Quality Standards in Educational Services · The following quality standards are consequently being published to assist service providers in delivering high quality support for children

Adran Hyfforddiant ac AddysgDepartment for Training and Education

Quality Standards inEducational Services

GuidanceCircular

SpecialEducational

Needs

National Assembly for Wales Circular No: 34/2005Date of Issue: December 2005

For Children and Young Peoplewith Sensory Impairment

Title of Document: Quality Standards in Educational Services for Children and Young People with Sensory Impairment

Audience: Directors of Education, Local Education Authority (LEA) support services, schools, governing bodies, voluntary agencies and parents/carers.

Overview: This circular sets out guidance on the provision of educational services for children and young people with sensory impairment.

Action required: That all service providers have regard to this guidance when supporting children and young people with sensory impairment.

Enquiries about this circular should be directed to: Eirlys Lamb Tel: 029 2082 1652 E-mail: [email protected]

Additional copies may be obtained from: Pupil Support Division 1 Welsh Assembly Government Cathays Park Cardiff CF10 3NQ

Related documents: The Special Educational Needs (SEN) Code of Practice for Wales (National Assembly for Wales, 2002)

The Learning Country, a Paving Document (NafW, 2001)

G/454/05-06 December Typeset in 12ptISBN 0 7504 9755 6 CMK-22-07-087 ©Crown copyright 2005

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CONTENTS

Page

Ministerial Foreword 2

Introduction 3

Chapter 1 What is sensory impairment? 5

Chapter 2 Assessment and Intervention 7

Chapter 3 Service Provision 9

Chapter 4 Pre-school and Early Years 12

Chapter 5 The School Years 16

Chapter 6 Beyond School 18

Chapter 7 Management, Leadership and Professional Skills 20

Appendix A Glossary of Terms 22

Appendix B Abbreviations 24

Appendix C Self-evaluation Tool 25

Appendix D External Reference Group 32

References and useful documents 33

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FOREWORD

As Minister for Education and Lifelong Learning, it is my responsibility to ensure that all children and young people have the opportunity to reach their full potential. I made a clear commitment in “The Learning Country” to address and overcome barriers to learning, to support diversity and inclusion and to narrow the gap in inequalities. This requires the commitment of schools and Local Education Authorities (LEAs) to develop policies and practices that ensure equality of educational opportunity and access, focused on raising the achievement of all learners.

In taking account of Welsh Assembly Government policy on meeting the educational needs of individual children and young people, a National Inclusion Policy and Performance Framework is being developed.

The National Service Framework (NSF) for Children, Young People and Maternity Services in Wales also outlines standards which aim to ensure maximum impact on the health and well being of all children and young people.

With the current emphasis on inclusion, the Welsh Assembly Government conducted audits of educational provision for those with hearing impairment, visual impairment and multi-sensory impairment (deafblindness). The audit findings, gathered during 2003 and 2004, produced evidence which was previously not available. This clearly shows that there is disparity across Wales with regard to policies for intervention, in staffing levels of specialist staff and in the availability of support through the medium of Welsh.

I am delighted that professionals from LEAs and the voluntary sector were involved in producing this guidance circular and I am grateful to them for their contribution. I would also like to thank all those who contributed to the consultation processes of the respective documents. These views have been taken fully into account in forming this guidance.

By publishing these quality standards, LEAs now have guidance as to what is expected within their service delivery to ensure that they are achieving the best possible practice.

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Introduction

During 2003 and 2004, the Welsh Assembly Government conducted audits of educational provision for children and young people with hearing impairment, visual impairment and multi-sensory impairment and published separate reports for consultation1. As a result of these consultation processes, common issues were identified across the three impairments and this has enabled us to combine the three into a single document. The following quality standards are consequently being published to assist service providers in delivering high quality support for children and young people with sensory impairment.

By clearly outlining quality standards for educational services for children and young people with hearing, visual or multi-sensory impairment, standards will continue to rise and high quality intervention and support will be provided. These standards are to be used as benchmarks against which services provided can be evaluated by LEAs by using the self-evaluation tool at Appendix C.

The standards will:

• increase the options available to the child or young person;

• improve the access and availability of specialist support across all LEAs in Wales;

• ensure a continuum of equitable provision;

• assist LEAs and others in determining appropriate resources and arrangements;

• assist in the monitoring and evaluation process; and

• ensure availability of specialist regional services, where appropriate.

Provision for children with hearing impairment aged 0-2 years

In 2002 the Welsh Assembly Government commissioned the Royal National Institute for the Deaf and Hard of Hearing People (RNID) Cymru, to conduct an audit of provision for children with hearing impairment aged 0-2 years. The context of this initiative was the introduction of newborn hearing screening in Wales.

The draft version of the RNID 0-2 Guidelines2 were the subject of consultation and fifty responses were received from a range of professionals and agencies including health, education, social services and speech and language therapy. Positive and constructive responses have been incorporated into this guidance document.

1 Educational Services for Hearing Impaired Children and Young People (2003) Educational Services for Visually Impaired Children and Young People (2004) Educational Services for Deafblind Children and Young People (2004)2 Guidelines for Educational Support for Deaf Children aged 0-2 and their Families in Wales (RNID Cymru, 2005)

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Welsh Language provision

The aim of the National Assembly is that, by 2011, the proportion of the entire population that can speak Welsh will have grown by 5 per cent, with the greatest increase amongst young people. Its overriding strategy in this area -‘Iaith Pawb’3 - recognises the role of education in realising this aspiration and acknowledges the right of pupils, or parents of pupils, with Special Educational Needs (SEN) to receive provision in the language of their choice.

3 Iaith Pawb (A National Action Plan for Wales) (WAG, 2002)

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Chapter 1 What is sensory impairment?

1.1 In this guidance the term sensory impairment is used collectively to include those with impairment of hearing, vision, or both. More specific definitions are provided below:-

Hearing Impairment (HI)

1.2 Hearing impairment may vary in type (conductive or sensorineural or a mixture of both) and in degree which is usually expressed using the descriptors recommended by the British Society of Audiology (BSA, 1988) and endorsed by the British Society of Teachers of the Deaf (BATOD).

1.3 Where the impairment is significant and longstanding or permanent, the process of language acquisition including the development of speech may be affected, in some cases severely. This in turn can affect cognitive development, social skills and, in the longer term, educational attainments.

Visual Impairment (VI)

1.4 “Vision is the primary system of sensory input for human beings; it is the basis for the majority of human learning. When it is reduced or eliminated, there is a major impact on the individual as a whole”4. VisuaI impairment can be defined as loss of clear vision, loss of central vision or loss of peripheral vision. Some children and young people will have combinations of the three categories. It has been estimated that 80% of school tasks are based on vision, indicative of the enormous difficulties experienced by children and young people with VI as they progress through school and beyond. Visual impairment ranges from those who are totally blind to those who are partially sighted but still have significant difficulties in accessing the curriculum. The following descriptors are commonly used when assessing functional vision.

4 Pogrund, Fazzi & Lampert (editors): “Early Focus: working with young blind and visually impaired children and their families” (1992)

Mild hearing impairment 20-40dBHL

Moderate hearing impairment 41-70dBHL

Severe hearing impairment 71-95dBHL

Profound hearing impairment in excess of 95dBHL

Totally blind Dependant on braille or non-visual methods

Educationally blind Distance vision of 3/60 or worse, using braille or large print

Severely Partially-sighted Distance vision of 6/24 - 6/60, using large -print (or non-visual methods

Partially-sighted Distance vision of 6/12 - 6/24, using large-print (or non-visual methods)

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Multi-sensory Impairment (MSI)

1.5 Multi-sensory impairment or deafblindness is not defined in clinical terms, but is regarded as any degree of dual-sensory impairment that has a significant adverse effect on the child or young person’s ability to access education. The children will have very different needs arising from a congenital loss, acquired loss or degenerative condition. They are broadly described as,

“a heterogeneous group of children who may suffer from varying degrees of visual and hearing impairment, perhaps with learning difficulties and physical disabilities, which can cause severe communication, developmental and educational problems”5.

1.6 In functional terms these children and young people may include those with:

• moderate to profound auditory and visual impairments;

• moderate to profound auditory and visual impairments and other significant disabilities;

• central processing problems of vision and hearing;

• progressive sensory impairments;

• a significant visual impairment and possible loss of auditory processing mechanisms (associated with severe physical disability or severe cognitive disability) and severe communication delay.

1.7 Multi-sensory impairment is a rare condition causing extreme developmental disadvantage. The combination of impairments in both vision and hearing multiplies the effects on the child’s ability to learn.

Qualified teacher for HI, VI or MSI

1.8 Throughout this document the term “Qualified teacher for hearing impairment, visual impairment and multi-sensory impairment (HI, VI, MSI)" refers to a teacher who has obtained the mandatory qualification for teaching children and young people who have sensory impairments. There is a separate mandatory qualification for teachers of hearing, vision and multi-sensory impairment.

5 “Educational Provision for Deafblind Children” (DfES Policy Statement, March 1989)

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Chapter 2 Assessment and Intervention

2.1 “Educational inclusion is about equal opportunities for all pupils whatever their age, gender, ethnicity, attainment or linguistic background, to achieve as much as they can and to derive maximum benefit from what the school provides.”6

2.2 Early intervention is the key to successful inclusive education and lifelong learning. Assessment of a child or young person with a sensory impairment should always be concerned with the whole child and take account of the views and knowledge of others, including the opinion of the young person whenever possible. Various forms of assessment may be needed, but our purpose in this guidance is to focus on functional hearing and vision and the impact sensory impairment has upon educational opportunity. This will include consideration of the need for communication (including alternative or augmentative methods), mobility and independence training and appropriate technology.

2.3 Early identification of hearing and/or visual impairment, followed by effective intervention, offers greatest opportunity for maximum all-round development. Effective support from specialists empowers parents to make informed decisions and take positive action on behalf of their child.

2.4 It is essential that a detailed record is kept of the progress of every child being supported on a regular basis. This enables staff to:

• monitor all areas of development;

• contribute meaningful information to review meetings; and

• set appropriate new targets for educational support and Action Plans.

Parents must be fully involved in this process and support staff should ensure that all assessment results are fully explained to the parents’ satisfaction.

2.5 Records should be kept of each contact with the child and should contain brief notes of the main content of the visit and any concerns raised by the school or home. It is suggested that a service running record sheet where the date and the notes can be entered in consecutive entries would be suitable.

6 ESTYN 2001

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Quality Standards in Assessment and Intervention

There is evidence that:

AI 1 Support services carry out assessment of need, having appropriately trained staff and guidelines in place.

AI 2 The early intervention meets the entitlement of all children and young people with sensory impairment in pre-school, mainstream, resourced provision and special schools, as defined in the SEN Code of Practice for Wales7.

AI 3 Ongoing assessments take place to inform appropriate support and future planning.

AI 4 Well structured assessments, with clear aims, are followed by jargon-free reports for parents and schools.

AI 5 Parents and carers are given every opportunity to be involved in the assessment process and encouraged, with support if necessary, to make their contribution. Written parental consent is sought to agree the flow of relevant reports between professionals.

AI 6 The child or young person has appropriate access to a qualified teacher for HI, VI or MSI, consistent with ongoing assessment and review, from pre-school throughout the school years.

AI 7 The assessment identifies appropriate learning resources so that the child or young person is enabled to fulfil his/her potential.

AI 8 There is a procedure in place to ensure that, within a week of referral being received, the LEA contacts the family and/or school. This may require the services of an interpreter (BSL or another spoken language).

AI 9 Arrangements have been made to offer support as soon as possible to families of children and young people who have been newly diagnosed with sensory impairment.

AI 10 Children and young people are given the opportunity to contribute their views, with support if required.

AI 11 As part of the process of providing advice during assessment the contribution from the qualified teacher for HI, VI, MSI contains a clear description of the child or young person’s educational needs.

7 SEN Code of Practice for Wales (WAG 2002)

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Chapter 3 Service Provision

3.1 The role of the Support service will be to work in partnership with others to ensure that the needs of pupils with sensory impairment are fully met. Support will always be most effective when all those involved, including parents/carers and schools, are working together.

3.2 A range of services should be available to support the education of children and young people with sensory impairment to include:

• in-class support and teaching;

• advice on intervention programmes and monitoring progress of learners in a variety of settings;

• advice on specialist adapted materials and modification of the curriculum appropriate to individual needs;

• direct teaching on an individual or small group basis;

• joint planning with all staff involved;

• advice on the incorporation and differentiation of therapeutic intervention e.g. speech, communication, mobility, physiotherapy, music therapy;

• advice on, and teaching in, specialist curriculum areas;

• Welsh medium or bilingual support is available;

• a location for centre-based support to provide opportunities for families to access specialist advice and activities; and

• in-service training for all support staff in contact with the child or young person.

3.3 Educational support services should provide parents with information on their child’s difficulty resulting from any sensory impairment. Professional jargon should be avoided and consideration should be given to the most appropriate method of transferring information e.g. meetings, visits, pamphlets and videos. Information should include:

• explaining test procedures and results as required;

• written information on the maintenance of audiological or visual aids;

• an explanation on the potential effect of the sensory impairment on communication and on social and emotional development;

• information about local signing classes where necessary and desired;

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• suggestions for practical, enjoyable activities for the child and family members to share;

• outline of the process for statutory assessment of Special Educational Needs;

• information about other professionals who may be involved with the child (e.g. rehabilitation officer, speech and language therapist, social worker) including how their role relates to education. The workings of any local Early Years or Child Development Team should also be explained; and

• contact details of sources of information and support e.g. relevant voluntary agencies and websites.

3.4 The Disability Discrimination Act 1995 (DDA), as amended by the SEN and Disability Act 2001, applies to all schools and LEAs (from September 2002). The expertise provided by the qualified teacher for HI, VI and MSI is essential to ensure access to the full curriculum by providing advice and INSET to ensure that schools comply with the DDA.

3.5 LEAs should provide guidance in relation to health and safety issues to staff undertaking home visits.

Quality Standards in Service Provision


SP 1 Children and young people with sensory impairment have equal opportunity to achieve excellence, to have the highest expectations set for them and to have their achievements valued in the environment which suits them best.

SP 2 Bilingual specialist teachers are available to support children and young people in all settings.

SP 3 High-quality services are supported by strategic policies, effective planning and resource allocation. There is a structure which establishes procedures for monitoring and evaluating the services provided for children and young people with a sensory impairment which is consistent with best practice.

SP 4 Services have sufficient qualified staff to enable them to meet the Welsh Assembly’s Quality Standards for Sensory Impairment.

SP 5 Staff have clear procedures and time allocated for written and verbal communication with partners, parents/carers, schools and other agencies.

SP 6 Children and young people with a sensory-impairment are successfully placed and included in a setting that fully meets their needs. The placement, whether mainstream, resource base, special school, a combined placement (involving mainstream and special school) or at home, is fully accessible and inclusive.

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SP 7 The child or young person has sufficient and suitable learning resources so that they can achieve the best possible standards.

SP 8 Qualified teachers for HI, VI and MSI are available to undertake assessment, monitor and review the progress of children and young people with sensory impairment in generic special schools and units.

Hearing impairment specific:

SP 9 Every support service should have access to a qualified Educational Audiologist who should support Teachers of the Deaf (ToD) colleagues in:

• advising LEAs on all aspects of access for HI pupils to mainstream settings including reference to the Disability Discrimination Act. This will involve the assessment of acoustic conditions and recommendations regarding the use of specialist equipment;

• planning and delivering inservice training;

• liaising with suppliers of audiological equipment and appraising the latest resources for use in educational settings;

• establishing a constructive working relationship with staff in local audiology clinics;

• promoting the most efficient use of amplification in HI pupils; and

• carrying out joint assessments of pupils with hearing impairment.

SP 10 Every ToD should have access to a hearing aid analyser (test box) in order that electroaucoustic testing of hearing aids worn by pupils can be carried out on a regular basis.

Visual impairment and multi-sensory impairment specific:

SP 11 Every support service should have access to a Mobility Officer who should support provision for children and young people with visual impairment and multi-sensory impairment by:

• assessing their mobility capabilities and needs;

• agreeing, implementing and reviewing mobility training programmes to be conducted in and around the school, their home area and beyond; and,

• advise and liaise with parents, school staff, specialist teachers and other agencies and deliver INSET.

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Chapter 4 Pre-School and Early Years Provision

4.1 The proposal in the Welsh Assembly Government’s document ‘The Learning Country: Foundation Phase' 3-7 years is to develop a curriculum framework which is progressive and “meets the diverse needs of all children, including those who are at an earlier stage of development. Throughout their formative years, children’s learning develops more rapidly than at any other time.”8

4.2 Intervention from the specialist teacher for sensory impairment should be ongoing, if needed, throughout this stage. Specialist advice on the child’s needs will be crucial in the planning of future specific targets/activities relating to areas of development potentially affected by the sensory impairment.

4.3 In the years preceding formal schooling, children with sensory impairment should have access to a range of opportunities in the same way as other children in their early years. Specialist support should be provided at home, in childcare and early education settings to promote effective learning.

4.4 It is essential that staff from education services co-operate effectively with other professionals involved with young children with sensory impairment. Education support services can facilitate multi-agency working by:

• releasing staff to attend clinics (for audiology) either to provide immediate support to families at the time of diagnosis or to attend review appointments if appropriate;

• ensuring that staff have been allocated sufficient time to communicate effectively with other professionals;

• taking an active part in the organisation of multi-agency review meetings to be held on a regular basis as agreed by the professionals and parents involved; and

• participating in the multi-agency review meetings wherever possible.

4.5 Home Visits

• Best practice at the pre-school stage is achieved when all professionals (e.g. qualified teachers for sensory impairment, specialist teaching assistants, mobility officers etc.) are actively involved in working with the child and family within the home.

• Parents should be offered frequent home visits which should be flexible to accommodate their needs and wishes.

8 Draft Framework for Children’s Learning in the Foundation Phase (ACCAC, 2004)

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• Factors such as the presence of additional difficulties and the family’s confidence in supporting their child should be taken into account.

• The use of video recording as a tool to monitor progress, particularly in the early years, should be considered. Such recordings should always be subject to written parental consent and in compliance with Child Protection legislation.

• Home visits conducted by specialists in sensory impairment should aim to address:

- counselling and emotional support for parents/carers;

- promoting deaf/visual awareness and communication between the child, parent, any siblings and extended family;

- practical help on how to promote language development, develop listening skills and tactile awareness;

- advice on appropriate toys, books and resources; and

- checking and advising on the management of amplification (hearing aids or cochlear implant) and low vision aids.

• Staff from educational support services should be prepared to undertake joint visits with professionals from other agencies to facilitate joint assessments.

Hearing Impairment

4.6 Newborn hearing screening is now operating throughout Wales as a national programme. This means that every baby born to a mother in Wales is screened for hearing impairment within the first few days of birth. Early diagnosis of hearing loss can bring significant advantages for future linguistic and educational attainments, but only if appropriate intervention is immediately available to the hearing impaired child and the family. This development has therefore generated new challenges and responsibilities for education support services particularly in relation to the skills required when dealing with very young babies and the speed with which an intervention programme must be offered. Services should ensure that staff working with very young deaf children have received additional training on providing support to this particular age-group. The teacher of the deaf who will provide support should be introduced to the family as soon as possible after diagnosis. Local arrangements vary and may include joint clinics that would facilitate this introduction. Where such clinics are not established, audiology and education services should adopt an agreed procedure to comply with this recommendation.

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Visual Impairment

4.7 Children who are identified before the age of five as having poor sight are at particular risk of developmental delay if they are not taught to engage actively, creatively and independently in play from an early age. To ensure successful inclusion in early years settings the intervention of the QTVI, at home and in the early years setting, is pivotal in the child’s development. The QTVI gives specialist advice on appropriate activities, suitable resources and how to fully access the early years curriculum. In best practice the QTVI is fully involved in the planning for the six areas of learning in early settings.

Multi-sensory Impairment

4.8 When a young child has multi-sensory impairment, the effects of impairments in the two main information-gathering senses interact to multiply the difficulties in understanding the world and in learning to communicate. Early intervention from a qualified MSI teacher is vital to help the child’s parents feel confident caring for their baby and to ensure that the child develops the early skills that will form the foundation for their education.

4.9 Babies who can neither see nor hear clearly often respond in unique and unexpected ways. Parents of children who are unable to use the channels of vision and hearing for communication will need support in interacting with their baby and specialist advice on communication methods. Babies who are multi-sensory impaired are not motivated by what they see or hear to explore their surroundings as other infants are. With support, parents can learn to encourage their child to be aware of the world around them, to use their sense of touch to supplement their residual vision and hearing and to become mobile.

4.10 Unlike those who have no sight or no hearing, children who have dual sensory impairment are unable to receive a flow of information. They do not have repetitive meaningful exposure to the incidental use of objects, pictures, sign language or speech. They need systematic support to learn and progress through concrete and abstract communicative forms such as signals, cues, braille, sign language and so on. The services of a qualified intervenor are essential in order that learning can occur.

4.11 Children who are multi-sensory impaired cannot pick up on incidental cues to let them know what is happening around them and are unable to learn about the world by watching or hearing other people. Deprived of the information that most of us take for granted, they need extra support and time to learn. It is usual for children with multi-sensory impairment to be delayed in their development even when they have no additional difficulties. They are dependent on the support of another person to enable them to receive undistorted information, to communicate and to access activities. Everyday activities, including self-help skills and play, may have to be taught directly. Without specialist support from a qualified intervenor, starting in the pre-school years, children with multi-sensory impairment are unlikely to achieve their full potential or be successfully included in local schools.

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Quality Standards for Early Years Provision


EY 1 Approaches and strategies adopted respect and value diversity, and include an awareness of cultural, social, emotional, physical and cognitive needs.

EY 2 Parents/carers are consulted on the programme of support and intervention, taking into account their views and, where appropriate, those of the wider family.

EY 3 Any structured programme of support includes agreed specific targets affected by the sensory impairment.

EY 4 Children with sensory impairment have regular home visits from the qualified teacher for HI, VI and/or MSI and are flexible to accommodate family routine.

EY 5 Home visits are in partnership with other early-years services, ensuring trans-disciplinary, and multi-agency collaborative working.

EY 6 Parents are encouraged to be active participants in support sessions in the home.

EY 7 Parents and carers are provided with appropriate and impartial information at an early stage and in a suitable format. This should include the role of other professionals, such as voluntary agencies, in providing advice on support, provision and resources.

EY 8 A variety of suitable local pre-school settings are explored, as far as practicable, and attendance at an appropriate playgroup and/or nursery is facilitated. A qualified teacher for HI, VI and MSI is available to support the placement in English or Welsh.

EY 9 The qualified teacher for HI, VI and MSI works in partnership with other professionals involved with the child so as to inform the subsequent review on future educational placements.

EY 10 Prior to the child attending pre-school or childcare provision, the qualified teacher for HI, VI and/or MSI liaises with and provides relevant information to all professionals involved with the child.

EY 11 Training opportunities are made available to staff, in all pre-school settings, who are working with children with sensory impairment.

EY 12 Before school entry, liaison takes place with the receiving school to include in-service training as required and advice on adaptation and additional resources.

EY 13 Parents are offered information about appropriate support networks.

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Chapter 5 The School Years

5.1 These standards apply to all school settings whether mainstream, resource base, special school, or a combined placement.

5.2 These standards apply to all pupils including those whose sensory impairment is a part of more complex and profound needs.

5.3 The primary responsibility for the education of pupils with sensory impairment lies with the school.

5.4 Assessments of the educational implications of sensory impairment should be carried out by a qualified teacher for HI, VI and MSI and regularly reviewed throughout the pupil’s time in school.

5.5 In order that children with sensory impairment can reach their full potential for learning and gain as much independence as possible, a range of support is required, delivered flexibly according to need.

5.6 Schools and LEAs are required to plan to increase progressively the accessibility of their schools to all pupils. This includes:

• the statutory curriculum;

• improving access to the school’s physical and auditory environment (e.g. provision of blinds, sensory trails, handrails, sound field systems);

• availability of written information provided for pupils in alternative formats (e.g. in braille, large print, audio), objects of reference and symbols; and,

• access to the full curriculum including extra curricular activities such as school trips, sporting activities and clubs.

Quality Standards in the School Years


SY 1 The specialist teacher for HI, VI or MSI provides the school with the advice and expertise to enable appropriate access to the curriculum, and ensure that the curriculum is suitably modified to fully meet the needs of individuals. Skills such as tactile discrimination, braille, signing and touch-typing are taught systematically so that individuals can work as independently as possible.

SY 2 The qualified teacher for HI, VI or MSI works in partnership with the child or young person, the school, other relevant professionals and parents/carers in decision-making and in planning programmes of support.

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SY 3 The service demonstrates the progress of the child or young person with sensory impairment by monitoring, evaluating and reviewing their needs.

SY 4 A qualified teacher for HI, VI or MSI is available to support the placement throughout the school years in English or Welsh.

SY 5 Support staff are appointed, where necessary and depending on individual need, to enable access to the curriculum.

SY 6 All staff working with pupils with sensory impairment are offered appropriate training and support to increase their competence and their confidence in supporting and including these pupils in their classroom.

SY 7 Where appropriate, the qualified teacher for HI, VI or MSI assesses, monitors and advises on reasonable adjustments and arrangements for internal and external exams. A range of guidance is provided by the Qualifications and Curriculum Authority9 and by the British Association for Teachers of the Deaf (BATOD)10.

SY 8 Qualified teachers for HI, VI and MSI work with Careers Wales advisers and, if appropriate, voluntary agencies in preparing the student for transition between phases. This includes providing careers advice.

SY 9 Children and young people have access to appropriate specialist equipment and are trained to use it as independently as possible.

SY 10 Where a child or young person is educated in specialist provision outside the home LEA, the placement decision and subsequent monitoring of the selected placement involves a qualified teacher for HI, VI or MSI from the home LEA.

SY 11 A qualified teacher for HI, VI or MSI supports the school in the planning and monitoring of work experience placements.

SY 12 The qualified teacher for HI, VI or MSI and other involved professionals attend a multi-disciplinary review in year 11.

9 www.qca.org.uk10 www.batod.org.uk

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Chapter 6 Beyond School

6.1 Young people with sensory impairment may be identified as requiring specialist support after leaving school. A young person may leave school at age 16+ to seek employment or training. At this point the young person will cease to be a pupil for whom the LEA is responsible. They may be attending further or higher education and as such the educational support service may need to work closely with funding bodies and with Careers Wales to ensure that the needs of the young person are met.

6.2 Some young people with sensory impairment may remain in school until they are 19. The LEA will continue to be responsible for their education and, where appropriate, maintain the statement of special educational needs until they leave full-time education.

6.3 Transition arrangements for these young people are of paramount importance. The SEN Code of Practice for Wales and the SEN Handbook for Schools11 sets out how transition arrangements should be conducted, who should be invited to meetings and consulted, and how transition plans should be put into operation.

Quality Standards Beyond School


BS 1 Sensory support staff contribute to the oversight of the transition to post-16 and adult education, working alongside other professionals.

BS 2 The needs of each student regarding the full range of personal and technical support are considered on an individual basis and their wishes and views taken fully into account.

BS 3 The consent of the student is sought regarding any programme of intervention and the sharing of information.

BS 4 Prior to the interview and future placement, a detailed assessment of the young person’s needs relating to the sensory impairment is made by a specialist teacher for HI, VI or MSI.

BS 5 Arrangements for ongoing support are made available to the student prior to transfer from school.

BS 6 With the young person’s consent, the receiving institution is fully informed of his or her needs, ensuring that appropriate resources are available and that hearing, visual or multi-sensory awareness training is provided to staff and fellow students.

BS 7 The qualified teacher for HI, VI and/or MSI, and other involved professionals are invited to the annual review in year 11. In the absence of a statement of SEN the SENCO convenes a meeting to which the above are invited.

11 Handbook of Good Practice for Children with SEN (WAG, 2003)

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BS 8 The Sensory Support Service has regular contact with Careers Wales to ensure that young people with sensory impairment have early advice and intervention from special advisers.

BS 9 The young person is well prepared for the transition through familiarisation visits.

BS 10 The young person has access to appropriate specialist equipment and training, and to a named person on site to provide ongoing assistance and support.

BS 11 There is forward planning for resources to be available before commencement of the course.

BS 12 There are opportunities for regular reviews of support and resources to ensure that the needs of the young person continue to be met effectively.

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Chapter 7 Management, Leadership and Professional Skills

7.1 It is appreciated that service structures within LEAs will vary but the principles upon which these standards are based should still apply.

Quality Standards in Management and Leadership


ML 1 All services for sensory impairment have in place a management structure that enables the organisation of specialist support to be well planned, monitored and evaluated, and well-resourced.

ML 2 The professional oversight and management of the service for HI, VI, and MSI is undertaken by a person with an understanding within the field of sensory impairment.

ML 3 In compliance with the Disability Discrimination Act (DDA), the service manager ensures that training is available for schools on hearing, visual and multi-sensory awareness. This advice should be available to school governors, teaching and non-teaching staff.

ML 4 Delivery of services and allocation of support and resources is based on agreed criteria and is regularly reviewed to reflect changing needs.

ML 5 The LEA has defined clear roles and responsibilities for specialist teachers, teaching assistants, mobility officers and other professionals, which are incorporated into job descriptions that are regularly reviewed.

ML 6 The Sensory Support Service offers advice and support to schools during the recruitment and selection process when appointing staff to work with children and young people with sensory impairment. This could involve assisting with the preparation of a job specification, guidelines for the interview process and attendance at interviews where possible.

ML 7 Evaluation of the effectiveness of service delivery is based on:

• Records of individual pupil progress and achievement.

• Academic achievements.

• View of service users.

• Benchmarking.

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Professional Skills

7.2 All staff, including support staff, need to update their skills, engage in professional dialogue and participate in regular continuing professional development (CPD). Teachers may wish to refer to relevant information provided by the General Teaching Council for Wales (GTCW)12 and BATOD13.

7.3 Teachers who wish to specialise in teaching children and young people with visual, hearing or multi-sensory impairments are required by Regulation14 to obtain a specialist qualification known as MQ. The General Teaching Council for Wales holds details of all teachers who hold the MQ in Wales.

Quality Standards in Professional Skills


PS 1 All teachers employed by the service for sensory impairment, or working within an LEA resource base, have or are undertaking training to gain the appropriate mandatory qualification.

PS 2 All members of the support service for sensory impairment, including specialist teaching assistants, have access to regular opportunities to update and review their professional skills in mainstream and specialist aspects of their work. These are linked to performance management, professional development, visits to other services and access to specialist courses.

PS 3 All teachers who hold a MQ should have the opportunity to pursue further training e.g. an additional MQ, a qualification in Educational Audiology, Mobility training. The LEA has an established, fair procedure for the selection of the most suitable candidate(s) for such training.

12 “Continuing Professional Development - An Entitlement for All” (2002) Professional Development Framework (consultation, 2005) 13 batod.org.uk14 The Education (School Teachers’ Qualification) (Wales) Regulations 2004

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APPENDIX A

Glossary of Terms

Conductive hearing loss Hearing loss caused by interference of any kind in the transmission of sound from the external auditory canal to the inner ear. Many conductive hearing losses can be corrected by medical treatment or surgery. However, a longstanding hearing loss of this type can still have significant implications for a child’s linguistic and educational development.

Educational Audiologist Teacher who holds the MQ (HI) qualification in Educational Audiology at Masters level and who may be employed by schools, health services or LEA advisory/support services.

Intervenor A specialist learning support assistant who works on a one to one basis with a pupil with multi-sensory impairment to enable effective communication, and clear processing of information thus enabling greater access to the environment.

Mobility Officer A qualified instructor with the specialist qualification in mobility training for children and young people. Instruction is normally carried out on a one to one basis.

UNBHS Universal newborn hearing screening is the screening of all newborn babies for deafness within the first few days of birth. In Wales this is delivered through a national programme facilitated by Newborn Hearing Screening Wales (NBHSW).

Objects of reference Objects that represent actions or experience e.g. a plate represents meal times.

QTMSI A registered teacher who has subsequently gained, (Qualified teacher for MSI) a mandatory qualification for multi-sensory

impairment.

QTVI A registered teacher who has subsequently gained(Qualified teacher for VI) a mandatory qualification for visual impairment.

Sensorineural hearing loss Hearing loss caused by malfunction in the cochlea or auditory nerve and which is usually irreversible.

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Support Staff Support staff are employed in a variety of functions in support of teachers and pupils. Such staff may provide administrative support, technical support (e.g. science or ICT technicians), be involved in pastoral care, site management or, midday supervision. The deployment of support staff is a matter for individual schools. Schools and support staff draw up appropriate job descriptions and review them if there are any changes in responsibilities.

ToD A registered teacher who has subsequently gained(Teacher of the Deaf) a mandatory qualification for hearing impairment.

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APPENDIX B

Abbreviations

BATOD British Association of Teachers of the Deaf

BSL British Sign Language

DfES Department for Education and Skills

EP Educational Psychologist

GTCW General Teaching Council for Wales

HI Hearing impairment

INSET Inservice training

LEA Local Education Authority

MSI Multi-sensory impairment

NBHSW Newborn Hearing Screening Wales

NDCS National Deaf Children’s Society

QTMSI Qualified teacher for multi-sensory impairment

QTVI Qualified teacher for visual impairment

RNIB Royal Institute for the Blind

RNID Royal Institute for deaf and hard of hearing people

SEN Special Educational Needs

SENCo Special Educational Needs Co-ordinator

TA Teaching Assistant

ToD Teacher of the deaf

UNHS Universal Newborn Hearing Screening Wales

VI Visual impairment

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APPENDIX C

Self Evaluation Tool

This evaluation tool should result in improved practice and make service providers look more carefully at the quality of the support that they are providing to children and young people with sensory impairment. The following grades are taken from Estyn’s LEA inspection grades for implementation in April 2006:

Grades: 1 = good with outstanding features (***)

2 = good features and no important shortcomings (**)

3 = good features outweigh shortcomings (*)

4 = shortcomings in important areas

How effective is our Assessment and Intervention?

Standard Grade Comment

AI 1 Support services carry out assessment of need, having appropriately trained staff and guidelines in place.

AI 2 The early intervention meets the entitlement of all children and young people with sensory impairment in pre-school, mainstream, resourced provision and special schools, as defined in the SEN Code of Practice for Wales.

AI 3 Ongoing assessments take place to inform appropriate support and future planning.

AI 4 Well structured assessment, with clear aims, are followed by jargon-free reports for parents and schools.

AI 5 Parents and carers are given the opportunity to be involved in the assessment process and encouraged, with support if necessary, to make their contribution. Written parental consent is sought to agree the flow of relevant reports between professionals.

AI 6 The child or young person has appropriate access to a qualified teacher for HI, VI or MSI, consistent with ongoing assessment and review, from pre-school throughout the school years.

AI 7 The assessment identifies appropriate learning resources so that the child or young person is enabled to fulfil his/her potential.

AI 8 There is a procedure in place to ensure that within a week of referral being received, the LEA contacts the family and/or school.

AI 9 Arrangements have been made to offer support to families of children and young people who have been newly diagnosed with sensory impairment.

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AI 10 Children and young people are given the opportunity to contribute their views, with support if required.

AI 11 As part of the process of providing advice during assessment, the contribution from the qualified teacher for HI, VI, MSI contains a clear description of the child or young person’s educational needs.

Overall Grade: 1 2 3 4

How effective is our Service Provision?


SP 1 Children and young people with sensory impairment have equal opportunity to achieve excellence, the highest expectations are set for them and to have their achievements valued in the environment which suits them best.

SP 2 Bilingual specialist teachers are available to support children and young people in all settings.

SP 3 High quality services are supported by strategic policies, effective planning and resource allocation. There is structure which establishes procedures for monitoring and evaluating the services provided for children and young people with a sensory impairment which is consistent with best practice.

SP 4 Services have sufficient qualified staff (who hold the mandatory qualification) to enable services to meet the Welsh Assembly Quality Standards for Sensory Impairment.

SP 5 Staff have clear procedures for communication with partners, parents/carers, school and other agencies.

SP 6 Children and young people with a sensory impairment are Successfully placed and included in a setting that fully meets their needs. The placement, whether mainstream, resource base, special school, a combined placement (involving mainstream and special school) or at home is fully accessible and inclusive.

SP 7 The child or young person has sufficient and suitable learning resources so that they can achieve the best possible standards.

SP 8 Qualified teachers for HI, VI and MSI are available to undertake assessment, monitor and review the progress of children and young people with sensory impairment in generic special schools and units.

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SP 9 Every support service should have access to a qualified Educational Audiologist who should support ToD colleagues in:• Advising LEAs on all aspects of access for HI pupils

to mainstream settings including reference to the Disability Discrimination Act. This will involve the assessment of acoustic conditions and recommendations regarding the use of specialist equipment.

• Planning and delivering in-service training. • Liaising with suppliers of audiological equipment

and appraising the latest resources for use in educational settings.

• Establishing a constructive working relationship with staff in local audiology clinics.

• Promoting the most efficient use of amplification in HI pupils.

• Carrying out joint assessments of pupils with hearing impairment.

SP 10 Every teacher of the deaf should have access to a hearing aid analyser (test box) in order that electroacoustic testing of hearing aids worn by pupils can be carried out on a regular basis.

SP 11 Every support service should have access to a Mobility Officer who should support provision for children and young people with visual impairment and multi-sensory impairment by:• Assessing their mobility capabilities and needs.• Agreeing, implementing and reviewing mobility

training programmes to be conducted in and around the school, their home area and beyond.

• Advise and liaise with parents, school staff, specialist teachers and other agencies and deliver INSET.


How effective is our provision for Pre-school and Early Years?


EY 1 Approaches and strategies adopted reflect and value diversity and respect, and include an awareness of cultural, social, emotional, physical and cognitive needs.

EY 2 Parents/carers are consulted on a programme of support and intervention, taking into account their views and, where appropriate, those of the wider family.

EY 3 Any structured programme of support includes agreed specific targets affected by the sensory impairment.

EY 4 Children with sensory impairment should have regular home visits from the qualified teacher for HI, VI and/or MSI which are flexible to accommodate family routine.

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EY 5 Home visits are in partnership with other early-years services, ensuring trans-disciplinary, multi-agency collaborative working.

EY 6 Parents are encouraged to be active participants in support sessions in the home.

EY 7 Parents and carers are provided with appropriate and impartial information at an early stage and in a suitable format. This should include the role of other professionals, such as voluntary agencies, in providing advice on support, provision and resources.

EY 8 A variety of suitable local pre-school settings is explored, as far as practicable, and attendance at an appropriate playgroup and/or nursery is facilitated. A qualified teacher for HI, VI and MSI is available to support the placement in English, Welsh or sign language.

EY 9 The qualified teacher for HI, VI and MSI works in partnership with other professionals involved with the child to inform the subsequent review on future educational placements.

EY 10 Prior to the child attending pre-school or childcare provision, the qualified teacher for VI, HI and/or MSI liaises with and provides relevant information to all professionals involved with the child.

EY 11 Training opportunities are made available to staff, in all pre-school settings, who are working with children with sensory impairment.

EY 12 Before school entry, liaison takes place with the receiving school to include in-service training as required and advice on adaptation and additional resources.

EY 13 Parents are offered information about appropriate support networks.


How effective is our provision for School Years?


SY 1 The specialist teacher for HI, VI or MSI provides the school with the advice and expertise to enable appropriate access to the curriculum, and ensures that the curriculum is suitably modified to fully meet the needs of individuals. Skills such as tactile discrimination, braille, signing, touch typing are taught systematically so that individuals can work as independently as possible.

SY 2 The qualified teacher for HI, VI or MSI works in Partnership with the child or young person, the school, other relevant professionals, and parents/carers in decision-making and in planning programmes of support.

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SY 3 The service demonstrates the progress of the child or young person with sensory impairment by monitoring, evaluating and reviewing their needs.

SY 4 A qualified teacher for HI, VI or MSI is available to support the placement throughout the school years, in English, or Welsh or sign language.

SY 5 Support staff are appointed as appropriate to enable access to the curriculum.

SY 6 All staff working with pupils with sensory impairment are offered appropriate training and support to increase their competence and their confidence in supporting and including these pupils in their classroom.

SY 7 Where appropriate, the qualified teacher for HI, VI or MSI assesses, monitors and advises on reasonable adjustments and arrangements for internal and external exams.

SY 8 Qualified teachers for HI, VI and MSI work with Careers Wales advisers and, if appropriate, voluntary agencies in preparing the student for transition between phases.

SY 9 Children and young people have access to appropriate specialist equipment and are trained to use it as independently as possible.

SY 10 Where a child or young person is educated in specialist provision outside the home LEA, the placement decision and subsequent monitoring of the selected placement involves a specialist teacher from the home LEA.

SY 11 A qualified teacher for HI, VI or MSI supports the school in the planning and monitoring of work experience placements.

SY 12 The qualified teacher for HI, VI or MSI and other involved professionals attend a multi disciplinary review in year 11.


How effective is our provision for Beyond School?


BS 1 Sensory support staff contribute to the oversight of the transition to post-16 and adult education, working alongside other professionals.

BS 2 The needs of each student are considered on an individual basis and their wishes and views taken fully into account.

BS 3 The consent of the student is sought regarding any programme of intervention and the sharing of information.

BS 4 Prior to the interview and future placement, a detailed assessment of the young person’s need relating to the sensory impairment is made by a specialist teacher for HI, VI or MSI.

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BS 5 Arrangements for ongoing support are made available to the student prior to transfer from school.

BS 6 With the young person’s consent, the receiving institution is fully informed of his or her needs, ensuring that appropriate resources are available and that hearing, visual or multi-sensory awareness training is provided to staff and fellow students.

BS 7 The qualified teacher for HI, VI and/or MSI, and other involved professionals are invited to the annual review in year 11. In the absence of a statement of SEN the SENCO convenes a meeting, to which the above are invited.

BS 8 The Sensory Support Service has regular contact with Careers Wales to ensure that young people with sensory impairment have early advice and intervention from special advisers.

BS 9 The young person is well prepared for the transition through familiarisation visits.

BS 10 The young person has access to appropriate specialist equipment and training, and to a named person on site to provide ongoing assistance and support.

BS 11 There is forward planning for resources to be available before commencement of the course.

BS 12 There are opportunities for regular reviews of support and resources to ensure that the needs of the young person continue to be met effectively.


How effective is our provision for Management and Leadership?


ML 1 All services for sensory impairment have in place a management structure that enables the organisation of specialist support to be well planned, monitored and evaluated, and well-resourced.

ML 2 The professional oversight and management of the service for HI, VI, and MSI is undertaken by a person with an understanding within the field of sensory impairment.

ML 3 In compliance with the Disability Discrimination Act (DDA), the service manager ensures that training is available for schools on hearing, visual and multi sensory awareness. This advice should be available to school governors, teaching and non-teaching staff.

ML 4 Delivery of services and allocation of support and resources is based on agreed criteria and is regularly reviewed to reflect changing needs.

ML 5 The service has clear roles and responsibilities for specialist teachers, teaching assistants, mobility officers and other professionals, which are incorporated into job descriptions that are regularly reviewed.

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ML 6 The Sensory Support Service is offering advice and Support to schools during the recruitment and Selection process when appointing staff to work with children and young people with sensory impairment. This could involve assisting with the preparation of a job specification, guidelines for the interview process, and including attendance at interviews where possible.

ML 7 Evaluation of the effectiveness of service delivery is based on:• Records of individual pupil progress and

achievement.• Academic achievements.• View of service users.• Benchmarking.


How effective is our provision for Professional Skills?


PS 1 All teachers employed by the service for sensory impairment, or working within an LEA resource base, have or are undertaking training to gain the appropriate mandatory qualification.

PS 2 All members of the support service for sensory impairment, including teaching assistants, have access to regular opportunities to update and review their professional skills in mainstream and specialist aspects of their work. These are linked to performance management, professional development, visits to other services and access to relevant courses.

PS 3 All teachers who hold a MQ should have the opportunity to pursue further training e.g. an additional MQ, a qualification in Educational Audiology, Mobility training. The LEA has an established, fair procedure for the selection of the most suitable candidate(s) for such training.


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APPENDIX D

External Reference Group Members

Christine Brunton Association of Directors of Education Wales (SEN)

Nicola Crews RNIB Cymru

Stephen Dart BATOD

Linda Davies Cardiff LEA: Sensory Support Service

Margaret Denholm RNID Cymru

Sue Gray Gwent VI Service

David Heap NDCS Cymru

Wendy Jones Welsh Advisory Group for SEN (WAGSEN)

Paul Montgomery Denbighshire LEA: Sensory Support Service

Norma Moses Rhondda Cynon Taff LEA: Service for H I

Delyth Parris Ceredigion: Service for VI

Susan Rogers Sense Cymru

Eirlys Lamb Welsh Assembly Government, Project Manager

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References and useful documents

A Guide to Appeals: SEN Tribunal (2002)

‘Acknowledging Need’: A survey of Welsh medium and bilingual provision for pupils with SEN in Wales: Welsh Language Board (2001)

Child and Adolescent Mental Health Services: Everybody’s Business: National Assembly for Wales (2001)

Children and Young People: Rights to Action: Welsh Assembly Government (2002)

Disability Discrimination Act 1995: Part 4: Code of Practice for Schools: Disability Rights Commission (2002)

Extending Entitlement: support for 11 to 25 year olds in Wales: Direction and Guidance: National Assembly for Wales (2003)

Guidance on the Inspection of Special Schools and Pupil Referral Units: Estyn (2004)

Guidance on the Education of Children Looked after by Local Authorities: National Assembly for Wales Circular 2/2001 (2001)

Handbook of Good Practice for Children with Special Educational Needs: National Assembly for Wales (2003)

Iaith Pawb: A National Action Plan for Bilingual Wales: Welsh Assembly Government (2003)

Inclusion and Pupil Support: National Assembly for Wales consultation document (2005)

Index for Inclusion: Centre for Studies on Inclusive Education (2002)

Learning Pathways 14-19 Guidance: National Assembly for Wales (2004)

National Service Framework for Children, Young People and Maternity Services in Wales: National Assembly for Wales consultation document (2004)

Planning to Increase Access to Schools for Disabled Pupils: National Assembly for Wales consultation document (2003)

Quality Standards in Education Support Services for Children and Young People with Visual Impairment: Department for Education and Skills (2002)

Quality Standards in Education Support Services for Children and Young People who are Deafblind/Multi-Sensory Impaired: Sense (2004)

Quality Standards in Education: National Deaf Children’s Society (2000)

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Shaping the Future for Special Educational Needs - An Action Programme for Wales: National Assembly for Wales (1999)

Special Educational Needs Code of Practice for Wales: National Assembly for Wales (2002)

Special Educational Needs: A Mainstream Issue: Audit Commission (2002)

Supporting Children with Medical Needs: Welsh Office Circular 34/97 (1997)

The Common Inspection Framework for Education and Training in Wales: Estyn (2002)

The Education of Sick Children: Welsh Office Circular 57/94 (1994)

The Learning Country: National Assembly for Wales (2001)

Wales: A Better Country: Welsh Assembly Government (2003)

Welsh Medium and Bilingual Special Educational Needs: Welsh Language Board (2000)

Documents

Quality Standards in Educational Services · The following quality standards are consequently being published to assist service providers in delivering high quality support for children