Concerns about a child’s vision should be raised with parents/carers and a referral should be made to the local Orthoptist or Vision and Hearing/Deaf Education Service SEND Support Services - Bury Council.
Information to aid understanding of visual impairment should be shared with parents/carers and staff.
Develop staff awareness of the child’s needs, SEND guidance, specialist support and available resources.
Staff to be aware that the child may be experiencing visually related learning difficulties and provide 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.
Gather the views of the child where possible, using person-centred approaches regarding their opinions and preferred strategies.
Create a ‘clutter-free’ environment. Pay attention to layout of furniture, seating and adult position in the setting. It may be helpful to complete an environmental audit of the setting including indoor and outdoor areas.
Creation of a One-Page Profile which is shared with all staff.
Assessment by Qualified Teacher of children with Visual Impairments (QTVI) and report distributed to key staff.
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)
- Reduced background noise.
Teaching methods which facilitate access to the EYFS curriculum, social/emotional development and class/group participation.
ICT is used to increase access to the curriculum, where appropriate, e.g. iPads for reading. Use of sound buttons if appropriate.
Use of information relating to a range of resources and agencies, within the Local Authority and the wider community e.g. Look UK and RNIB.
Involvement of parents/carers and provision of information relevant to them e.g. using resources available at RNIB, Vision UK, 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. Walkways should be spacious and clear.
Development of a transition plan for children starting pre-school or moving between Nursery and Reception. EYs SEND Team can provide advice: EY.SEN@bury.gov.uk.