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Physical disability

  • Check that the children is under the care of health professionals and has up to date assessment information
  • Formulate a Health Care Plan and consider a Wiki.
  • Refer to relevant professionals if needed for further assessment and advice. To complete an assessment (Risk Management Plan) of potential hazards for the child in the environment.
  • Consider the adaptations needed to ensure that the child is able to access learning with their peers as much as possible.
  • For Early Years settings ensure that Provider Insurance Company is aware that child is attending and how the setting is meeting their needs
  • Work together with other professionals to share strategies and advice to support the children.
  • Complete a list of all professionals involved on a Multi-Agency Record for the child with contact details of the professionals.
  • Ensure that transition arrangements have been put into place prior to the children start at the setting. This would include ensuring that the necessary adaptations are in place, such as:
    • Undertaking appropriate moving and manual handling training.
    • Use of support equipment e.g. work chairs, walkers, standing frames, hoists
    • Ensuring that appropriate accessibility plans are in place e.g. Personal Emergency Evacuation Plan
    • Undertaking appropriate care training and, where applicable, use of school’s hygiene suites.
    • Procuring and knowing how to use/maintain (where necessary) with operated life-skills / curriculum equipment.
  • Use adapted equipment to facilitate access specific activities throughout the school day e.g. cutlery, crockery, scissors.
  • Maintain progress, this would include having a detailed handover with the children’s previous key person/ teacher to have a clear understanding of their strengths, developing coping strategies and any particular areas of need which may relate more broadly to their development or emotional wellbeing (such as opportunities to develop confidence or developing and maintaining friendships)
  • Keep a focus on promoting independence and resilience within planning and differentiation.  Provide accessible ‘stretch’ opportunities.

Severe and complex medical needs including a life-threatening diagnosis or condition

  • Ensure that you have the equipment that you need, e.g. support equipment such as lockable medicine cabinets, first aid bags, fridge. Some medications such as inhalers, blood glucose testing and adrenaline pens should be immediately available.
  • Ensure parents and staff have access to the medication policy to be reviewed and updated regularly. Gain parent’s permission to administer medication.
  • Ensure that transition arrangements have been put into place prior to the children’s entry to the school/setting. This would include ensuring that the necessary adaptations are in place.
  • Having a good understanding of any documents related to managing medical needs in school/setting
  • Accessing training prior to transition, such as rotated medication, care training, or manual handling.
  • Consider how you establish and maintain good communication links with parents and sharing information in a timely manner
  • Identifying what additional support may be required e.g. diet, toileting,  use of equipment, cooking, mealtimes and to take part in outings ensuring that you feel supported  and equipped to support the children, their family and your class through any losses (by discussing with your SENCO/lead professional or having accessed bereavement training or policies for example)
  • Review and update individual support plans (Health & Care Plan and or risk management plan) with your SENCO to ensure that they reflect the level of need being presented and are informative for other members of staff (cover teachers, for example)
  • It may also be helpful to discuss use of ICT equipment with your SENCO to support communication and learning
  • Provide achievable opportunities for children to experience success and be as independent as possible (providing scaffolding opportunities to take part in paired or small group work for example give children the opportunity, where appropriate, to be involved in managing their own health needs.


Supporting Pupils at School with Medical Conditions

EYFS Statutory Framework Page 27  – Managing and Administering Medication section

Multi-Agency Record

Accessibility Audit

Accessibility Development Plan

EYFS Statutory Framework Page 27  – Managing and Administering Medication sectionHealth and Safety on Educational Visits

Last updated 30 November 2020

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