best practice guidance for the early years introduction · specialist teacher for early years. ......

Best Practice Guidance for the Early Years

Introduction

Professionals working in the Early Years are very aware that all children in their care are individuals, each with areas of strength and development needs. All children have an entitlement to high quality Early Years educational provision. Some of these children may

have special educational needs and/or disabilities. This document has been developed to offer advice and guidance to Early Years practitioners in supporting all children, including those with Special Educational Needs and/or Disabilities (SEND), to achieve their potential.

This Best Practice guidance is set out in a graduated response to meet the needs of all children:

firstly at a Universal level ( ‘Whole Setting Response’)

secondly at a Targeted level (‘Including children with SEND’) finally at a ‘Personalised/Individualised Learning’ level

Each level is built on the previous one in response to the needs of the child. The guidance is organised in 3 columns. It guides practitioners through creating a universally inclusive learning environment - ‘Whole Setting Response’ - to differentiating learning and

development activities for individuals and groups - ‘Including children with SEND’ - and finally to specific planning in order to enable individual children with SEND to participate and learn - ‘Personalised/Individualised Learning’.

The final sections of the guidance provide advice and support for specific types of Special Educational Needs and/or Disabilities.

The document sits alongside and complements the ‘Mainstream Core Standards for all Learners’ document for mainstream schools. It has been developed utilising the knowledge and expertise of Specialist Teaching and learning Service Professional Leads; Early Years Teaching and Learning Advisors; Specialist Teachers for SEND in Early Years; Early Years Setting SENCOs, and both Mainstream and

Special School Professionals.

It takes account of recent SEND legislation in addition to the revised Early Years Foundation Stage 2012.

Glossary

ABC Antecedence, Behaviour and Consequences

ASC Autism Spectrum Condition

AVA Audio-Visual Authoring

BeActive Boxes For babies and infants with profound learning and sight difficulties, designed to encourage exploratory movement

Braille A system of raised dots that visually impaired children read with their fingers

C&I Communication and Interaction

CAF Common Assessment Framework

CAMHS Child and Adolescent Metal Health Service

CL Communication and Language

CLD Cognition Learning Difficulties

CPD Continuing Professional Development

CSW Communication Support Worker

ECAT Every Child A Talker

ECERs Early Childhood Environment Rating Scale

EP Educational Psychologist

EY Early Years

EY VIPS Early Years Visual Impairment Play Specialist

EYFS Early Years Foundation Stage

EYST Early Years Specialist Teacher

FM Frequency Modulated

HI Hearing Impairment

HV Health Visitor

IDP Inclusion Development Programme

IDP for BESD

and SEAD (EYFS)

Inclusion Development Programme for Behaviour, Emotional and Social Development and Social and Emotional

Aspects of Development in the Early Years Foundation Stage

IEP Individual Education Plan

ITERs Infant/Toddler Environment Rating Scale

LVA Low Visual Aid

LIFT Local Inclusion Forum Team

Makaton A programme using signs and symbols to help children to communicate. It is designed to support spoken language

and the signs and symbols are used with speech, in spoken word order

MO Mobility Officer

Moon A system of reading and writing which uses tactile symbols based on lines and curves to represent letters, numbers

and punctuation marks. It is easier to learn than Braille, as all the letters are easier to distinguish by touch

MSI Multi-sensory Impairment

PECS Picture Exchange Communication System

QTMSI Qualified Teacher for Multi-sensory Impairment

QToD Qualified Teacher of the Deaf

QTVI Qualified Teacher for Visual Impairment

SCAF Sever and Complex Accessibility Funding

SEAD Social and Emotional Aspects of Development

SEBD Social, Emotional and Behavioural Development

SENCO Special Educational Needs Co-ordinator

SEND Special Educational Needs and/or Disabilities

SIP Setting Improvement Partner

SLCN Speech, Language and Communication Needs

SLT Speech and Language Therapist

SNA Specialist Nurse Adviser

SPA Single Point of Access

SSLT Specialist Speech and Language Therapist

SW Social Worker

TAC Team around the Child

TAF Team around the Family

TEACCH Treatment and Education of Autistic and other Communication-handicapped Children and Adults

VI Visual Impairment

VMS Video Magnification System

A: Universal Level

(Whole Setting Response)

Provision of a learning environment that is inclusive and

practitioners who are aware of a range of Special

Educational Needs and Disabilities (SEND)

B: Targeted Support

(including children with SEND)

Support for children with SEND either

provided individually or in a small group

to differentiate learning and development

activities

Universal Level plus the following:

C: Personalised/Individualised

Learning

Learning and development activities are

specifically and personally planned to

enable individual children with SEND to

participate and make progress

Universal Level and Targeted Level

plus the following:

The quality of learning and development is

fundamentally important to the achievement and life

chances of every child.

It is the responsibility of settings to provide good

opportunities for learning and development. It is particularly

important that children who have most difficulty with their

learning have access to good quality practitioners.

Effective practice as a Whole Setting Response may reduce

the need for interventions at a Targeted or Personalised level.

Consideration should be given to employing the

strategies suggested in the “Enabling Environments and

Positive Relationships” columns of Development

Matters (revised EYFS 2012), appropriate to the child’s

developmental stage along with those suggested for

earlier age bands.

The setting makes good use of the advice, guidance and

support of their Setting Improvement Partner (SIP) or

SEN Advisor and through them the ECaT Advocate.

The setting implements both Equal Opportunities and SEN

policies which ensure that current and future children with

SEND have full access to the learning experiences of the

setting to enable good progress in their learning and

Working closely with parents/ carers, the

setting gathers additional assessment/

information to inform the reason for

lack of progress at A, and plan for future

intervention and composition of groups.

Some staff have undertaken specialist

training in high incidence needs, in order

to understand the range of assessments

available, the most effective strategies to

support learning and provide individual

and group support where indicated.

Staff trained to implement short term

interventions to secure improved

progress for a child that enables them to

benefit from whole group sessions and to

promote social development.

A plan which has a range of small group

interventions available for the high

incidence needs. Time-limited

interventions will include SMART targets

so that they can be used by trained staff

with minimal adaptation. They may

include support to become competent

and independent in use of curriculum

aids e.g. visual timetables.

Child has a need which is long term and

low incidence (with no peers requiring

exactly the same intervention). In these

cases the planning for intervention is

personalised and specifically formulated

to take account of unique individual

need, usually informed by external

advice from the appropriate agency.

External advice given in reports for

individual children is implemented by the

setting.

An IEP with SMART targets will be

required which is monitored regularly

and shows tracked progress.

In consultation with parents/ carers and

professionals working with the child

e.g. through a Team Around the Child

(TAC), consideration is given to applying

for Severe and Complex Accessibility

Funding (SCAF – formerly SCAG)

through the District LIFT process. Advice

to make a request is available from the

Specialist Teacher for Early Years.

Response to need—expectations of settings

development. (See EYFS p26 3.66) Equal Opportunity

Policy Guidance and the ‘Inclusion Audit’ are available

on KELSI or from the setting SIP/ SEN Advisor.

The leadership of the setting strategically plans within its

setting development plan which is clearly focussed on

quality of provision and outcomes to meet the needs of all

current and future children.

The setting enables the smooth transition both into the setting

and into school. ‘Settling-in’ Policy Guidance is available

on KELSI or from the setting SIP/SEN Advisor. The

setting offers a curriculum to children which meet the

diversity of learning needs. It ensures that staff are well

trained and the learning environment is both enabling and

supportive to all learners.

The SENCO/Setting Manager has NVQ L3 or above and

at least half the staff have NVQ L2 or above (EYFS p17

3.21). Staff are implementing and using strategies

from the EYFS and the Inclusion Development

Programme which ensures that they understand how to

make their practice accessible for learners with high incidence

SEN and a willingness to undertake training in low incidence

needs should the need arise (e.g. visual timetables,

alternative recording, adapted equipment, personalised

activities etc.).

All staff fully understand and implement the EYFS which

reflects equalities legislation and accessibility requirements.

This actively promotes overcoming barriers to learning for all

children, taking into account individual differences (SEND or

otherwise), and promotes understanding and acceptance in

the peer group.

SENCO (EYFS p26 3.66) makes use of SENCO Module training

as appropriate to their needs.

Practitioners can demonstrate good quality practice where the

large majority of children make good progress across all areas

The effectiveness of interventions is

evaluated by the Key Person and

monitored by a senior manager in order

to determine the impact on the progress

of the child.

The environment for learning will have

been carefully considered to provide the

optimal conditions according to the profile

of need, using available audit tools

(ECERs, ITERs, IDP tools) where

appropriate.

The selection of targeted interventions for

any child will be complimentary to that

offered at whole group level.

A Common Assessment Framework

(CAF) may have been completed in

conjunction with parents for a child who

has additional needs and requires the

support of the Team Around the

Family (TAF). A Single Point of

Access Meeting (SPA) will decide the

way forward, including identifying a TAF,

where appropriate. This should include

the Key Person/ setting SENCO who may

take on the role of Lead Professional.

An Early Support request may have

been made in conjunction with parents

and other professionals e.g. Health

Visitor, for a child who has two or more

areas of significant need and requires

the support of a co-ordinated team. This

may include the appointment of a Key

Worker such as the Specialist Nurse

Advisor with whom the setting will

communicate. There will be regular TAC

meetings which require attendance

where possible by appropriate setting

staff.

Staff will have the skills to create and

implement a care plan for pupils who

require one to maintain their health,

which is monitored by specialist staff

and/or IEPs.

Child may have a Statement of SEN

which describes the strategies required

to meet needs, some of which may need

to be delivered on an individual basis.

Six monthly reviews ideally attended by

both parents and setting staff, which

shows tracked progress, will be required.

of Learning and Development as evidenced in the setting’s

regular evaluation.

The staff have the confidence and capability to take account of

individual children’s learning styles and adjust their practice

accordingly.

All children’s progress is recorded and monitored during the

year using the EYFS ages and stages and for example, ‘My

Unique Progress’ as well as, and in collaboration with

parents, ‘My Unique Story’. From September 2012 the

setting will report on all children between 24 and 36 months

on the 3 Prime Areas known as the Progress Check at

Age 2. Parents/carers are encouraged to share information

from the progress check between settings with other relevant

professionals including their Health Visitor. Where the

progress indicates that “there are significant emerging

concerns, or an identified special need or disability,

practitioners should develop a targeted plan to support the

child’s future learning and development, involving other

professionals as appropriate” (EYFS Statutory Framework

2012).

Parents are signposted to local support such as their

Children’s Centre.

The setting provides a warm, safe and empathetic ethos

where children are supported to express and understand their

feelings and emotions in order to support their emotional

well-being. The setting uses programmes and tools such as

the Leuven Scales of Well-being and Involvement,

Inclusion Development Programme for Behavioural,

Emotional and Social Difficulties (IDP for BESD) and

Social and Emotional Aspects of Development EYFS

(SEAD EYFS) to screen children and respond appropriately to

meet the needs of the child.

The setting inspires parental confidence by establishing a

reciprocal relationship with them as equal partners in their

child’s learning and development through a secure Key Person

approach. Key Person Policy Guidance is available on

KELSI or from the setting SIP/SEN Advisor.

The setting encourages a good exchange of information,

including with childminders and any other setting the child

may attend. It values parental participation in providing

opportunities to guide their child’s development at home

(EYFS Parts 1&3). Partnership with Parents Policy

Guidance is available on KELSI or from the setting SIP/

SEN Advisor.

Good use is made of advice, support and guidance from

the Kent Parent Partnership Services (KPPS) and

parents are given full details of their services.

www.kentrustweb.org.uk/pwp

Working with parents/carers and where necessary Health

professionals, practitioners are able to implement a care plan

for children who require one to maintain their health.

Practitioners are able to respond to need by flexible use of the

environment e.g. a carpet square to provide their own space,

using audit tools such as ECERs and ITERs in their planning.

The setting uses ICT to overcome barriers to learning.

Settings make use of audit tools such as the Inclusion

Audit (available from the setting SIP/SEN Advisor),

ECERs, ITERs and those available in the IDP documents

to support the implementation of recommendations in

this document and thereby appropriately meet the

needs of all children.

http://www.kentrustweb.org.uk/pwp

Policies, Systems and Responsibilities – applicable to all levels

Policies Whole setting policies are compliant with legislation and reflect Kent guidance. Use is made of ‘Guidance to Writing EY Policies and

Procedures’, available on KELSI, where necessary.

Policies ensure access to an enabling learning environment for children with Special Educational Needs and Disabilities (SEND).

Policies acknowledge and reflect the diversity of children and comply with current, relevant universal processes, e.g. use of Common

Assessment Framework (CAF) and access routes to specialist services. They take account of Department for Education and Kent guidance.

Policies are developed in consultation and shared with staff, parents/carers, and committee members and are evaluated annually to assess

effectiveness.

Policies acknowledge that some children, parents/carers or setting practitioners may have Special Educational Needs and/or Disabilities.

Systems Management processes used to ensure children make progress.

Analysis of accessibility and progress for children with SEND is monitored and action is taken to address the issues.

An understanding of the holistic child experience to inform planning for learning and development.

Consideration of the setting routine and environment to identify potential issues.

Regular reviews to ensure that progress remains appropriate through the application of good teaching, appropriate intervention and

creative solutions informed by advice such as from the setting SIP/SEN Advisor, prior to consideration of further assessment processes

including Family Common Assessment Framework (CAF).

Responsibilities

The Setting Manager has responsibility/oversight for full accessibility to the curriculum.

The implementation of policies and their review are regularly shared with setting practitioners, parents and children.

All setting practitioners are familiar with key requirements of the revised EYFS 2012; Equality Legislation; Safeguarding and Welfare

requirements.

The setting SENCO is familiar with SEN Code of Practice; CAF process and Ofsted expectations in relation to children with SEND.

The Setting Manager ensures that skills developed through training are embedded in the setting practice.

Systems

Analysis of the child’s communication and

interaction experiences during a session is

used to plan for inclusive learning and

development

Analysis of a child’s progress within the EYFS

and discussion with parents identifies access

issues and action is taken

Consideration of support from a Specialist

Teacher

Systems

Regular reviews via individual education

plans and/or specialist assessments to

ensure that the child makes progress.

Consideration of further assessment

processes including Early Support/Statutory

Assessment (in discussion with parents/

carers and the Specialist Teacher etc.).

If identified, a Team Around the Family

meeting may involve a range of appropriate

A: Universal Level


Provision of a learning environment that is

inclusive and practitioners who are aware of

a range of Special Educational Needs and

Disabilities (SEND)

B: Targeted Support


Support for children with SEND either provided

individually or in a small group to differentiate

learning and development activities


C: Personalised/Individualised Learning


specifically and personally planned to enable

individual children with SEND to participate and

make progress

Universal Level and Targeted Level plus the

following:

Communication and Interaction (C&I) Needs

For more detailed information and guidance see the Inclusion Development Programme for Speech Language and

Communication Needs and Autism Spectrum Disorder.

Practitioners are knowledgeable and experienced in their use of appropriate EYFS recommendations and Inclusion Development

Programme (IDP) for children with C&I needs. They use a range of skills, including ECaT ‘Top Techniques’ and resources such as the ‘Learning to Talk’ DVD (see KELSI or setting SIP/SEN Advisor), which enable children to make good progress and takes account of

their communication and interaction strengths and difficulties. The management team/setting SENCO support staff to learn how to adjust their responses to children who manifest a range of

unusual responses associated with communication and interaction needs and are able to implement flexible access arrangements to the curriculum and social life of the setting.

See Policies, Systems and Responsibilities—applicable to all levels.

Professionals who may include:

Parent/Carer

Key person/Setting SENCO

Early Support Key Worker

Specialist Teachers

Health Visitor

Social Worker

Paediatrician

Therapists

Specialist Nursery/Special School Teacher

Children’s Centre Teacher

School Nurse

Child and Adolescent Mental Health

Service (CAMHS)


Responsibilities

The Management Team identifies members of

staff to complete training e.g. County training

for children on the autism spectrum and SLCN

training and support this through setting

development planning.

Setting Planning

Planning demonstrates optimum condi-

tions for access to play and learning ac-

tivities for children with communication

and interaction difficulties.

Positive role models for communication

used within the setting particularly within

learning and play activities.

Setting Planning

All staff within the setting to have an

understanding and knowledge of the needs

of children with Autism Spectrum Condition

(ASC) and Speech Language &

Communication Needs (SLCN).

Setting Planning

Routines are in place to develop independence.

Consideration to be given to the needs of

children with communication and interaction

difficulties when planning how to access

resources.

Transitions within the setting and to school are

planned in advance, including pre-visits to new

rooms/schools.

Specialist advice is incorporated into planning

for adaptations to the environment, the

curriculum and information.

Provision

What setting practitioners provide.

Setting practitioners are aware of and use

the child’s preferred method of

communication.

Practitioners provide modified and/or

adapted learning resources to ensure

access to learning.

Analysis of EYFS content to plan

appropriately differentiated activities.

Child’s preferred methods of

communication used for teaching and

learning.

Focus on key concept/objective.

Sensitive grouping/pairing for planned

activities.

Opportunities for success.

A range of strategies for effective

communication.

Provision


Setting practitioners are aware of and use the

child’s preferred method of alternative

communication as recommended by the

Speech and Language Therapist.

Sensitive grouping / pairing for a range of

activities including peers and other adults.

Provide individual or small group activities to

develop:

Communication skills

Social Interaction skills

Listening skills

Literacy and numeracy

Social and emotional aspects of learning

Self-awareness

Self organisation and independence

Provision





Speech and Language Therapist.

Provide personal care; dressing, toileting and

administration of medicines.


Continuing Professional Development

All forms of training and professional

development required to meet diverse needs.

Practitioners have access to awareness

raising training for aspects of the difficulty.

Practitioners’ access training provided by

Health Service Therapists and implement

programmes provided using recognised

universal/health agreed programmes e.g.

“Mr. Tongue exercises”.





understanding and knowledge of the needs of

children with ASC and SLCN.

Staff to be enabled to develop effective ICT

skills for specific software through training or

shadowing.


All forms of training and professional development

required to meet diverse needs.

Training for specific Communication and

Interaction Needs e.g. County training for

children on the autism spectrum and SLCN

training.

Staff have good ICT skills for specific software

or are able to access training.

Dedicated time for whole setting training

(basic awareness training) including a

rolling programme for induction.

All staff will have used the IDP for children

on the autism spectrum and with SLCN.

Those with need for further training have

been identified through on-going CPD

processes.

Staff have a good understanding of individual

children’s needs and appropriate resources

used to support them.


Environment

The equipment, physical resources and space

required to accommodate diverse needs.

To reduce barriers to learning for children

and young people with communication and

interaction needs through the provision of

an appropriate learning environment:

calm area/haven

differentiated structure that

incorporates visual, auditory, sensory

and kinaesthetic elements, providing

for smaller group and individual

learning opportunities

effective use of resources

work stations

visual timetable, use of ‘now/next’

boards, ‘Active Listening’ cues,

labelled environment at appropriate

visual recognition level.

Environment



Access to additional equipment e.g. visual

supports.

Access to additional supportive software e.g.

Communicate in Print.

Carefully consider adjustments to the setting

environment e.g. child may need to be

supported by a key person to access a group

activity.

Organisational/environmental changes – e.g.

calm area, personalised choice board.

Environment



Implementation of specialist advice on

adaptation to environment/use of IDP

environmental checklist.

Organisational/environmental changes - e.g.

use of objects of reference, low distraction/high

stimulation areas, supported small group

working.

Planning to provide specific intervention such

as TEACCH

(TEACCH is a structured programme designed to facilitate independence and social interaction for people with Autism. The TEACCH method may include use of a

personal daily visual timetable/routine as well as an independent work station. More generally, children/young people are encouraged to use visual support

throughout the day to promote both independence and social interaction with other peers and adults.)


Curriculum – EYFS Statutory Framework

The planned programme of learning and

development that fully reflects the

characteristics of effective learning within the

EYFS 2012 (Development Matters p4–5) in

order to:

Promote full participation

Support hands-on learning

Promote independence

Support social inclusion

Include a range of approaches such

as multi sensory learning

Appropriate analysis of EYFS curriculum

content to ensure learning and

development through the use of adapted

resources, materials, effective learning

environment and information.

The curriculum to contain approaches that

support the development of social

communication skills e.g.

Foundation Stage I CAN ‘Language

for Learning’

Incorporating the national guidance

for Speaking and Listening

SEAD

Time-limited ‘Circle’ and small group

time, taking into account age and

stage of development.





EYFS 2012 (Development Matters p4–5) in order

to:

Provide sensitive grouping/pairing for a

range of activities including peers and

other adults

Provide additional support to develop

relationships if necessary

Promote self esteem through the use of

positive resources



development that fully reflects the characteristics

of effective learning within the EYFS 2012

(Development Matters p 4 – 5) in order to:

Implement specialist advice on adaptation to

environment/use of IDP environmental

checklist.

Make organisational/environmental changes -

e.g. use of objects of reference, low

distraction/high stimulation areas, supported

small group working.

Planning to provide specific intervention such

as TEACCH.

An individual education programme may

include one or more of the following:

Use of visual/kinaesthetic/ sensory

support

Use of specialised equipment including

software

Highly differentiated programmes at an

appropriate developmental level

Personal care and independence skills

Highly differentiated speaking and

listening skills programme as advised by

SLT


Communication

Adaptations and modifications that are

required by adults to make learning

accessible.

Whole setting awareness of the

communication needs of all children by all

staff. For instance, the appropriate

language, modes of communication and

emphasis for children with a range of

needs or conditions including those on the

autism spectrum, those with semantic-

pragmatic disorder, language delay etc.

Use of simplified language e.g. short

phrases/key words and appropriate

techniques to ensure that all children

understand the delivery of key concepts,

instructions and learning points.

Provision of visual/kinaesthetic/multi-

sensory support to oral information.

Ensure children understand by asking open

ended, differentiated questions.

Identify the information carrying words

that are important for communicating key

concepts.

Communication

Adaptations and modifications that are required

by adults to make learning accessible.

Use of positive language to promote self

esteem.

Use of language which is appropriate to

engage the child at their level of

understanding.

Communication modes fully supported in all

aspects of learning in the setting.

Joint working with the Speech and Language

Therapist to support communication.

All communication tools are actively

incorporated into planning for small group /

short term interventions e.g. The Picture

Exchange Communication System (PECS - a

specific approach, introduced and monitored

by a Speech and Language Therapist/trained

practitioner, that uses the exchange of

pictures to develop communication skills).

Communication

The adaptations and modifications that are

required by adults to make learning accessible

A personalised approach to individual

communication modes are actively supported

and developed through specific interventions,

such as TEACCH

Systems

Analysis of a child’s cognition and learning

needs during a session is used to plan for

inclusive learning and development.



issues and action is taken.


Teacher.

Systems

Regular reviews via individual education plans

and/or specialist assessments to ensure that

the child makes progress.

The setting will develop relationships with other

relevant professionals and the child’s parent/

carer so a clear picture is gained of the child’s

learning and development.

Consideration of further assessment processes

including Early Support/ Statutory Assessment

(in discussion with parents/carers and the

Specialist Teacher etc.).

A: Universal Level





Disabilities (SEND)

B: Targeted Support










make progress


following:

Cognition and Learning (C&L) Needs

For more information and guidance see the Early Years Foundation Stage 2012 ‘Development Matters’

The setting incorporates some elements of recognised intervention strategies into everyday teaching and learning to support

literacy, numeracy, motor development or behaviour for learning.

Practitioners are knowledgeable and experienced in their use of appropriate EYFS recommendations for children with C&L needs. They use a range of strategies which enable children to make good progress and takes account of their cognitive strengths and difficulties.

See Policies, Systems and Responsibilities—applicable to all levels.



professionals who may include:

Parent/Carer

Key person/Setting SENCO


Specialist Teachers

Health Visitor

Social Worker

Paediatrician

Therapists



School Nurse


Service (CAMHS)


Setting Planning

Planning demonstrates optimum conditions

for access to play and learning activities for

children with cognition and learning needs.

Positive role models for communication

used within the setting particularly for


Setting Planning


understanding and knowledge of the needs of

children with cognition and learning needs.

Setting Planning



children with cognition and learning needs

when planning how to access resources.



rooms/ schools.



curriculum and information

Provision




Consideration is given to the key focus or

objective of learning activities and the need

for additional time in play and exploration

to ensure the development of

understanding for a child with cognition

and learning needs.

Setting Practitioners make reasonable

adjustments to support children’s recording

and communication modes. Child’s

preferred methods of communication used

for teaching and learning.



children with learning difficulties including

the use of visual support to oral messages

through objects of reference. A range of

tactile and visual resources are used to

support learning.

Peer support and sensitive grouping/

pairing for a range of activities.


General ICT access with appropriate

software e.g. switches, touch screen.

Provision


Concrete resources e.g. now/next boards, real

objects, signing.

Differentiated stories, books and text such as

‘Storysacks’, and sensory stories.

Specific software to underpin learning.

Sensitive use of additional adult to:

Promote participation and independence

Support multi-sensory learning

Promote independence skills


Instructions broken down into small steps

using short phrases or keywords as

appropriate.

Maximum opportunities presented through

small group activities available in the setting

to develop the EYFS Areas of Learning

(2012):

3 Prime Areas

Personal, Social and Emotional

Development (PSED)

Communication and Language

Physical Development

4 Specific Areas

Literacy

Mathematics

Understanding the World

Expressive Arts and Design

Provision


Provision of practice to address additional long

term learning and skills development relating

to learning opportunities which are unique to a

particular child.

Consideration given to the allocation of time for

key persons to plan and prepare resources.

Programmes provided through health

professionals and recommendations from other

professionals, for individual children are

implemented, monitored and reviewed by

setting staff and the parent/carer, ideally

alongside the relevant health professional.





Staff have access to professional

development in relation to C&L needs.

Staff access training provided by Health

Service Therapists and implement

programmes provided using a recognised

universal programme i.e. ‘Beam’, ‘Ready

Steady Go’ or other health agreed

programme.




Staff have good ICT skills for specific

software.

Some staff have attended specific training

e.g. for including children with Down

Syndrome.




Training for specific learning needs e.g. Down

Syndrome (further information can be found at

www.downs-syndrome.org.uk)


Environment



Learning environment and structure that

incorporates visual, auditory and

kinaesthetic elements, providing for

smaller group and individual learning

opportunities.

Adapted equipment – scissors, pencil grips.

Visual timetable, ‘Active Listening’ cues,

labelled environment at appropriate

recognition level.

Environment



Carefully consider adjustments to setting

environment e.g. child may need to sit at the

front of the group/near to an adult or away

from distractions.

Adapted equipment e.g. posture pack, move

’n’ sit cushions.

Access to additional equipment including

supportive software.

Environment



Implementation of specialist advice on

adaptation to environment.

Organisational/environnemental changes - e.g.

use of objects of reference, low distraction/high

stimulation areas, supported small group

working.

Use of environmental audit tools such as

ECERs, ITERs and those within the IDP.

http://www.downs-syndrome.org.uk/





EYFS 2012 (Development Matters p4–5) in

order to:


Support hands-on learning

Promote independence





resources, materials, environment and

information.





EYFS 2012 (Development Matters p4–5) in order

to:

Include a range of approaches such as

multi sensory learning

Appropriate adaptation and

differentiation of the levels within EYFS

to take account of individual child

development and progress.





(Development Matters p4–5) in order to:

Promote self care skills within the

learning environment.


Communication



accessible.

Use simplified language to explain concepts

i.e. short phrases/key words.

Provide visual/kinaesthetic/signing support

to all oral information.

Ensure all children understand by asking

open ended, differentiated questions.

Be very clear about what are the important

points/key concepts.

Communication


required by adults to make learning accessible.

All communication modes are actively

incorporated into planning including signing

and use of visual and kinaesthetic support.

Communication



Individual communication modes (e.g. signing,

symbols, PECs, etc.) are actively supported and

developed to make learning accessible.

Planning ensures access to special events e.g.

nativity play, outing

Social, Emotional and Behavioural (SEBD) Needs

For more detailed information and guidance see the Inclusion Development Programme for Behaviour, Social and

Emotional Development.

The setting has a named practitioner for SEBD and has developed a behaviour policy in consultation with and shared with staff,

children, parents/carers and committee members, which supports self-regulated behaviour and is robust and consistently applied. It acknowledges existing needs, is differentiated e.g. to ensure compliance with Equalities Legislation and is evaluated to assess

effectiveness/impact on behaviour. (EYFS p23 3.50) Behaviour Policy Guidance is available on KELSI or from the setting SIP/SEN Advisor.

Practitioners are knowledgeable and experienced in their use of appropriate EYFS recommendations and IDP for children with BESD needs. They use a range of skills which enable children to make good progress which takes account of their social, emotional

and behavioural strengths and difficulties. The management team/setting SENCO analyse behavioural incidents over time to identify any group over-representation, location or staff involvement in order to strategically plan improvements.

The management team/setting SENCO support staff to learn how to control their behavioural responses to children’s challenging behaviour. They are able to implement flexible arrangements which provide opportunities for de-escalation of challenging behaviour.

See Policies, Systems and Responsibilities – applicable to all levels

Systems

Analysis of the child’s social, emotional and

behavioural needs during a session is used to

plan for inclusive learning and development.





Teacher.

Systems

Regular reviews via individual education plans,

ABC charts to identify patterns and/or

specialist assessments to ensure that the child

makes progress.


including Early Support/ Statutory Assessment

(in discussion with parents/carers and the

Specialist Teacher etc.).



professionals who may include:

Parent/Carer

Key Person/Setting SENCO


Specialist Teachers

Health Visitor

Social Worker

Paediatrician

Therapists



School Nurse


Service (CAMHS)


A: Universal Level





Disabilities (SEND)

B: Targeted Support










make progress


following:

Provision




Regular monitoring of emotional well-being

e.g. use of the Leuven Scales of Well-being

and Involvement.

Sensitive grouping/pairing for planned

activities.


A range of strategies for effective

communication.

A range of additional activities to promote

development of social skills.

A calm/quiet place.

General ICT access with appropriate

software.

Provision


A range of additional intervention

programmes – social skills.

Keyperson and EY Practitioners to

promote participation and

engagement in activities

Ensure risk assessment is addressed

in all learning environments

Promote independence skills and

develop social inclusion.

Provision


A range of additional and different

intervention/support programmes in liaison

with external agency professionals, including

outreach support from specialist teaching &

learning services.

A range of further assessments to identify

underlying language/learning difficulties

An individual programme which may include

one or more of the following:

Effective strategies and interventions

to address social skills, promote

confidence, and build self-esteem

Therapeutic approaches to support

change

Specific interventions to develop

language and learning skills

Identification of support network

within the community context e.g.

parent support groups.


Setting Planning

Learning and development policy to include

whole system approaches such as:

Wellbeing and Involvement

(Leuven)

Social, Emotional Aspects of

Development (SEAD)

Setting Planning

Child centred planning to ensure optimum

engagement in learning through developing

and supporting social and independence skills.

Setting Planning

Planned parental/carer liaison, external agency

support, pupil voice as appropriate

Planned whole setting response involving

positive and consistent strategies

A Risk Assessment and a Pastoral Support Plan

with built-in review dates

Environment



To reduce barriers to learning for children

with SEBD needs through the provision of

an appropriate learning environment:

calm area/haven

differentiated structure that

incorporates visual, auditory, sensory

and kinaesthetic elements, providing

for smaller group and individual

learning opportunities

effective use of resources

Visual timetable and labeled

environment at appropriate visual

recognition level.

Promote opportunities for the

development of social interaction skills

throughout the session.

Environment




selection of activities and/or calming space

with few distractions; development towards

small group working.

use of ‘now/next’ boards, ‘Active

Listening’ cues

access to differentiated learning

environments that supports de-

escalation strategies.

Environment




designated workstation





Staff have access to awareness raising

training for aspects of SEBD.

Staff access training provided by specialists

Dedicated time for whole setting training

(basic awareness training) including a

rolling programme for induction.

All staff will have used the IDP for BESD.

Those with the need for further training will

have been identified through ongoing

review.


All forms of training and professional develop-

ment required to meet diverse needs.

Training for specific learning needs.

Staff training to support social and emotional

aspects of learning e.g. Circle Time.




Training for whole setting on approaches for de

-escalating, managing and addressing

challenging behaviour safely.

Staff training to implement approaches to

develop resilience and empathy.

Communication



accessible.


esteem

Use of tone of voice to de-escalate

situations



understanding

Communication



emphasise what is expected of the child e.g.

“walk” not “don’t run”

Communication



Opportunities for guided individual and

small group work to develop the child’s

interaction and social skills (including turn

taking)

Complex instructions to be broken down

and given in sequential order


Curriculum




EYFS 2012 (Development Matters p4–5)

The curriculum to contain approaches that

support the development of behavioural,

emotional and social skills:

Well-being and involvement (Leuven)

Social, Emotional Aspects of

Development (SEAD)

Appropriate prompts to support

communication e.g. objects of reference,

photographs, pictures, symbols, visual

timetables, multi sensory/kinaesthetic

approaches

Curriculum

The planned programme of learning and devel-

opment that fully reflects the characteristics of

effective learning within the EYFS 2012

(Development Matters p4–5)

Appropriate prompts to support routines and

reduce anxiety

now/next boards

Curriculum




(Development Matters p4–5)

Use of timers to support understanding of

transitions

Small steps

Structure

Building trust

An appropriate level of adult support to meet

the needs of the child

Working from the child’s strengths

Valuing the child’s efforts

Appropriate and immediate praise

Reassurance

A “Good News Book”

Allow the child physical space when he feels

angry, frustrated or sad


Awareness of subliminal messages

conveyed through body language and

posture

Use of quality listening to manage

interaction and engagement

Use of simplified language e.g. short

phrases/key words and appropriate

techniques to ensure that all children

understand the delivery of key concepts,

instructions and learning points

Provision of visual/kinaesthetic/multi-

sensory support to oral information.

Warning of change

Ensure clear boundaries at all times

Give consistent reminders

Dealing with any inappropriate behaviour

calmly and ‘moving on’

Adults supporting spoken language with

Makaton signing as appropriate

Use of distraction techniques when

appropriate

Choice of 2 activities/items etc.

Physical and Sensory Need

The setting practitioners have an awareness of the impact of physical and sensory impairments on children’s access to learning.

Practitioners support the use of a range of activities that take account of physical and sensory need to enable children to make good progress.

The learning environment is organised to support the development of all children’s independence, mobility and access to learning activities including those children with physical and sensory impairments.

Practitioners are trained to support the use of appropriate technology to facilitate access to communication and learning

activities (specialist communication devices, Braille, sign, hearing aids, wheelchairs). See Policies, Systems and Responsibilities – applicable to all levels

Systems

Analysis of a child’s hearing impairment needs

during a session is used to plan for inclusive






Teacher.

Systems

Regular reviews via individual education plans

and/or specialist assessments to ensure that

the child makes progress.


including CAF and/or Statutory Assessment if

the child is not making the progress expected.

If indicated - Team Around the Child/Family

which may involve:

Educational Psychologist

Specialist Teachers

Social Worker

Paediatrician

Therapists.

Hearing Impairment (HI) Needs

A: Universal Level





Disabilities (SEND)

B: Targeted Level










make progress


following:

Setting Planning

The Setting Manager undertakes and

communicates setting planning

adjustments to accommodate children with

diverse needs.


for access to play and learning for children

with HI.

Setting Planning


communicates setting planning adjustments

to accommodate children with diverse needs.

Specific adjustments for children with HI are

routinely incorporated into setting planning.

Routines are in place to develop

independence.

Setting Planning

Specific adjustments for children with HI are

routinely incorporated into setting planning.


Learning is planned to provide access for

children with HI.



schools, and are informed by input from the


Positive role models of disability used

within the setting particularly within

learning and play activities

Emergency evacuation planning (personal

emergency evacuation form and guidance

available on KELSI)

Moving and handling awareness – keeping

practitioners and children safe

Health care plans to be drawn up and risk

assessments carried out

Setting has information on glue ear and is

sympathetic and proactive when children

present with this hearing problem.

Learning is planned to provide access for

children with HI

Transitions within the setting and to school

are planned in advance, including pre-visits to

new schools, and are informed by input form

the Qualified Teacher of the Deaf (QToD) and

other professionals




The setting has a planned process for risk

assessment

Practitioners receive training by QToDs on

using and checking equipment and systems

are in place to report faults

There is a carefully planned transition into

primary school involving parents and the HI

child

Planning for transition needs to start early to

allow for the acquisition of equipment and

staff training to take place prior to the HI child

starting school.

Qualified Teacher of the Deaf (QToD) and other

professionals





assessment

Practitioners receive training by QToDs on

using and checking amplification and systems

are in place to report faults

Planning for transition needs to start early to

allow for the acquisition of equipment and staff

training to take place prior to the HI child

starting school and should involve parents, the

HI child and QToD

Access to all play and learning activities for

children with HI

Positive role models of disability used within

the setting particularly within learning and play

activities

Consideration to be given to the needs of HI

children when planning resources

Forward planning undertaken with regard to

storage requirements for children with

additional specialist equipment


Provision


Setting practitioners make reasonable

adjustments to support children’s listening,

language development and communication.

All practitioners use good voice levels and

clear speech at all times.

Modified and adapted learning and play

materials provide access to active learning

opportunities.

Consideration is given to the key focus of

learning activities and the need for

additional time in play and exploration to

ensure the development of understanding

for a child with HI.

Considerations of the listening / language

elements of task so as to focus on key

concepts and vocabulary.

Key vocabulary is specifically introduced

and revisited.


activities to include peers and other adults.

Provision

What adults provide in their teaching.

Sessions are planned and delivered according

to advice provided by a QToD.

The advice from a QToD and/or Speech and

Language Therapist on appropriate

communication systems and staff training is

followed.

Opportunities for introducing and extending

communication are recognised and acted

upon.

The advice of a QToD, following monitoring

and evaluation of the child’s language and

communication development is implemented.

Small group and/or paired activities are

provided to develop listening skills, receptive

and expressive language.

Provision


The advice of a QToD, following monitoring and

evaluation of the child’s language and

communication development is implemented

and informs session planning

The advice from a QToD and/or Speech and

Language Therapist on appropriate

communication systems is followed

Opportunities for introducing and extending

communication are recognised and acted upon

Small group and/or paired activities are

provided to develop listening skills, receptive

and expressive language

Consideration is given to providing a quiet area

for language activities to take place

Practitioners are given additional time to

prepare resources and setup of specialist

equipment in addition to the time needed to

support individual learning tasks

Practitioners provide opportunities for the child

to develop language and communication skills

as recommended by QToDs and Specialist

Speech and Language Therapists

Full consideration is given to the language

elements of learning which may be difficult for

the child as recommended by QToDs and

Specialist Speech and Language Therapists

Practitioners provide modified and/or adapted

learning resources, such as visual props, to

ensure full access to learning


Sensitive grouping/pairing for a range of

activities including peers and other adults to

promote self-awareness and self esteem

Practitioners provide individual activities to

develop self organisation and independence

Practitioners consider the advice of QToD in

relation to deployment of Communication

Support Workers to ensure the child has access

to sign or alternative means of communication

as appropriate.




Provision for disability awareness raising

training with particular reference to the

impact of hearing impairment.




Staff are trained in Deaf awareness and in

supporting HI children in the setting

The setting has had inset and information on

glue ear and are sympathetic and proactive

when children present with this hearing

problem

Staff have training in differentiation of

language

Staff are trained by a QToD in using and

checking ay amplification equipment.




Bespoke training with regard to the HI needs of

the individual child and the effect deafness has

on their communication, development and

learning

Specialist teachers to model good practice for

staff when working with individual children.


Environment



Consideration is given to good listening

conditions for all children e.g. sound

absorbent flooring, silent heating, lighting

and AVA systems etc.

The use of hearing aids supplied by Health

is supported

Children are encouraged to develop

positive attitudes towards amplification

Setting Practitioners are able to check the

use of any amplification equipment

Consideration given to the use of Sound

Field Systems

Practitioners ensure that children with HI

are seated appropriately taking into

account their individual HI needs

Rooms should always be well lit with light

on the practitioners face to promote access

to facial clues and lip reading.

Environment



Access to FM systems as appropriate and

training provided by QToD in its use

Consideration is given to ambient noise levels

and the provision of a quiet area for 1:1 or

small group activities.

Environment



Access to FM systems as advised by QToD and

training provided in its use

Consideration is given to reducing ambient

noise levels where required in consultation with

QToD

Consideration given to the provision of a quiet

area for 1:1 or small group activities.

Curriculum


development.

Curriculum delivery is pitched at

appropriate language level and uses a

range of communication approaches to

take account of children’s hearing

impairment

Curriculum


development.

Alternative approaches to communication may

be used and are supported e.g. objects of

reference, symbols, pictures, facial

expressions, visual timetables, gestures and

sign

Curriculum


development.


content to ensure learning and development

through the use of adapted resources,

materials, environment and communication


Visual clues such as pictures, visual

timetables and objects (e.g. Storysacks)

are provided to aid understanding.

Key vocabulary is specifically introduced

and revisited.

Routine activities are made as visual as

possible to aid anticipation.

Setting Practitioners have awareness of the

effect of hearing loss on language

development.

Practitioners repeat contributions from

other children in group activities

Ensure the curriculum is adapted to:


Support hands on learning



Consideration is given to the pace of activities

taking into account the fact that HI children

may need additional processing time and can

quickly tire due to the effort of listening and

lip-reading.

Ensure that the EYFS curriculum is adapted to:




Promote social inclusion


development

Practitioners will facilitate effective

communication with peers

Practitioners will support the HI child

in developing good social interaction

by modelling appropriate behaviours,

praising positive interaction and

providing activities that promote turn-

taking and co-operation

Practitioners will monitor levels of

adult intervention employed so as to

develop independent learning.

Communication



accessible.


engage the child including those with

hearing impairment

Practitioners have regard to the range of

communication modes and language levels

to be used with children with HI

Communication



Children are supported in recognising when

amplification is not working and alerting

practitioners

The advice of QToD, SaLT to support an

appropriate communication system is followed

Small group work is provided to develop

listening skills, receptive and expressive

language—preferably in a quite listening

environment

Communication



Language used is appropriate to the child’s

level of understanding.

Communication modes are fully supported in

all aspects of learning in the setting

The advice of a QToD, following monitoring and

evaluation of the child’s language and

communication development is implemented


Good reinforcement of children’s verbal

contributions.

The attention of children with HI is gained

before instructions or information is given

Regular checks on amplification equipment

Children with HI are regularly asked to

repeat / explain instructions they are given

to ensure their understanding.

Practitioners have training on differentiation

of language





sign

Practitioners use facial expressions, intonation

and gesture to provide additional meaning.

Use of visual aids, such as photo diaries,

experience books and Storysacks, will be used

to promote communication and inclusion

Routine and repetition are used to reinforce

new language and concepts

Practitioners check that the HI child has fully

understood information and instructions given

Listening and communication activities are

planned in a way that will avoid fatigue.

Systems

Analysis of a child’s visual impairment needs

during a session is used to plan for inclusive






Teacher.

Systems

Management processes are used to ensure

child progress.

Regular reviews of progress via individual

education plans to ensure that the child make

progress.





which may involve:


Specialist Teachers for Visual

Impairment (QTVI)

Early Years Visual Impairment Play

Specialist (EY VIPS)

Social Worker

Paediatrician

Therapists

Mobility Officer.

Visual Impairment (VI) Needs

A: Universal Level





Disabilities (SEND)

B: Targeted Level










make progress


following:


Setting Planning




diverse needs



with visual impairment




Setting Planning


communicates setting planning adjustments

to accommodate children with diverse needs

Specific adjustments for children with VI are

routinely incorporated into setting planning

Routines are in place to develop independence

Learning and development equipment is

planned to provide access for children with VI



new schools, and are informed by input from

the Qualified Teacher for Visual Impairment

(QTVI), Mobility Officers and Early Years

Visual Impairment Play Specialist



curriculum and the presentation of

information


assessment.

Setting Planning




diverse needs

Full access to buildings and outdoor areas

Access to all play and learning activities for

children with VI




Additional specific risk assessments are

drawn up in consultation with parents


independence


VI children when planning resources


are planned in advance, including pre-visits

to new rooms/ schools, and are informed

by input from QTVI, EY VIPS and Mobility

Officer

Specialist advice is incorporated into

planning for adaptations to the

environment, the curriculum and

information

Forward planning undertaken with regard

to space and storage requirements for

children with additional specialist

equipment.


Provision


Reasonable adjustments to support

children’s recording and communication

modes



opportunities





for a child with VI

Good clarity and contrast used in displays

and play materials

Clear fonts such as Arial are used on

computers

A range of tactile and visual resources are

used to support learning

Peer support and sensitive grouping/

pairing for a range of activities.

Provision


Additional support to enable access to the

curriculum and full participation in learning

activities

A variety of small group opportunities with

adult direction to develop e.g. use of vision,

listening skills, social skills, self organisation

and independence

Differentiation of teaching and learning

activities / materials to ensure access for all

children

Opportunity to develop different recording

systems.

A focus on tactile or multisensory learning is

incorporated into the teaching and learning

approach

Access to adapted ICT resources.


develop:


Gross and fine motor skills

Listening skills



Self-awareness

Self organisation and independence.

Provision


Setting practitioners use the child’s method of

communication systems as recommended by

the QTVI

Practitioners give additional time to prepare

resources and setup of specialist equipment in

addition to the time needed to support

individual learning tasks


to develop compensatory strategies that are

needed to support VI


learning resources to ensure full access to

learning

Materials presented in an individualised format

including audio, large print, Braille, real objects

Full consideration is given to the elements of

learning which may be difficult for the child

Planned use of specialist ICT equipment

following assessment




Provide individual activities to develop self

organisation and independence

Practitioners follow the advice from Mobility

Officer to develop mobility skills.







impact of visual impairment.




Setting practitioners undertake training and

professional development required to meet

diverse needs

Setting practitioners follow the advice of

Qualified Teacher for Visual Impairment

(QTVI) provided through training

opportunities

Setting practitioners are trained to support

the safe movement of children with VI

Mobility officers provide information to

support the development of safe, independent

movement





development required to meet diverse needs of

child with VI

Training in relation to individual children and

their VI including training on:

Access to information

Communication

Developing independent mobility.

Training on VI to enable the setting to

effectively deliver an individualised curriculum

QTVI and EY VIPS to model good practice for

staff when working with individual children with

VI.

Environment



Primary colours with good contrast are

used to ensure clarity for activities

Accessibility options and a range of

computer access devices are used e.g.

switches, keyboard commands, high

visibility keyboard, simple speech output

devices, large monitor, and appropriate

font/colour

Awareness of posture and seating

Low tech equipment to support access e.g.

desk slopes, task lighting, audio recording

Use of a range of magnifiers (LVA)

Environment



Access to additional adapted learning and play

equipment

Follow the advice of QTVI regarding the

provision of additional supportive software

and ICT such as concept keyboards,

Intellikeys, Video magnification system

(CCTV) as appropriate

Environment adapted to support independent

access to all aspects of play and learning for

children with VI

Undertake risk assessment for practical

activities and outside visits

Environment



Access to a quiet area when needed

Specialist equipment to establish

communication e.g. resonance boards, sensory

rooms, be active boxes

Provision of books in alternative formats e.g.

Braille, Moon

Recommendations in Access report provided by

QTVI and Mobility Officer are implemented

within the setting.


Awareness of the importance of light

control e.g. blinds, lighting stairwells,

reducing glare, modified environment,

marked steps, handrails and shaded areas

in outside play areas

The environment should be well structured.

Appropriate organisation of the setting

environment including alternative

labelling, high visibility play equipment,

adapted equipment for physical activities.

Curriculum


development will ensure that educational

programmes involve activities and

experiences suitable for a child with VI

including:

Use of large, clear print

individual copies of books

additional verbal explanations

appropriate positioning in group

activities

Curriculum

The planned programmes of learning and

development




materials, environment and information.

Ensure that the EYFS curriculum is adapted

to:





Provide opportunities for close examination of

objects, pictures, books and other teaching

and learning materials

Practitioners may need to give additional

support to develop relationships


activities including peers and other adults

Use of positive resources to promote self

esteem

Use of a range of activities to promote gross

and fine motor skills.

In physical activities use clear verbal

instructions and model required actions.

Curriculum


development.




materials, environment and information.

Ensure that the EYFS curriculum is adapted to:






development

Practitioners will need to give additional





esteem

Support the development of everyday

social skills and maximum independence

e.g. eating, preparing food, washing and

dressing



Follow the advice and training from a

qualified paediatric Mobility Officer

including the use of long cane, symbol

cane and hoople where needed

Use of individual therapy, mobility and

postural management programmes as

advised by therapists.

Communication




engage the child including those with

visual impairment

Support for a range of communication

modes in the setting.

Communication



Language should be clear and provide

additional information for children to support

their learning particularly in visual activities

Appropriate communication modes and

devices are actively incorporated into

planning for small group/short term

interventions

Following the advice of a QTVI support the

development of and the use of Braille, Moon

and large print as appropriate

Specialist equipment to support these

alternative modes is actively supported.

Communication



Specialist communication assessments are

arranged and recommendations are

implemented by setting practitioners

Use of a personalized communication system

including objects of reference, signing,

intensive interaction supported by all

practitioners

The use of language is appropriate to engage

the child at their level of understanding

Systems

Analysis of a child’s multi-sensory impairment


inclusive learning and development





Teacher.

Systems

Management processes are used to ensure

child progress


education plans to ensure that the child

makes progress

Consideration of further assessment

processes including CAF and/or Statutory

Assessment if the child is not making the

progress expected


which may involve:


Specialist Teachers

Social Worker

Paediatrician

Therapists

Mobility Officer

Intervener

Specialist CAMHS

Multi-sensory Impairment (MSI) Needs

A: Universal Level





Disabilities (SEND)

B: Targeted Level










make progress


following:


Setting Planning




diverse needs



with MSI




Settings carry out appropriate risk

assessments and provide care plans when

needed for children with MSI

Settings have information on factors

contributing to mild MSI such as glue ear

and squints and are proactive when dealing

with children with these MSI needs.

Setting Planning

Specific adjustments for children with MSI are

routinely incorporated into setting planning


Learning and development equipment is

planned to provide access for children with

MSI



new schools, and are informed by input from

the QToD/QTVI/QTMSI/Mobility Officers and

Early Years Visual Impairment Play Specialist



curriculum and the presentation of

information


assessment.

Setting Planning

Full access to buildings and outdoor areas to

enable access to all play and learning activities

for children with MSI

Positive role models of disability used within

the setting particularly within learning and play

activities

Additional specific risk assessments are drawn

up in consultation with parents


Consideration to be given to the needs of MSI




rooms/schools, and are informed by input from

QToD/QTVI/QTMSI and Mobility Officer


space and storage requirements for children

with additional specialist equipment.

Provision


Setting Practitioners make reasonable

adjustments to support children’s language

development, recording and

communication.

All practitioners support the development

of language and provide good models of

communication within the setting.

Provision


Additional support to enable access to the

curriculum and full participation in learning

activities.

A variety of small group opportunities with

adult direction to develop e.g. use of vision,

listening skills, communication skills, social

skills, self organisation and independence.

Provision



communication systems as recommended by

the QToD/VI/MSI and Speech and Language

Therapist.




individual learning tasks.




opportunities





for a child with MSI

Good clarity and contrast used in displays

and play materials

Clear fonts such as Arial are used on

computers

A range of tactile and visual resources are

used to support learning

Children with MSI are given opportunities

to ensure they have correctly understood

information given.

Differentiation of teaching and learning

activities/materials to ensure access for:

Opportunity to develop different

recording systems

A focus on tactile or multisensory

learning is incorporated into the

teaching and learning approach

incorporating advice from professionals

including QToD/QTVI/ QTMSI/EYVIPS

Access to adapted ICT resources

Individual or small group activities to

develop:



Listening skills


Social and emotional aspects of

learning

Self-awareness

Self organisation and

independence

Opportunities for the child to develop

compensatory strategies that are needed to

support MSI

Modified and/or adapted learning resources to

ensure full access to learning

Materials presented in an individualised format

including audio, large print, Braille, real objects

Full consideration is given to the elements of

learning which may be difficult for the child An

intervener may be needed to support access to

learning

Use of trained Intervener or Communication

Support worker to support communication with

child with profound MSI


following assessment




Individual activities to develop self organisation

and independence

Practitioners follow the advice from Mobility

Officer to develop mobility skills.







impact of multisensory impairment on

development




Setting practitioners undertake training and

professional development required to meet

diverse needs.

Setting practitioners follow the advice of

QToD/QTVI/QTMSI/EYVIPS provided through

training opportunities.

Setting practitioners are trained to support

the safe movement of children with MSI.

Setting practitioners are trained in MSI

awareness and in supporting MSI children in

the setting.

Setting practitioners are trained by a QToD in

using and checking any amplification

equipment that may be used.

Mobility officers provide information to

support the development of safe, independent

movement.




Training in relation to individual children and

their MSI including training on:

Access to information

Communication

Developing Independence.

Training on MSI to enable the setting to

effectively deliver an individualised curriculum.

QToD/VI/MSI and EYVIPS to model good

practice for staff when working with individual

children with MSI.

Environment



Primary colours with good contrast are

used to ensure clarity for activities

Accessibility options and a range of

computer access devices are used e.g.

switches, keyboard commands, high

visibility keyboard, simple speech output

devices, large monitor, appropriate font /

colour as appropriate for child’s MSI

Consideration is given to good listening

conditions for all children e.g. sound

absorbent flooring, silent heating, lighting

and AVA systems, etc.

Environment



Access to additional adapted learning and play

equipment

Follow the advice of QTVI/MSI regarding the

provision of additional supportive software

and ICT such as concept keyboards,

Intellikeys, Video magnification system

(CCTV) as appropriate

Environment adapted to support independent

access to all aspects of play and learning for

children with MSI

Access to FM systems as appropriate and

training provided by QToD in its use

Environment



Access to a quiet area when needed

Specialist equipment to establish

communication e.g. resonance boards,

sensory rooms, BeActive boxes

Provision of books in alternative formats

e.g. Braille, Moon

Recommendations in Access report

provided by QTVI and Mobility Officer are

implemented within the setting


Awareness of posture and seating that is

needed to take account of child’s MSI

Low tech equipment to support access e.g.

desk slopes, task lighting, and audio

recording

Use of a range of magnifiers (LVA)

Use of hearing aids when issued

Awareness of the importance of light

control e.g. blinds, lighting stairwells,

reducing glare, modified environment,

marked steps, handrails and shaded areas

in outside play areas

The environment should be well structured.

Undertake risk assessment for practical

activities and outside visits

Appropriate organization of the setting

environment including alternative labelling,

high visibility play equipment, adapted

equipment for physical activities

Consideration is given to ambient noise levels

and the provision of a quiet area for 1:1 or

small group activities.

Curriculum


development.

Educational programmes involve activities

and experiences suitable for a child with

MSI including:

Additional multi-sensory support for

learning using visual, tactile and

verbal reinforcements

Appropriate seating for activities

A range of toys, games and books are

provided in the setting which

encourage multi-sensory exploration

Good contrast for materials used in

games and activities

Routine activities and the structure of

the day are used to aid anticipation

Real objects are used to support

multi-sensory learning

Curriculum

The planned programmes of learning and

development.




materials, environment and information


to:





Provide opportunities for close examination of

objects, pictures, books and other teaching

and learning materials

Consideration is given to the pace of activities

taking into account the fact that MSI children

may need additional processing time and can

quickly tire to the effort of making sense of

the world with impaired hearing and vision

Curriculum


development.


development

Practitioners will need to give additional





esteem

Support the development of everyday

social skills and maximum independence

e.g. eating, preparing food, washing and

dressing


Follow the advice and training from a

qualified paediatric Mobility Officer

including the use of long cane, symbol

cane and hoople where needed


Setting practitioners understand the

impact of multi-sensory impairment

on the development of concepts and

the need for additional time for

exploration.

Practitioners may need to give additional





esteem

Use of a range of activities to promote gross

and fine motor skills

In physical activities use clear verbal

instructions and model required actions.



advised by therapists.

Communication



accessible.


engage the child including those with multi

-sensory impairment


modes in the setting e.g. sign support.

Communication



Practitioners have training on an appropriate

communication approach

Appropriate communication modes and

devices are actively incorporated into planning

for small group/short term interventions

Follow the advice of a QTVI/MSI/ToD, SaLT to

support the development of appropriate

communication and the use of sign support,

Braille, Moon and large print as appropriate





sign

Specialist equipment to support these

alternative modes is actively supported.

Communication





implemented by setting practitioners

Use of a personalized communication system

including objects of reference, signing,

intensive interaction supported by all

practitioners

The use of language is appropriate to engage

the child at their level of understanding.

Systems

Analysis of a child’s physical impairment


inclusive learning and development





Teacher.

Systems


education plans to ensure that the child make

progress





which may involve:


Specialist Teachers

Social Worker

Paediatrician

Therapists.

Physical Impairment (PI) Needs

A: Universal Level





Disabilities (SEND)

B: Targeted Level










make progress


following:


Setting Planning



children with physical impairment




Emergency evacuation planning [personal

emergency evacuation form and guidance

available on www.kelsi.org.uk/

school_management/day-to-

day_administration/health_safety/fire.aspx

Moving and handling awareness – keeping

practitioners and children safe.

Setting Planning

Paediatric Moving and Handling training –

keeping practitioners and children safe


independence

Consideration to be given to the needs of PI




new rooms/ schools, and are informed by

input from the specialist teacher for PI and

Health Professionals



curriculum and information.

Setting Planning


space and storage requirements for children

with additional specialist equipment.

Provision


Setting practitioners are aware of and use

the child’s preferred method of

communication

Modified and/or adapted learning resources

to ensure access to learning

Consideration is given to the physical

elements of learning which may be difficult

for the child. The practitioner may need to

work as a practical assistant to model

activities that the child is physically unable

to do for themselves

Provision





Speech and Language Therapist

Availability and planned use of ICT equipment

e.g. switch accessible toys, supportive

computer software e.g. Choose and Tell;

Switch It, alternative input devices

(trackerball mouse, big keyboard


administration of medicines.

Provision



alternative/augmentative communication

systems as recommended by the Speech and

Language Therapist




individual learning tasks


to develop gross and fine motor skills as

recommended by occupational therapists and

physiotherapists.


Full use is made of the inclusion resources

e.g. sensory box, communication baskets,

ICT box, outdoor play bags and arts &

crafts box

Availability and planned use of ICT

equipment e.g. switch accessible toys


activities including peers and other adults.


develop:



Listening skills



Self-awareness

Self organisation and independence.

Follow advice medical specialists where

appropriate


learning resources to ensure full access to

learning


following bespoke assessment





administration of medicines as advised by

specialists

Provide individual activities to develop self

organisation and independence.






impact of physical impairment.




Moving and Handling training in relation to

individual children

Training to meet the medical and care needs

of individual children

Bespoke training in regards to the physical

and medical needs of the individual child and

the effect it has on their development and

learning.




Bespoke training to meet the medical and care

needs of individual children

Specialist teachers to model good practice for

staff when working with individual children.


Environment



Provide well designed furniture which

allows flexibility and adaptability as

children vary in size, height and weight

Consider the lay out of the outdoor and

indoor learning play environment to allow

ease of access for those with mobility

difficulties

Awareness of tripping/slipping hazards and

surface changes that would impede

movement.

Consider reasonable adjustments with

regard to door handles and tap handles at

the appropriate height

Adapted general equipment – scissors,

desk slopes, sink step, Dycem (non-slip

mat)

Low level adaptation of input/control

device and accessibility options for general

ICT access

Adapted or accessible toilet/changing

facilities for adults and children.

Environment


required to accommodate diverse needs

Provision of supportive seating and postural

equipment

Adapted general equipment – scissors, desk

slopes, sink step, Dycem (non-slip mat),

lightweight balls, and chunky crayons

Adapted or accessible toilet / changing

facilities for adults and children

Handrails at steps/stairs at height for child

and advised by therapists.

Environment



Specialist equipment to access play and

learning.

Specialist input / control device and

accessibility options for ICT access as advised

by occupational therapists and specialist

teachers

Provision of accessible toilet/changing facilities

to meet the needs of the individual child

Ramps to access building and outdoor play

areas if appropriate.

Curriculum


development.




resources, materials, environment and

information.

Curriculum


development.


to:





Curriculum


development.



Development

Practitioners may need to give

additional support to develop

relationships

Sensitive grouping/pairing for a range

of activities including peers and other

adults

Use of positive resources to promote

self esteem


Use of a range of activities to

promote gross and fine motor skills

e.g. Ready, Steady, Go, Clever Hands

and outdoor play bags (Youth Sports

Trust)

In physical exercise activities use

interpretation for “movement”

vocabulary; open ended tasks;

adapted rules for games.


development


Use of a range of activities to

promote gross and fine motor skills

as advised by health professionals

Incorporate individual child’s targets

into movement activities for the

whole group


development




advised by therapists

Communication



accessible.


esteem



understanding


resources in the setting.

Communication



Communication modes are fully supported in

all aspects of learning in the setting

Joint working with the Speech and Language

Therapist to support communication.

Communication





implemented by setting practitioners.

best practice guidance for the early years introduction · specialist teacher for early years. ......

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