Have a gap in linguistic development Strategies in place to develop interaction Professional reports particularly vocabulary and formation of with peers and emotional well being Area SENCO visit notes sentences or phrases Hearing Support Service Staff training Require adult support advised by support recommendations inform play plans teacher for the deaf for 40% of session Team training from Hearing Support Hearing support service involvement time. Service to support all staff Area SENCO support accessed Children with a hearing impairment: As above and including: Modification of language content to allow D1 Receive significant / regular audiological access to concepts Known diagnosis and learning support by a teacher of the Individualised plan for speaking, listening Detailed personalised programme in deaf for assessment, monitoring of and auditory skills place progress, advice and guidance to Individualised play plan to support Details of specialist equipment and development of social skills and emotional resources used Severe permanent hearing impairment or well-being. moderate impairment overlain by a long Person specification of adult support standing conductive problem. Hearing Support service contribute to Have a difficulty with understanding the individualised plans speech of adults and peers at an age Access to a range of specialised appropriate level without individual support, equipment and resources whether signed, written or oral / aural. Training from hearing support service to Are unable to access learning without assist pre-school skilled adult support in targeted language sessions Access to support from range of May use personal hearing aids and or educational, health and social care cochlear implants and FM systems agencies Hearing support Service recommendations inform play plans Children with hearing impairment: As above including: Provision of quiet area for specialist D2 Broad and balanced provision for learning Receive significant high audiological support activities which is commensurate with child’s and learning support by a teacher of the aptitude needed. deaf for assessment, monitoring of progress, advice and guidance to Modification of language to allow access to staff. concepts. Have severe or profound hearing loss in IPP in place to support the development of 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 opportunities or understand speech of adults and peers in setting without constant
Have a gap in linguistic development particularly vocabulary and formation of sentences or phrases Require adult support advised by support teacher for the deaf for 40% of session time. Strategies in place to develop interaction with peers and emotional well being Hearing Support Service recommendations inform play plans Team training from Hearing Support Service to support all staff Area SENCO support accessed Professional reports Area SENCO visit notes Staff training Hearing support service involvement D1 Children with a hearing impairment: Receive significant / regular audiological and learning support by a teacher of the deaf for assessment, monitoring of progress, advice and guidance to Severe permanent hearing impairment or moderate impairment overlain by a long standing conductive problem. Have a difficulty with understanding the speech of adults and peers at an age appropriate level without individual support, whether signed, written or oral / aural. Are unable to access learning without skilled adult support in targeted language sessions May use personal hearing aids and or cochlear implants and FM systems Modification of language content to allow access to concepts Individualised plan for speaking, listening and auditory skills Individualised play plan to support development of social skills and emotional well-being. Hearing Support service contribute to individualised plans Access to a range of specialised equipment and resources Training from hearing support service to assist pre-school Access to support from range of educational, health and social care agencies Hearing support Service recommendations inform play plans As above and including: Known diagnosis Detailed personalised programme in place Details of specialist equipment and resources used Person specification of adult support D2 Children with hearing impairment: Receive significant high audiological and learning support by a teacher of the deaf for assessment, monitoring of progress, advice and guidance to 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 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 As above including: Provision of quiet area for specialist support activities
Appendix_B_Top_Up_Funding_Criteria_April_2017.docx