| SKILL | WHAT TO DO Identifying and supporting need | ASKING FOR HELP Starting Assess, Plan, Do, Review | WHEN MORE HELP IS NEEDED Targeted support |
| Vision Impairment (VI) | Individual child: Concerns about a child’s vision should be raised with parents/carers and a referral should be made to the local Orthoptist and Visual Impaired (VI) team. Information to aid understanding of vision impairment should be shared with parents/carers and staff. Develop Early Years practitioners’ awareness of the child’s needs, SEND guidance, specialist support and available resources. Early Years practitioners to be aware that the child may be experiencing visually related learning difficulties andprovide support to enable them to plan appropriately. Information relating to learning and play, social inclusion, mobility and independence and appropriate Early Years settings can be found at RNIB. Incorporate ideas for the inclusion of children with sight loss in Early Years settings, using the Early Years Foundation Framework. Development of a one-page profile which is shared with all Early Years practitioners. Assessment by Qualified Teacher of children with Vision impairments (QTVI) and report distributed to key Early Years practitioners. Recommendations of the report implemented in the setting to enable full inclusion within the setting. The Early Years setting must monitor progress in this respect. Learning materials must be selected and prepared for their clarity. Make basic adaptations to activities and materials to facilitate access for a visually impaired child e.g. oral descriptions of visual materials, saying child’s name before asking question. Information about adapted resources is available at Sight Advice. Low level adjustments may need to be made to activities e.g. reducing length of visual tasks. Break up visually demanding tasks with other activities. Standard adjustments advised include: Non cursive, bold size 14 font Increased letter spaces Clear images in books Use of high contrast colours e.g. cream background and black text (in print and on screen). ICT is used to increase access to the curriculum, where appropriate e.g. iPads for reading. Use of information relating to a range of resources and agencies, within the Local Authority and the wider community e.g. Victaparents and Look UK and RNIB. Involvement of parents/carers and provision of information relevant to them e.g. using resources available at RNIB, Guide Dogs. Considerations for good transitions between rooms, and how to plan and prepare for these e.g. opportunities to walk with an adult, repeating the process, moving towards more independence, talking the child through the route, noting key points, textures or space to feel for. Development of a transition plan for children starting pre-school or moving between Nursery and Reception. An example plan can be found at Twinkl. | Early Years practice which facilitates access to the Early Years Foundation Stage (EYFS) curriculum, social and emotional development and participation. Draw upon information contained within specialist websites, such as RNIB. Development tracked using the Oregon Project or Developmental Journal for Children with Visual Impairments. The school/Early years setting must access specific Visual Impairment (VI) related training provided by the Visual Impaired (VI) team. Ongoing assessment, advice, support, monitoring and training from a Qualified Teacher of the Visually Impaired (QTVI), up to 6 hours annually. Early Years practitioners must implement advice as suggested by the Qualified Teacher of the Visually Impaired (QTVI). Provide access to a quiet space for Visual Impaired (VI) teacher to work with the child. Curriculum plan reflects levels of achievement and must include an individually focused Play Plan. Teaching methods based on experiential and tactile learning with a strong verbal emphasis, which facilitate access to the curriculum and participation. Opportunities for individual and smallgroup work. Opportunities for explanation, and exploration of resources before they are used in an activity e.g. through pre-teaching. Specific interventions may be necessary, and advice should be followed from Qualified Teacher of the Visually Impaired (QTVI). Opportunities for group interventions to develop social inclusion with peers e.g. Circle of Friends. Environmental adaptations must have attention to seating and lighting in the setting. Accessibility of outside environment including edges clearly marked. Access to equipment, including the use of iPad, as necessary. Further information about assistive technology can be found at Sight Advice, Living Made Easy. | Home visits as necessary, ongoing support for parents/carers and training to be attended. Qualified Teacher of the Visually Impaired (QTVI) liaison with the local Eye Hospital. Qualified Teacher of the Visually Impaired (QTVI) to make referral to a local Low Vision clinic. Parents/carers to use the Developmental Journal for Children with Vision impairments. Opportunities for the child, parents/carers to meet other children with Visual Impairment (VI) in the local area (e.g. Henshaw’s). Visual Impaired (VI) team to attend all planning and review meetings. Ongoing assessment, teaching, advice, support and monitoring from a Qualified Teacher of the Visually Impaired (QTVI), to work with the child, their family and with Early Years practitioners. Allocated key person with time to adapt resources, attend training and conduct individual work. Regular planning sessions between Qualified Teacher of the Visually Impaired (QTVI) and key person. Planning based on previous visual performance and/or prognosis of possible changes. 30 hours (20 annual sessions) from a Qualified Teacher of the Visually Impaired (QTVI) to provide all the teaching and support outlined above. Advice, assessment, teaching, support and programme of work from Mobility Officer regarding mobility and independence skills; frequency based on assessed need, block of work equivalent to weekly contact. The report written by a Qualified Teacher of the Visually Impaired (QTVI) in conjunction with the Mobility specialist will be shared with all stakeholders and will include information as outlined in the universal offer. Staff member to become a Vision Champion within the setting by completing a training course offered by the Sensory Support Team or companies such as Positive Eye. Training for staff on Cerebral Vision impairment (CVI) along with implications for learning and necessary resources. Input from a Qualified Teacher of the Visually Impaired (QTVI) to work with the child and with Early Years staff, and to facilitate contact with parents/carers, as above. Access to assistive technologyand equipment such as an iPad, a Brailler etc. Access to Visual Impaired (VI) team technician, as appropriate. Opportunities for tactile exploration of the environment and resources. Pre and post tutoring of activities. Presentation of learning materials in alternative formats, including Braille, tactile diagrams, audio and speech. Staff to facilitate a pre-Braille learning programme as advised by the Qualified Teacher of the Visually Impaired (QTVI). |