development requiring Some difficulties with difficulties separating from Further delays identified term adult support is input/programmes from social communication carer. Flits between required to extend play, through detailed external professional. Mild and interaction that can activities: needs short term assessment imaginative skills and hearing or visual result in individual adult direction to Support Development access activities. Some impairment, managed with solitary/repetitive play or participate and engage. Individualised/small Journal, IAELD, aids or glasses if required. isolation. Some Does not accept and ‘no’ group activities as SALT/OT/Physio individualised/ small routine boundaries. Cannot identified in individual Therapist report etc). group activities as inhibit own actions to stop support plan. Child will have an identified in individual from doing something they Individualised SEN Plan support plan. shouldn’t do. that is reviewed regularly May have a formal as part of the Graduated diagnosis of Autism. Approach. Child is making some progress with ongoing interventions. Difficulty in functioning Disordered expressive Does not accept care Physical difficulties that Exceptional giving experiences. require varied and extensive appropriately and language with limited Significant (and in Anxiety expressed through specialist equipment and requires frequent adult understanding as sufficient quantity and behaviour means the child regular support. Delay with assistance to actively identified by SALT. with enough evidence) requires a significant level physical coordination as participate in activities Limited communication of support to engage and identified by OT or and practical tasks. E.g. skills that require Increasingly complex participate in learning. physiotherapist. Adult child uses personal aids individual alternative needs requiring Regular (daily) intensive support required to use effectively and and/or augmentative individualised support. disruption impairs the identified communication aid sufficiently with adult communication Intensity and frequency of child’s ability to access and enable access to, and support. Regular strategies to allow interventions is high. learning. Requires specific adaptation of, modification of activities access to learning support from an adult at activities/curriculum due to and specified times opportunities. Requires Progress may be key points of the day impairment. when adult supports repetition, slow pace of because of limited hindered and not evident Moderate hearing or visual structured learning. language and use of awareness of behaviour in EYFS outcomes but is impairment requiring adult only key words. Has
Further delays identified through detailed assessment Support Development Journal, IAELD, SALT/OT/Physio Therapist report etc). Child will have an Individualised SEN Plan that is reviewed regularly as part of the Graduated Approach. Child is making some progress with ongoing interventions. term adult support is required to extend play, imaginative skills and access activities. Some Individualised/small group activities as identified in individual support plan. Some difficulties with social communication and interaction that can result in solitary/repetitive play or isolation. Some individualised/ small group activities as identified in individual support plan. May have a formal diagnosis of Autism. difficulties separating from carer. Flits between activities: needs short term individual adult direction to participate and engage. Does not accept ‘no’ and routine boundaries. Cannot inhibit own actions to stop from doing something they shouldn’t do. development requiring input/programmes from external professional. Mild hearing or visual impairment, managed with aids or glasses if required. Exceptional Significant (and in sufficient quantity and with enough evidence) Increasingly complex needs requiring individualised support. Intensity and frequency of interventions is high. Progress may be hindered and not evident in EYFS outcomes but is Difficulty in functioning appropriately and requires frequent adult assistance to actively participate in activities and practical tasks. E.g. child uses personal aids effectively and sufficiently with adult support. Regular modification of activities and specified times when adult supports structured learning. Disordered expressive language with limited understanding as identified by SALT. Limited communication skills that require individual alternative and/or augmentative communication strategies to allow access to learning opportunities. Requires repetition, slow pace of language and use of only key words. Has Does not accept care giving experiences. Anxiety expressed through behaviour means the child requires a significant level of support to engage and participate in learning. Regular (daily) intensive disruption impairs the child’s ability to access learning. Requires specific support from an adult at key points of the day because of limited awareness of behaviour Physical difficulties that require varied and extensive specialist equipment and regular support. Delay with physical coordination as identified by OT or physiotherapist. Adult support required to use identified communication aid and enable access to, and adaptation of, activities/curriculum due to impairment. Moderate hearing or visual impairment requiring adult
indicator_of_need_early_years.docx