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Assessment, identification and monitoring

The senior leadership team should ensure that:

  • There are procedures in place for the senior leadership team to assess how effectively staff are meeting sensory needs, for example learning walks, drop-ins and classroom observations.

  • There are whole school assessments, tracking and target setting procedures in place across the curriculum for all children/young people that allow staff to identify any children not achieving or making the expected progress as early as possible. 

  • There is a whole school system in place to further assess whether sensory needs are barriers to learning. 

  • There are processes in place to monitor and record identified children’s progress more closely such as Pupil Progress Reviews and Individual Support Plans using the principles of Assess, Plan, Do, Review which includes the views of teachers, parents and the child/young person.

  • Children/young people with HI make at least expected progress.

  • Children and young people are aware of who to approach in lessons and around school  to seek help themselves. 

  • Parents/carers know who to approach in school if they have concerns or information regarding their child’s sensory needs.

  • There are processes in place in school for sharing information with all relevant staff regarding individual children/young people’ s hearing impairment, including supply staff.

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