Wiltshire Ordinarily Available Provision for All Learners (OPAL)

Staff to work together with other professionals to share strategies and advice to support the child or young person with a hearing needs as advised by Qualified Teacher of the Deaf.

Communication Strategies
Adults should:

• staff to work together with other professionals to share strategies and advice
• be made aware how best to support in school
• have appropriate training
• be aware the CYP may use lip-reading and visual clues to support their hearing. Ensure that they are able to see lip patterns when you are giving instructions; try not to move around the room whilst talking
• deliver instructions clearly and at normal conversational level
• check the lesson content has been heard and understood, particularly when delivering new information, instructions or homework; and/or using unfamiliar vocabulary
• repeat/rephrase pertinent comments made by other members of the class
• be aware that during PE or Games lessons and practical subjects it will be more difficult to follow instructions
• encourage good listening behaviour: sitting still, looking and listening
• enable CYP to have time to respond verbally
• use CYP's name to gain their attention before speaking to them

Early Years Guidance

• Support instructions with a range of alternative communication strategies such as Makaton, objects of reference and visual aids.

The CYP with a hearing need should:

• be seated appropriately with clear view of adult's face and any visual material used
• if the CYP has a unilateral loss - sit at front with better ear nearest to the speaker
• be encouraged to ask when not sure what to do and encourage to access resources independently

Early Years Guidance

• Promote independence by offering an adult led and child led curriculum

Access to the curriculum:

• words spoken on an audio/visual recording may need a person to repeat what is being said, provide written copy and/or use subtitles
• visual reinforcement
• pre and post tutoring to introduce vocabulary and concepts
• apply appropriate exam concessions

Deaf Friendly learning environment:

• carpeting, soft furnishing, rubber feet on the table and chair legs etc. will reduce noise
• CYP should be seated away from any source of noise e.g. window, corridor, fan heater, projector, the centre of the room etc.
• minimise background noise and maintain a quiet working environment, particularly for specific listening work
• visual timetable and use of visual cues i.e. sand timers to support sharing
• appropriate safety and deliver and/or signpost to appropriate interventions
• appropriate evacuation procedures in place
• planned and unplanned breaks as appropriate
• promote positive attitudes towards hearing needs within the school environment
• differentiated activities should reflect CYP individual needs to ensure full access to the curriculum
• access to IT as appropriate

Audiological Management

• staff working with the CYP HI should understand the use of hearing aids, radio aids and any other appropriate equipment; training will be provided by the Hearing Team as required

Social and Emotional Wellbeing

• pastoral support to support social, emotional and mental health
• encourage and facilitate social interactions with peers

• staff to work together with other professionals to share strategies and advice to support the child or young person as advised by Qualified Teacher for the Visually Impaired (QTVI) and/or Habilitation Specialist
• promote positive attitudes towards people with visual needs within the school environment and local communities, with advice from the Vision Support Team
• plan and deliver differentiated classroom activities to reflect student's individual needs and ensure full access to all activities as well as support social, emotional, communication and physical skills
• additional time to complete tasks
• language mediation of visual information which is beyond CYP visual reach e.g. use auditory reinforcements
• post and pre tutoring to ensure concepts are understood
• provide uncluttered space and plain backgrounds to help the CYP person focus on the appropriate object
• provide access to quieter learning environments at times if necessary
• support to promote full social inclusion and to develop social skills
• differentiated and modified visual learning material e.g. recommended print size and font type, decluttered, wider spacing, different coloured paper, modification of task at source
• provision of stationery e.g., bold lined/squared paper, coloured paper, writing slopes, coloured glue sticks
• large print library books and talking books
• bold writing pens
• use of real objects to support concept development and understanding
• access to larger and tactile learning materials e.g. real life objects, tactile maps and globes, VI protractors and rulers
• provide exam access arrangements as advised
• use of ICT for example, iPad connected to whiteboard and electronic books
• reading apps. E.g. Dolphin Easy Reader App
• touch typing and touch typing programme when required to improve recording
• use of magnification and accessibility features in IT/technology. E.g. visualisers, low vision aids iPads/tablets
• support in practical lessons for Health & Safety
• adapted physical activities e.g., brightly contrasting equipment
• line marking and visually friendly environments as per environmental audit and similar interventions suggested by Habilitation Specialist or QTVI
• implement strategies advised by Habilitation Specialist
• take account of mobility needs such as accessing mobility training
• equipment for life skills/curriculum activities e.g., talking scales
• provide additional resources for inclusive play, for example a bell in the ball, so all can play together

Early Years Guidance

• use auditory reinforcements such as voice recorders 

Settings are expected to use their best endeavours to make reasonable adjustments as advised by Physical and Medical specialist teachers, for more info visit  Right Choice: Physical and Medical Needs (opens new window)

The children and young people with a physical disability should:

• have their voice heard and responded to. 
• be included in the discussions around differentiation and adaptations.  
• have appropriate access to their learning environment.

Accessibility within the setting:

• setting to have an ongoing accessibility plan with timely updates and planned work. 
• flexible school policies and expectations to accommodate physical and medical needs.
• appropriate access to the environment such as accessible bathroom, ramps etc. 
• all rooms have suitable seating / table / work surface access.  
• height adjustable or lower tables to be used for subjects such as Science, DT, Art and Food Technology
• timetable rooms or external areas with access requirements considered including alternative social areas. 
• consideration of storage space for equipment.
• setting employer has responsibility for the writing and review of risk assessments, PEEP and relevant plans.
• provide accessible transport and accessible off-site day and residential trips.

Access to curriculum:

• CYP to be fully included in all aspects of school life including PE and off-site trips and residential breaks.
• teachers to plan a fully inclusive curriculum including time for transition between subjects. Relevant risk assessments for practical subjects to allow access. 
• have what the CYP 'can do' as the start point. Use adult support flexibly to promote independence. 
• ensure the CYP has access to any equipment they require such as a laptop, iPad and these are charged and linked to the relevant network with correct accessibility features set up.  
• timetable, where possible, classrooms on the ground floor and reduce unnecessary journeys.
• where appropriate, provide opportunities to integrate therapy programmes as advised. 

Teachers may need to make reasonable adaptations such as: 

• use of technology including voice activation 
• emailing documents to devices in advance
• uploading work online
• providing a copy of documents to reduce writing demands.
• prior differentiation communication with support staff.

Additional Provision:

• appropriate staffing and hygienic toileting facilities that respect the dignity and privacy of the CYP 
• ensure equipment is regularly checked, cleaned and where relevant charged
• staff are trained to use the equipment & the risk assessments are provided and reviewed by setting at least annually
• cleaning protocols of equipment on site
• where relevant, make arrangements to ensure the CYP's personal and dietary needs are met
• clear medication protocol in setting including risk assessments and storage as well as administering
• Trained staff to meet the CYP physical needs such as manual handling, medication administration, therapy programmes
• support internal and external transition
• ensure Personal Emergency Evacuation Plans as well as Toilet Management Plans are in place when relevant
• setting to accommodate medical appointments and surgery by attendance at meetings, alternative work, extension of deadlines
• engagement with relevant professionals and external educational providers such as MNERS

Social and emotional wellbeing:

• pastoral support for social, emotional and mental health
• encourage and facilitate social interactions with peers
• close liaison between home and setting to promote well-being
• seek the CYP views about their inclusion in special events and school trips, to ensure all anxieties and barriers are discussed and removed

Early Years Guidance:

• staff to work together with other professionals to share strategies and advice to support the child
• staff need moving and manual handling training as required
• appropriate use of support equipment e.g. standing frames, walkers, wheelchairs, protective helmets, high low tables, in line with advice from therapists
• put in place accessibility planning and appropriate risk assessments
• provide accessible toilet and changing facilities 
• staff have appropriate training to meet physical needs
• Children have access to adapted equipment to access specific aspects of the setting and the curriculum e.g. cutlery, crockery, scissors

Settings can access the Physical and Medical Right Choice section for support and advice by visiting: Right Choice: Physical and Medical Needs (opens new window)

The CYP with a severe medical need should:

• have their voice heard and responded to
• be included in the discussions around differentiation and adaptations
• have appropriate access to their learning environment

• have medical interventions integrated into the school day with minimal disruption to their curriculum learning

Accessibility within the setting:

• setting to have an ongoing accessibility plan with timely updates and planned work
• provide an appropriate space for medical/hygiene intervention
• flexible school policies and expectations to accommodate physical and medical needs
• timetable rooms or external areas with access requirements considered including alternative social areas
• consideration of storage space for equipment
• setting employer has responsibility for the writing and review of risk assessments, PEEP and relevant plans
• provide accessible transport and accessible off-site day and residential trips

Access to the curriculum:

• CYP to be fully included in all aspects of school life including PE and off-site trips and residential breaks
• teachers to plan a fully inclusive curriculum including time for transition between subjects; relevant risk assessments for practical subjects to allow access
• have what the CYP 'can do' as the start point. Use adult support flexibly to promote independence
• teachers may need to make reasonable adaptations such as:
  Use of technology including voice activation
  Emailing documents to devices in advance
  Uploading work online
  Providing a copy of documents to reduce writing demands
• prior differentiation communication with support staff
• ensure the CYP has access to any equipment they require such as a laptop, iPad and these are charged and linked to the relevant network with correct accessibility features set up
• timetable, where possible, classrooms on the ground floor and reduce unnecessary journeys
• where appropriate, provide opportunities to integrate therapy programmes as advised
• support internal and external transition

Equipment/ medication and health management:

• clear medication protocol in setting including risk assessments and storage as well as administering
• appropriate staffing and hygienic facilities that respect the dignity and privacy of the CYP
• identify staff and a process to ensure all medication and resources are on site and to request more supplies from home, as needed
• staff are trained to administer the medication/procedure and the risk assessments are reviewed by setting at least annually
• setting to liaise with the health professionals providing the training and consider staff consistency
• staff should follow the CYP's care plan
• ensure Personal Emergency Evacuation Plans as well as Toilet Management Plans are in place when relevant
• setting to accommodate medical appointments and surgery by attendance at meetings, alternative work, extension of deadlines
• engagement with relevant specialist professionals and external educational providers such as MNERS
• staff to be trained and aware of bereavement policies, where appropriate

Social and emotional well-being:

• pastoral support for social, emotional and mental health
• encourage and facilitate social interactions with peers
• close liaison between home and setting to promote well-being
• seek the CYP views about their inclusion in special events and school trips, to ensure all anxieties and barriers are discussed and removed

Early Years Guidance:

• regular home and setting contact when/if children are not able to attend, to maintain 'sense of belonging' with peers and the community

Early Years Guidance:

• Gain more information on the child's sensory profile by completing the Sensory Intergration Questionnaire.
• Provide individualised planning to meet any identified sensory seeking or aversion. 
• Use the SPARK-EY and SWASS documents to support any identified sensory need.
• Provide sensory chews where appropriate. 
• Consider making adaptations to the learning environment to support any identified sensory need. 
• Consider the use of ear defenders for children who are sensitive to noises and sound. 
• Provide opportunities for the child to meet sensory experiences through movement. Eg. swinging, hanging upside down or rocking. 
• Consider using a wobble cushion. 
• Sensory fidget toys encourage focus, help to reduce self-stimulatory behaviour and can help to calm and reduce stress.
• Consider the child's clothing and make adjustments in response to the child's needs.