When would you move to SEN support?

Where there is a lack of adequate progress despite identified and targeted differentiation. 

Schools should seek to identify pupils making less than expected progress given their age and individuals circumstances. 

This can be characterised by progress which; 

• Is significantly slower than that of their peers starting from the same baseline
• Fails to match or better the child’s previous rate of progress
• Fails to close the attainment gap between the child and their peers
• Widens the attainment gap

For the majority of CYP, HI/VI/MSI/PD needs will have already been identified prior to starting in a setting and support plans will have been agreed but for those who present with previously unidentified physical and sensory needs the following pathway is advised:

• Referral to appropriate medical professionals e.g. audiology, orthoptics, physiotherapy etc

Referral to Sensory and Physical Support Service once a medical diagnosis has been given

What might be typical of a child or young person with a physical disability or sensory impairment at SEN support level?

Vision impairment

Permanent vision condition impacting on learning and access to the school environment and curriculum.

CYP will have a diagnosed eye condition.

They may:

- have assessed mild to moderate vision loss that cannot be corrected

- be registered as sight impaired

- have acuities within the range 6/12 to 6/36

- have difficulties with near vision which means that they may require print enlarging up to N24

- have a diagnosis of cerebral visual impairment by an Ophthalmologist

- have significant visual field loss e.g. hemianopia

- have a fluctuating visual condition such as nystagmus

Progress and outcomes should be broadly in line with typical norms.
Vision needs are to be assessed and monitored by Sensory and Physical Support Service (SAPSS).

Advice provided to, and training available for, all staff working with the CYP.

May require short term or ongoing programmes delivered by, or in conjunction with, the SAPSS.
 

Learning and Curriculum Access

Outcomes should be broadly in line with typical norms.

Ability to participate fully in all school activities possible with reasonable adjustments as advised by Qualified Teacher of Children and Young People with Vision Impairment (QTVI).

Vision needs hinder ready access to the curriculum; use of technology and compensatory skills largely mitigate e.g. screen sharing using an iPad/tablet, resources provided in the available font size etc.

Trained adult support is required in some lessons to ensure pupil accesses the curriculum, makes progress and develops independence.

Reasonable adjustments to specified curriculum subjects required e.g. only measuring to the nearest 5mm in maths rather than to the nearest 1mm.

Vision impairment impacts on pupils’ confidence, independence, ability to take initiative, resilience, self-esteem, social skills, mobility and social networks.

Reassurance and guidance required to maintain self -esteem and confidence, independence, resilience, social skills, mobility and social networks.

Pupil may need support to develop and sustain friendships e.g. use of friendship benches in the playground

Essential to consider environmental factors to ensure accessibility to the environment e.g. use of blinds, curtains etc.

Specialist Intervention and support:

May require advice only from a Qualified Teacher of Children and Young People with Vision Impairment (QTVI) or may require short term or ongoing programmes delivered by, or in conjunction with, the SAPSS.

Print Modification

Some modification of printed materials to ensure readability up to N24. Schools are responsible for providing low volume enlarged print and modification of visual materials e.g. maps and graphs. This can be carried out using resources such as RNIB Bookshare and Customeyes.

Because of low incidence disability, school staff may require training from a VI specialist to produce suitabl resources. This can be provided by the SAPSS.
May require access to enlarged or modified large print exam papers.

Specialist Equipment

Curriculum access possible with some specialist equipment, such as low vision aids, adaptation and school-based intervention and support to show appropriate progress.

Habilitation - developing independence in and mobility

Independently mobile but may require short term programmes delivered by a habilitation specialist.

May need some supervision and additional adjustments in unfamiliar environments depending on visual condition. May have some difficulties with spatial awareness.

Auxiliary Aids/Specialist Equipment

Under Equality Act legislation, Local Authorities and schools have a duty to supply auxiliary aids and services as reasonable adjustments where these are not provided through EHCPs.

Hearing impairment

Permanent bilateral mild or moderate hearing-loss resulting in mild functional difficulties, language delay and access requirements.

Diagnosis of permanent mild or moderate hearing loss

Progress and outcomes may be in line or slightly below expected compared to age related norms.

Hearing and language needs will be assessed by QTOD and advice and training will be provided to all staff working with CYP.

Learning, inclusion and curriculum

Quality First practice for hearing impairment will ensure inclusive practice.

Ability to participate fully in all school activities possible with reasonable adjustments as advised by Qualified Teacher of the Deaf (QTOD) and Speech and Language Therapist where appropriate.

Specialist Equipment:

Requires the use of a hearing aid/bone conduction aid where viable and may require an assistive listening device (radio) to support listening in the classroom.

May need support to develop and maintain friendships e.g. use of friendship benches and modelling the use of language around collaborative play and social engagement

Permanent hearing-loss is a disability under the Equality Act 2010

Specialist Intervention and Support :

May request advice only from specialist HI Service or may require short term or ongoing programme of support delivered in conjunction with QTOD

Implementation of strategies advised by qualified Teacher for Hearing Impairment (QTOD) or educational audiologist or Speech and Language Therapist.

May need special arrangements for exams e.g. increased time, use of a reader, acoustically favourable room in which to sit an exam.

Physical disability

Poor fine motor development (Affecting handwriting speed/accuracy) and/or gross motor skills, which requires support additional to and different from their peers including additional help to carry, move or use equipment required throughout the school day.

And/or

Pupil Physical/Sensory needs means they are likely to have difficulties with new/specific environments, which will require planning and adaptations.

In addition:

Pupil may have physical needs making it difficult to undertake practical tasks independently, which require additional support

May have Physical/Medical condition which impact on access to the academic and social curriculum.

Physical differences may impact on the pupil’s emotional well-being which requires individual monitoring support to maintain confidence.

Guidance and support to develop self-help and independence skills.

Modification of resources and materials for recording written work e.g. the use of writing slopes, pencil grips, fiddle tools and adapted scissors

Access to suitable equipment to ensure access to curriculum and postural care following assessment by physiotherapist – standing frame, walking aids and OT – specialist seating. Staff will require training by physiotherapist/OT re use of equipment.

Access to hoisting facilities and moving and handling training for staff to meet moving and handling needs of child including access/assistance for toileting – SAPSS can advise.

Adult support/supervision to access playground, PE and outside environments.

Adult assistance as required at lunch to carry lunch tray and assistance with dressing/undressing for PE.

Completion of exercise programmes as advised by the physiotherapist, to be supported by education staff, to ensure the development of gross motor skills.

Liaison with SAPSS re fire risk assessment to ensure referral to other agencies as required to ensure provision of appropriate equipment e.g. wheelchair, splints.

Multi-sensory impairment

Diagnosed permanent mild multi-sensory impairment is likely to require targeted specialist support.

Pupils requiring significant support with a MSI may need guidance and support to develop self-help and independence skills and alternative recording methods.

Mental Health issues are common in young people with any level of MSI as they can feel ‘cut off’ from their peers.

Reassurance and guidance required to maintain self -esteem and confidence, independence, resilience, social skills, mobility and social networks.

Pupil may need support to develop and sustain friendships e.g.  use of friendship benches and modelling the use of language around collaborative play and social engagement

Permanent multi sensory impairment is classed as a disability under the Equality Act 2010

Advice should be sought from a QTVI alongside a QTOD.

Specific interventions to develop other senses.

Implementation of strategies as advised by Qualified Teacher of Children and Young People with Vision Impairment (QTVI) and Qualified Teacher of the Deaf (QTOD) working in conjunction.

Specialist Intervention and support:

May require short term or ongoing programmes delivered by, or in conjunction with, the SAPSS.

May require modification of print resources
Specialist Equipment

Curriculum access possible with some specialist equipment, such as low vision aids, assistive listening devices, adaptation and school-based intervention and support to show appropriate progress.
Habilitation - developing independence in and mobility

Independently mobile but may require short term programmes delivered by a habilitation specialist

May need some supervision and additional adjustments in unfamiliar environments depending on visual condition. May have some difficulties with spatial awareness.

Auxiliary Aids/Specialist Equipment

Under Equality Act legislation, Local Authorities and schools have a duty to supply auxiliary aids and services as reasonable adjustments where these are not provided through EHCPs.

Where a pupil is identified has having SEN, schools should take action to remove barriers to learning and put effective special educational provision in place. This SEN support should take the form of a four-part cycle; Assess, Plan, Do, Review

Code of Practice 6.44

How might you put in place an SEN support plan?

• What has the assessment identified as particular areas of need? 

• What has the assessment told you about strengths and needs, barriers to and gaps in progress? 
• What is the child’s view? 
• What is the parent/carer view? 
• What outcomes are you looking for? 
• What are the identified changes and additional interventions? 
• What are the adaptations needed to achieve the identified outcomes? 
• How will these will be evaluated? 

The teacher and SENCO should agree in consultation with the parent and the pupil, the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review

Code of Practice 6.48

What does an SEN support plan look like and how can it be implemented?

If a child or young person is behaving in a manner which is unsafe, the school has a responsibility to address the safety risk by using a care and support plan. You can download examples of care and support plans below.

A good SEN Support Plan should include the following; 

• Outcomes
• Actions
• Who is responsible
• By when 

Examples of SEN Support plans

Examples of One Page Profiles

A good SEN Support plan may include a provision map or personalised timetable for the pupil showing frequency and duration of specific interventions 

Interventions should be well founded and evidenced based. 

Interventions should last a minimum of 6 weeks 

Information on researched interventions can be found at:- 

• Education Endowment Foundation
• Interventions for Literacy
• Dyslexia-SpLD Trust

The class teacher should remain responsible for working with the child or young person on a daily basis. They should work closely with any teaching assistants or specialist staff involved… the SENCO should support the class teacher in the further assessment of particular strengths and weaknesses, in problem solving and advising on the effective implementation of support.

Code of Practice 6.52