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Physical and Medical

 

SEN Guidance 2014

Physical & Medical

 Physical/Medical Guidance

Range

Descriptor

1

  • Some mild problems with fine motor skills and recording.
  • Mild problems with self help and independence.
  • Some problems with gross motor skills and co ordination often seen in PE.
  • Some implications for risk assessment e.g. educational visits, high level P.E. or playground equipment.
  • May have continence/ toileting  issues
  • Possible low levels of self esteem.
  • May have medical condition that impacts on time in school and may require a medical care plan.

 

2

  • Continuing mild to moderate problems with hand / eye coordination, fine / gross motor skills and recording, impacting on access to curriculum.
  •  Making slow or little progress despite provision of targeted teaching approaches.
  • May have continuing difficulties with continence/ toileting 
  • May have continuing problems with self esteem and peer relationships.
  • Continuing problems with self help and independence.
  • Continuing problems with gross motor skills and co ordination often seen in PE.
  • Some implications for risk assessment e.g. educational visits, high level P.E. or playground equipment.
  • May have medical condition that impacts on time in school and may require a medical care plan.

 

3

  • Moderate or persistent gross and / or fine motor difficulties
  • Recording and / or mobility now impacting more on access to the curriculum.
  • May need specialist input to comply with health and safety legislation; e.g. to access learning in the classroom, for personal care needs, at break and lunch times.
  • Increased dependence on mobility aids ie wheelchair or walking aid.
  • Increased use of alternative methods for extended recording e.g. scribe, ICT

 

4 (i)

Severe

  • Significant physical /medical difficulties with or without associated learning difficulties.
  • Physical and / or medical condition will have a significant impact on the ability to access the curriculum. This may be through a combination of physical, communication and learning difficulties.
  • Significant and persistent difficulties in mobility around the building and in the classroom
  • May have significant personal care needs which require adult support and access to a hygiene suite.
  • May have developmental delay and/or learning difficulties which impacts upon access to curriculum.
  • Will require a Statutory assessment  or will have an Education, Health and Care Plan

Primary need is identified as physical / medical

 

4 (ii)

Severe

Some or all of the following:

 

  • Severe physical difficulties and/or a medical condition with or without associated learning difficulties;
  • Impaired progress and attainment;
  • Persistent difficulties in mobility around the building and in the classroom
  • Severe physical difficulties or a medical condition that requires access to assistive technology to support communication, understanding and learning;
  • The need for high level support for all personal care, mobility, daily routines and learning needs;
  • Will need an Education, Health and Care Plan
  • Primary need is identified as physical / medical
  • Physical conditions that require medical/therapy/respite intervention and support;
  • The need for an environment to support self-esteem and positive self image;
  • A developing neuro-muscular degenerative condition or traumatic incident resulting in brain or physical injury.

 

5

Profound

A permanent, severe and/or complex physical disability or serious medical condition.

 

The pupil will present with many of the following:

 

  • a level of independent mobility or self-care that restricts/prevents an alternative mainstream placement.
  • an inability to make progress within the curriculum without the use of specialist materials, aids, equipment and high level of adult support throughout the school day.
  • furniture and/or extensive adaptations to the physical environment of the school
  • difficulties in making and sustaining peer relationships leading to concerns about social isolation, the risk of bullying and growing frustration
  • emotional and/or some behavioural difficulties including periods of withdrawal, disaffection and reluctance to attend school
  • a requirement that health care inputs and therapies may be intensive and on a regular basis
  • given appropriate facilities is nevertheless unable to independently manage personal and/or health care during the school day and requires regular direct intervention
  • is an Augmentative Alternative Communication (AAC) user
  • has a degenerative condition

 

6

More Profound

A permanent, severe and/or complex physical disability or serious medical condition.

 

The pupil will present with many of the following:

 

  • the associated severe and complex learning difficulties impact on their ability to make progress within the curriculum despite the use of specialist materials, aids, equipment, furniture and/or extensive adaptations to the physical environment of the school
  • difficulties in making and sustaining peer relationships leading to concerns about social isolation and their vulnerability within the setting and wider environment.
  • emotional and/or behavioural difficulties including regular periods of withdrawal, disaffection and ongoing reluctance to attend school
  • a requirement that health care inputs and therapies may be intensive and on a daily basis
  • given appropriate facilities is nevertheless unable to manage personal and/or health care during the school day and requires a high level of direct intervention
  • has a complex medical need requiring frequent monitoring and medical intervention throughout the school day
  • has a significant additional condition such as HI/VI/MSI which gives rise to the complexity of need.
  • is an Augmentative Alternative Communication (AAC) user
  • has a degenerative condition

 

 

 

 

Range 1 - School based responses

 

Descriptor

 

  • Some mild problems with fine motor skills and recording.
  • Mild problems with self help and independence.
  • Some problems with gross motor skills and co ordination often seen in PE.
  • Some implications for risk assessment e.g. educational visits, high level P.E. or playground equipment.
  • May have continence/ toileting  issues
  • Possible low levels of self esteem.
  • May have medical condition that impacts on time in school and may require a medical care plan.

 

School / Governors to provide

Local Authority to provide

 

Assessment

 & Planning

 

Planning

 

  • Range 1 universal provision.
  • Normal curriculum planning including group or individual targets.
  • Care plan in place, if appropriate, written with specialist nurse/ school nurse.
  • Involve parents regularly to support targets at home.
  • Pupils involved in monitoring and setting targets.

 

Assessment

 

  • Part of continual school and class assessment.
  • Monitoring of developmental goals in line with National Curriculum
  • SENCO awareness if no progress apparent after targeted teaching approach.
  • Risk assessment carried out if necessary by school, with referral to Risk assessment guidance on BSO (https://bso.bradford.gov.uk/Schools/CMSPage.aspx?mid=1894) .
  • Referral to school nurse to check hearing, sight or for possible medical condition.

 

 

 

 

Groupings for teaching

 

  • Mainstream class with occasional additional individual or small group support
  • Attention to positioning in classroom.

 

 

Human resources & staffing

 

  • Flexible use of resources and staffing available in the classroom; recording work, accessing text, pre-teaching vocabulary, modifying teacher talk, modelling responses, focussing listening and attention.

 

  • Main provision by class subject teacher with some age appropriate programmes delivered one to one or in small groups.
  • Input may be needed from health professionals via SENCO e.g. specialist nurse/ school nurse.

 

 

Curriculum and Teaching Methods

 

 

Resources and intervention strategies

Resources/Provision

 

 

NC Level

  • Across expected range with an unusual profile showing relative strengths and weaknesses

 

 

 

Range 2 - School based responses

 

Descriptor

 

 

  • Continuing mild to moderate problems with hand / eye coordination, fine / gross motor skills and recording, impacting on access to curriculum.
  •  Making slow or little progress despite provision of targeted teaching approaches.
  • May have continuing difficulties with continence/ toileting 
  • May have continuing problems with self esteem and peer relationships.
  • Continuing problems with self help and independence.
  • Continuing problems with gross motor skills and co ordination often seen in PE.
  • Some implications for risk assessment e.g. educational visits, high level P.E. or playground equipment.
  • May have medical condition that impacts on time in school and may require a medical care plan.

 

School / governors to provide

Local Authority to provide

 

Assessment

 & Planning

 

 

Assessment

 

  • As for range one but SENCO may be involved in more specific assessments and observations.
  • SENCO may seek advice from health professionals.
  • SENCO involvement if no progress apparent after targeted teaching approach.

 

 

Planning

  • Range 1 universal provision.
  • Normal curriculum planning including group or individual targets.
  • Care plan in place, if appropriate, written with specialist nurse/ school nurse.
  • Alternative ways of recording to minimize handwriting.
  • Involve parents regularly to support targets at home.
  • Pupils involved in monitoring and setting targets.

 

 

 

 

Groupings for teaching

 

  • As above but may be working on modified curriculum tasks.
  • Small group or one to one adult input to practice skills
  • Buddy system.
  • Attention to position in classroom.

 

 

Human resources & staffing

 

 

  • Main provision from class teacher or subject specialist with support from SENCO.
  • Occasional input from additional adult to provide targeted support under the direction of teacher.
  • Minimal support/ supervision may be needed to meet hygiene needs and / or outside play and at lunch time
  • Advice may be sought from Health Professionals e.g. Physiotherapist, Occupational Therapist.
  • Staff awareness training of relevant medical conditions on a ‘needs to know’ basis.
  •  
  • Specialist teacher will complete a single piece of work on referral and will either send written advice to school and family.

 

  • Additional support if needs change on request from school

 

Curriculum and Teaching Methods

 

  • Quality First Teaching
  • Follow school handwriting scheme with further modifications and extra time for reinforcement
  • Some differentiation to PE curriculum.
  • Opportunities to practice dressing and undressing skills
  • Access to appropriate ICT provision.
  •  

Resources and Intervention Strategies

 

Resources/Provision

 

  • Differentiated writing materials and equipment.
  • Non slip mat (Dycem), adapted pencils, pens, scissors, foot stool, writing slope.

 

NC Levels

 

Across expected range with an unusual profile showing relative strengths and weaknesses.

 

 

 

 

Range 3 - School based responses

 

Descriptor

 

  • Moderate or persistent gross and / or fine motor difficulties
  • Recording and / or mobility now impacting more on access to the curriculum.
  • May need specialist input to comply with health and safety legislation; e.g. to access learning in the classroom, for personal care needs, at break and lunch times.
  • Increased dependence on mobility aids ie wheelchair or walking aid.
  • Increased use of alternative methods for extended recording e.g. scribe, ICT,

 

School/ Governors to provide

  • Local Authority to provide

 

Assessment

 & Planning

 

Assessment

  • SENCO seeks advice from Physical & Medical Team and health care professionals in order to discuss next steps.
  • May need handwriting/ fine motor assessment from Physical & Medical Team
  • Personal care and manual handling  assessment in conjunction with Physical &Medical Team and Health Professionals.

 

 

Planning

  • Range 1 universal provision.
  • Normal curriculum planning including group or individual targets.
  • Care plan in place, if appropriate, written with specialist nurse/ school nurse.
  • Alternative ways of recording to minimize handwriting.
  • Individual targets on IEP following advice from Physical & Medical Team and health professionals.
  • Modified planning for PE/outdoor play curriculum is likely to be needed.
  • Involve parents regularly to support targets at home.
  • Pupils involved in monitoring and setting targets.

 

  • May need specialist assessment and advice regarding mobility and curriculum access from Physical & Medical Team/ Health professionals.
  • May need ICT assessment from Physical & Medical Team to aid with curriculum access and recording.
  • Advice from the Physical & Medical Team on time management and organisational skills.
  • Advice from Physical & Medical Team on risk assessments, swimming, educational visits day/ residential, Personal Evacuation and Egress Plan (P.E.E.P.) https://bso.bradford.gov.uk/Schools/CMSPage.aspx?mid=1894

 

 

Groupings for teaching

 

  • Mainstream classroom setting
  • Small group or one to one adult input to practice skills.
  • Individual skills based work may need to take place.
  • Nurture group input may be necessary to help with low self esteem.
  • Buddy system.
  • Attention to position in classroom.
  •  

 

Human resources & staffing

 

  • Main provision from class teacher or subject specialist with support from SENCO and/or Physical & Medical Team
  • Flexible use of classroom support to access curriculum and develop skills in recording up to 16.5h/ week
  • May need further specialist input from Health professionals e.g. Physiotherapist, Occupational Therapist.
  • Training and advice from Physical & Medical Team for teaching and support staff
  • Monitoring of the use of specialist equipment

 

Curriculum and Teaching

Methods

May need the following:

  • Quality First Teaching
  • Programme to support the development of handwriting skills as advised by Physical & Medical Team.
  • Differentiated writing materials and equipment: see BSO (https://bso.bradford.gov.uk/Schools/CMSPage.aspx?mid=1894).
  • A programme to develop fine motor skills.
  • Further differentiation to PE curriculum in conjunction with Physical & Medical Team and/ or Physiotherapy.
  • Dressing and undressing skills programme in conjunction with Physical & Medical Team.
  • More dependence on appropriate ICT for recording.
  •  Advice from a Specialist Teacher on access to curriculum and teaching methods
  • Advice on access to appropriate physical environment and adapted equipment
  • Support to develop a fine motor skills/ handwriting programme
  •  Support to develop ICT skills for recording
  • Further differentiation to PE curriculum in conjunction with Physical & Medical Team and/ or Physiotherapy.
  • Dressing and undressing skills programme in conjunction with Physical & Medical Team.

 

 

 

Resources and Intervention Strategies

 

Resources/Provision

 

  • ICT equipment to aid recording.
  • Furniture and equipment assessed jointly by Physical & Medical Team and Occupational Therapy
  • Adapted site may be necessary to physically access the building.
  • Hygiene / medical room may be necessary
  • May need specialist low tech seating and/ or furniture and equipment .e.g. Foxdenton chair.

 

  • Monitoring of the use of specialist equipment

 

NC Levels

Depending on the identified nature of the difficulty their NC level may range between ‘well above average’ to ‘well below average’

 

SEVERE -  Range 4  (i)

 

Descriptor

 

  • Significant physical /medical difficulties with or without associated learning difficulties.
  • Physical and / or medical condition will have a significant impact on the ability to access the curriculum. This may be through a combination of physical, communication and learning difficulties.
  • Significant and persistent difficulties in mobility around the building and in the classroom
  • May have significant personal care needs which require adult support and access to a hygiene suite.
  • May have developmental delay and/or learning difficulties which impacts upon access to curriculum.
  • Will require a Statutory assessment  or will have an Education, Health and Care Plan
  • Primary need is identified as physical / medical

 

School/ Governors to provide

Local Authority to provide

 

Assessment

 & Planning

 

Assessment

  • SENCO and specialists continually monitor and evaluate the need for the increased intensity of input from Speech and Language, Occupational Therapy, Physiotherapy as appropriate.
  • Personal care assessment.
  • Manual handling assessment.

 

Planning

  • Range 1 universal provision.
  • Modified curriculum in some or all areas.
  • Care plan in place, if appropriate, written with specialist nurse/ school nurse.
  • Involve parents regularly to support targets at home.
  • Pupils involved in monitoring and setting targets.
  • Alternative ways of recording to minimize handwriting.
  • Individual targets on IEP following advice from Physical & Medical Team and health professionals.
  • Modified planning for PE/outdoor play curriculum is likely to be needed.
  • https://bso.bradford.gov.uk/Schools/CMSPage.aspx?mid=1894
  • Interventions should be incorporated across all activities throughout the school day.
  •  
  • ICT assessment from Physical & Medical Team (6+ hours)
  • Direct and ongoing intervention and assessment from involved specialist services, e.g. Physical & Medical, LD, HI and VI Services.
    • Advice from the Physical & Medical Team on time management and organisational skills.
  • Advice from Physical & Medical Team on risk assessments, swimming, educational visits day/ residential, Personal Evacuation and Egress Plan (P.E.E.P.)
  • Individual targets following advice from Physical & Medical Team.
  • Advice from the Physical & Medical Team on specific medical conditions and the management of these in the classroom.

 

 

Groupings for teaching

 

  • Mainstream classroom setting.
  • Small group or one to one adult input to practice skills as advised by Physical & Medical Team.
  • Individual skills based work may need to take place.
  • Nurture group input may be necessary to help with low self esteem.
  • May have Physiotherapy/ Occupational Therapy exercise programme to be done in school.
  • May have specialist physiotherapist led swimming sessions. (via health professionals)
  • May have specialist speech and language sessions. (via health professionals)
  • Attention to position in classroom.
  • Buddy system.

 

  •  

 

Human resources & staffing

 

  • Will need 1:1 support to access aspects of the curriculum and to develop skills in recording of between 16.5 h/ week to 27h/ week.
  • May need individual adult support for mobility and personal care needs as advised by Physical & Medical Team and Healthcare Professionals.
  • Training and advice from Physical & Medical Team for teaching and support staff. (Up to 16 hours per year)
  •  

 

Curriculum and Teaching Methods

 

Will need one or more of the  following:

  • Programme to support the development of handwriting/ fine motor skills.
  • Access to appropriate ICT for recording purposes
  • Differentiated writing materials and equipment.
  • Differentiation to PE curriculum.
  • Dressing and undressing skills programme.
  •  

 

Resources and Intervention Strategies

 

Resources/Provision

  • ICT equipment to aid recording.
  • Specialist seating, furniture and equipment under £1000.
  • Adapted site may be necessary to physically access the building.
  • Hygiene room/facilities.
  • Accessibility of the whole school site, with facilities and practices that maintain the dignity of each pupil.

 

Site adaptations to be considered in consultation with the Local Authority

  • Possible use of AAC aids for communication (part funded by health and assessed by SLT)
  • Specialist seating, furniture and equipment over £1000.
  • Adapted site may be necessary to physically access the building.
  • Hygiene room/facilities.
  • Accessibility of the whole school site, with facilities and practices that maintain the dignity of each pupil.

 

Site adaptations to be considered in consultation with the Local Authority

NC Level

Significant physical/medical difficulties affect access to many parts of the curriculum but performance on non physical based tasks may be age appropriate.

 

Where there is a diagnosis of a physical disability or medical condition, the individual's academic potential should not be underestimated.

 

 

 

 

SEVERE -  Range 4 (ii)

 

Descriptor

 

Some or all of the following:

 

  • Severe physical difficulties and/or a medical condition with or without associated learning difficulties;
  • Impaired progress and attainment;
  • Persistent difficulties in mobility around the building and in the classroom
  • Severe physical difficulties or a medical condition that requires access to assistive technology to support communication, understanding and learning;
  • The need for high level support for all personal care, mobility, daily routines and learning needs;
  • Will need an Education, Health and Care Plan
  • Primary need is identified as physical / medical
  • Physical conditions that require medical/therapy/respite intervention and support;
  • The need for an environment to support self-esteem and positive self image;
  • A developing neuro-muscular degenerative condition or traumatic incident resulting in brain or physical injury.
  •  

 

School / Governors to provide

Local Authority to provide

 

Assessment

 & Planning

 

Assessment

  • SENCO and specialists continually monitor and evaluate the need for the increased intensity of input from Speech and Language, Occupational Therapy, Physiotherapy.
  • Personal care assessment.
  • Manual handling assessment.

 

 

Planning

 

  • Range 1 universal provision.
  • Modified curriculum in some or all areas.
  • Care plan in place, if appropriate, written with specialist nurse/ school nurse.
  • Involve parents regularly to support targets at home.
  • Pupils involved in monitoring and setting targets.
  • Alternative ways of recording to minimize handwriting.
  • Modified planning for PE/outdoor play curriculum is likely to be needed.
  • Interventions should be incorporated across all activities throughout the school day.
    • Some pupils are likely to require specialist support in communication and recording with an emphasis on developing pupils independent use of ICT, recording skills and communication through AAC as appropriate;
    •   The range of resources should be reviewed at the annual planning meeting to ensure consistency and transparency as well as ensuring that schools have the appropriate specialist resources to meet the needs of pupils;

 

  • Direct and ongoing intervention and assessment from involved specialist services, e.g. Physical & Medical, LD, HI and VI Services. .
  • ICT assessment from Physical & Medical Team (6+ hours)
  • Individual targets on IEP following advice from Physical & Medical Team and health professionals.
  • Advice from the Physical & Medical Team on time management and organisational skills.
  • Advice from Physical & Medical Team on risk assessments, swimming, educational visits day/ residential, Personal Evacuation and Egress Plan (P.E.E.P.) https://bso.bradford.gov.uk/Schools/CMSPage.aspx?mid=1894
  • Individual targets following advice from Physical & Medical Team.
  • Advice from the Physical & Medical Team on specific medical conditions and the management of these in the classroom.
    • Physical & Medical Team will support mainstream staff in planning and delivering appropriate inclusive structured interventions.

 

Groupings for teaching

 

  • Will be attending a suitably equipped mainstream school, Designated Special Provision or special school.

 

Human resources & staffing

 

  •  Will need 1:1 support to access aspects of the curriculum and to develop skills in recording of between 27.5h/ week to 35+h/ week.
  • May need individual adult support for mobility and personal care needs as advised by Physical & Medical Team and Healthcare Professionals.
  • Individual and small group teaching as appropriate, carefully organised to ensure full access to the curriculum, which includes life and communication skills.

 

  • Training and advice from Physical & Medical Team for teaching and support staff for children in mainstream schools. ( up to 20 hours per year).
  • Pupils in DSP and Special Schools to be supported by specialist teachers within their setting.

 

 

Curriculum and Teaching Methods

 

Will need some or all of the following:

  • Programme to support the development of physical (fine and gross motor) skills.
  • Differentiated writing materials and equipment.
  • Differentiation to PE curriculum.
  • Independent life skills programmes.
  •  

 

 

Resources and Intervention Strategies

 

  • Access to specialist resources including specific teaching programmes and systems. These might include appropriate technological aids, ICT programmes, AAC or an amanuensis to aid independent learning and assist communication, recording skills etc
  • Specialist seating, furniture and equipment up to £1000.
  • Accessibility of the whole school site, with facilities and practices that maintain the dignity of each pupil.
  • Access to specialist resources to meet the personal care and mobility needs of each pupil. 
  • Fully equipped hygiene facilities to meet the needs of those who require hoisting for all transfers. 

 

Site adaptations to be considered in consultation with the Local Authority

 

  • A suitably equipped room(s) in which therapies can be carried out. 
  • A  time out area for rest periods where pupils can spend time out of their wheelchairs, for example, away from other activities whilst having regard for their dignity.
  • An equipment room where specialist resources such as walkers, physiotherapy equipment can be stored. 
  • The facility to recharge powered wheelchairs when necessary;

 

  • Specialist seating, furniture and equipment over £1000
  • Accessibility of the whole school site, with facilities and practices that maintain the dignity of each pupil.
  • Access to specialist resources to meet the personal care and mobility needs of each pupil. 
  • Fully equipped hygiene facilities to meet the needs of those who require hoisting for all transfers. 

 

Site adaptations to be considered in consultation with the Local Authority

NC Level

Significant physical/medical difficulties affect access to many parts of the curriculum but performance on non physical based tasks may be age appropriate.

 

  • Where there is a diagnosis of a physical disability or medical condition, the individual's academic potential should not be underestimated

 

 

 

PROFOUND - Range 5 

 

Descriptor

 

A permanent, severe and/or complex physical disability or serious medical condition.

 

The pupil will present with many of the following:

  • a level of independent mobility or self-care that restricts/prevents an alternative mainstream placement.
  • an inability to make progress within the curriculum without the use of specialist materials, aids, equipment and high level of adult support throughout the school day.
  • furniture and/or extensive adaptations to the physical environment of the school
  • difficulties in making and sustaining peer relationships leading to concerns about social isolation, the risk of bullying and growing frustration
  • emotional and/or some behavioural difficulties including periods of withdrawal, disaffection and reluctance to attend school
  • a requirement that health care inputs and therapies may be intensive and on a regular basis
  • given appropriate facilities is nevertheless unable to independently manage personal and/or health care during the school day and requires regular direct intervention
  • is an Augmentative Alternative Communication (AAC) user
  • has a degenerative condition

 

School / Governors to provide

Local Authority to provide

 

Assessment

 & Planning

 

Assessment

 

Formal assessment will have taken place or be in process.

 

Detailed PIVATS or similar assessments used to inform planning.

 

The assessment of physical, sensory  / medical and learning needs to inform the planning process, including moving and handling  and therapy programmes.

Risk assessments  for : moving and handling, egress,

movement around school and school trips.

 

Planning

  • Curriculum planning closely tracks levels of achievement and incorporates individual targets, self help and therapy programmes.
  • Targets are individualised, short term, specific and regularly reviewed.
  • Curriculum planning takes in to account routine daily welfare and behaviour needs.
  • Individual care plan/ protocol to be in place.
  • Behaviour care plans in place if appropriate.
  • Plans in place for egress, moving and handling.
  • Parents involved regularly and support targets at home.
  • Pupils involved in monitoring and setting targets as much as possible.
  • Direct and ongoing intervention and assessment from involved specialist services, e.g. Physical & Medical, LD, HI and VI Services. .
  • ICT assessment from Physical & Medical Team (6+ hours)
  • Individual targets on IEP following advice from Physical & Medical Team and health professionals.
  • Advice from the Physical & Medical Team on time management and organisational skills.
  • Advice from Physical & Medical Team on risk assessments, swimming, educational visits day/ residential, Personal Evacuation and Egress Plan (P.E.E.P.) https://bso.bradford.gov.uk/Schools/CMSPage.aspx?mid=1894
  • Individual targets following advice from Physical & Medical Team.
  • Advice from the Physical & Medical Team on specific medical conditions and the management of these in the classroom.

Physical & Medical Team will support mainstream staff in planning and delivering appropriate inclusive structured interventions

 

Groupings for teaching

 

  • Small group teaching in a specialist provision for whole school day.
  • May have specialist speech and language sessions.
  • Grouping for access to a total communication environment.
  • Will be attending a specialist provision in mainstream or a special school
  •  
  •  

 

Human resources & staffing

 

  • Individual specialist support for mobility and personal care needs.
  • High staffing ratio with specialist teaching and specialist non-teaching support  to facilitate pupil access to the curriculum.
  • Staff trained and ‘signed off’ in medical / physical interventions and strategies as appropriate.
  • Access to  regular nursing support and advice. 
  • Access to specialist services e.g. educational psychologists, SEN services and health professionals.
  • Staff trained in the use of a range of specialist ICT and AAC equipment and software to support access to learning.
  •  
  • Training and advice from Physical & Medical Team for teaching and support staff for children in mainstream schools. ( up to 20 hours per year).
  • Pupils in DSP and Special Schools to be supported by specialist teachers within their setting.

 

 

Curriculum and Teaching Methods

 

Will need some or all of the following:

 

Curriculum access will be facilitated using a structured approach which will take account of

  • Individual learning styles.
  • Personalisation to pupils needs
  • Small steps approach within the context of an appropriate sensory experiential curriculum.

 

Curriculum delivered at a pace that allows pupils time to assimilate information and then to respond appropriately.

 

Constant reinforcement and generalisation of skills is an essential priority.

 

Communication skills are an essential priority with the use of total communication environment to facilitate access to the curriculum e.g.PECS, PCS, Makaton, objects of reference, situational and sensory clues, simple voice output devices (Big Macs).

 

Use of adapted teaching resources and materials to support teaching and learning for those with sensory, physical and medical needs.

 

Specialist learning environment that supports pupils need to accept and develop pre-requisite skills required to access communication and learning.  

 

 

 

Resources and Intervention Strategies

 

  • Access to specialist resources including specific teaching programmes and systems. These might include appropriate technological aids, ICT programmes, AAC.
  • Specialist seating, furniture and equipment.
  • Accessibility of the whole school site, with facilities and practices that maintain the dignity of each pupil and staff member.
  • Access to specialist resources to meet the personal care and mobility needs of each pupil. 
  • Fully equipped hygiene facilities to meet the needs of those who require hoisting for all transfers. 
  • A suitably equipped room(s) in which therapies can be carried out. 
  • A  time out area for rest periods where pupils can spend time out of their wheelchairs, for example, away from other activities whilst having regard for their dignity.
  • An equipment room where specialist resources such as walkers, physiotherapy equipment can be stored. 
  • The facility to recharge powered wheelchairs when necessary;
  • Will have access to specialist hydrotherapy  sessions.
  • Will have access to sensory room.
  •  
  • Specialist seating, furniture and equipment over £1000 unless in Special School
  • Accessibility of the whole school site, with facilities and practices that maintain the dignity of each pupil.
  • Access to specialist resources to meet the personal care and mobility needs of each pupil. 
  • Fully equipped hygiene facilities to meet the needs of those who require hoisting for all transfers. 

 

  • Site adaptations to be considered in consultation with the Local Authority

NC Level

  • Attainment levels will range from p scales in Primary to NC levels in secondary

 

MORE PROFOUND - Range  6

Descriptor

 

A permanent, severe and/or complex physical disability or serious medical condition.

 

The pupil will present with many of the following:

  • the associated severe and complex learning difficulties impact on their ability to make progress within the curriculum despite the use of specialist materials, aids, equipment, furniture and/or extensive adaptations to the physical environment of the school
  • difficulties in making and sustaining peer relationships leading to concerns about social isolation and their vulnerability within the setting and wider environment.
  • emotional and/or behavioural difficulties including regular periods of withdrawal, disaffection and ongoing reluctance to attend school
  • a requirement that health care inputs and therapies may be intensive and on a daily basis
  • given appropriate facilities is nevertheless unable to manage personal and/or health care during the school day and requires a high level of direct intervention
  • has a complex medical need requiring frequent monitoring and medical intervention throughout the school day
  • has a significant additional condition such as HI/VI/MSI which gives rise to the complexity of need.
  • is an Augmentative Alternative Communication (AAC) user
  • has a degenerative condition

 

Assessment

 & Planning

 

 

  • As at Range 5 addressing the severe or complex learning difficulties

 

 

 

 

Groupings for teaching

 

 

  • .As at Range 5 but likely to require more 1:1 support
  •  

 

 

 

Human resources & staffing

 

  • Flexible use of classroom support to access curriculum and develop skills in recording
  • Training and advice from specialist support service for teaching and support staff.
  • Individual specialist support for mobility and personal care needs.
  • Specialist teaching and specialist non-teaching support within the classroom and wider settings to facilitate pupil access to the curriculum. 
  • Individual and small group teaching as appropriate, carefully organised to ensure full access to the curriculum, which includes life and communication skills, and the realisation of each pupil’s potential in attainment/achievement; 

 

 

Curriculum and Teaching Methods

 

Will need some or all of the following:

  • Programme to support the development of physical (fine and gross motor) skills.
  • Differentiated writing materials and equipment.
  • Differentiation to PE curriculum.
  • Independent life skills programmes.
  •  

 

Resources and Intervention Strategies

 

  • Access to specialist resources including specific teaching programmes and systems. These might include appropriate technological aids, ICT programmes, AAC or an amanuensis to aid independent learning and assist communication, recording skills etc
  • Specialist seating, furniture and equipment.
  • Accessibility of the whole school site, with facilities and practices that maintain the dignity of each pupil and staff member.
  • Access to specialist resources to meet the personal care and mobility needs of each pupil. 
  • Fully equipped hygiene facilities to meet the needs of those who require hoisting for all transfers. 
  • A suitably equipped room(s) in which therapies can be carried out. 
  • A  time out area for rest periods where pupils can spend time out of their wheelchairs, for example, away from other activities whilst having regard for their dignity.
  • An equipment room where specialist resources such as walkers, physiotherapy equipment can be stored. 
  • The facility to recharge powered wheelchairs when necessary;
  •  

NC Level

  • Likely to be attaining within the p scales in all Key Stages