May use personal hearing aids and/or Hearing Support Service cochlear implants and FM systems. recommendations inform play plans Children with hearing impairment: As above including: Receive significant high level Provision of quiet area for specialist D2 Broad and balanced provision for learning audiological and learning support by a support activities which is commensurate with child’s teacher of the deaf for assessment, aptitude needed monitoring of progress, advice and guidance to pre-school staff. Modification of language to allow access to concepts Have severe or profound hearing loss IPP in place to support the development of in the better ear as advised by medical speaking and listening, auditory skills and diagnosis or the Sensory Impairment early reading and mark making skills Service. IPP in place targets support to develop Unable to access range of learning social interaction and emotional well-being opportunities or understand speech of adults and peers in setting without Hearing Support Service constant individual and constant recommendations inform play plans support whether signed or oral/aural. Access to a range of specialist equipment 1:1 support from a trained support and resources needed worker in a quiet environment in order Specialist INSET for whole staff training to develop listening / language skills. N.B. The vast majority of children will have severe language delay and/or lip reading difficulties and/or be lacking in confidence in communicating independently in the setting. Children with visual impairment: Have a severe visual impairment and D0 Regular monitoring and support by QT Ages and Stages Assessment (Health) in a mainstream years setting. from sensory Impairment Service to 2 Year Old Progress check Are capable of accessing all learning provide advice and guidance on needs Regularly reviewed IPP plans in place opportunities with appropriate and differentiation and advice to staff modifications. Staff training Daily targeted support to access broad MAISEY Receive significant involvement from learning opportunities. Sensory Impairment Service. Professional agency reports/assessments/ IPPs and reviews focus on recommendations recommendations of Sensory Impairment Require on-going adult Service intervention for 40% of session time to Area visit notes facilitate access to learning and ensure Support at mealtimes and outdoor play Staff training safety. may be required Sensory Impairment Service involvement
May use personal hearing aids and/or cochlear implants and FM systems. Hearing Support Service recommendations inform play plans D2 Children with hearing impairment: Receive significant high level audiological and learning support by a teacher of the deaf for assessment, monitoring of progress, advice and guidance to pre-school staff. Have severe or profound hearing loss in the better ear as advised by medical diagnosis or the Sensory Impairment Service. Unable to access range of learning opportunities or understand speech of adults and peers in setting without constant individual and constant support whether signed or oral/aural. 1:1 support from a trained support worker in a quiet environment in order to develop listening / language skills. N.B. The vast majority of children will have severe language delay and/or lip reading difficulties and/or be lacking in confidence in communicating independently in the setting. Broad and balanced provision for learning which is commensurate with child’s aptitude needed Modification of language to allow access to concepts IPP in place to support the development of speaking and listening, auditory skills and early reading and mark making skills IPP in place targets support to develop social interaction and emotional well-being Hearing Support Service recommendations inform play plans Access to a range of specialist equipment and resources needed Specialist INSET for whole staff training As above including: Provision of quiet area for specialist support activities D0 Children with visual impairment: Have a severe visual impairment and in a mainstream years setting. Are capable of accessing all learning opportunities with appropriate modifications. Receive significant involvement from Sensory Impairment Service. Require on-going adult intervention for 40% of session time to facilitate access to learning and ensure safety. Regular monitoring and support by QT from sensory Impairment Service to provide advice and guidance on needs and differentiation and advice to staff Daily targeted support to access broad learning opportunities. IPPs and reviews focus on recommendations of Sensory Impairment Service Support at mealtimes and outdoor play may be required Ages and Stages Assessment (Health) 2 Year Old Progress check Regularly reviewed IPP plans in place Staff training MAISEY Professional agency reports/assessments/ recommendations Area visit notes Staff training Sensory Impairment Service involvement
early_years_sen_top-up_funding_criteria_-_2017-04.docx