Supporting the SI Workforce
- Written by: Lindsey Rousseau
As discussed on the HoSS email Forum, the document Best Practice Guidance for Sensory Impairment in Special Schools is now available in the document library.
The Best Practice Guidance for Sensory Impairment in Special Schools was developed by a working group of teachers from Kent’s 12 special schools for profound, severe and complex needs and Kent’s STLS Sensory Service.
This was one of the workstreams established to improve the services for children and young people with sensory impairment and complex learning needs.
The document has been successfully used for four years and the Quality First Teaching section was recently reviewed by the working group.
The document is being used:
- By individual classroom staff as a checklist and for self-evaluation.
- To support classroom observations and linked to mentoring process pointing out the positives and identifying some areas to work on.
- To identify training needs.
- As part of the school’s induction process and circulated to all teachers.
- Bite size sections of the QFT sections are used in class to focus improvements.
Our thanks go to Suzanne Wilkins and the SI team in Kent for sharing this resource.
The doocument is available in the document library pdf here (registration and login required).
- Written by: Steve J
In November 2015, NatSIP and NDCS published a new guide pdf Supporting the achievement of deaf children in secondary schools . This document has proved to be the most popular in a wider series folder Supporting deaf children in... covering settings from early years to higher and further education.
NDCS have now produced a new short summary document, pdf Suupporting deaf children in secondary schools - a summary , which is now available for download in the Document Library (registration and login required).
- Written by: Steve J
The National Deaf Children's Society (NDCS), with support from NatSIP, has revised its guidance document pdf Supporting the achievement of deaf children in secondary schools .
This 136-page document is for anyone who works with deaf pupils in a secondary school.
It provides guidance on ensuring that:
- teaching strategies engage deaf pupils in learning, enabling them to develop key skills in communication, reading, writing and mathematics deaf pupils make sustained progress, to narrow attainment gaps compared with other pupils
- the curriculum provides positive experiences for deaf pupils, offering well-organised, imaginative and effective opportunities for learning and a broad range of experiences that contribute to their achievement and spiritual, moral, social and cultural development.
Deafness is not a learning disability and, given the right support, deaf pupils can make the same progress as hearing pupils of similar cognitive ability.
The freshly revised document can be downloaded pdf here (registration and login required).