Aspect / Threshold Criteria / Evidence from setting/other / Checklist
Long term, complex and low incidence need / CYP will only be considered for an EHC Needs Assessment if they are diagnosed with:
  • Sensory disability (e.g. visual/ hearing)
  • Physical impairment
  • Medical need
These are likely to be ongoing and/or permanent and have significant implications for access and learning, affecting at least four of the following areas:
  • Communication and speech (for hearing impairment all of the following areas need to be evidenced by a Speech and Language Therapist: speech discrimination, speech intelligibility, comprehension and expression)
  • Visual skills and strategies (for visual impairment an assessment of visual functioning by a specialist teacher or other relevant professional needs to be evidenced)
  • Mobility skills (including fine and gross motor)
  • Environmental access
  • Orientation skills
  • Curriculum access
  • Academic progress
  • Social and emotional development
  • Interpersonal skills
  • Independence
/ Essential / A medical letter stating the diagnosis/difficulties. / [ ]
Relevant records of involvement and review over a six month period from Specialist Teachers and/or Speech and Language Therapists with evidence of implementation and impact of strategies. / [ ]
Where appropriate the above records should include an environmental or sensory assessment, providing specific examples of the significant difficulties the CYPis experiencing. / [ ]
A summary of qualitative information, e.g. gained from observation over two terms. / [ ]
Evidence must include CYP’s views[1] about the challenges s/he experiences. / [ ]
If available / Formal assessment gained either by teacher/relevant school staff or external professionals, e.g. WNV, FACT/FACT Plus[2], BAS 3 (relevant subtests), NEPSY, WISC 4. List the assessment, who completed it, when, and the score/level. / [ ]
CYP with significant sensory and/or physical impairment are normally identified at pre-school. However, some conditions may occur suddenly or develop later and require a high level of intervention and support, e.g. brain injury, retinitis pigmentosa, muscular dystrophy, adrenoleukodystrophy.


Interventions and support /
  1. Additional support from school/ setting in place above and beyond the first two levels of the Graduated Approach[3].
  2. Use of technologies, modification of texts or support from communicator (e.g. radio aid systems, braille, specialist teaching assistant).
  3. Setting has initiated parent/ carer and CYP involvement and gained their views.
  4. CYP requires personalised support for 50% or more of their time in setting.
/ Essential / EY: timetable of support including cost showing how the Inclusion Grant is being used. / [ ]
S/CA: Timetable of support including costings to demonstrate use of Element 2 (delegated SEN funding) and Element 3 funding (if appropriate, high needs) to meet the Graduated Approach – targeted and personalised levels. / [ ]
Information regarding environmental adaptations/ modifications. / [ ]
Information about how equipment is used to support CYP. / [ ]
Evidence of parent/carer and CYP involvement (REHC2b, REHC 3). / [ ]
Evaluation and progress / Detail of progress with evidence of it being monitored and evaluated:
  • Use of Plan, Do, Review cycle
  • Recorded on outcome focused tools such as provision maps or IEPs.
/ Essential / CYP’s record showing short-term outcomes and evidence of at least two reviews over a six month period. To include evidence of changes of outcomes and support made as a result of first review. / [ ]
EY: developmental levels or attainment measures EYFS tracker (REHC 6). / [ ]
S/CA: curriculum levels or attainment measures (REHC 5).
Demonstrate the impact of interventions and support.
Advice from external agencies / If appropriate relevant professionals consulted with dates and specific advice. / Essential / Recommendations shown to be in place and reviewed with relevant professional(s). / [ ]
Social factors addressed / Relevant information about home and setting factors e.g. attendance, relationships, family structure, strengths and challenges. / Essential / List relevant information about support the CYP and/or family are receiving e.g. Children’s Centres, Children and Family Practices, Children and Disability Team, Social Worker. / [ ]

Glossary

CYP child and young person; EHC Education, Health and Care; EY Early Years; FACT First Assess Communication Tool, profile of CYP’s speech, language and communication needs (SLCN); FACT Plus profile of CYP’s social interaction and communication needs; IEP Individual Education Plan; REHC Request for EHC needs assessment form which is sent out by the SEN Casework Team; S/CA School or College Age; WNV Wechsler Non Verbal; WASI-II Wechsler Abbreviated Scale of Intelligence – Second Edition; BAS3 British Ability Scales Third Edition; NEPSY-IIA Developmental NEuroPSYchological Assessment;WISC-IVUK Wechsler Intelligence Scale for Children – Fourth UK Edition.

[1] Where CYP is not able to give their direct views, these can be gained through observation by key adults who know them well.

[2]From hyperlink select document from list on left hand side of page.

[3]From hyperlink select document ‘Supporting children and young people through a graduated approach’