable to access of learning opportunities or understand speech of adults and peers in setting without constant individual and constant support whether signed or oral/aural. Daily 1:1 support from a trained support worker in a quiet environment in order to develop listening / language skills. N.B. The vast majority of children will have severe language delay and/or lip reading difficulties and/or be lacking in confidence in communicating independently in the setting. Broad and balanced provision for learning which is commensurate with child’s aptitude needed. Modification of language to access to concepts. IPP in place to support the development of speaking and listening, auditory skills and early reading and mark making skills. IPP in place targets support to develop social interaction and emotional Hearing Support Service recommendations inform play Access to a range of specialist equipment and resources needed Specialist for whole staff training As above including: Provision of quiet area for specialist support activities D0 Children with visual impairment: Have a severe visual impairment and in a mainstream early years setting. Are capable of accessing all learning opportunities with appropriate modifications. Regular monitoring and support by QT from sensory Impairment Service to provide advice and guidance on needs and differentiation and advice to staff Daily targeted support to access broad learning opportunities. SOGS 2YO Progress check Regularly reviewed IPP in place Staff training MAISEY
Receive significant involvement from Sensory Impairment Service Require on-going adult intervention for 40% of session time to facilitate access to learning and ensure safety IPPs and reviews on recommendations of Sensory Impairment Service Support at mealtimes and outdoor play may be required Individualised adaptations to the environment may be needed training from Sensory Impairment Service Professional agency reports/assessments/ recommendations Area SENCO visit notes Staff training Sensory Impairment Service involvement Environment adaptations D1 Children with a visual impairment: Have a significant visual impairment (distance acuity 6/24-3/60 near visual threshold of between N12– N18 ) Be capable of accessing all learning opportunities with appropriate modifications within mainstream setting. Receive significant involvement from Sensory Impairment Service Require daily on-going adult intervention a large part of session time to facilitate access to learning and ensure safety Needs large print/images/material Will need individual adaptations to the environment e.g. steps, blinds, lighting Need access to specialist equipment and materials The sensory support service will be required to provide information on assessment, monitoring of progress, advice and guidance to setting staff. There will need to be clear evidence that advice has been implemented in the setting. High level monitoring and support by QT from Sensory Impairment Service to provide advice on needs and differentiation and advice to staff. Daily and on-going targeted support by trained adult to access broad learning opportunities. IPPs and reviews on recommendations of Sensory Impairment Service Trained adult support to offer challenge Visual materials prepared e.g. enlargements / or adaptations in a visually comfortable size appropriate to needs. Support at mealtimes and outdoor play may be required Individualised adaptations to the environment needed Whole staff training from Sensory Impairment Service As above and including: Person specification of adult support D2 Children with visual impairment: Receive significant involvement from Sensory Impairment Service As for D1 and including: High level monitoring and support by QT from Sensory Impairment Service As above and including: Mobility training
Early Years Foundation Stage Special Educational Needs Top-up Funding Category E – Physical / Medical Children must meet all of the following core criteria Provision may include Evidence could include E0 Children with impaired mobility: 1. Require therapy support e.g. physiotherapy, occupational therapy, speech therapy 2. Have impaired mobility 3. Require manual handling risk assessment 4. Require adult support for 40% of session time to enable access to and adaptation of learning experiences 5. Require adult support at mealtimes and for outdoor play. 6. May require adult support for personal care and trips Children with medical needs: has identified medical needs which require adult support A healthcare plan needs to be in place which includes emergency procedures Require support for any of the following: mealtimes, outdoor play, personal care Play Plan informed by recommendations of health professionals Consumables to support personal care needs Support for the management of equipment needed to support needs Adult support to implement physical management / personal care plan Adult support to access learning opportunities Area SENCO guidance EYA Plus Play / personal care / physical management plans/ healthcare plans informed by health professional recommendations Professional reports Medical advice Risk assessment Progress summaries planning meeting notes Special equipment and adaptations to environment / differentiation needed to access learning Log of training
Require adult support for a part of the time to enable child to safely access the session E1 Children with impaired mobility: as and including : Require individual adaptation to environment e.g. adapted furniture ramps and toilets quiet carpeted areas access to lifts and hoists may be required technical aids including ICT availability and access to hydrotherapy Have impaired mobility or be in a wheelchair Trained adult support for up to 100% of session time Require long term therapy support Require adults with appropriate training in manual handling to provide support as needed Children with medical needs: Other medical needs which require adult support e.g. severe epilepsy, asthma etc. Trained staff to implement healthcare plan which includes emergency medical procedure Additional adult support to enable the child to be safely placed with good medical support. As above and including: Physical management / personal care / healthcare plan informed by health professionals Time to liaise with parents, therapists, preparation etc Time to prepare adaptations to environment and learning opportunities On-going training for staff including at initial transition Support to manage equipment Specialist medical procedure training delivered by e.g. lifetime nurse Specialist training for medical procedures Adaptations to environment As above and including: Detailed personal provision plan Detailed medical procedure planning