Physical Needs Audit - Best Endeavours and Reasonable Adjustments

Leicester City SEND Support Services

The BERA Physical Needs Audit on the following pages, is to be completed on an annual basis by each school, detailing the support provision for each individual child or young person who has or is felt to have a Physical Need.

The BERA Medical Need Audit and the Best Endeavours and Reasonable Adjustments Framework provide details of what schools must do to meet SEND needs and comply with their legal responsibilities under the SEND Code of Practice 2014, the Children and Families Act 2014 and the Equality Act 2010.

Where a child or young person with a diagnosed or suspected SEND need has other diagnosed or suspected SEND needs an audit will be completed for each need with which the child or young person presents.

The BERA Audit is therefore very much part of the ‘Assess, Plan, Do, Review’ cycle (graduated approach), that is an excellent way to plan SEND support in schools. It can also help identify progress, support staff allocations and training need and support schools’ applications for Element 3 top-up funding. It has also already been used to support schools in successful OFSTED inspections.

No.	Requirement	Fulfilled	Evidence / Comment	Action
This is the requirement number	This is the audit item.	This is the check box to confirm the requirement has been fulfilled.	Give the name and source of any documents that show this requirement has been fulfilled. Enter any extra information here relating to the fulfilment of this requirement.	Define any actions that need to be taken to fulfil this requirement or to ensure it continues to be fulfilled.

Name:	Click or tap here to enter text.
School / Setting:	Click or tap here to enter text.
Auditor:	Click or tap here to enter text.
Date of Audit:	Click or tap to enter a date.

No.	Requirement	Fulfilled	Evidence / Comment	Action
All relevant staff working with the child or young person have attended timely and pre-emptive relevant training and understand the impact of the child or young person’s physical disability on communication, language, and social interaction. This is regularly updated / refreshed.	Click or tap here to enter text.	Click or tap here to enter text.
Sufficient staff, to ensure availability, are trained in manual handling and position changes, in line with advice from Health professionals (Physiotherapists, Occupational Therapists).	Click or tap here to enter text.	Click or tap here to enter text.
These documents have been completed and in place as necessary. PEEP Health Care Plan Risk Assessment	Click or tap here to enter text.	Click or tap here to enter text.
Adjustments to the environment have been identified and implemented in line with advice from Health professionals (Physiotherapy, Occupational Therapists, etc.).	Click or tap here to enter text.	Click or tap here to enter text.
Furnishings such as tables and chairs are appropriate to the child or young person’s needs.	Click or tap here to enter text.	Click or tap here to enter text.
6	Consideration and planning of optimal seating location in all classrooms and learning areas.	Click or tap here to enter text.	Click or tap here to enter text.
7	An accessible toilet, with appropriate facilities to meet the child or young person’s needs, is available.	Click or tap here to enter text.	Click or tap here to enter text.
8	Arrangements for moving around school including, safe flat routes around the school buildings and outdoor space, access to lifts, an ‘early leave’ system for moving from lesson to lesson/session to session, any assistance needed to carry equipment, belongings and other items e.g., dinner trays.	Click or tap here to enter text.	Click or tap here to enter text.
9	Resources, equipment, and belongings are stored in places accessible to the child or young person, to promote independence. This includes access to lockers where available. Key staff support the child or young person to access and take care of these items, encouraging independence whilst doing so.	Click or tap here to enter text.	Click or tap here to enter text.
10	Timetabling and rooming arrangements are completed to allocate rooms most appropriate to meet the needs of the child or young person. (This requires consideration of access, distance from other services that the child or young person might need to use regularly, acoustics and lighting, etc).	Click or tap here to enter text.	Click or tap here to enter text.
11	A safe private place is available and accessible for the use for rest breaks as agreed in their support plan and / or administration of medicines.	Click or tap here to enter text.	Click or tap here to enter text.
12	The curriculum is differentiated to allow time for physical breaks, e.g., movement and stretching.	Click or tap here to enter text.	Click or tap here to enter text.
13	The need for low cost and specialist equipment has been assessed (including receiving advice and recommendations from appropriate Health professionals, Specialist Teachers within SENDSS and Habilitation Officers as appropriate). Recommendations have been acted on and equipment provided including request for Assistive Technology as appropriate.	Click or tap here to enter text.	Click or tap here to enter text.
14	The child / young person and their family have been referred to and supported by Healthy Together (0-19) School Nursing Service.	Click or tap here to enter text.	Click or tap here to enter text.
15	Pastoral, emotional health, wellbeing and social inclusion needs of the child or young person (and their family / carer) is included in the provision / arrangements for the child or young person.	Click or tap here to enter text.	Click or tap here to enter text.
16	Where a child/young person has additional medical needs the Medical Needs BERA has been consulted.	Click or tap here to enter text.	Click or tap here to enter text.