Overall classroom approach. Use of curriculum/ screeners. Specific staff teaching/ support.
Set-up of classroom including outdoor areas.
Involvement with parents/ carers and child/ young person (CYP).
Link with assess-plan-do-review-learn. Staff training and awareness in all areas.
Awareness of key documents such as SEN Code of Practice, Equality Act, Children and Families Bill.
Overall classroom approach. Whole school staff training.
Use of curriculum/ screeners/ assessment.
Targeted teaching/ support, including targeted group interventions.
Understanding of effective differentiation.
Involvement with parents/ carers and child / young person (CYP).
Link with assess-plan-do-review-learn.
Use of strategies to promote social inclusion eg buddy system.
Overall classroom approach.
Use of curriculum/ screeners/ assessment. Request involvement from external services eg Occupational Therapy (OT), Learning Support Service (LSS), Educational Psychology Service (EPS) to create more personalised curriculum, including specialist advice and support, individual interventions.
Teachers with increasing knowledge and experience/ specialist teachers.
Capacity building and training for class-based staff.
A more individualised programme of support/ highly personalised curriculum including specific staff teaching/ support, including targeted small group and individual interventions.
Individualised set-up of classroom and workstation area eg taking into account accessibility, safety and environmental stimulation.
Parents/ carers and child/ young person (CYP) participating in setting up, delivery and reviewing interventions.
Link with assess-plan-do-review-learn.
Concerns about a CYP’s vision should be raised with parents/ carers and a referral should be made to the local Orthoptist and Visual Impaired Team (Learning Support Service).
Information to aid understanding of visual impairment should be shared with parents/ carers and staff.
Develop staff awareness of the child’s needs, SEND guidance, specialist support and available resources.
Staff to be aware that the CYP may be experiencing visually related learning difficulties and provide support to enable them to plan appropriately.
Gather the views of the young person, using person- centred approaches regarding their opinions and preferred strategies.
Create a ‘clutter-free’ environment. Pay attention to layout of furniture, seating and adult position in the classroom. Avoid standing in front of windows as your face can become difficult to see. It may be helpful to complete an environmental audit of the school including indoor and outdoor areas.
Creation of a One-Page Profile which is shared with all staff.
Assessment by Qualified Teacher of children with Visual Impairments (QTVI) and report distributed to key staff.
Recommendations of the report implemented in the school to enable full inclusion within the mainstream class.
The school should monitor pupil progress in this respect eg carrying out reading assessments in different fonts.
Learning materials must be selected and prepared for their clarity.
Make basic adaptations to activities and materials to facilitate access for a visually impaired CYP eg oral descriptions of visual materials, saying CYP’s name before asking a question. Awareness that the CYP may need more time to complete the tasks and the pace of the work may need to be slower. Information about adapted resources is available at Sight Advice.
Low level adjustments may need to be made to activities eg reducing length of visual tasks. Break up visually demanding tasks with other activities. Standard adjustments advised include:
Teaching methods which facilitate access to the curriculum, social/ emotional development and class/ group participation.
The curriculum includes examples of diversity.
ICT to be used to increase access to the curriculum, where appropriate eg iPads for reading.
Use of information relating to a range of resources and agencies, within the Local Authority and the wider community eg Victaparents and Look UK.
Involvement of parents/ carers and provision of information relevant to them eg using resources available at RNIB and Vision UK.
Considerations for good transitions between stages of education, and how to plan and prepare for these eg opportunities to walk with an adult, repeating the process, moving towards more independence. Talking the CYP through the route, noting key points, textures or space to feel for.
Development of a transition plan for CYP moving between year groups, key stages, primary and secondary school and Post 16 provision.
Teaching practice which facilitates access to the curriculum, social/ emotional development and class participation. Draw upon information contained within specialist websites, such as RNIB.
School must access specific VI related training provided by the Visual Impairment Education Team (Learning Support Service).
Access to wider staff training.
On-going assessment, advice, support, monitoring and training from a Qualified Teacher of the Visually Impaired (QTVI), up to 6 hours annually, as well as attendance at review meetings.
Teachers should implement advice including specific interventions as suggested by the QTVI.
Provide access to a quiet space for QTVI to work with the CYP.
Curriculum plan reflects levels of achievement and must include individually focused IEP.
CYP involved in setting and monitoring their own targets.
Teaching methods based on experiential and tactile learning with a strong verbal emphasis, which facilitate access to the curriculum and class participation.
School staff to provide some modification of learning materials to facilitate access eg attention to speed of lesson delivery and speed of working of VI CYP.
Opportunities for individual and small group work to meet identified needs and to facilitate learning and inclusion, as appropriate.
Opportunities for explanation, and exploration of resources before they are used in an activity eg through pre-teaching.
Specific interventions may be necessary and advice should be followed from QTVI.
Opportunities for group interventions to develop social inclusion with peers eg Circle of Friends
Environmental adaptations eg pay attention to layout of furniture, seating and lighting in the classroom.
Accessibility of outside environment including edges clearly marked.
Large print and differentiated materials, provided by school, as appropriate to meet assessed needs including: touch typing, coloured overlays and matt laminating pouches.
Access to equipment, including the use of an iPad or laptop with highlighted keys and software, to meet assessed needs. Further information about assistive technology can be found at Sight Advice, RNIB, Living Made Easy.
Visits away from the school are planned well in advance and take into consideration the CYP’s needs.
Home visits as necessary, ongoing support for parents/ carers and training to be attended.
QTVI liaison with Eye Hospital.
QTVI to make referral to Low Vision Aid clinic.
Opportunities will be provided for the CYP/ parents/ carers to meet other students with VI in the local area (eg Henshaws)
VI Education Team to attend all review/ planning meetings.
On-going assessment, teaching, advice, support and monitoring from a QTVI, to work with the CYP, their family and with school staff.
Training and written advice for staff from the VI Team, including adjustments and modifications for assessment and exam arrangements. More information can be found at RNIB.
Additional support for the CYP from a Teaching Assistant in class, and around school, as indicated by assessment to:
Teaching Assistant to be allocated time by the school to adapt resources/ attend training and conduct individual work.
Regular planning sessions between the QTVI and Teaching Assistant.
Opportunities for tactile exploration of the environment and resources. Pre and post tutoring of activities.
Presentation of learning materials in alternative formats, including Braille, tactile diagrams, audio / speech.
Planning based on previous visual performance and/ or prognosis of possible changes.
30 hours (20 annual sessions) from a QTVI to provide all the teaching and support outlined above.
Inclusion to VI curriculum activities across the local area.
Advice, assessment, teaching, support and programme of work from Mobility Officer regarding mobility and independence skills; frequency based on assessed need, block of work equivalent to weekly contact.
The report written by a QTVI in conjunction with the Mobility Officer will be shared with all stakeholders and will include information as outlined in the Universal offer.
Staff member to become a Vision Champion within the school by completing a training course offered by the Visual Impairment Education Team or companies such as Positive Eye.
Training for staff on Cortical Visual Impairment (CVI) and implications for learning as necessary and resources.
Day to day access to assistive technology and equipment eg electronic Brailler/ note taker and/ or laptop / iPad with speech software, audio books etc.
Staff to facilitate a pre-Braille learning programme as advised by the QTVI.
Access to VI Service technician, as appropriate.
Concerns about a child’s hearing should be raised with parents/ carers and a referral should be made to the local Audiologist and Hearing Impaired Team (Learning Support Service).
Information for staff and parents/ carers can be found at NDCS and Action Hearing Loss.
Awareness of the child’s needs and how key developmental milestones and skills are affected by hearing loss, particularly in communication, language acquisition, play and fine and gross motor skills N.B. some forms of hearing loss are associated with balance and delayed milestones eg late to walk/ sit/ balance issues.
Creation of a One-Page Profile which is shared with all staff.
Assessment by Qualified Teacher of the Deaf (QToD) and report distributed to key staff.
Recommendations of the report implemented in the setting to enable full inclusion within the school and the National Curriculum teaching and learning.
The curriculum includes examples of diversity.
Where appropriate the CYP may receive a short- term intervention:
Gather the views of the child or young person, using person-centred approaches regarding their opinions and preferred strategies.
The school must monitor progress in this respect.
Make basic adaptations to activities and materials to facilitate access for a hearing impaired CYP.
Repeat instructions to check understanding and reinforce messages. Use of multisensory approaches to all teaching across all subjects such as the use of visual resources.
Use appropriate language when asking direct questions and allow additional time to respond. Repeat contributions from other CYP if needed.
Follow advice about how to support and include CYP who are deaf or hearing impaired in primary or secondary school.
Seek advice from the HI Team on effects of hearing loss and classroom strategies. Staff to receive training from the HI team, as required.
Carry out an assessment of room acoustics and make reasonable adjustments by adapting the physical environment and reducing background noise.
Pay attention to seating, position of the teacher, lighting and acoustics including background noise eg close windows and doors.
Use of soft furnishing and fabric backed boards to minimise echo/vibration.
Review seating plans and make sure the CYP can clearly see the teacher and other speakers.
Staff awareness of areas of potential risk associated with childhood hearing impairment eg social and emotional impact, reduced opportunity for incidental learning in primary and secondary school.
Involvement of parents/ carers and provision of information relevant to them eg using resources available at Council for Disabled Children.
Considerations for good transitions between stages of education, and how to plan and prepare for these eg allowing the CYP to have extra visits to the new school and ensure transfer of information.
Development of a transition plan for CYP moving between year groups, key stages, primary and secondary school and Post 16 provision.
LSS HI Team to provide transition support visits to new educational placements as required.
Access to daily group teaching of key skills such as phonics/ key vocabulary and social skills.
Provide access to a quiet room for Qualified Teacher of the Deaf / specialist TA/ audiologist session/ visit.
Curriculum plan reflects levels of achievement and must include individually focused IEP. CYP involved in setting and monitoring their own targets.
Specific interventions for language development, speaking and listening and phonics learning eg Lip reading, Auditory Verbal Therapy, Natural Aural Approach, Cued Speech, Sign Language, Total Communication Approach, those contained within guidance documents from NDCS.
Opportunities for explanation, clarification and reinforcement of lesson content and language.
Attention given to seating, lighting and acoustics in the classroom and around the school. Staff should be in the light when speaking. The CYP should be seated away from busy areas and close to the source sound to enable clear sight of action delivery.
Opportunities for individual and small group work in a quiet room.
A key person who is trained in working with pupils with a hearing impairment and understands hearing equipment to:
Develop peer awareness.
Opportunities for group interventions to develop social inclusion with peers eg Circle of Friends.
Advice from other professionals eg Speech and Language Therapist, Cochlear Implant Programmes as appropriate.
Use of equipment and technology, including: use of radio aids/ soundfield speaker systems as appropriate to meet assessed needs. Also seek advice about how to link equipment to Interactive White Boards, computers, iPads etc.
School must use subtitles on all audio resources eg TV and DVDs. Access to transcripts where there are no subtitles.
Visits away from the setting are planned well in advance and takes into consideration the CYP’s needs.
Key person from the HI Team identified from initial audiology referral, who will link with the school, parents/ carers and professionals.
Offer home visits where appropriate.
Opportunities for parents/ carers, CYP and extended family to attend a local Hi Hopes parent support group.
Access to deaf adults and peers in the community.
Attendance at audiology clinic appointments by a QToD to support families through diagnosis and hearing aid fitting.
Support by a QToD through the referral process for cochlear implantation.
See NDCS for advice and guidance on suitable technology and apps.
Liaise with other, external agencies for advice and guidance and a multi-agency approach eg audiology.
Regular reviews of school-based interventions, involving parents/carers and the QToD, to ensure progression and adaption if necessary.
Qualified Teacher of The Deaf providing individual support sessions based on National Sensory Impairment Partnership (NATSiP) criteria.
Direct teaching and/ or in class support from Qualified Teacher of the Deaf or specialist TA.
Access to specialist health assessments, advice and equipment (eg Audiology for ear mould impressions and repairs).
Access to a Communication Support Worker (CSW) with appropriate BSL/ communication skills when advised.
Specific deaf related training opportunities for staff on request to the HI Team.
Possible use of speech audiometry and other specialist tools to assess access to spoken language in class on request to LSS Hearing Impaired Team.
Specialist language assessments, upon advice from the HI Team.
Concerns about a child’s physical needs should initially be raised with parents/ carers and discussed with relevant professionals eg SENDCo.
Awareness of a child’s physical needs and how these may impact on developmental mile stones, socialisation and learning.
Use observation in a variety of settings and contexts eg home visits, indoor and outdoor play to identify any barriers that affect the child’s access to play and participation.
Discussions with parents/ carers to identify any strengths and needs can be helpful for planning.
Teaching practice which facilitates access to the curriculum, inclusion and participation.
Creation of a One Page Profile which is shared with all staff.
Create a ‘clutter-free’ environment. It may be helpful to complete a risk assessment of the setting including indoor and outdoor areas and trips outside of the school.
Consider the organisation of the classroom and seating plans to make sure that it enables CYP to move freely between them and allows for sufficient working space.
Implement an accessibility plan to move around the school and give thought to if an individualised fire evacuation plan is required.
Consider positioning of child or young person in the classroom to minimise distractions.
Provide additional equipment or resources such as sloping board, adapted cutlery/ chairs/ scissors and pencil grips etc.
Include different physical play activities into as many aspects of the EY curriculum as possible to support specific skill development and targets.
Reduce the amount of copying from the board.
Incorporate physical play activities eg fine and gross motor opportunities into as many aspects of the curriculum as possible to support specific skill development and targets.
Consider activities which focus on spatial awareness, planning and body awareness.
Consider any additional support for self-care tasks, when required or requested by the CYP.
Take account of potential fatigue and reduce the pace of structured lessons, providing regular opportunities for breaks and rest.
Consider timetabling and location of rooms where possible to facilitate movement whilst continuing to take into consideration access to facilities and fatigue.
Use technology to support learning including apps eg Dexteria Jr, Blobble Write and Hairy Letters
Teach sequencing skills for everyday tasks to increase independence, for example putting on clothes in the right order etc.
Encourage peer support through whole class awareness sessions.
Provide lined paper with spaces sufficiently wide enough to for writing tasks.
Use of appropriate height chairs and tables. Consider supporting of feet using step or box. Keep withdrawals from class to a minimum.
Incorporate handwriting/ hand strengthening activities into daily plans eg using age appropriate resources such as Theraputty, elastic bands, shoe lace tying, aqua/iron on beads, tweezer and chopstick games, peg activities, threading, jigsaws, Lego,funky fingers and finger gym.
Consider appropriate settings for educational trips as well as transport to and from eg Use of a vehicle with tail-lift, specialist car seat etc.
Whole setting interventions:
Access to support from an additional key person in the setting to facilitate access to the curriculum, help the child manage their condition, or move with safety around their environment.
Flexible support in the setting to include personal care such as dressing and toileting, as required or requested by the CYP.
Consider whether assistance or supervision is needed for outside play, break and lunchtimes to ensure mobility and safety of the CYP. Plan activities during unstructured times which are inclusive and promote the CYP’s independence.
Use appropriate size and height chairs and tables to encourage a correct posture and to support fine motor function and writing.
Should appropriate height tables and chairs not be possible for all activities consider support for the CYP’s feet.
Provide hand rails on stairs.
Consider grab bars or rails within the bathroom area or provide access to a disabled toilet.
Ensure access to additional and specialist equipment, as advised by professionals such as Occupational Therapists (OT) and Physiotherapists (PT).
Ensure all staff in the setting receive relevant training eg manual handling.
Allow additional time for the CYP to complete tasks.
Consider access arrangements for assessments and exams, and apply for and implement them, as necessary.
Consider further assessment of handwriting eg DASH assessment if the child over 9 years.
Consider alternatives to handwriting eg, voice recorder, iPad, laptop or netbook.
Consider use of pen rather than pencil to improve fluency. If pen licences are used within school, consider suitability for child and the potential to a give pen licence for reasons other than neatness etc.
Consider modifying activities that CYP with perceptual difficulties may find challenging such as work sheets with lots of information, word searches or crosswords.
Give consideration to transporting of food at lunchtime eg providing assistance with trays and seating. Consider sitting on a standard chair at the end of bench style folding tables rather than on attached stools to improve postural support.
Allow CYP to leave lessons early when travelling between rooms or buildings to avoid large groups in corridors and enable extra travel time.
Consider giving additional time to change for PE lessons.
Provide a locker for child or young person to store books, bags and coats etc. rather than needing to carry them around during the day.
Teach strategies to improve self -organisation, including use of diaries, planners, and checklists of daily equipment needed.
Provide option for the child or young person to sit on a chair rather than on the floor at carpet time/ assemblies. Can have a classmate do the same if appropriate.
Consider trialling of a move ‘n’ sit or disc ‘o’ sit to improve sitting posture and attention and concentration.
Appropriate size and height chairs/tables to encourage a correct posture and to support fine motor function and writing.
Provide handrails on stairs and within bathroom areas or provide access to disabled toilet.
Ensure child or young person is able to reach and use facilities eg hand basins/taps/coat pegs / lockers.
Provide additional classroom resources such as sloping board, adapted cutlery/chairs/scissors and pencil grips etc.
Consider transportations of any required additional resources between lessons when appropriate.
Staff understanding of Occupational Therapy and or Physiotherapy referral process.
Links with other local schools to observe and share good practice.
Opportunities for 1:1 and small group work eg Aqua beads, chopsticks game, Lego, iron on beads, finger gym, letter join and jigsaws.
Consider additional support required for specific activities, such as swimming and PE lessons.
Fine and gross motor skill interventions (previously listed) that may be carried out in small groups and targeted towards a child’s needs.
Detailed Assessment of Speed of Handwriting Assessment for children over 9 years of age.
Seek advice from the appropriate health profession should the child have a diagnosis that affects their participation in activities.
Undertake Co-ordination Matters activities and record outcomes.
Request involvement from external services eg Occupational Therapy (OT) /Physiotherapy (PT) services.
Staff accessing training provided by Learning Support Service eg, fine motor skills, gross motor and co-ordination skills training.
Inclusion of OT/ PT on any reviews and planning meetings for the child.
Ensure any suggested specialist advice from OT/ PT is shared with all staff and incorporated into the CYP’s IEP or SEN Support Plan.
Allocated key person with time to adapt resources/ attend training and conduct individual work.
SENDCo to support the key person in planning and using differentiated activities and more specialist strategies and resources to support the CYP.
Early consideration and planning for transition through school or to alternative settings.
Consider the need to differentiate physical curriculum and need to incorporate OT/ PT exercises into everyday routines and/ or general class/ PE lessons.
Incorporate moving and handling plans and care plans into planning, as advised by professionals.
Ensure any plans are meeting need. Request a review should any aspects change.
Ensure any specialist equipment continues to meet the child’s needs and contact relevant OT/ PT/ liaise with family regarding any repairs or alterations.
Carry out risk assessments on a regular basis and incorporate any actions and strategies into planning.
Make advised adaptations to the school environment eg changing plinths/ ramps/ hoists.
Consider space needed to accommodate specialist equipment eg walker, standing frame.
Ensure access to specialised seating and/or height adjustable tables.
Carry out lessons on ground floor if there is no suitable access to classrooms on upper floors.
Consider adaptations required in practical lessons eg ovens in cookery to be wheelchair accessible.
In discussion with parents, talk about the child or young person’s (CYP’s) sensory preferences and dislikes in order to build a picture of their sensory needs.
Look at how the CYP responds to the environment and make changes as appropriate eg lighting (i.e. reduce bright lights), noises and smells.
Ensure a One-page profile is in place and shared with all teaching and non-teaching staff. Ensure staff are aware why these adaptations are needed and that the CYP does not receive consequences for engaging in sensory regulating behaviours or avoiding certain activities.
Consideration of classroom environment, including low stimulus areas, use of Hessian backgrounds for displays, use of cream coloured paint for walls and plain soft furnishings.
Introduce new activities or play equipment in a multi- sensory way to the child or young person eg by showing, listening, saying, looking, writing, drawing.
Make use of resources such as:
Considerations for good transitions between stages of education, and how to plan and prepare for these eg allowing the children to have extra visits and ensure transfer of information.
Development of a transition plan for children moving between year groups, key stages, primary and secondary school, and on to Post 16 provision.
Ensure staff understand that sensory needs are typical for CYP with Autism and also those that have experienced Developmental Trauma.
Develop more in-depth understanding of sensory needs and behaviour amongst all staff.
If appropriate, complete initial sensory processing audit and environmental audit checklists.
Build access to activities which meet the CYP’s sensory needs into the day, for example: timetabled movement breaks, sensory circuits and access to other personalised sensory activities dependent on the outcome of the sensory assessments conducted.
Plan individual/small group activities dependent on the sensory needs identified such as state related resistance activities (activities to support the child to be more alert or calm) pushing against a wall, resistance bands and peer massage. These activities may form part of an individual 5 point scale or RAMP.
Consider whether it would be appropriate to allow an older child or young person to leave lessons early when travelling between rooms or buildings to avoid large groups in corridors and enable extra travel time.
Providing access to small calm, quiet space, eg a small pop up tent or room with low level noise and lighting.
Consider access to a workstation or a privacy board to create a low distraction working environment for focused tasks.
If the child struggles with particular sensory materials, build up tolerance in activities slowly eg start off with dry resources and slowly add liquid.
Incorporate adaptations for sensory feedback into planning eg Include specific activities to provide sensory feedback for the child or young person eg lifting and tidying heavy equipment away, putting on a backpack, using a weighted blanket. If they are unwilling to touch specific objects, offer alternatives such as using tools or putting cling film over objects and equipment.
Carry out more detailed sensory assessments/ audits in collaboration with outside agencies such as Occupational Therapy and implement appropriate modifications.
From the sensory assessment checklist(s) devise a bespoke sensory diet and implement.
SENDCo and outside agencies to support the key person/Teaching Assistant to plan differentiated activities and strategies to support the CYP.
Continue to liaise with any Health Professionals, as appropriate.
Ongoing monitoring and reviewing of specific strategies and advice given by professionals eg Occupational Therapists.
Advanced sensory training and parent/carer training to further develop understanding of sensory behaviours and to develop a plan for the individual CYP.
Access to a sensory room or designated space.
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