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This website offers access to a wealth of SI resources, most of which are now freely available. We encourage you to register on the site for full access to everything we have to offer. Registration is free, and open to anyone. A walkthrough/howto on the registration process is here.
- Written by: Lindsey Rousseau
Over 100 people joined us on Microsoft Teams for the NatSIP National Online Working day on Tuesday 6 July 2021.
The topic for the event was SEND Reviews and implications for SI provision
Keynote speakers were André Imich of the DfE and Nick Whittaker of Ofsted. Both Andre and Nick are familiar with the work of the SI sector and it was a pleasure to welcome them back to an online NatSIP working day. Their keynote presentations are available via the link below.
Presentations from the day are available folder here .
During the afternoon we held breakout working groups addressing important topic areas within the SEND Reviews. These were facilitated by NatSIP colleagues and feedback from the groups will be circulated and sent to DfE and Ofsted for their consultations.
- Written by: Lindsey Rousseau
The updated BATOD/NatSIP/NDCS open letters for schools and colleges on coronavirus and education support for deaf children, and RNIB/VIEW/NatSIP for support children and young people with vision impairment, have now been published (and translated into Welsh). Please find links to them on the websites below.
NDCS (for deaf children):
Open letter for schools and colleges in England: https://www.ndcs.org.uk/media/6144/open-letter-england-may-2021.pdf
Open letter for schools and colleges in Northern Ireland: https://www.ndcs.org.uk/media/6145/open-letter-northern-ireland-may-2021.pdf
Open letter for schools and colleges in Wales (in English): https://www.ndcs.org.uk/media/6147/open-letter-wales-june-2021-english.pdf
Open letter for schools and colleges in Wales (in Welsh): https://www.ndcs.org.uk/media/6148/open-letter-wales-june-2021-welsh.pdf
Open letter for schools and colleges in Scotland: https://www.ndcs.org.uk/media/6146/open-letter-scotland-june-2021.pdf
VIEW (for VI children and young people):
https://viewweb.org.uk/coronavirus-schools-children-with-vi/
- Written by: Juliette Taylor
The latest sector update of the Specialist VI Curriculum Framework Project has been uploaded today and can be viewed here:
https://viewweb.org.uk/specialistvicurriculum/
The Project Team need help in gathering together the resources which help to deliver the specialist curriculum to children and young people with VI.
Resources could be anything from a useful one-page resource to help teach an aspect of independent living skills, to a scheme of work to support the teaching of a piece of assistive technology, to materials that support assessment or outcomes setting. If you are unsure whether your resource would be of help to others, or if you think it may need some refining, please don’t let that stop you as the team have a helpful group of professionals from the field who are on hand to support you and offer advice or guidance if required.
If you are willing to share your ideas with colleagues in the sector, they would love to hear from you.
The more resources that can be made available the easier, and more efficient everyone can be in delivering information and resources to the children and young people with VI.
So, please get in touch with the Project Team by emailing: This email address is being protected from spambots. You need JavaScript enabled to view it.
- Written by: Ian Noon
DfE guidance on face coverings in education in England has changed.
- From the 17th May, it will no longer be recommended that face coverings be worn in classrooms by either pupils or staff
- It will still be recommended that face coverings be worn by staff and visitors outside of classrooms where social distancing cannot be maintained. This recommendation does not apply to pupils.
- Children and young people over the age of 11 are still required to wear face coverings on school transport, unless exempt.
- FE providers are able to recommend face coverings should be worn by young people in vocational settings (e.g. a training kitchen).
- Where there is a “particularly localised outbreak”, face coverings may be reintroduced for a temporary period.
One other key change in the guidance is in the text on transparent face coverings. NDCS had been pressing DfE to take a more positive and encouraging tone in this area, and are pleased that guidance now refers to the potential benefits of such coverings.
Where NDCS guidance recommends face coverings, transparent face coverings, which may assist communication with someone who relies on lip reading, clear sound or facial expression to communicate, can also be worn. Transparent face coverings may be effective in reducing the spread of coronavirus (COVID-19). However, the evidence to support this is currently very limited. Face coverings (whether transparent or cloth) should fit securely around the face to cover the nose and mouth and be made with a breathable material capable of filtering airborne particles.
The main benefit from a transparent face covering is that they can aid communication, for example enabling lip-reading or allowing for the full visibility of facial expressions, but this must be considered alongside the comfort and breathability of a face covering that contains plastic, which may mean that the face covering is less breathable than layers of cloth.
Text around reasonable adjustments (and the need to consult with pupils and families), and allowing face shields/visors to be worn as an alternative to the exemption is still in the guidance.
The full text of the guidance can be found at: https://www.gov.uk/government/publications/face-coverings-in-education
NDCS have also updated their coronavirus blogs to reflect these changes:
Parents
Professionals
https://www.ndcs.org.uk/blog/education-for-deaf-children-coronavirus-info-for-professionals/
- Written by: Nicki Harris
ASLI (the Association of Sign Language Interpreters) has published best practice guidance for interpreters working in an educational setting. The document is on the ASLI website and is available for non ASLI members to use for reference: https://asli.org.uk/wp-content/uploads/2021/05/ASLI-Best-Practice-for-Interpreters-Working-in-Educational-Settings.pdf
- Written by: Ian Noon
NDCS recently published a literature review, carried out within NDCS, on deaf children from ethnic minority groups. This sought to look at what research says about the outcomes that deaf children from ethnic minorities achieve and their access to public services.
This can be downloaded from https://www.ndcs.org.uk/media/6795/ndcs-literature-review-deaf-children-from-ethnic-minority-groups-final.pdf
- Written by: Ian Noon
NDCS has produced a summary infographic around reasonable adjustments. It is available online at:
https://www.ndcs.org.uk/media/6851/reasonable-adjustments-in-schools-and-colleges-infographic.png
This is intended to provide a high-level and quick introduction to the reasonable adjustments that can be made, and may be useful for any teachers that may be particularly time-pressed. It’s obviously not intended to be used as a detailed guide or to detract from the importance of looking at individual needs.
- Written by: Sarah Holton
Updated guidance about the return to school for VI learners is now live online at https://www.rnib.org.uk/health-social-care-and-education-professionals/education-professionals/coronavirus-how-we-can-help-you
- Written by: Caireen Sutherland
RNIB 2020 FOI report is now published on the RNIB website: https://www.rnib.org.uk/health-social-care-and-education-professionals/knowledge-and-research-hub/research-reports/education-research/local-authority-vi-education-service
Historical lists of all FOIs are also available: https://www.rnib.org.uk/health-social-care-and-education-professionals/knowledge-and-research-hub/research-reports/education-research/freedom-information-reports
- Written by: Lindsey Rousseau
This briefing uses insight from Childline counselling sessions and NSPCC helpline contacts to highlight the impact of the coronavirus pandemic on d/Deaf, disabled and autistic children and young people:
- Written by: Lindsey Rousseau
"Having the event virtual made it possible for me attend. I can't usually manage to travel for events like this. More people can join in!"
- Delegate
We were pleased to welcome over 80 delegates for the annual NatSIP/HoSS event, held successfully online for the first time on Thursday 4 February 2021.
In a full day, delegates heard keynote speakers Nick Whittaker from Ofsted and André Imich the DfE, joined sessions including feedback from the NatSIP Remote Working training event on 21 January, and updates from BATOD, VIEW and NatSIP, and working groups.
Breakout working groups included:
- A specialist deaf/HI curriculum
- The specialist VI curriculum
- HI quality standards
- Three 'lessons learned' groups for HI, VI and MSI
Our thanks go to all the speakers, facilitators and delegates who came together to make this a stimulating and successful event.
Presentations and other material from the day are now available folder here inthe NatSIP Document Library.
- Written by: Ian Noon
NDCS has updated their resource on assessments for deaf children.
https://www.ndcs.org.uk/assessments
As before, this provides some information about key principles and good practice around using specialist assessments. It also includes information on specialist assessments available to use with deaf children in the following areas:
- early communication skills
- language skills
- listening skills
- literacy skills
- mathematics
- cognitive development
- social and emotional development
- Written by: Ian Noon
NDCS have made a few updates/additions to our live coronavirus blogs:
1. We have developed two short videos/vlogs for parents on their rights in education. Links to these have been added to our education blog for parents
- Face masks - vlog
- Changes to education support - vlog
- Schools and other education settings – blog for parents
2. We have updated a resource on making resources accessible, and added this to our education blog for professionals
- How to make resources accessible to deaf children and young people - updated resource
- Education – blog for professionals
3. We have produced a PDF version of our deaf friendly remote teaching checklist blog for teachers. This PDF version can be handed out, as appropriate.
- Deaf friendly remote teaching checklist - PDF handout
- Deaf friendly remote teaching checklist - blog
As always, any feedback on these blogs and these updates will be very helpful. Please contact This email address is being protected from spambots. You need JavaScript enabled to view it.
- Written by: Ian Noon
DfE published new guidance yesterday on how the “new national restrictions” will impact on education in England : https://www.gov.uk/guidance/education-and-childcare-settings-new-national-restrictions-from-5-november-2020
2 key changes to note:
1) Face coverings are now required in all secondary schools and colleges in communal areas and when moving around the school. Previously this was a requirement only in tier 2 or 3 areas. Face coverings must also be worn by pupils in year 7 or above when using school transport. The usual exemptions around face coverings apply. As before, face coverings in classrooms is not mandatory.
2) Children who are “clinically extremely vulnerable” will be asked to stay at home. Schools should ensure their education continues remotely. Families should also receive a letter if this applies to them. If they are not sure, they should consult with their GP. Otherwise, children are expected to attend school as usual.
Otherwise, previous guidance issued by DfE around education and coronavirus continues to apply.
NDCS have updated their coronavirus blogs to reflect this.
For families: https://www.ndcs.org.uk/blog/schools-and-other-education-settings-coronavirus-info-for-families-of-deaf-children/
For professionals: https://www.ndcs.org.uk/blog/education-for-deaf-children-coronavirus-info-for-professionals/
- Written by: Paul Simpson
The four countries of the UK are in different stages and degrees of lockdown and restriction and BATOD is keen to find out how this is affecting the ability of QToDs, and those in training, to carry out their role and support deaf children and young people and their families including in schools and other settings. Therefore later this month they will be asking members to let us know, through a short survey, about the issues they are currently facing. This will enable BATOD to follow up the previous survey carried out in the Summer: https://www.batod.org.uk/resource/batod-survey-summary-members-views-on-how-covid-19-and-the-lockdown-had-been-affecting-education-and-childrens-services/
In the meantime BATOD is very clear that whilst they are offering suggestions and guidance for the profession, it remains of paramount importance that all members follow the safety and safeguarding guidelines of their employer and the wider advice from the Government, Public Health England and other such bodies.
In order to support BATOD members and others they have produced, some with other organisations such as the NDCS, a number of documents which they hope will be supportive. These were recently highlighted in BATOD's latest newsletter and remain relevant. They include: https://www.batod.org.uk/wp-content/uploads/2020/07/Meeting-the-needs-of-deaf-children-as-schools-reopen-FINAL.pdf, a document about face coverings https://www.batod.org.uk/batod-update-in-relation-to-face-coverings-in-education-settings/ cobadged with the Assistive Listening Technology Working Group, a document about the appropriate cleaning of technical/audiological equipment in schools https://www.batod.org.uk/wp-content/uploads/2020/03/Cleaning-hearing-devices-and-radio-aids-supporting-health-and-safety-during-Covid-19-v5.pdf
- Written by: Ian Noon
NDCS have updated their education blog today to reflect the new guidance in Scotland around face coverings in classrooms. In short, face coverings must now be worn by senior secondary-aged pupils and teachers/staff in classrooms in schools in areas where the Scottish Covid Protection Level has been set at level 3 or 4. Scottish Government guidance has highlighted the need to consider the impact on deaf students and to make necessary reasonable adjustments.
https://www.ndcs.org.uk/blog/education-for-deaf-children-coronavirus-info-for-professionals/
There will be a national lockdown in England from Thursday but education settings will be expected to remain open. It’s possible that new guidance will be issued by DfE before Thursday. In the meantime though, NDCS's understanding is that education settings should operate as they are currently doing. NDCS advice on this, also covered in the above blog, remains unchanged.
Key messages that NDCS will continue to emphasise include:
- Whilst these are challenging times for everyone, it is important that all necessary reasonable adjustments are made to support deaf children. It will be important for schools to work closely with the deaf child, family and Teacher of the Deaf to identify the necessary reasonable adjustments, taking into account the individual needs of deaf children.
- Peripatetic Teachers of the Deaf can continue to visit schools to provide interventions. NDCS believes it is important that there are no ‘blanket policies’ by schools or services in terms of not allowing any external visitors or visits, as this falls foul of the legal principle that the needs of deaf children should be considered and taken into account on an individual basis.
- Where coronavirus means that children are unable to attend school (for example, because they’re isolating or because the school is closed), the school should be providing remote teaching. This is now a requirement in England under the Temporary Continuity Direction. Teachers of the Deaf will obviously have a key role to play in ensuring any remote teaching for deaf children is accessible and appropriate. NDCS have recently updated a separate https://www.ndcs.org.uk/blog/deaf-friendly-remote-learning-a-checklist-for-teachers/ checklist blog for teachers on this.
On home visits, NDCS advice also remains unchanged, as set out in a separate coronavirus blog on family support. The key point is that the individual needs of the family should be considered in any decisions around face-to-face support. https://www.ndcs.org.uk/blog/supporting-families-with-deaf-children-coronavirus-info-for-professionals/
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