development and so makes slow progress. , Social care and Education professional involvement. Requires specialist adult support to access the learning and social curriculum for a large part of the time. With this support the child can access a surface level of understanding but will still experience severe difficulties in making inferences and generalisation. Social interaction with peers. Support for development of skills A2 Children with severe learning difficulties (SLD) plus extra difficulties As above and including: The identified additional needs should be considered as long term. Either medical, physical, sensory or behavioural difficulties associated with their learning difficulties. Child needs modification and explicit teaching of the curriculum for most of the timetable in order to facilitate their inclusion. This will involve detailed task analysis and teaching approaches such as prompting, explicit modelling etc. Such approaches will be required for social skills/responses, the learning of routines and personal development in addition to learning attainments. Ongoing intervention from Health and Education and possibly social care. Child is 2 age bands below their chronological age on ‘Development Matters Best Fit’ profiles in all 3 prime areas. Child requires specialist adult support to access learning including social interaction for the majority of session time. With this level of support the child Levels achieved will be expected EYFS age bands for all areas of learning. An individualised programme for a large part of session is needed Social immaturity, needs support with social interaction with peers Regular multi-agency advice planning to inform/advise and train staff and establish the individual pupil programme Supplementary resources including furniture and specialist equipment will be required. Use of therapeutic mediums e.g. soft play, hydrotherapy, sensory and therapy may be required. As above and including: Early Years (School) Action Plus REPLACE WITH Planning shows how needs are supported (including recommendations from multi-agency advice) EYFS best fit judgements Tracking of progress over time 3 x IPPs/IEPs detailing/identifying SMART targets, activities/experiences and adult/specialist support strategies Support timetable Differentiated planning Review notes Medical reports Details of personalised programme Individual Play Plan (IPP) reviews contributed to by child, parents and outside agencies
of the time attended, to enable child to access the areas of the curriculum: Language and Communication and Personal, Social and Emotional Development. Behaviour and/or emotional management are associated with communication difficulties and require intervention to support peer relationships for a large part of the time. Learning opportunities are presented through extensive differentiation including regular need for targeted activity preparation. Modification of language content for all activities, interpreted in to the child’s particular means of communication e.g. Makaton. It is likely that staff will need specific skilled training to meet the child’s communication needs. Specific training for key person/inclusion support practitioner. Whole setting training, a focus on IDP (Early Years Inclusion Development Programme) and PECS if appropriate. An Early Years environment which supports language and communication e.g. use of visual support strategies and learning through play. Advice and guidance around provision of 1:1 support from Area Senco. Reports identifying language impairment / disorder /delay or communication difficulty e.g. from Health including Speech and language Therapy/Area SENCO Area SENCO notes of visit Support programme including individual and small group support timetabled into planning 2 reviewed IPPs/IEPs including input from parents, child, Area SENCO, Education and Health Teams as appropriate Evidence of staff training and impact. Log of implementation of language programme / adult support Evidence of staff attendance at training Evidence of advice from agencies agreed at MAISEY Evidence showing the frequency, intensity and duration of behavioural /emotional needs B2 As for B1 and including: Child requires on-going intervention from North Somerset education (VLS / Area SENCO) Child requires trained / specialist adult support to access learning through play for 100% of funded hours. May also require: group teaching Daily speech programme and use of evidence based strategies to support child’s development and inclusion in all setting learning experiences/activities. As above and including: Detailed management plan with evidence of how challenging behaviour or limited ability to understand consequences or the need for AAC is supported (resources/time allocation/curriculum planning)
Have a gap in linguistic development particularly vocabulary and formation of sentences or phrases Require adult support advised by support teacher for the deaf for 40% of session time. Strategies in place to develop interaction with peers and emotional well being Hearing Support Service recommendations inform play plans Team training from Hearing Support Service to support all staff Area SENCO support accessed Professional reports Area SENCO visit notes Staff training Hearing support service involvement D1 Children with a hearing impairment: Receive significant / regular audiological and learning support by a teacher of the deaf for assessment, monitoring of progress, advice and guidance to Severe permanent hearing impairment or moderate impairment overlain by a long standing conductive problem. Have a difficulty with understanding the speech of adults and peers 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 Modification of language content to allow access to concepts Individualised plan for speaking, listening and auditory skills Individualised play plan to support development of social skills and emotional well-being. Hearing Support service contribute to individualised plans Access to a range of specialised equipment and resources Training from hearing support service to assist pre-school Access to support from range of educational, health and social care agencies Hearing support Service recommendations inform play plans As above and including: Known diagnosis Detailed personalised programme in place Details of specialist equipment and resources used Person specification of adult support D2 Children with hearing impairment: Receive significant high 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 range of learning opportunities or understand speech of adults and peers in setting without constant Broad and balanced provision for learning which is commensurate with child’s aptitude needed. Modification of language to allow 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 As above including: Provision of quiet area for specialist support activities
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. Hearing Support Service recommendations inform play plans Access to a range of specialist equipment and resources needed Specialist INSET for whole staff training D0 Children with visual impairment: Have a severe visual impairment and in a mainstream years setting. Are capable of accessing all learning opportunities with appropriate modifications. Receive significant involvement from Sensory Impairment Service Require daily on-going adult intervention for 40% of session time to facilitate access to learning and ensure safety Regular monitoring and support by QT from sensory Impairment Service to provide advice and guidance on and differentiation and advice to staff Daily targeted support to access broad learning opportunities. 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 Staff training from Sensory Impairment Service Ages and Stages Assessment (Health) 2YO Progress check Regularly reviewed IPP plans in place Staff training MAISEY Professional agency reports/assessments/ recommendations Area 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 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 focus on recommendations of Sensory Impairment Service Trained adult support to offer challenge As above and including: Person specification of adult support
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. 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 staff training from Sensory Impairment Service D2 Children with visual impairment: Receive significant involvement from Sensory Impairment Service Be diagnosed as blind or experiencing a degree of sight loss that requires access to learning through alternative non-sighted means e.g. Braille and tactile materials as appropriate to age/stage of development Requires 100% differentiated resources/materials to access learning As for D1 and including: High level monitoring and support by QT from Sensory Impairment Service Mealtime and free play supervision Regular mobility training to setting and at home ICT equipment as appropriate Support need specialist training - to access range of learning experiences and offer challenge - to offer Braille and tactile resources - to facilitate and encourage independence As above and including: Mobility training Alternative non-sighted specific adult training D3 MSI – children may have very serious medical needs which may be linked to physical disability Children with Multi-sensory Impairment will: Have a combination of visual and hearing difficulties Sometimes referred to as deafblind but may have some residual sight and/or hearing. May also have additional disabilities which may make it difficult to ascertain their intellectual abilities As above and including: Highly trained specialist support Individual adaptation to environment such as ramps and toilet Quiet carpeted areas Access to lifts and hoists as required Technical aids Hydrotherapy Manual handling training for staff