and/or safety. Actual harm support to monitor measured in smaller Regular and repetitive difficulties with social to self: Regular adjustments. Hearing loss individual support at communication and steps through the Early self-biting etc may impact speech and times of transition. developing relationships Support Development To others: Screaming, language difficulties. which require individual Journal/IAELD swearing, pulling, pushing, Individual/small group work strategies/support by an pinching, hitting, kicking, activities required as part of adult. Early Support Family etc. without regard to support plan for specific Plan or Early Help others. Nurture Risk interventions. Requires adult assessment in place. Behaviour management support for development of Child’s individual Support plan is in place. Use of an independence skills in line plan and reviews reflect ABC diary and with ages and stages of specialist advice and is Hertfordshire STEPs development co-produced with family approaches to support and external needs. professionals (SALT, OT, Specialist Teacher etc.) Involved in incidents where Consistently reliant on adult Exceptional Profound: Highly individualised Severely limited social intense emotional distress support for moving and and with Specialist learning and and/or communication and or impulsive behaviour positioning. Staff are Provision development skills that require highly can put themselves or appropriately trained to use programme in place individualised alternative others at risk. Requires a specialist postural Child is unable to Complex and long term and/or augmentative high level of intervention equipment for standing, function, participate and difficulties which require communication from adults including seating. Support with engage for any highly individualised, strategies to allow specialist support to communication adaptation proportion of their intense and frequent access to learning address the child’s social and preparation of materials attendance without opportunities. interventions and emotional needs. in tactile form. Frequent direct intense adult Requires structured adult support required to Significantly support or additional support to provide monitor communication aid. may already be individualised/small support mechanisms. prompting, to start and to Severe or profound hearing supported by Early Years group activities as Child does not maintain appropriate loss impacting on Specialist Development identified in individual independently manage behaviour for most of the development. Significant Centre and a range of support plan and objects of reference or session. Regular (daily) visual impairment impacting other professionals external advice.
measured in smaller steps through the Early Support Development Journal/IAELD Early Support Family Plan or Early Help assessment in place. Child’s individual Support plan and reviews reflect specialist advice and is co-produced with family and external professionals (SALT, OT, Specialist Teacher etc.) Regular and repetitive individual support at times of transition. difficulties with social communication and developing relationships which require individual strategies/support by an adult. and/or safety. Actual harm to self: Regular self-biting etc To others: Screaming, swearing, pulling, pushing, pinching, hitting, kicking, etc. without regard to others. Nurture Risk Behaviour management plan is in place. Use of an ABC diary and Hertfordshire STEPs approaches to support needs. support to monitor adjustments. Hearing loss may impact speech and language difficulties. Individual/small group work activities required as part of support plan for specific interventions. Requires adult support for development of independence skills in line with ages and stages of development Exceptional Profound: and with Specialist Provision Complex and long term difficulties which require highly individualised, intense and frequent interventions may already be supported by Early Years Specialist Development Centre and a range of other professionals Highly individualised learning and development programme in place Child is unable to function, participate and engage for any proportion of their attendance without direct intense adult support or additional support mechanisms. Child does not independently manage objects of reference or Severely limited social and/or communication skills that require highly individualised alternative and/or augmentative communication strategies to allow access to learning opportunities. Significantly individualised/small group activities as identified in individual support plan and external advice. Involved in incidents where intense emotional distress and or impulsive behaviour can put themselves or others at risk. Requires a high level of intervention from adults including specialist support to address the child’s social and emotional needs. Requires structured support to provide prompting, to start and to maintain appropriate behaviour for most of the session. Regular (daily) Consistently reliant on adult support for moving and positioning. Staff are appropriately trained to use specialist postural equipment for standing, seating. Support with communication adaptation and preparation of materials in tactile form. Frequent adult support required to monitor communication aid. Severe or profound hearing loss impacting on development. Significant visual impairment impacting