Where pupils have a temporary / intermittent hearing loss (such as that caused by 'glue ear') or where their SEN have been met through medical services and advice from the specialist teacher or educational psychologist so that they are able to access the curriculum and achieve appropriate attainment levels, a statutory assessment of SEN will not be necessary. Key stage Age/ Abilities Possible Indicators of Concerns about Documentation Attainment / Progress required Medical, auditory and Foundation Pupils with hearing impairment come Although hearing impairment is the primary SEN, it is functional hearing from the ability range and the part of a wider spectrum of difficulties that hinder or records. impact of their loss will affect their prevent the pupil from making appropriate progress. progress differently in proportion to the Reports from SENSS Key stage 1 severity of the loss, the age at which the Significantly depressed verbal ability scores qualified hearing loss was identified and appropriate representing delayed language development. Impairment teacher educational opportunities became Communication skills are severely impaired. and/or educational available and the range / complexity of psychologist. Key stage 2 other needs. Significant discrepancy between verbal and non-verbal Information from the ability school as to how needs Pupils with hearing impairment may have been addressed, learn language more slowly and reach Seriously below age-appropriate 'academic' attainments including evaluated Key stage 3 full competence at a later age than their of at least 2 years. IEPs and attainment hearing peers. This may have an impact data, and progress in on their development of other basic may need to learn additional modes of relation to nationally academic and social skills. communication: lip-reading and maybe SSE or BSL. expected levels as for Key stage 4 all pupils. They may need to be taught skills which Pupil cannot make progress in mainstream classes other children develop independently. without specialist interpretation and preparation of Information about any Frustration might result in generally lesson content. Social interactions are immature and other areas of Post-16 unacceptable behaviour patterns. specialist teaching is required to enable the achievement. development of age-appropriate skills and the ability to make and maintain relationships with peers and adults. Information about work done by the school to meet needs. Sensory and Physical - Vision Impairment
Where pupils have a temporary / intermittent hearing loss (such as that caused by 'glue ear') or where their SEN have been met through medical services and advice from the specialist teacher or educational psychologist so that they are able to access the curriculum and achieve appropriate attainment levels, a statutory assessment of SEN will not be necessary. Key stage Age/ Abilities Possible Indicators of Concerns about Attainment / Progress Documentation required Foundation Key stage 1 Key stage 2 Key stage 3 Key stage 4 Post-16 Pupils with hearing impairment come from the ability range and the impact of their loss will affect their progress differently in proportion to the severity of the loss, the age at which the loss was identified and appropriate educational opportunities became available and the range / complexity of other needs. Pupils with hearing impairment may learn language more slowly and reach full competence at a later age than their hearing peers. This may have an impact on their development of other basic academic and social skills. They may need to be taught skills which other children develop independently. Frustration might result in generally unacceptable behaviour patterns. Although hearing impairment is the primary SEN, it is part of a wider spectrum of difficulties that hinder or prevent the pupil from making appropriate progress. Significantly depressed verbal ability scores representing delayed language development. Communication skills are severely impaired. Significant discrepancy between verbal and non-verbal ability Seriously below age-appropriate 'academic' attainments of at least 2 years. may need to learn additional modes of communication: lip-reading and maybe SSE or BSL. Pupil cannot make progress in mainstream classes without specialist interpretation and preparation of lesson content. Social interactions are immature and specialist teaching is required to enable the development of age-appropriate skills and the ability to make and maintain relationships with peers and adults. Medical, auditory and functional hearing records. Reports from SENSS qualified hearing Impairment teacher and/or educational psychologist. Information from the school as to how needs have been addressed, including evaluated IEPs and attainment data, and progress in relation to nationally expected levels as for all pupils. Information about any other areas of achievement. Information about work done by the school to meet needs. Sensory and Physical - Vision Impairment