This is likely to include young people with a mild or unilateral loss which may be temporary/fluctuating conductive or permanent sensorineural but who can manage well with reasonable adjustments and are subsequently not aided.
May have Auditory Neuropathy Spectrum Disorder or Auditory Processing Disorder
Local authority assessment carried out as a result of suspected hearing loss
Annual/bi-annual support /advice offered if the Service is informed about the young person
Unilateral/bilateral near normal/mild hearing loss who can manage well with reasonable adjustments and are subsequently not aided
May have Auditory Processing Disorder
Local authority assessment carried out
Annual/bi-annual support /advice offered if the Service is informed about the YP
Assessment and Planning
Quality First Teaching includes planned adjustments
Part of mainstream assessments
Curriculum plan must reflect levels of achievement and include individually focused support plan as required
LA
Functional listening assessments may be used to assess access to spoken language
May receive assessment and advice from a qualified Teacher of the Deaf as determined by eligibility criteria
Student profile to provider and family
Teaching and Learning Strategies
Mainstream class
Teaching methods which facilitate access to the curriculum, social/emotional development, and class participation
Hearing friendly strategies should be evident in the Post 16 e.g., seating position, lighting etc.
Accessibility planning should involve consideration of acoustic and sound properties in Post 16
Curriculum/Intervention
Equal access to curriculum and extra curricular activities
Resources and Staffing
Use of Newcastle Mainstream Guidance
Main provision by class/subject teacher
Advice from SEND Sensory Service
Range 2: Deafness
Bilateral mild permanent/temporary hearing loss
Permanent unilateral hearing loss
May have Auditory Neuropathy Spectrum Disorder and are referred to SEND Sensory Service and /or auditory processing disorder for which they use additional equipment?
Hearing aids will be issued from Audiology
May have difficulty accessing spoken language in Post 16 which may in turn affect, access, and inclusion
May experience listening fatigue and become more tired
May have difficulty with listening, attention, concentration, speech, language, and class participation
Bilateral mild permanent/temporary hearing loss
Permanent unilateral hearing loss
May have Auditory Neuropathy Spectrum Disorder.
May have auditory processing disorder for which they use additional equipment.
Hearing aids will be issued from Audiology
May have difficulty accessing spoken language in Post 16 which may in turn affect, access, and inclusion
May experience listening fatigue and become more tired
May have difficulty with listening, attention, concentration, speech, language, and class participation
Assessment and Planning
As range 1 plus
Referrals to Speech and Language and Language and Learning if appropriate.
LA
Assessment, monitoring and advice from a qualified Teacher of the Deaf, as determined by the NatSIP eligibility framework
Functional listening assessments may be used to assess access to spoken language
Teacher of the Deaf will monitor hearing aid management
Student profile to provider and family
Teaching and Learning Strategies
Mainstream class.
Hearing friendly strategies should be evident in the Post 16 setting e.g., seating position, lighting etc.
Accessibility planning should involve consideration of acoustic and sound properties in Post 16 .
Teaching methods which facilitate access to the curriculum, social/emotional development, and class participation
Use of visual resources to support learning
LA
Training provided by Teacher of the Deaf could include:
Deaf Awareness
Checking of hearing aids
Ongoing monitoring and assessment of effective working of hearing technology/amplification equipment
Curriculum/Intervention
Equal access to curriculum and extra curricular activities
LA
Teacher of the Deaf may deliver specialist intervention to promote positive deaf identity and personal understanding of deafness PUD
Resources and Staffing
Main provision by class/subject teacher
Staff should attend Deaf awareness training
Key contact identified in Post 16 to support with audiological equipment management
LA
Advice and support from SEND Sensory Service
Range 3: Deafness
Bilateral moderate conductive or sensorineural hearing loss
May have Auditory Neuropathy Spectrum Disorder
Will have hearing aids
May have a radio aid/sound field/babble guard system
May have delayed speech language skills, associated with diagnosed hearing level
May have difficulty accessing spoken language in Post 16 which may in turn affect, access and inclusion
May experience listening fatigue and become more tired
Bilateral moderate conductive or sensorineural hearing loss
May have Auditory Neuropathy Spectrum Disorder
Will have hearing aids
May have a radio aid/sound field/babble guard system
May have delayed speech language skills, associated with hearing loss
May have difficulty accessing spoken language in Post 16 which may in turn affect, access and inclusion
May experience listening fatigue and become more tired
Assessment and Planning
Assessment
Part of Post 16 and class assessments
Referrals to Speech and Language and Language and Learning if appropriate.
Curriculum plan must reflect levels of achievement and include individual support plan/advice from ToD
LA
Assessment monitoring and advice from a qualified Teacher of the Deaf, as determined by the NatSIP eligibility framework
Functional listening assessments may be used to assess access to spoken language
Teacher of the Deaf will monitor hearing aid management
CYP should be assessed for assistive listening technology (radio aid/sound field system). Teacher of the Deaf will monitor and set hearing aid/radio aid management targets.
Student Profile sent to provider and families
Teaching and Learning Strategies
Mainstream class
Hearing friendly strategies should be evident in the Post 16 e.g., seating position, lighting etc.
Accessibility planning should involve consideration of acoustic and sound properties in Post 16
Teaching methods which facilitate access to the curriculum, social/emotional development, and class participation
Use of visual resources to support learning
Opportunities for 1:1 and small group work as required
LA
Training provided by Teacher of the Deaf could include:
Deaf Awareness
Checking of hearing aids
Use of Assistive Technology
Ongoing monitoring and assessment of effective working of hearing technology/amplification equipment
Curriculum/Intervention
Equal access to curriculum and extra curricular activities
Resources and outcomes adapted to meet young person’s individual learning needs and as set out in SEND support plan or following advice from ToD.
Opportunities for explanation, clarification and reinforcement of lesson content and language
Specific interventions to follow advice from other agencies i.e., SaLT/ DLD team
Weekly tutorial
LA
May be referred to and have access to specialist speech and language therapy/health services
Direct Teaching/ Intervention by the Teacher of the Deaf to support vocabulary development and listening and discrimination skills
Teacher of the Deaf may deliver specialist intervention to promote positive deaf identity and personal understanding of deafness PUD
Resources and Staffing
Main provision by class/subject teacher
Speech testing and other specialist tools must be used to assess access to spoken language carried out by a qualified Teacher of the Deaf
All Post 16 staff should undergo Deaf Awareness Training as provided by SEND Sensory Service
Range 4: Deafness
Bilateral moderate or severe permanent hearing loss
May have Auditory Neuropathy Spectrum Disorder.
May have additional language delay associated with diagnosed hearing level
Will have hearing aids and /or cochlear implant.
Likely to have a radio aid/sound field system/babble guard system
Likely to have difficulty accessing spoken language and therefore the curriculum
May experience listening fatigue and become more tired
May have difficulties with attention, concentration, confidence, and class participation
May have communication needs related to their hearing loss which require communication support in line with Total Communication policy
Bilateral moderate or severe permanent hearing loss
May have Auditory Neuropathy Spectrum Disorder
May have additional language delay associated with hearing loss
Will have hearing aids/ cochlear implant
Likely to have a radio aid/soundfield system
May experience listening fatigue and become more tired
Likely to have difficulty accessing spoken language and therefore the curriculum
May have difficulties with attention, concentration, confidence, and class participation
May have communication needs related to their hearing loss which require communication support in line with Total Communication policy (BSL/SSE)
Assessment and Planning
Assessment
Part of Post 16 and class assessments
Must have modifications to the presentation of assessments
Planning
Curriculum plan reflects levels of achievement and must include individually focused support plan
LA
Functional listening assessments must be used to assess access to spoken language
Assessment, monitoring and advice from a qualified Teacher of the Deaf, as determined by the NatSIP eligibility criteria
The Post 16 will make a referral for Assessment of SEND and write advice
Teacher of the Deaf will monitor and set hearing aid/radio aid management targets
Teaching and Learning Strategies
Mainstream class
Hearing friendly strategies should be evident in the Post 16 setting e.g., seating position, lighting etc.
Accessibility planning should involve consideration of acoustic and sound properties in Post 16
Teaching methods which facilitate access to the curriculum, social/emotional development, and class participation
Must have regular opportunities for 1:1 and small group work based on identified need
LA
Should have systematic application of speech and language and communication assessment tools for deaf young people as per service delivery
Ongoing monitoring and assessment of effective working of hearing technology/amplification equipment
Training provided by Teacher of the Deaf could include:
Deaf Awareness
Checking of hearing aids
Use of Assistive Technology
Curriculum/Intervention
Equal access to learning and social life at Post 16
Resources and outcomes adapted to meet young person’s individual learning needs and as set out in SEND support plan or following advice from Tod.
Opportunities for explanation, clarification and reinforcement of lesson content and language
Specific interventions to follow advice from other agencies i.e., SaLT/ DLD team
Weekly tutorial
LA
May be referred to and have access to specialist speech and language therapy/health services
Direct Teaching/ Intervention by the Teacher of the Deaf to support vocabulary development and listening and discrimination skills
Teacher of the Deaf may deliver specialist intervention to promote positive deaf identity and personal understanding of deafness PUD
Teacher of the Deaf may set curriculum targets to support young person’s achievement
Resources and Staffing
Main provision by class/subject teacher with advice from Teacher of the Deaf
Post 16 support staff will carry out 1:1/small group interventions in a quiet room as advised by a teacher of the deaf
Post 16 staff should undergo Deaf Awareness Training delivered by the SEND Sensory Service
Additional adult support 1:1 and small group work for
work on significantly modified curriculum tasks
support language development and adapt language used in the classroom to an accessible level
provide targeted individual support
encourage independence
create opportunities for peer-to-peer interaction
monitor the progress of the young person using highly structured methods
work on programs advised by a Teacher of the Deaf and/or Speech and Language Therapist
pre-teach new language
explain, clarify and reinforce lesson content
implement advice from the QToD in the classroom
regular checking of auditory equipment: hearing aids, radio aid
Range 5: Deafness
Bilateral moderate/severe or severe/profound permanent hearing loss
May have Auditory Neuropathy Spectrum Disorder
Will (Should this be ‘likely to’?) have hearing aids or cochlear implant
Likely to have a radio aid/soundfield system/babble guard system
May have additional language delay associated with diagnosed hearing level
Speech clarity may be affected- Specialist SaLT input required.
Likely to have difficulties with attention, concentration, confidence, and class participation
May have significant difficulty accessing spoken language
May experience listening fatigue and become more tired
Bilateral moderate/severe or severe/profound permanent hearing loss
May have Auditory Neuropathy Spectrum Disorder
Will have hearing aids or cochlear implant
British Sign Language (BSL) or Sign Supported English (SSE) may be needed for effective communication
Likely to have a radio aid/soundfield system/babble guard
May have additional language delay associated with hearing loss
Speech clarity may be affected
Likely to have difficulties with attention, concentration, confidence, and class participation
May have significant difficulty accessing spoken language
Assessment and Planning
Assessment:
Must be part of Post 16 and class assessments
Must have modification to the presentation of assessments
Planning:
Curriculum plan must closely track levels of achievement and all support plan targets are individualised, short term and specific incorporating advice from the Teacher of the Deaf
LA
Functional listening assessments must be used to assess access to spoken language
Assessment monitoring and advice from a qualified Teacher of the Deaf, as determined by the NatSIP eligibility criteria
Teacher of the Deaf will monitor and set hearing aid/radio aid management targets
SEND support reviews to be held
Teaching and Learning Strategies
Mainstream class
Hearing friendly strategies should be evident in the Post 16 setting e.g., seating position, lighting etc.
Accessibility planning should involve consideration of acoustic and sound properties in Post 16 setting
Reasonable adjustments must be in place to support young person’s individual learning and access to the curriculum/life in Post 16 setting
Teaching methods which facilitate access to the curriculum, social/emotional development, and class participation
Mainstream class with flexible grouping arrangements
Ongoing opportunities for 1:1 support focused on specific support plan targets
Frequent opportunities for small group work based on identified need
LA
Should have systematic application of speech and language and communication assessment tools for deaf young people
Training provided by Teacher of the Deaf could include:
Deaf Awareness
Checking of hearing aids
Use of Assistive Technology
Ongoing monitoring and assessment of effective working of hearing technology/amplification equipment
Curriculum/Intervention
Equal access to learning and social life at Post 16 setting
Resources and outcomes adapted to meet young person’s individual learning needs and as set out in SEND support plan or following advice from Tod.
Opportunities for explanation, clarification and reinforcement of lesson content and language
Specific interventions to follow advice from other agencies i.e., SaLT/ DLD team
Weekly tutorial
LA
May be referred to and have access to specialist speech and language therapy/health services
Direct Teaching/ Intervention by the Teacher of the Deaf to support vocabulary development and listening and discrimination skills
Teacher of the Deaf may deliver specialist intervention to promote positive deaf identity and personal understanding of deafness PUD
Teacher of the Deaf may set curriculum targets to support young person’s achievement
Resources and Staffing
Main provision by class/subject teacher with advice from Teacher of the Deaf
Post 16 setting support staff who have appropriate training in working with deaf young people, will work with them to:
reinforce lessons
support language and communication knowledge and development
Access to a quiet room for small group and 1:1 session
Post 16 setting staff should undergo Deaf Awareness Training delivered by the SEND Sensory Service
Under the direction of the teacher and Teacher of the Deaf, additional adults support the child / young person as described in section F of the EHCP, to address the identified outcomes and...
modified curriculum tasks to allow access as advised by a Teacher of the Deaf
regular opportunities for 1:1 and small group work for specific identified parts of curriculum:
explanation, clarification and reinforcement of lesson content and language
pre-teach new language
specific interventions for speaking, listening and teaching of phonics
teaching strategies to assist the development of independent learning,
work on targets as advised by a Teacher of the Deaf
to develop social skills
modification to the presentation of assessments
create frequent opportunities for structured peer to peer interaction
adult support to facilitate the development of independence and class participation
monitor the progress of the young person using structured methods
young people are taught strategies and provided with resources to assist with the development of independent learning
daily/regular checking of hearing aids and other technology
advice from Teacher of the Deaf is implemented in the classroom
Range 6: Deafness
Bilateral severe/profound permanent hearing loss
May have Auditory Neuropathy Spectrum Disorder
British Sign Language (BSL) or Sign Supported English (SSE) may be needed for effective communication
Will have hearing aids or cochlear implants
Will have a radio aid/soundfield system/babble guard system
Likely to have significant language delay associated with diagnosed hearing level
If BSL first lang user and BSL is well established- then communication support will be needed but may not be evidence of language delay. May need access to ARP for deaf peer support.
May have a significant language delay and communication difficulties which may prevent the development of age appropriate social and emotional health
May have significant difficulty accessing spoken language and therefore the curriculum without specialist intervention and support
Speech clarity may be significantly affected, Specialist Speech and Language Therapy Services may be involved
May have significant difficulties with attention, concentration, confidence, and class participation
May experience listening and processing fatigue
Bilateral severe/profound permanent hearing loss
May have Auditory Neuropathy Spectrum Disorder
British Sign Language (BSL) or Sign Supported English (SSE) may be needed for effective communication
Will have hearing aids or cochlear implants
Will have a radio aid/soundfield system/babble guard
Likely to have significant language delay associated with hearing loss
May have a significant language delay and communication difficulties which may prevent the development of appropriate social and emotionalhealth
May have significant difficulty accessing spoken language and therefore the curriculum without specialist intervention
Speech clarity may be significantly affected, and Speech and Language Therapy Services may be involved
May have significant difficulties with attention, concentration, confidence and class participation
Assessment and Planning
Assessment:
Mainstream assessments carried out as required/as set out in SEND reports/advice
Modification arrangements in place for assessments and examinations
Planning:
Curriculum plan must closely track levels of achievement and all support plan targets are individualised, short term and specific
LA
Functional listening assessments must be used to assess access to spoken language
Assessment monitoring and advice from a qualified Teacher of the Deaf, as determined by the NatSIP eligibility criteria
Regular SEND reviews
Functional Listening Assessment
Teaching and Learning Strategies
Mainstream class
Hearing friendly strategies should be evident in the Post 16 setting e.g., seating position, lighting etc.
Accessibility planning should involve consideration of acoustic and sound properties in Post 16 setting
Reasonable adjustments must be in place to support individual students’ learning and access to the curriculum/life in Post 16
Teaching methods which facilitate access to the curriculum, social/emotional development, and class participation
Mainstream class with flexible grouping arrangements
Ongoing opportunities for 1:1 support focused on specific support plan targets
frequent opportunities for small group work based on identified need
LA
Should have systematic application of speech and language and communication assessment tools for deaf young people
Ongoing monitoring and assessment of effective working of hearing technology/amplification equipment
Training provided by Teacher of the Deaf could include:
Deaf Awareness
Checking of hearing aids
Use of Assistive Technology
Curriculum/Intervention
Equal access to learning and social life at Post 16
Resources and outcomes adapted to meet young person’s individual learning needs and as set out in SEND support plan or following advice from Tod.
Opportunities for explanation, clarification and reinforcement of lesson content and language
Specific interventions to follow advice from other agencies i.e., SaLT/ DLD team
Weekly tutorial
LA
May be referred to and have access to specialist speech and language therapy/health services
Direct Teaching/ Intervention by the Teacher of the Deaf to support vocabulary development and listening and discrimination skills
Teacher of the Deaf may deliver specialist intervention to promote positive deaf identity and personal understanding of deafness PUD
Teacher of the Deaf may set curriculum targets to support young person’s achievement
Resources and Staffing
Main provision by class/subject teacher with support from Teacher of the Deaf
Must have ongoing assessment of needs.
Post 16 staff must undergo Deaf Awareness Training as provided by SEND Sensory Service
Must have access to a quiet room for small group and 1:1 session
Provision needs to include SALT.
Range 7: Deafness
Bilateral severe/profound permanent hearing loss
May have Auditory Neuropathy Spectrum Disorder
BSL or SSE may be needed for effective communication
Will have hearing aids/cochlear implants
Will have a radio aid/soundfield/babble guard system
Will have significant language difficulties associated with diagnosed hearing level- unless BSL first language user with no language deprivation
May have a significant language delay and communication difficulties which may prevent the development of age appropriate social and emotional health
Will have significant difficulty accessing spoken language and therefore the curriculum without specialist intervention and support
Speech clarity will be affected, specialist SaLT involvement
May have significant difficulty with attention, concentration, confidence, and class participation (Deaf children do not all have difficulty with attention, difficulty accessing the information in spoken language due to hearing loss).
May experience listening and processing fatigue
Will have additional difficulties and learning needs not associated with hearing loss
Bilateral severe/profound permanent hearing loss
May have Auditory Neuropathy Spectrum Disorder
May use BSL/SSE or augmentative communication to communicate
Will have hearing aids/cochlear implants
Will have a radio aid/soundfield/babble guard
Will have significant language difficulties associated with hearing loss
Will have significant language delay and communication difficulties which prevent the development of appropriate social and emotional health
Will have significant difficulty accessing spoken language and therefore the curriculum
Speech clarity will be affected
May experience listening and processing fatigue
Will have difficulty with attention, concentration, confidence, and class participation
Additional language/ learning needs not associated with hearing loss
Assessment and Planning
Mainstream assessments carried out as required/as set out in EHCP/SEND support plan
Modification arrangements in place for assessments and examinations
Functional Listening Assessments reviews if placement is a HIARP.
Planning:
Curriculum plan must closely track levels of achievement and all support plan targets are individualised, short term and specific
LA
Speech testing and other specialist tools must be used to assess access to spoken language
Must have systematic application of speech, language, and communication assessment tools for deaf young people
Must have assessment by education and non-education professionals as appropriate
ToD assessment and planning
SEND and EHCP reviews
Access to mainstream class and assessments if required/ set out in EHCP/SEND support plan
Teaching and Learning Strategies
Mainstream class
Hearing friendly strategies should be evident in the Post 16 setting e.g., seating position, lighting etc.
Accessibility planning should involve consideration of acoustic and sound properties in Post 16
Reasonable adjustments must be in place to support individual students’ learning and access to the curriculum/life in Post 16
Teaching methods which facilitate access to the curriculum, social/emotional development, and class participation
Mainstream class with flexible grouping arrangements
Ongoing opportunities for 1:1 support focused on specific support plan targets
frequent opportunities for small group work based on identified need
Communication strategies appropriate to deaf young people are planned in conjunction with Post 16 staff, parents and TOD and based on regular assessments
LA
Ongoing monitoring and assessment of effective working of hearing technology/amplification equipment
Should have systematic application of speech and language and communication assessment tools for deaf young people
Training provided by Teacher of the Deaf could include:
Deaf Awareness
Checking of hearing aids
Use of Assistive Technology
Curriculum/Intervention
Equal access to learning and social life at Post 16
Resources and outcomes adapted to meet young person’s individual learning needs and as set out in SEND support plan or following advice from Tod.
Opportunities for explanation, clarification and reinforcement of lesson content and language
Specific interventions to follow advice from other agencies i.e., SaLT/ DLD team
Weekly tutorial
LA
May be referred to and have access to specialist speech and language therapy/health services
Direct Teaching/ Intervention by the Teacher of the Deaf to support vocabulary development and listening and discrimination skills
Teacher of the Deaf may deliver specialist intervention to promote positive deaf identity and personal understanding of deafness PUD
Teacher of the Deaf may set curriculum targets to support young person’s achievement.
Resources and Staffing
5 hours 1:1 support in Mainstream or
A bespoke specialist environment (HIARP / Specialist provider) to support students with complex needs
Enhanced teacher-student ratio with additional adult support combining small group and 1:1, to facilitate access to the curriculum and deliver individually planned programmes of work.
A specialist teacher of SEND and appropriately experienced, specifically trained support staff
A high level of additional adult support with all aspects of selfcare, self-regulation and during non-structured times
Local Authority led Additional Resource Provision for children and young people who are deaf (ARP)
Daily advice and input from a Qualified Teacher of the Deaf (QTOD) on a range of issues pertinent to deaf young people.
Small group (no more than 1:6) teaching by TOD, usually for English and maths (10 hrs per week).
Small group (no more than 1:6) teaching by a TOD for other subjects as required if unable to access mainstream teaching.
Delivery of specialist curricula for Deaf young people such as Personal Understanding of Deafness (PUD) / Emotions curriculum.
Access to appropriate equipment to facilitate access to learning through residual hearing.
In class communication and learning support from specialist support staff trained in British Sign Language functioning equivalent to BSL Level 3 / or working towards level 3 (depending upon group / setting)
Access to mainstream classes facilitated by daily advice and input / delivery from QTOD
Access to a Highly Specialist Speech and Language Therapist, skilled in meeting the needs of deaf young people.
Additional Secondary needs may require
Additional support to facilitate a further bespoke personalised timetable to support learning and progress.
Personalised curriculum with access to specific programmes, support, intervention and resources which are in addition to the core offer for HI, to support learning and self-regulation
Specialist multi-agency teaching and advice (in addition to the QTOD) will be required to support the additional needs such as epilepsy, autism, cognition and learning.
And / or individual specialist support for mobility, medical and personal care needs etc.
Trained / specialist staff to support social communication, social and emotional and sensory needs of the young person e.g., to help with emotional regulation skills, as and when required throughout the day
Provision of an appropriate environment to suit the learning and social and emotional needs of the young person with additional space to facilitate the specific programmes and interventions require
Information from https://childrenandfamiliesnewcastle.org.uk/ Printed on March 5th 2026
