Funding for pupils with SEND - banding descriptors

Hearing Impairment (Ref. 6.34 Code of Practice)

Hearing is in line with the typically developing child or young person (CYP).
There may be fluctuations within the typical range and CYP may experience short term loss (e.g. glue ear) but no long term impact is seen.
Needs of CYP can be adequately met through Quality First Teaching and short term, carefully considered differentiation.
CYP may have an identified unilateral or bilateral hearing impairment (sensorineural or fluctuating conductive) and CYP will have been referred to the specialist teacher team but this will have no impact on their attainment and progress in school.
CYP may use hearing aids.

CYP will have an identified unilateral or bilateral hearing impairment (sensorineural, permanent or fluctuating conductive) which will impact on their attainment and progress
hearing impairment may impact on the CYP's development within language, thinking and literacy development and interaction and social development
strategies, monitoring and advice from the specialist outreach team are required for the CYP to progress at an expected rate
CYP may use hearing aids
if CYP has hearing aids they may also have support from a radio aid/sound-field system
key family and staff members will need to be trained in using and maintaining the equipment
CYP may need support in developing their independence in maintaining their equipment

CYP will have an identified Moderate (NatSIP Criteria: 41 - 70 dBHL) bilateral hearing loss (sensorineural, conductive or mixture) or Auditory Neuropathy/Dysynchrony Spectrum Disorder. CYP will have been referred to the specialist teacher team
CYP will use hearing aids and may also have support from a radio aid/sound-field system
CYP will require additional support to become an independent user of their equipment
direct impact seen within some other areas of development such as language, thinking and literacy development and interaction and social development
CYP may require support to understand their own needs and develop a sense of self
the hearing impairment may have been recently acquired, permanent or a late diagnosis
CYP requires ongoing support and intervention from outside agencies, including HI outreach service

CYP will have Severe (NatSIP Criteria: 71-95 dBHL) bilateral hearing loss (sensorineural or mixed) or Auditory Neuropathy/Dysynchrony Spectrum Disorder. CYP will have been referred to the specialist teacher team
CYP will be using or have been recommended to use hearing aids and/or cochlear implant with support of radio aid
direct impact is seen within several other areas of development such as language, thinking and literacy development and interaction and social development
CYP may benefit from total communication methods- e.g. BSL/ SSE in conjunction with oral/ aural methods
on-going long term intervention needed to support development of CYP with specific focus on the impact their hearing impairment has had on the majority or all areas of their school life
CYP requires support for the majority of the school day in all areas of school life
CYP requires intervention and advice from external agencies or professionals to progress at an expected rate

profound (NatSIP Criteria: in excess of 95 dBHL) bilateral hearing loss (sensorineural or mixed) or Auditory Neuropathy/Dysynchrony Spectrum Disorder. CYP will have been referred to the specialist teacher team
CYP will be usin0]Ig or have been recommended to use hearing aids and/or cochlear implant with support of radio aid
CYP will require on-going, long term intensive support in maintaining and using their equipment which may not be possible in all cases
CYP may use BSL as their primary language and may require alternative forms of communication as well, e.g. PECS or a speech to text device
CYP may require a communication aid such as a translator to access all lessons
direct impact seen within all areas of development such as language, thinking and literacy development and interaction and social development
on-going long term intervention needed to support development of CYP with specific focus on the impact their hearing impairment has had on all areas of their school life
CYP requires support for the entire day all in areas of school and everyday life (e.g. attending extra- curricular activities)
the CYP will require use of specialist equipment and training to use it. Strategies, monitoring and advice from HI outreach services are required for the CYP to make progress