Last updated: September 2024
Introduction
This policy outlines the procedures for assessing visually impaired (VI), hearing impaired (HI) and dual sensory loss children and young people (CYP) in Portsmouth.
Principles
The purposes of an assessment by the Vision and Hearing Team is to:
- Gain an understanding of the child or young person’s needs, identify targets for their progress and support the planning and review of the effectiveness of teaching and the help and support they require.
- Establish a baseline set challenging but realistic targets with particular focus on developing language and literacy and promoting access to the curriculum and independence in learning.
- Identify the support/provision required to address the needs and meet targets for their progress.
- Identify the reasonable adjustments required under the Equality Act 2010 to ensure the child or young person is not placed at a substantial disadvantage when accessing teaching and learning or participating fully in the life of the education setting.
- Monitor progress and evaluating the effectiveness of the teaching and other education, health and social care.
(NatSIP Quality Standards for Sensory Support Services in England June 2016 Edition)
When do the VHT carry out assessment?
We work in line with the NatSIP eligibility criteria and frequency of assessments will be guided by this as well as the professional judgement of the Qualified Teacher.
- On initial referral to the team for Year R to Post 16.
- To provide a report for an annual review.
- To write an Appendix F to support the Education Health and Care Plan process.
- For early years children, a report will be written when the child transitions to school or to an early years setting.
- At transition, when a child or young person is starting in a new education setting or adult service. The service will provide information on their assessed needs within four working weeks of the new educational setting being allocated to the child or young person or adult service being provided.
- To monitor the impact of the SI. The progress of the child or young person is monitored to ensure the assessment information is up to date.
- If there are concerns regarding progress and/or it is evident that they are experiencing difficulties in particular areas of development, despite appropriate support and interventions.
Assessment Procedures
- Planning: Assessment methods will be planned collaboratively considering the child’s specific needs, sensory loss, age, preferred communication mode, and the skills/knowledge being assessed.
- Alternative Assessments: Alternative assessments may be used in place of, or in addition to, standardized tests if they are not appropriate for the child’s needs. These could include observations, information gathering from parents, settings and other professionals.
- The service ensures that effective use is made of information from Audiologists and/or other health professionals and from national assessments.
- Communication: Open communication will be maintained with parents/carers regarding the assessment process and results. A copy of the report will be sent to parents/carers, settings and other professionals in accordance with GDPR and consent.
- Small step assessments are used to monitor progress of those children and young people with significant learning needs. Expectations of such learners are high and are informed by an understanding of how their other needs can impact on learning and progress.
- VHT Early Years Assessment Protocol for HI and VI guides Birth to Year R-1 children assessments.
What does an assessment look like?
- Timings are arranged with the education setting or family if a home visit is appropriate.
- The CYP is usually withdrawn to a quite area in a setting, often with a Teaching Assistant or member of school staff to provide further information. Standardised and non-standardised assessments and conducted (Appendix for examples of assessments).
- The assessments are conducted sensitively, in pace with the CYP and in a way a CYP can best access them.
- CYP are tested in accordance with their developmental age rather than chronological age.
- Observations are also used to inform assessment e.g. in class or the home.
- Discussions with CYP, parents, other professionals (e.g. Ophthalmologist, Audiologist and Portage) and setting staff (in line with given consent) will also inform assessment.
What do the VHT do with the assessment information?
- Assessment reports will be written and will be clear, concise, and free from technical jargon.
- Reports will be distributed to Business Administration with the aim of the report to be distributed within 10 working days of visit.
- Reports will be shared in accordance with consent and in line with VHT Data Privacy and GDPR regulations.
- Reports will detail and explain:- (if appropriate)
- Nature of the sensory impairment.
- Impact on learning, independence (e.g. mobility and life skills) social and communication skills and other skills as appropriate.
- Assessments (formal and informal e.g. observations and discussions with others) used, readings/findings.
- Strengths and needs of the CYP.
- Recommendations for support and interventions.
- Clear achievable targets and outcomes.
- If appropriate, signposting and referrals to other agencies and professionals will be identified.
Records of Contacts will be written for more informal assessments e.g. observations and discussions only and will form part of the ongoing monitoring of provision, CYP progress and need.
Professional Development
The team is committed to ongoing professional development to maintain expertise in working with VI, HI and dual sensory loss CYP, including assessment practices.
Review
This policy will be reviewed periodically and updated as needed to reflect best practices and legal requirements.
Appendix
Examples of assessments
Functional Vison Assessment
- Near Kay Single pictures
- Distance Kay pictures
- Crowded kay picture and letters
- Peripheral/Visual Field tests
- Colour Vision Testing Made Easy, Quick 6 test
- Print size Mc Clure and Kay letters
- Visual discrimination based on
- Cardiff Cards
- CVI questionnaire (Ophthalmologists)
- Waggoner Colordx for colour deficiencies
- Cerium overlay testing set
- Visual discrimination tasks both black and white and colour
- Ishihara test for Colour Deficiency
Hearing Assessments
Children to be tested according to their hearing and developmental level, rather than chronological age.
Preschool (0-4)
All testing to be carried out through observation and play
Ling Sounds to be tested using toys and objects (hearing and expression)
Observing children’s preverbal and early listening skills (possibly using a checklist in Early Communication book)
Electronic books to test sound discrimination
Tests to be used:
- McCormick Toy test
- Renfrew word finding (post 3y6m)
- Monitoring protocol
- Detail Profile (Birmingham Profile)
Primary
Ling Sounds to test hearing aids and other electronic aids
Test to be used:
- Mc Cormick toy test (YR only)
- Renfrew word finding (expressive language)
- Renfrew action picture test (comprehension)
- BPVS
- ACE (5-11)
- Bracken
- Speech discrimination test
- AB Speech list
- Manchester junior
- BKB (speech discrimination at sentence level)
- Life (self-assessment tool)
Secondary
At this stage, for children at a developmentally appropriate age, assessment moves away from language assessments and towards hearing and the pupil’s perceptions.
- BPVS
- Life Survey
- NDCS transitioning to Secondary (self-assessment)
College
NDCS college book (self assessment)
