Sensory vision and hearing

• SENco and key worker to liaise with the family/ carer and gather information relating to the child.
• Discussion re family engagement with supporting agencies.
• Discuss with Health Visitor/School Nurse (with parental permission) and refer for additional support where appropriate e.g., Speech and Language Therapy.
• Setting to supplement usual systems of assessment and planning with additional observations, and across a range of contexts e.g., outdoors, lunchtime. Progress to be monitored for at least 2 terms.
• EYFS Progress Check at age 2.
• Termly/ half-termly (as appropriate) review of child’s progress in relation to the EYFS. Individual support plan will be updated with parents during every review.
• Good use of Quality First Teaching with close reference to the EYFS developmental profile.
• Use of Early Support Developmental Journal and early years screen as best practice to support small step approach to learning.

• Observation by practitioner and SENDCo to assess next steps in liaison with parent/carer. Setting will refer to the Universally Available Provision Document to support planning and provision.

  Vision

• If the child is on the Active VI Caseload – 
  SEND Sensory Service Children’s Vision Team will monitor child’s progress with one or two visits annually and will generate a preschool profile/report giving advice specific to the child.
• Baby or child will be assessed using Developing Visual Skills profile and visual development milestones using Newcastle’s Developmental Profile.
• If appropriate a Functional Vision Assessment

Hearing

Information and advice from the SEND Sensory Service would be provided on diagnosis with further information and advice on request.

• Emphasis on providing an inclusive environment inside and outside with developmentally appropriate resources.
• Use of photographs and pupil learning journal alongside adult observation and assessments to enable monitoring
• Effective differentiation of activities to enable learning at a level appropriate to the child.
• Any planned interventions developed with the parent/carer, child, SENDCo and key person and follow the Graduated Approach.
• Flexibility with staffing/smaller group size at identified key times.
• Quality of continuous provision with enhanced resources that is directed and targeted to meet the needs and interests of the child.
• Implementation of reasonable adjustments to the environment and curriculum. Refer to Universally Available Provision Document as a guide.
• Adjustments made to learning environment both indoors and outdoors. Support may be needed for transitions.
• Training for staff.

• As Range 1
• SENCo involved in ongoing observation as EYFS profile shows child is not making expected progress towards age related expectations.
• EYFS Progress Check at age 2.
• Referrals made to SEND Outreach Service, SALT, Occupational Therapy and Physiotherapy as required. (OT and physiotherapy referrals made through Health Visitor).
• Consider applying for Early Years Inclusion Funding through the ASAP.
  Consider use of toy library to access specific resources to meet individual needs.
• Professionals to input to termly reviews where appropriate.
• Support plan with SMART targets in place, developed with parents and carers and  taking account of specialist advice where appropriate. Following the Graduated Approach (plan do review cycle).
• Risk assessment for learning environment. Contact LA Officer for advice.

Vision

• On Active VI Caseload – To be seen Biannually/Termly   according to National Sensory Impairment Partnership (NatSIP), profile/report share with all involved.
• QTVI will have the child on their active caseload and will support with any changes or modifications to setting or home to enable sate access.
• SEND Sensory Service Children’s Vision Team – Baby or child will be assessed using Developing Visual Skills profile and visual development milestones using Newcastle’s Developmental Profile.
• If appropriate a Functional Vision Assessment.

Hearing

• QTOD will have the child on their active caseload and will support with trouble shooting for specialist equipment. They will monitor child’s progress with one or two visits annually and may generate an additional single report giving advice specific to the child on request.
• Support in line with NATSIP eligibility criteria.
• Acoustic environmental audit carried out by QTOD and advice as appropriate.
• Pre school HI reviews carried out.
• Reasonable adjustments.
• Success from the Start assessment to be   carried out by Q/ToD with family.
• Functional Listening Assessments by QTOD. 

• Planned interventions involve as Range 1 + SENCo and other professionals.
• Emphasis on providing an enabling accessible environment inside and outside with developmentally appropriate resources. Use of photographs and pupil learning journal alongside adult observation and assessments to enable monitoring.
• Increased differentiation of activities and materials to reflect developmental and language levels, and a focus on implementing key learning outcomes.
• Clarity on support given at:
  •    Continuous provision
  •    Enhanced
  •    Targeted
• Flexible grouping strategy, evidenced in support plan, to focus adult support where needed.
• Additional adult support may be required for some activities (group and individual), and to implement support plan targets or EYFS targeted areas.
• Access to ICT and specialist equipment/materials.
• Implementation of reasonable adjustments to the EYFS environments and curriculum.
  Follow support plan developed with professional’s advice/input.
• Evidence of Early Years Inclusion funding being used to enhance provision/resources and/or to access staff training needs.
• Staff training needs are addressed e.g., lifting and assisting, eating and drinking, oxygen training, deaf awareness.

• Observations and EYFS developmental assessment identify on-going needs and delayed progress in relation to age related expectations.
• SENDCo involved in ongoing observation using plan – do – review cycle. Profile shows child is not making expected progress despite significant levels of focused intervention and implementation of advice from external agencies.
• Referrals made to SEND Outreach Service, Occupational Therapy and Physiotherapy as required and activities incorporated into support plan.
• QTOD/QTVI and other medical professionals, work with education provision on an ongoing basis to set targets, carrying out specialist assessments, providing training in the care and management skills for technological equipment and advise on modifications to the curriculum and learning activities. They may provide some direct teaching for targeted areas and would have an integral part at reviews.
• Support plan with SMART targets takes account of specialist advice and details additional adult input in relation to staffing ratios for specific time periods.
• Plan organises support in:
  • Continuous provision
  • Enhanced
  • Targeted
• Referral submitted for EYIF to enhance in setting provision in key areas.
• May require EHP.
• Interventions are assessed for IMPACT on progress.

Vision

• SEND Sensory Service Children’s Vision Team – Baby or child will be assessed using Developing Visual Skills profile and visual development milestones using Newcastle’s Developmental Profile.
• If appropriate a Functional Vision Assessment.
• Use of Curriculum Framework for Visual Impairment.

Hearing

• Input from the QTOD as assessed by the NATSIP eligibility criteria.
• Acoustic environmental audit carried out by QTOD and advice as appropriate.
• Pre school HI reviews carried out.
  Reasonable adjustments.
• Success from the Start assessment to be carried out by Q/ToD with family.
• Functional Listening Assessments by QTOD.  
• Language Development Assessments carried out by QTOD.
   

• Emphasis on providing an enabling environment inside and outside with developmentally appropriate resources. Use of photographs and pupil learning journal alongside adult observation and monitoring assessments etc to enable monitoring.
• Increased differentiation of activities and materials to reflect developmental levels, and a focus on key learning outcomes from support plan.
• Differentiation may include deployment of additional adults to support planned interventions within:
  • Continuous provision
  • Enhanced
  • Targeted
• Interventions and staffing ratios evidenced within support plan.
• Increased focus on specific activities and/ or use of resources, including ICT and specialist equipment/ materials/ communication aids.
• Use of Makaton/BSL, intensive interaction and visual approaches to supporting the developing of language and interaction skills.
• Implementation of reasonable adjustments to the EYFS environments and curriculum.
• Staff will need access to specific specialist training,
  Deaf Awareness, visual awareness, vision friendly schools’ level 1 CVI and MSI.
• Consideration given to the ‘sensory’ environment and planned sensory breaks. Adult support will be required for this.

• SENCo involved in on-going observation. Support in place from relevant external agencies in line with agency referral processes and strategies and support implemented and evidenced within support plans and review documentation.
• High level modifications to learning environment and the breaking down of tasks into small steps within an individualised curriculum.
• Interventions and support in place in accordance with advice from occupational therapy and physiotherapy.
• QTOD/QTVI, OT, SENDOS, Physiotherapist, SLT, EP work with education provision on an ongoing basis to set targets, carrying out specialist assessments, providing training in the care and management skills for technological equipment and advise on modifications to the curriculum and learning activities. They will provide direct teaching for targeted areas and this would include children seen for blocks of time. They would have an integral part at reviews.
• Progress is closely monitored by the school/ setting and recorded using setting tracking systems in line with EYFS, and Early Support Developmental Journals. Outside agency recommendations and careful monitoring of IMPACT of strategies and interventions.
• EYFS Progress Check at age 2.
• Support plan with SMART targets takes account of specialist advice.
• Termly/ half-termly review of child’s progress towards targets on individualised learning/support plan.
• Consideration given to application for an Education Health and Care needs assessment on basis of levels of development and complexity of need. Next steps to be determined in consultation with relevant professionals and parents/carers.
• Medical Professionals contribute to planning and assessment.

Vision:

• SEND Sensory Service Children’s Vision Team – Baby or child will be assessed using Developing Visual Skills profile and visual development milestones using Newcastle’s Developmental Profile.
• If appropriate a Functional Vision Assessment.
• Use of Curriculum Framework for Visual Impairment
  LSA weekly/ fortnightly at least half termly visits by QTVI.
• EHP Discussion with parents around VIARP placement.

Hearing:

• Input from the QTOD as assessed by the NATSIP eligibility criteria.
• Acoustic environmental audit carried out by QTOD and advice as appropriate.
• Pre school HI reviews carried out.
• Reasonable adjustments.
• Success from the Start assessment to be carried out by Q/ToD with family.
• Functional Listening Assessments by QTOD.  
• Language Development Assessments carried out by QTOD.
• EHP Discussion with parents around HIARP placement.

• Emphasis on providing an enabling environment inside and outside with developmentally appropriate resources. Use of photographs and pupil learning journal alongside adult observation and monitoring to enable monitoring.
• Increased differentiation of activities and materials to reflect developmental levels, and a focus on key learning outcomes from support plan.
• SENCo and key worker implement advice given by external support services.
• Planning of interventions involve all advising agencies and reflect very clear multi agency strategies and approaches.
• Planned adult deployment to target support within:
  • Continuous provision
  • Enhanced
  • Targeted
• Increased focus on individualised planned interventions, daily trained adult attention and support for individual/ group activities following specialist advice.
• Grouping strategies used flexibly to enhance learning and access to the curriculum.
• Increased focus on specific activities and/ or use of resources, including ICT and specialist equipment/ materials/ communication aids.
• Implementation of reasonable adjustments to the EYFS environments and curriculum.
• Multi-sensory approaches used to support access to EYFS.
• Deaf Awareness Training for all staff. Bespoke training plus offering Accredited unit on Supporting Children who are deaf or have a hearing impairment.
• Visual awareness training Vision Friendly schools with bespoke training plus offering Accredited unit on Supporting Children with a Visual Impairment.

• SENCo involved in on going observation. Support in place from relevant external agencies in line with agency referral processes and strategies and support implemented and evidenced within support plans and review documentation.
• High level modifications to learning environment and breaking down of tasks into small steps within an individualised curriculum.
• Interventions and support in place in accordance with advice from occupational therapy and physiotherapy.
• Progress is closely monitored by the school/ setting and recorded using setting tracking systems in line with EYFS, and Early Support Developmental Journals. Outside agency recommendations and careful monitoring of IMPACT of strategies and interventions.
• Support plan with SMART targets takes account of specialist advice.
• Termly/ half-termly review of child’s progress towards targets on individualised learning/support plan.
• Multi agency SEND support planning meeting arranged in line with EHCP assessment processes.
• Continued with planned strategies and interventions in accordance with recommendations from relevant professionals as detailed within child’s individualised support plan.
• SEND Sensory Service, OT, Physiotherapy, SLT, EP work with education provision on an ongoing basis to set targets, carrying out specialist assessments, providing training in the care and management skills for technological equipment and advise on modifications to the curriculum and learning activities. QTOD’s will provide direct teaching for targeted areas, and this would include children seen for blocks of time. They would have an integral part at reviews.

Vision:

•  EHP – Discussion with parents around VIARP placement.
• Consideration given to application for an Education Health and Care needs assessment on basis of levels of need in relation to Visual impairment and the ability to aces their learning.
• SEND Sensory Service Children’s Vision Team – Baby or child will be assessed using Developing Visual Skills profile and visual development milestones using Newcastle’s Developmental Profile.
• If appropriate a Functional Vision Assessment.
• Use of Curriculum Framework for Visual Impairment.
• LSA weekly/ fortnightly at least half termly visits by QTVI.

Hearing:

• Acoustic environment audit carried out by QTOD and advice as appropriate.
• Speech and language Development monitored by QTOD e.g., PLS 4, Renfrew Language Scales, Pragmatics Profile, BPVS, Teddy Talk, TROG.
• Success from the Start assessment to be carried out by ToD with family.
• Functional Listening Assessments carried out regularly by QTOD.
• Assessment of BSL Receptive and Productive skills as required.
• EHP- Discussion with parents around HIARP placement.

• 
  Emphasis on providing an enabling environment inside and outside with developmentally appropriate resources. Use of photographs and pupil learning journal alongside adult observation and assessments to enable monitoring.
• Increased differentiation of activities and materials to reflect developmental language levels, and functional vision, with a focus on key learning outcomes from support plan.
• SENDCo and key worker implement advice given by external support services. Extensive specialist input and advice followed.
• Planning of interventions involve all advising agencies and reflect very clear multi agency strategies and approaches.
• Planned adult deployment to target support within:
  • Continuous provision
  • Enhanced
  • Targeted
• Increased focus on individualised planned interventions, daily trained adult attention and support for individual/ group activities following specialist advice.
• Grouping strategies used flexibly to enhance learning and access to the curriculum.
• Increased focus on specific activities and/ or use of resources, including ICT and specialist equipment/ materials/ communication aids.
• Implementation of reasonable adjustments to the EYFS environments and curriculum.
• Multi-sensory approaches used to support access to EYFS.
• Visual awareness training Vision Friendly schools with bespoke training plus Accredited unit Supporting Children with a Visual Impairment.
• Deaf Awareness Training for all staff. Bespoke training plus offering Accredited unit on Supporting Children who are deaf or have a hearing impairment.
• Child may need access to or use BSL or Sign Supported English. Staff may require support and training in sign skills.