Possible Indicators of Concerns about Abilities Documentation required Key stage Attainment / Progress Foundation Many children, especially those with Although vision impairment is the primary Medical, ophthalmological and profound and multiple disabilities, SEN, it is part of a wider spectrum of functional vision records. might not use their functional vision difficulties that impede or prevent the pupil to the optimum. For this reason early from making progress. Reports from SEN Specialist Key stage 1 identification and access to Support qualified advisory appropriate teaching is essential. The pupil requires mobility training in order teacher for vision impairment to function independently and take part in and/or educational Where this is neglected a range of all aspects of school life. psychologist. Key 2 other difficulties might develop e.g. difficult behaviour patterns. Social communication and interaction Information from the school as skills are impaired so that the pupil cannot how needs have been Pupils may need to be taught skills make age-appropriate relationships with addressed, including evaluated Key stage 3 which other children develop peers and/or adults and is not aware of IEPs and attainment and independently: e.g. self-help and socially acceptable behaviour patterns in progress in relation to mobility skills. They might need a important areas. nationally accepted curriculum modified environment and access to levels as for all pupils. Key stage 4 specialist equipment to enable Development of basic cognitive skills is learning. delayed. The pupil needs significant Information about any other adaptations to curriculum materials and areas of achievements. Children with progressive conditions access to alternative media (e.g. Braille/ Post-16 need to be monitored especially Adapted Print) or technology that enables Information about work done carefully as a loss of vision has both access to print media. by the school to meet needs. learning and emotional implications. Pupil has difficultly developing the listening and concentration skills necessary to access the curriculum Physical and Medical Difficulties Most children with physical disabilities sufficiently severe as to require a statutory assessment will have been identified and assessed before they reach school age.
Key stage Abilities Possible Indicators of Concerns about Attainment / Progress Documentation required Foundation Key stage 1 Key 2 Key stage 3 Key stage 4 Post-16 Many children, especially those with profound and multiple disabilities, might not use their functional vision to the optimum. For this reason early identification and access to appropriate teaching is essential. Where this is neglected a range of other difficulties might develop e.g. difficult behaviour patterns. Pupils may need to be taught skills which other children develop independently: e.g. self-help and mobility skills. They might need a modified environment and access to specialist equipment to enable learning. Children with progressive conditions need to be monitored especially carefully as a loss of vision has both learning and emotional implications. Although vision impairment is the primary SEN, it is part of a wider spectrum of difficulties that impede or prevent the pupil from making progress. The pupil requires mobility training in order to function independently and take part in all aspects of school life. Social communication and interaction skills are impaired so that the pupil cannot make age-appropriate relationships with peers and/or adults and is not aware of socially acceptable behaviour patterns in important areas. Development of basic cognitive skills is delayed. The pupil needs significant adaptations to curriculum materials and access to alternative media (e.g. Braille/ Adapted Print) or technology that enables access to print media. Pupil has difficultly developing the listening and concentration skills necessary to access the curriculum Medical, ophthalmological and functional vision records. Reports from SEN Specialist Support qualified advisory teacher for vision impairment and/or educational psychologist. Information from the school as how needs have been addressed, including evaluated IEPs and attainment and progress in relation to nationally accepted curriculum levels as for all pupils. Information about any other areas of achievements. Information about work done by the school to meet needs. Physical and Medical Difficulties Most children with physical disabilities sufficiently severe as to require a statutory assessment will have been identified and assessed before they reach school age.
assessment_guidelines_-_sensory_physical_needs_final_1.docx