NORTHUMBERLAND SENSORY SUPPORT
TEAM DEVELOPMENT PLAN 2013 - 14
Sensory Support recognises that, with the right training, strategies and support in place, the majority of children and young people
with sensory impairments can and should be successfully included in mainstream education.
It is against this backdrop that the following Team Development Plan has been produced. The priorities in this plan reflect our
ambition to intervene early and work closely with families and professional colleagues to enable children and young people with
sensory impairments (SICYP) to achieve at school/setting/college, and ultimately make a successful transition into adulthood.
[1]
Theme: Narrowing the Gap/Connected Services
Action
Progress Milestones
Outcomes
Who/When
Monitored
By:
Support educational settings to
meet the needs of SICYP in the
context of a reduced reliance on
Statements of SEN and introduction
of the EHCP

Increase SS awareness of current legal frameworks
and the expected impact of forthcoming changes
Increase SS awareness of Ofsted criteria for SEN
ALL
Autumn term
2013
SC/JW


Ask ‘How well are schools meeting the needs of
SICYP?’ – picture of county
SS staff familiarised with Children and
Families Bill, Section 3 (SEND) /
Indicative regulations /Indicative SEN
CoP/county AN Review and
Implementation Plan/ Ofsted criteria for
SEN

Develop mechanisms for evaluating

Compile a list of ‘expert’ schools willing to share good
practice
Service user audit completed and
responded to
Summer
term 2014

Record uptake of INSET on new service database

Working party established to review /revise
School/Service Protocol /list of minimum standards
List of ‘expert’ schools compiled and
school colleagues encouraged to
share good practice
List of ‘minimum standards’ for schools
Working
party
JP/JS/AB/SC
/IR

Trial revised protocols with HT/SENCOs within a wide
range of settings
LL/DA
support

Research feasibility of school/pyramid/HT/SENCO
training via leaflet with September letter to schools
and find ways to promote (engaging SENCOs with
delivery of training) – consider twilight sessions
Clear guidelines provided to schools
around support provision and use of
LSA
Database established to record uptake
of INSET to schools (all schools)
SC July 2013
Repeated
July 2014
School / Service protocols reviewed
and updated with HT/SENCO
engagement
Protocols
completed by
Summer
2014
Improved training delivered to VI LSAs
KC/BJD
Training planned and promoted for
HT/SENCOs
Training
planned for
Autumn term
2014 ALL

Explore joint training HI/VI possibly with other SEND

Clarification to schools around support provision (VI)

Improve VI LSA training

Checklist for CTs for individual SICYP
[2]
Risks of not achieving the outcomes
Risk management strategies to
ameliorate the impact of the risk
Reduced capacity/inconsistency of schools / settings to
meet the needs of SICYP, particularly those without
statements of SEN and resulting in high impact of SI on
access to curriculum
SS to work in collaboration with schools
to ensure ‘ownership’ of protocols
Failure of schools/settings to engage with INSET and
unaware of what ‘good practice’ looks like
Excessive / inadequate demand for HT/SENCO training
LSAs in schools not used optimally to meet the needs of
SICYP
Record maintained of training offered
and level of demand
Analysis of audit of parental views re:
school / setting capacity to meet needs
OFSTED criteria for SEN focus for
training and training marketed
effectively
Achievement gap increases
Action
Progress Milestones
Outcomes
Who/When
Monitored
By:
Support educational settings to
meet the needs of SICYP in the
context of a reduced reliance on
Statements of SEN and introduction
of the EHCP

Familiarise with Children and Families Bill, Section 3
(SEND) / Indicative regulations /Indicative SEN
CoP/county AN Review and Implementation Plan
Effective input to the development of a
county single plan that is fit for purpose
SC
April 2014
JW

Research pathfinders documentation/NatSIP /Early
Support guidance
SS staff upskilled in key working and
person centred planning
ALL
Summer ‘14

Agenda item for discussion with SS Team/NERHoS
(Heads of Sensory Services)/CHSWG (multi-agency
group involving parents, education, health and social
care professionals)
SS and individual staff CPD record/files
And ½ termly supervisions
ALL
Begin
Autumn 2013

Engage with Vulnerable Groups management team
task & finish to develop thinking around the EHCP

Staff attendance at county training on key Working
and Person Centred Planning

Follow up within-team skill sharing

Trial draft plan with SICYP and feedback to managers

Input to county development
of an LA EHCP
[3]
SC
Risks of not achieving the outcomes
Risk management strategies to
ameliorate the impact of the risk
Reduced capacity to identify and meet the holistic needs
of SICYP
SS to continue to use NatSIP Eligibility
Criteria to ensure support is needs led
Reduced capacity to support families
SS to continue to act as advocates for
SICYP
Failure of professionals to engage with the new plan
SS to continue to provide quality
support to SICYP and their families
SS to continue to provide quality
training into schools and for LSAs
SS to engage with colleagues both
within and outwith the authority to
promote engagement with the single
plan (e.g. health professionals/school
colleagues)
Action
Progress Milestones
Outcomes
Who/When
Monitored
By:
Ensure SS practice is the best it can
be and that staff health and safety is
a high priority


Service practice improved. Evidenced
by:
 SICYP achievement - contribution
to NatSIP Outcomes Benchmarking
 Service Audit
 Trainee ToD (s) make good
progress
 Staff CPD logs maintained (group
& individual)
 ½ termly supervisions/e-learning
and termly review of CPD folders
Spring 2014
SC/JW
Quality Standards
Staff possess an excellent level of
knowledge and expertise and have
an excellent understanding of the
nature of CYP’s needs and are able
to provide appropriate advice and
strategies


Staff are always encouraged and
afforded time to contribute to team
development and improvement


The service always acknowledges
and celebrates the contribution of
staff to its success


Ask, ‘What makes an excellent ToD/ToB/LSA?
Trainee ToD input & reference to standards /
competencies/self appraisal
Share NatSIP case studies as exemplars of good
practice
Share / review current practice
o Film of HI work
o Shadowing scheme to share excellence
o Agenda item discussion
o In-house support to trainee ToD (s)/LSAs
o Reciprocal relationship with course tutor at
Manchester University (input to ToD training)
CPD data to ensure all keeping abreast of specialism
½ termly supervisions established and termly review
of folders
e-resources reviewed/refreshed
Review lone working protocols
[4]
M Drive resources rationalised
Summer
term 2014
Established
Sept 2013
ALL
Risks of not achieving the outcomes
Risk management strategies to
ameliorate the impact of the risk

SS will ensure that all pupil data is
analysed to identify CYP at risk of
failure and strategies to support
implemented
Mechanism established to identify
underperforming educational settings
Risk assessment undertaken and
strategies in place to promote safer
working



Increase in the number of SICYP who fail to achieve
their potential
Increase in the gap between SICYP and overall
population
SS fails to contribute to school improvement
Staff at risk when fulfilling duties
Action
Progress Milestones
Outcomes
Who/When
Monitored
By:
Effective use of FM systems in
real world settings

All HIC who are identified as benefitting
from an FM system equipped and using
effectively
CS/IR
SC






Research methods of evaluating the impact of noise
on HIC
Investigate current use of FMs both within and outwith
the classroom – HIC feedback
Identify gaps in use
Review criteria for provision of FM
Promote effective use
o Review/revise INSET to educational
settings
o Provide information for supply teachers
Review/revise policy if necessary (updated 2012)
Dovetail with work on HIC with complex needs to
monitor use of amplification by the child
Clear guidance available for all
classrooms
Best practice secure around FM use in
educational settings
Fit for purpose policy document
HI checklist for monitoring use of
amplification
Risks of not achieving the outcomes
Risk management strategies to
ameliorate the impact of the risk
HIC will fail to access the curriculum and subsequently not
achieve their full potential
Intelligence from specialist assessment
pupil data analysed and HIC at risk
identified and supported
[5]
Completed
summer
2014
NT/AB
Action
Refresh Philosophy for Children
(P4C) practice as a means of
promoting pragmatic
development/critical thinking skills
Progress Milestones
Outcomes
Who/When
Monitored
By:

Staff upskilled and confident in using
P4C with HIC
Bank of resources available
Individual pupil’s IP targets achieved
Pupil pragmatic skills enhanced as
evidenced by Pragmatics Checklist for
high achieving students
JP/CS/KA
SC


Share good practice currently available within the
team through meeting time and shadowing
External support to team / regional teams
Review and development of resources for P4C
Risks of not achieving the outcomes
Risk management strategies to
ameliorate the impact of the risk

Opportunities to share good practice
available
Staff supported in development
Increased staff focus on pragmatic
development for all HIC receiving
regular support
Employment of Pragmatic Checklist for
high achieving YP

Staff lack confidence to work in a less didactic fashion
so HIC will fail to attain the necessary skills for critical
thinking
HIC may achieve at a high level but still fail to develop
good pragmatic skills
Completed
summer
2014
Action
Progress Milestones
Outcomes
Who/When
Monitored
By:
Responding to literacy outcomes
from specialist assessment, review
current practices and develop
assessment measures







Literacy outcomes improved
Data recorded, analysed and outcomes
shared
Practice enhanced
AB/JB
SC

Staff attendance at relevant training
Share good practice around reading
Resources to support practice
Conduct a trial of the new <7 reading assessment
Roll out use within team
Review / revise core assessments
Review/revise documentation to record individual
assessment results and spreadsheet for collating data
Add standardised assessment to data collection
[6]
Completed
summer
2014
Risks of not achieving the outcomes
Risk management strategies to
ameliorate the impact of the risk
Failure of HICYP to fulfil their reading potential
Team focus on reading and the
promotion of associated skills
Action
Progress Milestones
Outcomes
Who/When
Monitored
By:
Review / revise systems for data
collection



All data analysed to identify
underperformance
SC/NT/BJD/
KC/KJ/DA
SC/JW



Review current systems
Secure practice around data collection
Explore documenting evidence of the impact of
interventions for VICYP
Increased analysis and evaluation of national
measures and specialist interventions
Publication of data on outcomes
Increased profiling; case studies as exemplars of
good practice
Improved use of data to target services
Improved recording of impact of service
Case studies, as exemplars of good
practice, shared nationally
Risks of not achieving the outcomes
Risk management strategies to
ameliorate the impact of the risk
Failure of SICYP to achieve their potential
Efficient analysis of data to identify
underperformance and strategies to
improve support implemented
Failure of SS to focus support to the greatest areas of
need
[7]
Completed
by summer
term 2014
Theme: Early Intervention
Action
Progress Milestones
Outcomes
Who/When
Monitored
By:
To improve the quality of information
provided to the parents/carers of
HICYP, in particular those managing
a diagnosis of deafness, regardless
of the age of the HICYP

An easily accessible comprehensive
resource for all staff to use with the
families of SICYP, divided into topics
Complete by
Summer 2014
NT


To ensure equality of
access/consistency in provision of
support and guidance to families


Completion of the cataloguing of resources
currently being used successfully
Design a template folder (electronic and hard
copies) of ‘lessons’ within topics for use with
families of HICYP
Create a catalogue of activities/session plans for
VI advice to schools/parents and for use with preschoolers being assessed using the EY
Developmental Profile for VI.
‘Lessons’ on topics designed, incorporating
signposting to other sources of information
Documents/links to be made available via the
website
Risk management strategies to
ameliorate the impact of the risk
Parents/carers of HICYP not diagnosed at pre-school
phase will not have equal access to support/guidance
‘Lessons’ can be made available to all
families regardless of school phase in
order to ensure a baseline level of
understanding
Progress Milestones
Outcomes
[8]
NT/JB/SW/AD/JS
/AB/EH
KC/KJ
Improvements in outcomes for SICYP
as families are provided with
consistent, comprehensive information
to support their understanding of
hearing loss and its implications
Risks of not achieving the outcomes
There may be inequalities as provision of information is
staff dependent
Action
All documents accessible/jargon free
and produced to fit with style guides for
the SSS
Who/When
Monitored
By:
To improve consistency in
supporting the families of pre-school
children with regard to facilitating
early language and communication
development


Gathering and reviewing relevant resources from
within the Service
To encourage family centred
approach to developing emerging
skills in HICYP

Collating extracts of DVD footage across a range
of themes to be included in resource bags eg
illustrating AV techniques, examples of good
practice, activities, observing listening behaviour
etc
Improved confidence for families in
providing relevant experiences for their
HICYP children to optimise language
potential

Set of resource bags complete
Further useful resources for use with
HICYP with complex needs

Staff attendance at other relevant CPD
Additional training provided by SALT SIG –
Lyndsey Allen / Early Support
Staff upskilled in early support
Improvements in outcomes for HICYP
as families are provided with
consistent, comprehensive information
to support their developing skills in
managing deafness
Pre School Team:
NT
NT SW JB AB
AD EH
Risks of not achieving the outcomes
Risk management strategies to
ameliorate the impact of the risk
Inconsistency of support depending on individual
teachers
Variability in outcomes for HICYP related to Service
provision rather than other factor
All staff involved with pre-school
children to be involved with the
design/completion of the resource
bags
Action
Progress Milestones
Outcomes
Who/When
Monitored
By:
To develop a ‘small steps’ monitoring
tool for use with children with
complex needs which will assist
parents/carers in identifying progress

Clear, realistic and positive
contributions to be made to the EHC
Plan for children with complex needs
Summer 2014
SC
Complete evaluation of developmental profiles in
the areas specifically of communication, attending,
listening, vocalising and use of hearing

Create a monitoring profile which celebrates
achievements of small steps

Consider any impact of the new Early Support
Materials for 0-1
Risks of not achieving the outcomes
Risk management strategies to
[9]
NT/AB
ameliorate the impact of the risk
Parents/carers are demoralised at lack of progress
using standard assessment tools
Careful support and guidance, and
trialling of ‘small steps’ documentation
Progress may appear to be negligible over time,
therefore target setting may be difficult
Theme: Connected Services
Action
Improve transparency, good
communication and shared
understanding between agencies to
ensure available support is
understood and accountability is
clear
Progress Milestones





Research services that SS staff use /may use
Information regarding the services gathered
Liaise with services within the council
Service directory created and distributed.
Feedback and updating carried out at regular
intervals to ensure it does not become out
dated.
Outcomes
Who/When
Monitored
By:
All staff know where to access
impartial specialist advice and
information.
BJD/KA
Completed by
Summer 2014
SC
Clearer understanding of the services
pathways and referral systems
Local Directory of Services published
which outlines a local offer that is
factual, easy to understand and jargon
free
Risks of not achieving the outcomes
Risk management strategies to
ameliorate the impact of the risk
Appropriate services are not communicated with or
there is a delay in their involvement.
Ensure a full, accurate and relevant
directory is produced that is of use to
SSS staff
[10]
Action
To ensure excellent multi-agency
support to HI/VI YP through
transition to adult services within
county
Progress Milestones







Research current within-county provision for
SIYP
Establish links with Northumberland College
SEN department
Explore implications for SS budget and costing
Joint planning to provide appropriate input to
N/land College to improve capacity/capability
cater for SIYP – ensuring SICYP build upon
previous achievements and maintain progress
in FE
Engagement with SIYP to inform process at an
individual and strategic level, ensuring person
centred planning is at the heart of discussions
Training delivered and mechanisms
established for ongoing engagement
A continuing commitment to advice and training
within the Colleges to continue to build
capacity/capability to meet the specialist needs
of SIYP and monitor the impact of interventions
Outcomes
Who/When
Monitored
By:
All SIYP have access to relevant
advice, guidance and support in order
to make the successful transition to
adult life.
BJD/SM
This will be an
on-going
commitment to
improved
provision in
County Colleges.
SC/BJD
More SIYP attend within-county
courses and receive excellent support
Risks of not achieving the outcomes
Risk management strategies to
ameliorate the impact of the risk
SICYP will have to travel out of county to find suitably
supported courses.
Build closer links with County FE
colleges and raise the profile of the
SSS and what it can offer to these
settings.
SICYP make unsuitable course choices.
[11]
Action
All SIYP in 14 – 19 age range
supported by the Service have
Transition Plans.
Progress Milestones

Information day for HI YP delivered jointly with
colleagues in health and social services
Engage with SIYP to inform developments via
questionnaire / student council
Review current practice around transition to
adulthood
Review HI and VI procedures for Transition
planning.
Trial any new procedures and collect feedback
from staff to suitably amend the procedures
Undertake county ‘person centred’ training





Action
Increasing number of SIYP are
supported to routinely contribute to
planning and development of service
delivery
Outcomes
Who/When
Monitored
By:
SIYP and their parents have a clear
understanding of transition
arrangements.
Transition plans for SIYP are person
centred and highly effective. Reviews are
utilised efficiently to listen to YPs views
and ensure optimal use of support
SM/BJD
SC
Information
day
Autumn
2013
Risks of not achieving the outcomes
Risk management strategies to
ameliorate the impact of the risk
Progress Milestones
Outcomes
Who/When
Monitored
By:
SIYP are fully involved in issues that
affect them and that their views are built
into decision-making processes and
demonstrably inform the shaping of the
SSS.
SIYP report there are places to go,
things they like to do, and that they are
highly satisfied with the SSS.
BJD/SM
SC





Staff training around facilitating
Identify SIYP who may like to become involved in a
‘Student Council’
Use the ‘Key Fund’ initiative as a way to organise
activities/events to build the identity of the group.
Research social networking media that would
enable the council members to communicate
effectively with each other
‘Student Council’ to produce a questionnaire to
gather views of SIYP
Risks of not achieving the outcomes
Risk management strategies to
ameliorate the impact of the risk
Lack of interest from SIYP
SIYP engaged from the outset in
designing delivery of the initiative
[12]