Support Levels

LEVELS OF SUPPORT: PRIMARY & SECONDARY

We use three descriptors to identify the support levels of hearing impaired pupils. These support levels may not relate directly to the clinical degree of hearing loss but rather to the levels of functioning with that loss. It is likely that pupils will transfer from one level of support to another during their school career as their needs change.

Assessment and Monitoring (AM)
Typically, mild or moderate losses, which may be fluctuating, or unilateral losses; may use hearing aids; need a sympathetic school environment. May also include high- achieving children with more severe losses, if there is no significant effect upon their attainment. Essentially a monitoring role for the Service because of potential effect on attainment and access to the curriculum. These children will be on Code of Practice School Action.

Package may include some, or all, of the following
  • Advice on teaching style, language modification, NC implications, exam considerations
  • Appropriate overview negotiated with HT/CT/SENCO
  • Radio hearing aid system for use in school and other appropriate technology
  • Assessments of functional hearing
  • INSET to staff/pupils/parents/governors
  • Advice on teaching strategies
  • Key Stage advice

Support, Assessment and Monitoring (SAM1)
Typically, confirmed educationally-significant hearing losses, usually severe or profound but may include some moderate losses; hearing aids used, or possibly cochlear implant; evidence of effect of hearing loss upon attainment, language difficulties and poor speech quality; needs adaptation of teaching style.
These pupils may have a Statement of Special Educational Need, but will usually be on Code of Practice School Action Plus. They must meet the Service criteria for the higher level of support.

Package may include some or all of the following:
  • Advice on teaching style, language modification, NC implications, exam considerations
  • Appropriate pupil support negotiated with HT/CT/SENCO (regular, max 1 session per week)
  • Radio hearing aid system for use in school and other appropriate technology
  • Functional hearing and linguistic assessments
  • Key Stage advice and support where appropriate
  • Twice yearly individual targets from Service to inform pupil’s school. Copies of targets & annual report sent to parents
  • Input to review/transition planning meetings & liaison prior to all transfers
  • INSET to staff/pupils/parents/governors


Support, Assessment and Monitoring (SAM2)
Typically, confirmed educationally significant hearing losses, usually severe or profound but may include some moderate losses; hearing aids used, or possibly cochlear implant; evidence of effect of hearing loss upon attainment, language difficulties and poor speech quality; needs adaptation of teaching style.
These pupils may have a Statement of Special Educational Need, but will usually be on Code of Practice School Action Plus. They must meet the Service criteria for the higher level of support.

Package may include some or all of the following:
  • Advice on teaching style, language modification, NC implications, exam considerations
  • Appropriate pupil support negotiated with HT/CT/SENCO (regular, max 2 sessions per week)
  • Radio hearing aid system for use in school and other appropriate technology
  • Functional hearing and linguistic assessments
  • Key Stage advice and support where appropriate.
  • Twice yearly individual targets from Service to inform pupil’s school. Copies of targets & annual report sent to parents
  • Input to review/transition planning meetings & liaison prior to all transfers
  • INSET to staff/pupils/parents/governors

Post 16 pupils educated in LA maintained schools in Y12 &Y13

When pupils reach the age of 16 they will continue to enjoy access to the same range of support as all other pupils, providing they attend a Local Authority maintained school. The Service does not support students who attend Colleges of Further Education. In addition, students in the post 16 group who meet the criteria for SAM1 or SAM2 support will be offered the following:

  • Liaison with Careers/Connexions Service
  • Liaison with the chosen Further Education provider

It is important to note that we consider a pupil’s clinical degree of hearing loss and also their functional level. It is quite possible for children with profound hearing losses to function as though they have more hearing than in fact they have. Equally so, some children with a lesser hearing loss may find it difficult to cope with that loss and subsequently may function as though they have an even greater loss.