Foundation Physical disabilities can cover a reduced mobility necessitates specialist Medical reports. wide range of conditions that might equipment or training to enable the pupil to also include sensory, language access the full curriculum. Reports from occupational and acquisition and learning physiotherapists. Key stage 1 impairments. Where the pupil has Physiotherapy or occupational therapy significant difficulties in other areas; requirements cause the pupil to miss a Reports from SEN Specialist learning, speech, and language, significant amount of lesson time and physical Support qualified Physical hearing or vision, please refer to disability makes catching up impossible. Disability advisory teacher Key Stage 2 other charts. Speed of working is a significant issue at all and/or educational psychologist. times. Pupils needs should be considered on an individual basis. Physical difficulties hinder or prevent the pupil Information from the school as Key Stage 3 from accessing the curriculum effectively and to how needs have been Many of the difficulties can be independently. Most work needs to be adapted addressed, including evaluated mitigated or managed through the or mediated through specialist equipment /ICT IEPs and attainment and use of appropriate equipment or or personnel. progress in relation to nationally Key Stage 4 assistive technology. accepted levels as for all pupils. Pupil’s physical difficulties cause a high level Pupils should have access to the of fatigue or emotional stress that hinders or Information about any other full curriculum with the necessary prevents access to the curriculum. Pupil needs areas of achievements. Post-16 equipment, ICT and personal specific training to develop the ability to make support. and maintain relationships with peers and Information work done by adults. the school to meet needs.
Foundation Key stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Post-16 Physical disabilities can cover a wide range of conditions that might also include sensory, language acquisition and learning impairments. Where the pupil has significant difficulties in other areas; learning, speech, and language, hearing or vision, please refer to other charts. Pupils needs should be considered on an individual basis. Many of the difficulties can be mitigated or managed through the use of appropriate equipment or assistive technology. Pupils should have access to the full curriculum with the necessary equipment, ICT and personal support. reduced mobility necessitates specialist equipment or training to enable the pupil to access the full curriculum. Physiotherapy or occupational therapy requirements cause the pupil to miss a significant amount of lesson time and physical disability makes catching up impossible. Speed of working is a significant issue at all times. Physical difficulties hinder or prevent the pupil from accessing the curriculum effectively and independently. Most work needs to be adapted or mediated through specialist equipment /ICT or personnel. Pupil’s physical difficulties cause a high level of fatigue or emotional stress that hinders or prevents access to the curriculum. Pupil needs specific training to develop the ability to make and maintain relationships with peers and adults. Medical reports. Reports from occupational and physiotherapists. Reports from SEN Specialist Support qualified Physical Disability advisory teacher and/or educational psychologist. Information from the school as to how needs have been addressed, including evaluated IEPs and attainment and progress in relation to nationally accepted levels as for all pupils. Information about any other areas of achievements. Information work done by the school to meet needs.