Funding for pupils with SEND - banding descriptors

Visual Impairment (Ref. 6.34 Code of Practice)

development is in line with the typically developing child or young person (CYP)
there may be fluctuations within the typical range
needs of CYP can be adequately met through Quality First Teaching and carefully considered differentiation
the child may use glasses for refractive errors but the use of these will correct them

there may be difficulty with near or distance field vision but the difficulty will not be significant at this level of support and/or may be correctable with consideration to school and classroom environment
CYP may have a restricted field of vision or vision impairment in one eye
colour blindness may be present. CYP may have patching for squints, monocular vision or may have fluctuating vision impairment
strategies, monitoring and advice from the specialist outreach team are required for the CYP to progress at an expected rate
CYP may require additional equipment, such as a sloping desk or an iPad, to support learning
they are likely to require learning resources in large print (font size 14-18) and/or different coloured paper

CYP will have a bilateral visual impairment and will require differentiated visual materials with support. Typical profile for a level 2 pupil with vision impairment: NatSIP Criteria - Moderate vision loss less than 6/19 - 6/36 SnellenKay (0.5-0.78 LogMAR). CYP may have a restricted field of vision. This may include fluctuating visual impairment and/or deteriorating conditions
the visual impairment may have been recently acquired, permanent or a late diagnosis
CYP may require support to interact with adults and peers
CYP may be required to learn to touch-type
specialist assistive technology may be required. They are likely to require enlarged print 18-24 print but may be able to access pictures and colours. They may require different coloured paper
CYP requires ongoing support and intervention from outside agencies, including VI outreach service

CYP will have a bilateral visual impairment. Typical profile for a level 3 pupil with vision impairment. NatSIP Criteria - Severe loss less than 6/36 - 6/120 Snellen/Kay (LogMAR 0.8 - 1.3)
CYP will have significantly impaired functional vision in the educational setting affecting the presentation of the curriculum and the school or classroom environment
the CYP's presentation may be compounded by other problems such as visual field loss, ocular motor impairment, visual perception difficulties or the presence of degenerative visual conditions
CYP's level of impairment may also significantly impact on their level of communication, interaction and emotional development and CYP is likely to need some level of additional support in these areas
CYP will require printed materials to be modified to ensure access to learning. They will likely require enlarged materials of print size 24-36 and be unable to access pictures, graphs or diagrams visually without modification
strategies, monitoring and advice from VI outreach services are required for the CYP to progress at an expected rate
CYP requires long term support for the majority of the day in all areas of school and everyday life (e.g. attending extra- curricular activities)
the CYP may be unlikely to have or to be able to interpret appropriate non-verbal communication and will require support with communication and interaction
CYP may need mobility, orientation and independent living skills training. CYP may be a cane user

CYP will have a bilateral visual impairment. Typical profile for a level 4 pupil with vision impairment. NatSIP Criteria -Profound loss - Less than 6/120 Snellen/Kay (LogMAR 1.32+)
the CYP may have little functional sight or be educationally blind and their needs will be permanent and long-term due to the nature of their condition. This will significantly impact on their learning, communication and social and emotional development
the CYP may have a multi disability and visual impairment (MDVI)
the CYP's presentation will be compounded by other factors such as visual field loss, ocular motor impairment, visual perception difficulties or the presence of degenerative visual conditions
CYP is likely to use print size larger than N36 or be Braille users or require other tactile teaching methods and explanation to understand all new concepts
the CYP will require use of specialist equipment and training to use it
strategies, monitoring and advice from VI outreach services are required for the CYP to make progress
CYP requires support for the entire day all in areas of school and everyday life (e.g. attending extra- curricular activities)
the CYP will be unlikely to have or to be able to interpret appropriate non-verbal communication and will require support with communication and interaction
CYP will need mobility, orientation and independent living skills training. CYP may be a cane user