Sensory and Physical Tiers of Support
Last updated:Sensory and Physical Tiers of Support
Tier 1
Requirement
There are no pre-requisites for accessing support at T1.
There is no need to demonstrate the APDR cycle.
Schools/settings are expected to implement Ordinarily Available Provision at this level for all children and young people.
Child or young person support
Freely available support and guidance for issues related to SEND includes:
• Strategies for inclusive classroom practice.
School/setting support
Freely available support and guidance include:
• Ordinarily Available Provision: a graduated response, located on the local offer website at Buckinghamshire Family Info
• Liaison with SENCO and relevant staff
• Implications of a sensory or physical impairment
• Advice and signposting to other agencies.
Tier 2
Requirement
Children and young people may be at SEN Support or EHCP level at this stage. Sensory referrals need to come from relevant medical professionals for MSI, HI & VI or a relevant professional for DS and PD.
Child or young person support
In addition to relevant support from the tiers above, support may include a combination of the following:
• Promote positive aspects of an individual’s abilities, skills, and behaviours to ensure these are utilized in any specific plans.
• Multiagency planning meetings.
• Developing targeted support plans
• Observation of child or young person and production of a record of visit, including recommendations and outcomes.
• Review of recommendations.
• Develop specific reward systems based on individuals' own strengths and interests.
• Recommendation of appropriate software and assistive technology to enhance literacy and numeracy for individual children and young people.
• Strategies for effective use of specialist equipment.
• Advice and support with regard to technology.
• Language and listening assessments to improve access to the curriculum giving recommended strategies, outcomes and advice.
• Direct individual work to support access to the curriculum.
• Reports and assessments as necessary
• Assessment visit/reasonable adjustments.
School/setting support
In addition to relevant support from the tiers above, support may include a combination of the following:
• Reports and assessments to support ECHNA and other statutory processes.
• Interpretation of Audiology/ENT/ophthalmology/ medical reports.
• Advice and information to schools/settings regarding local support groups and voluntary organisations working with sensory/physical impairment.
• Referral for families to home communication activities.
• Maintenance and ongoing monitoring of specialist equipment, e.g. hearing aids, radio aids, Braille displays, and read back software
• Evaluation of the environment to meet changing needs of children.
• Setting and reviewing recommendations for whole school development.
• Modelling of increased personalised pupil interventions.
• Advice and effective planning for transition between settings, schools, and colleges.
• Support in developing effective strategies to monitor progress and for individual children and young people with multi-sensory impairment.
• Guidance re: the implications of hearing/vision loss.
• Information about listening and speech development.
Tier 3
Requirement
Must demonstrate Ordinary Available Provision has been implemented and has a minimum of one cycle of ADPR.
Children and young people will typically have an EHCP at this level.
Child or young person support
In addition to relevant support from the tiers above, support may include a combination of the following:
• Specialist support to promote a positive identity.
• Programme planning and progress, for example, cochlear implant rehabilitation, listening skills, and independent life skills.
• Direct individual work to provide access to the curriculum e.g. pre and post-teaching to access the curriculum.
• Referral for basic mobility/habilitation support.
• Individual or group therapeutic support, assessment, consultation, and advice.
• Language and communication assessments, observations, and advice.
• Listening assessments.
• Advice for access arrangements for exams and tests at all Key Stages.
• Advice for transition between settings, schools, and colleges.
• Mobility training, relating to access to school buildings and journeys to and from school.
• Provision of and training in relation to supportive technology for children and young people with Sensory Impairment.
School/setting support
In addition to relevant support from the tiers above, support may include a combination of the following:
• Support with and strategies for using and understanding equipment provided e.g. hearing aids.
• Visits to help organise the physical environment e.g lights and seating
• Support in auditing the environment/site to promote access.
• Provision of and training in relation to supportive technology for children and young people with vision impairment.
• Modelling targeted and evidence-based interventions which boost the skills of children and young people in reading, writing, numeracy, listening, attention, and physical skills e.g. Clicker, Numicon, See and Learn.
• Advice and support with SEND provision planning and development of specialist, targeted interventions.
• Support interpreting test results and clinical procedures.
• Strategies for effective use of aids.
Tier 4
Requirement
Children and young people will have an EHCP at this level.
Child or young person support
In addition to relevant support from the tiers above, support may include a combination of the following:
• Environmental audits.
• Self-care and independent living skills
• Pre Braille sessions.
• Tuition in Braille, where there is an assessed need.
• Advanced mobility support.
• Life skills support.
• Consistent and appropriate use of technology, including maintenance programme.
School/setting support
In addition to relevant support from the tiers above, support may include a combination of the following:
• information about best practices to support the development of emerging early language and communication (including pre-verbal skills, spoken and signed communication, and written language.
• Strategic whole-school/setting development.
• Support and planning to develop deaf-friendly schools.
• Personalised support to those who teach children and young people with multi-sensory impairment. Advice and signposting to other agencies.
• Support to prepare for change of placement, transition, and preparation for adulthood.
Tier 5
Requirement
This level of support will only be accessed if there is:
• A highly complex situation that calls for a bespoke solution.
• A direction from a tribunal that requires specific intervention.
• A highly vulnerable child or young person who is placed out of authority and a high level of monitoring is required.
Child or young person support
A direct response to the identified needs of the child or young person will be agreed where there are significant issues related to sensory and physical areas of need and these are as a result of:
• Requirement for a bespoke package of support in direct response to the specific circumstances for the child or young person.
• A tribunal ruling indicating specific actions that are not covered within previous tiers of support.
• Significant social care needs that may result in alternative or residential placements.
• Any other issues and concerns raised by the Integrated SEND Service.
School/setting support
A direct response to the identified needs of the school/setting will be agreed where there are significant issues related to sensory and physical areas of need and these are as a result of:
• The impact on an Ofsted inspection and outcome on a school/setting.
• A notice to close that is putting children and young people’s placement at risk.
• A significant safeguarding concern.