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Individual Needs Protocol at Great Ouse Primary Academy (GOPA)
• Monitor and overview progress as well as assessing the ‘whole child.’
• Whole child is assessed under:
• Cognitive and learning – this description applies to children whose learning difficulties mean that they learn at a slower pace than their peers even with appropriate differentiation. Learning difficulties covers a wide range of needs. They can be specific such as dyslexia, dyscalculia and dyspraxia or cover all areas learning.
• Social emotional and mental health difficulties – this will include disorders such as attention deficit disorder as well social and emotional difficulties which can manifest themselves in different ways.
• Communication and interaction– this will include children who have speech, language and communication needs and have difficulty in communicating with others. This also includes children for whom social interaction is difficult.
• Sensory and/or physical needs – this covers children who require special educational provision because they have a disability which prevents or hinders them from making full use of the educational facilities generally provided within a school.
• These are further assessed under the ‘Waves of Learning.’
The Visual Impairment Team is part of the Sensory & Communication Support Team (SCST). The team consists of 2 Qualified Teachers for Visually Impaired Pupils (QTVI), 4 Specialist Support Assistants (STA) and a Resources Officer/Technician.
We support children and young people who are aged 0-25, their families and staff. We visit home and educational settings in order to facilitate and monitor their access to learning.
We work with the relevant professionals and families to enable the CYP to access all aspects of the academic and social life of their educational setting. The QTVI or STA visits the CYP at agreed intervals according to need, using the National Sensory Impaired Partnership (NATSIP) eligibility criteria. The keyworker liaises with staff/ family on issues relating to the particular needs of the pupil. The team has strong links with other professionals who work with visually impaired CYP including Orthoptists, Paediatric Ophthalmologists and Mobility Officers.
Our work includes the following:
• Assessing access to the curriculum.
• The loan of specialist equipment and software as required by individual pupils.
Offering advice and support in the modification and differentiation of curricular materials.
• Providing INSET to schools/settings, (small group or whole staff), to raise awareness of the implications of teaching a pupil who has a visual impairment.
• Discussions with the pupil to ascertain and assess any problems or difficulties relating to their access to the curriculum due to a Visual Impairment.
• Discussions with parents / carers, SENCo and staff involved with the pupil
Contributing to IEPs
• Contributing to the statutory assessment process (EHCP) and Annual Reviews
• Writing reports for the school/setting, outlining observations and discussion points arising from the visit. This information will be shared with parents / carers and other professionals involved with the pupil as appropriate.
We currently run a half-termly group at the CDC for young VI children and their families.
We hold occasional ‘Leisure & Lifeskills’ sessions for CYP with severe Visual impairments who attend mainstream schools.
The Hearing Impaired Team is part of the Sensory & Communication Support Team (S&CST). We support children and young people aged 0-25, their carers /families and staff in educational settings. All Bedford Borough pre-school children diagnosed with a hearing loss are visited at home and/or in their pre-school setting in order to facilitate and monitor speech, language and communication development. In Bedford Borough’s mainstream and special schools, including the Hearing Impaired Provision, pupils who have a hearing impairment are offered support from a qualified Teacher of the Deaf (ToD). Pupils who have hearing aids/cochlear implants are seen regularly; advice is given regarding pupils who have temporary fluctuating hearing difficulties or who have a unilateral hearing loss.
The HI team aims to work with the relevant professionals and parents/carers to enable the pupil to access all aspects of the academic and social life of the educational setting. The ToD visits the pupil at agreed intervals according to need, as identified in conjunction with the National Sensory Impaired Partnership (NATSIP) eligibility criteria. The ToD. liaises with a designated member of staff on issues relating to the particular needs of the pupil. The team liaises with, refers to and receives referrals from other agencies as appropriate e.g. Speech and Language Therapy.
Role of the qualified Teacher of the Deaf
• Visits to pre-school children at home, in clinic and the educational setting
• Observation of school age pupils in class as appropriate
• Discussion with the pupil to ascertain and assess any problems of difficulties
• Discussion with the SENCo and staff involved with the pupil
• Under discussion with the SENCo, contribute to an IEP
• Contribute to the statutory assessment process and to annual reviews
• Acoustic check and maintenance of hearing aids and FM systems
• Carry out language assessments
• Offer advice on modification and differentiation of curricular materials
• Provide INSET to the school/setting, either small group or whole staff to raise awareness of the implications of a hearing loss in the classroom.
• Write a report following each visit the school/setting outlining observations and discussion points arising from the session. This may include practical advice relating to the hearing impaired pupil to be shared with all relevant staff. Any action points will be recorded. This information will be shared with parents / carers and other professionals involved with the pupil as appropriate
• Follow Local Authority Guidelines on Safeguarding Children
01234 300710 (voice & text)