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Draft School Prospectus: 25th February 2009

• About our School
• Language and Communication
• The Curriculum
• Primary Provision
• Secondary Provision
• School Resources
• Facilities
• Residential Provision
• Admission to the School

About our School

We are one of the oldest Deaf Schools in the UK, with a proud 200 year history. We seek to provide a pupil centred approach to education from the earliest years to 16. This is often extended into Further Education through Doncaster College for the Deaf.

Our Vision

To be a Centre of Excellence for Deaf Education

Our Mission

To develop high quality, innovative and collaborative provision in a financially efficient environment which empowers deaf pupils to live a productive and independent life.

Charitable Purpose

‘To advance education, training and care for deaf and hearing impaired pupils and adults and those with communication and/or learning difficulties and to maintain and conduct in Doncaster a Trust (Nursery, School, Care Home and College) in furtherance of these objectives’.

We believe every child matters

Exposure to both Deaf and Hearing Cultures will enrich the lives of pupils and their families and enable them to develop strong lifelong identities;

We believe that…

• all members of the School and wider community are entitled to be treated with respect and dignity at all times
• the development of the whole pupil is essential and that each pupil brings a unique experience and perspective in to the School Community, which must be valued at all times
• all pupil’s who are deaf can learn, achieve, and be responsible for their education, being an active partner in achieving their full potential
• deafness, in itself, is not a barrier, or obstacle, to learning and that every pupil deserves to have the highest of expectations for achievement
• deaf pupils have a fundamental human right to access the curriculum, and to communicate, and be understood, in the language of their choice, whether that is British Sign Language (BSL) or English, enabling them to develop internalised language and effective thought processes
• a pupil’s positive sense of identity is critical for achievement and success throughout their lives and that the School should embrace cultural diversity, a spirit of learning, mutual caring and respect
• pupils need to be guided on how to make choices in their behaviour and to be fully informed of the consequences of their choices and the effect they have on others
• families should be fully informed partners in the education and lives of their children
• a strong partnership between the pupil, their family, school, other professionals, and the wider Deaf and Hearing communities is essential for maximum pupil development
• literacy and numeracy skills are fundamental to lifelong success
• the school curriculum should be broad, balanced, challenging, relevant and personalised in order to reflect the needs of each pupil and to nurture a lifelong desire to learn
• the acquisition of language must begin as early as possible at home and in school following identification of a pupil’s deafness
• the exposure to both Deaf and Hearing Cultures will enrich the lives of pupils and their families and enable them to develop strong lifelong identities
• every deaf pupil has the right to access, and benefit from, audiological services, equipment and facilities of the highest quality
• every pupil has a right to develop their speech and language skills to the best of their ability to prepare them for communication with both hearing and other deaf people
• competence with technology is integral to Deaf pupil’s access to information and communication

Safeguarding Children

Our School is an inclusive School, committed to the care and well-being of its pupils so that they may grow and learn in a safe, secure environment. Our safeguarding policy guides our Staff, Pupils, Parents and Professionals who work together, taking positive action to safeguard children and promote their welfare. Our School closely follows best practice with regard to the safer recruitment of Staff.

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Language and Communication

The language and communication policy, in Doncaster School for the Deaf, is a pupil centred approach based on their method of preferred communication. We are fully able to meet the needs of pupils who communicate through BSL and those who communicate through English.

Pupils are admitted to the school with a range of communication needs. The curriculum is taught through the pupil’s preferred language, aiming not only to achieve high standards of education, but also to develop a positive self image, self esteem and self respect among the pupils.

In order to work towards our goal as a fully inclusive environment, we recognise that we need, as a school community, to implement all parts of this policy in a consistent way. This means that we prioritise the building of strong working partnerships between deaf and hearing people throughout the school. We firmly believe that effective communication across the school is vital to ensure a harmonious and inclusive society of the benefit of all.

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The Curriculum

We offer a broad and balanced curriculum which is accessible to all our pupils and which provides smooth progression and continuity through all Key Stages. We aim to provide the most appropriate curriculum for every pupil, based on thorough assessment of their needs. We admit pupils to the school throughout the year. Our class sizes are small, so we can guarantee individual attention to our pupils. Progression and development through school is monitored closely and tracked to make sure that pupils reach their full potential in all areas of school life.

Within the school, all subjects of the National Curriculum (except a modern foreign language) are provided, with differentiation to enable teachers to take full account of the individual needs of each pupil. Pupils have personalised timetables to ensure the best match between individual progress and curriculum subjects. We provide a wide ranging and varied curriculum through our own provision and through partnership with our sister organisation, Doncaster College for the Deaf.

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Primary Provision

Doncaster School for the Deaf can offer placement to pupils from the beginning of the year that they are 4 years old, (Early Years/Foundation stage), followed by Key Stage 1 the year they are 5 years old, and Key Stage 2 from the year they are 7 to 8 years old.

The Foundation Stage follows the Early Years Foundation Stage (EYFS) Curriculum, where it is acknowledged that pupil’s experiences and relationships in their early years have a vital effect on their academic, social and emotional development. Pupils are encouraged to develop language skills through play, storytelling, conversation, music and through contact with deaf and hearing people within the school.

The Primary curriculum follows the framework and guidelines of Curriculum 2000, including the National Literacy and Numeracy Strategies, designed to develop skills at every level. Subjects covered by primary pupils include:

• English
• Mathematics
• Science
• British Sign Language (BSL)
• Physical Education
• Religious Education
• Personal, Social, Health and Citizenship Education
• Art
• Design and Technology
• History
• Geography
• Music

The Aims of Our Primary Provision are to:

• Teach pupils in small groups with learning support and specialist teachers.
• Ensure that pupil progress is regularly monitored and recorded by teaching staff, in order to recognize and develop the potential of each pupil in all areas of the curriculum.
• Provide Speech and Language Therapy, which is currently built into the timetable on both an individual and group basis.
• Provide pupils with weekly swimming lessons from the beginning of Foundation Stage, to encourage swimming from an early age.
• Ensure good language progression by allowing access to adults that are deaf and hearing.
• Develop good relationships and partnerships between home and school which supports and promotes the pupil’s development.
• To provide a happy, secure environment where pupils can develop confidence and independence.
• Develop good links with local mainstream schools to allow pupils to interact with hearing peers.

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Secondary Provision

Mathematics

The curriculum in Mathematics is based upon, and has good links to, the National Numeracy Strategy and the National Curriculum programmes of study. Through ongoing assessment activities, pupil’s progress is tracked accurately and difficulties are identified quickly. A good curriculum framework enables pupils to make excellent progress as they move through the school. At Doncaster School for the Deaf, we recognise the importance of establishing a secure foundation of mental calculation and recall of number facts before standard written methods are introduced. We endeavour to set work that is challenging, motivating and encourages the pupils to discuss what they have been doing.

English

In English, we encourage the acquisition of language through a rich literacy experience. We aim for pupils to become enthusiastic and reflective readers through contact with a variety of challenging texts. Pupils learn to enjoy writing and recognise the value of becoming a confident and independent writer. Pupils follow the National Literacy Strategy Framework for teaching which offers detailed guidance on planning and implanting programmes of study for Speaking and Listening, Reading and Writing at Key Stages 1, 2 and 3. Pupils are taught in small ability groups. Learning targets are shared with pupils to build on their knowledge, experiences, interests and strengths. Targets are attainable, yet challenging and help pupils to develop their self esteem and confidence in their own ability to learn. Pupils are offered a range of qualification opportunities such as ASDAN or AQA Entry Level English as well as GCSE English.

Science

Science education begins in Early Years and continues on to Key Stage Four. Pupils follow the National Curriculum. All pupils study life processes and living things, materials and their properties and physical processes. They acquire practical skills for each aspect through scientific enquiry. The science lab is well equipped with necessary chemicals and apparatus to allow pupils to see science working practically with opportunity for hands on experience.

Information and Communications Technology (ICT)

The school has a Learning Resource Centre combining the school library and the main ICT facilities. This is a spacious area, fully equipped with computers and the technology needed to support pupils with special needs. Pupils are taught skills such as data handling, spreadsheets, presentations and Computer Aided Design. Pupils are able to study ICT to GCSE Level and an Entry Level qualification is also available.

Art

Our pupils enjoy participating in a wide range of art and craft projects in our well equipped art studio. All Key Stage 3 pupils receive specialist art teaching as part of their curriculum and they may choose to continue studying art to GCSE Level.

British Sign Language (BSL)

Pupils are encouraged to improve their signing skills in BSL, and to achieve the BSL (CACDP) Levels 1 and 2. Pupils also learn and research Deaf History, and importantly, Deaf Culture and Hearing Culture. BSL lessons are popular with pupils.

Design and Technology (DT)

Key stage 3 and GCSE courses offered, include Resistant Materials, Food Technology, Graphics and Electronics. The school has well-equipped facilities including specialist teaching rooms for Resistant Materials and Food Technology. Pupils learn a wide range of key practical skills culminating in a project for assessment.

Humanities

History and Geography are taught by specialist Teacher of the Deaf using visual stimulus and pupil centred individual differentiation. At Key Stage 3, pupils study schemes of work adapted from the National Curriculum. Pupils have the option to continue studying both subjects to GCSE Level.

Physical Education and Swimming

Our aims are to promote physical activity and healthy lifestyles, to develop positive attitudes through the conventions of fair play, good sporting behaviour and honest competition, and to ensure safe practice through the following of instructions, rules, laws, codes and etiquette inherent in sporting activities. Through stimulating interest, enjoyment and expertise in sport, our pupils will develop the related social skills and attitudes that will serve them well in adulthood.

All pupils have timetabled swimming lessons taught by qualified swimming instructors (ASA level 2 teachers /ASA Disability swimming teachers) in our private indoor heated pool.

Personal Social Health Economic Education and Citizenship (PSHEE&C) and SEAL

SEAL (Social Emotional Aspects of Learning) is an explicit, structured framework and resource for teaching social, emotional and behavioural skills to all pupils. It focuses on five social and emotional aspects of learning: Self Awareness, Managing Feelings, Motivation, Empathy and Social Skills. External professionals are invited to support pupil’s education related to Health Education, Drugs Education, Sex Education and Citizenship.

Religious Education

RE is taught in accordance with local and national guidelines. Pupils are introduced to the subject at Key Stage 1 then move onto specialist teaching in Key Stage 2, 3 and 4. Pupils gain an insight into six main world religions within a local, national and global context. There are four stands of study; people, places rituals (including festivals and ceremonies) and writings.

The School is non-denominational. Religious Education is taught throughout the School, aiming to teach our pupils about the world around them, and to give them a sense of their own identity and of relationships with other individuals and with groups. It helps pupils to convey their thoughts and feelings, to experience and develop an awareness of the spiritual dimension of life, and eventually to approach questions of ultimate value. The subject is seen as continuous, the underlying goal is educational, and although the viewpoint of the individual is respected, what is taught does not seek to commend a particular faith or viewpoint.

Sex Education

As part of the School ethos to prepare our pupils for the opportunities, responsibilities and experiences of adult life, a well-planned programme of sex education is provided to include the processes of reproduction and the nature of sexuality and relationships.

ASDAN (Award Scheme Development and Accreditation Network)

ASDAN creates the opportunity for pupils to achieve personal and social development through Awards and Qualifications, enhancing self-esteem and individual contribution to local, national and global communities. They aim to recognise and reward pupils skills as they complete ‘Personal Challenges’ in such areas as sports, healthy living, community involvement, work experience, expressive arts, relationships, citizenship, personal finance and enterprise.

The Awards and Qualifications are flexible, activity-based programmes, supported by a framework of assessment for personal and social skills.

Doncaster School for the Deaf offers the ASDAN certificate in Life-Skills at Entry Level 1, 2 and 3. The qualification provides an opportunity for pupils to become more autonomous and personally effective in managing and dealing with the demands of daily life. It is designed to enhance development and learning opportunities whilst recognising the different backgrounds, lifestyles and long term goals of individual pupils.

The School also offers the ASDAN qualification for the Certificate of Personal Effectiveness (CoPE). This qualification is designed to enable the pupils to develop and demonstrate a range of personal, key and employability skills leading to personal effectiveness. Pupils also receive formal recognition and accreditation for CoPE.

Achieving Qualifications

All curriculum work is aimed at helping our pupils to achieve recognised qualifications. A wide range of assessment tools and qualifications are used which include GCSE, Entry Level Certificate of Achievement, ASDAN, CoPE (Certificate of Personal Effectiveness), ALAN (Adult Literacy and Numeracy), CACDP and Unit Awards.

Careers Education and Guidance

The School provides pupils with balanced, impartial, Careers advice through Connexions which helps them to make self-directed decisions about their future in further education, training or employment.

We make good use of our unique links with Doncaster National Specialist College for the Deaf, the leading National and International provider of post-16 education and training for over 200 deaf learners.

The College is situated on the same grounds as the School and has extensive and well-equipped teaching rooms, modern specialist workshops and residential buildings.

By the time pupils are due to leave School, they will be aware of the post-16 options available and many will have been given the opportunity to gain valuable experience of College life and courses.

Haxey Study Centre

We are fortunate to have close links with Haxey Study Centre which all secondary pupils are given the opportunity to attend. The vocational courses on offer range from animal care to conservation and woodland skills. The courses are designed and specifically tailored by the study centre to suit the needs of the individual pupils.

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School Resources

The greatest resource of any school is its staff. In our School we aim to provide the highest quality of teaching. Our teaching staff are highly qualified and most have specialist postgraduate qualifications as Teachers of the Deaf in addition to the standard subject and teaching degrees.

All teaching and care staff are expected to reach a required level of communication skills and are assessed by the Council for the Advancement of Communication with Deaf People (CACDP).

Staff also undertake continuous in-service training and development courses across a range of subjects relating directly to their work.

A vital asset to the education of our pupils is our dedicated team of Learning Support Assistants and Communication Support Workers. We are privileged to have deaf teachers and deaf support workers who act as excellent role models for our pupils.

Additional Support

Speech and Language Support

A full-time speech and language therapist works with pupils on an individual basis to support their language development and communication skills. She works closely with teachers and the audiologist.

Audiology Support

The School employs a full-time Audiologist with access to the latest equipment enabling pupils to be tested regularly and to ensure that they are fitted with the most beneficial hearing aid. The Audiology Department also repairs and maintains pupil’s hearing aids.

Medical Support

The School has a visiting doctor and an on-site fully-qualified nurse to check and supervise pupil’s health. There are twice-yearly dental checks for all pupils and regular eye tests throughout their time at School.

Parent Liaison

The school has a dedicated parent liaison officer who also acts as Head of Care. She is based within school and works closely with school staff, pupils and parents. Parents are kept closely informed of progress through the use of reports, Parents Evenings, the Annual Review process and regularly updated Individual Education Plans (IEP’s). Parents and carers are actively encouraged to visit the school to discuss their child’s needs.

York Deaf Children and Family Service

We have links with York Deaf Children and Family Service who are a multi disciplinary group of health professionals who have experience in supporting children and their families with any mental health issues including emotional and behavioural problems. Support is given at home in term time and holidays by the Service. Face to Face appointments are supplemented by telelink sessions which sometimes improve engagement and allows some pupils to be more open about the difficulties they are experiencing.

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Facilities

Recent School refurbishment has brightened and modernised classrooms, the ICT Suite and Hall. Refurbished rooms have received acoustic treatment and are fitted with interactive whiteboards.

The School has a range of specialist classrooms including a fully equipped Science Laboratory, Design Technology facilities, Art Studio and ICT Suite. In addition, we are able to make good use of the superb sport facilities available on the College campus which provides venues for friendly competitions with local teams from schools and other social groups at football, basketball, tennis, cricket and athletics.

The School’s minibuses are in frequent use, taking groups of pupils on a variety of educational and recreational visits and field studies, activities which offer valuable learning experiences and often support our classroom work.

School Code of Conduct

Our School is firmly committed to providing the highest quality of teaching and education in a safe, relaxed and pleasant environment free from distraction and disruption, in which pupils can be safe, happy and secure as they develop into mature, independent adults.

We actively encourage our pupils to have consideration, concern and respect for others, to have high standards of personal behaviour and self-discipline, and to accept responsibility for their own actions both within the School and the Local Community in which they live.

Parents can also make a positive contribution by taking an active interest in the work of the School, entering into regular dialogue with staff, supporting the personal and social education programmes, and reinforcing the advice and counselling given to their children by teachers and care staff.

Health, Safety and Security

The School has a rigorous Health and Safety Policy which reflects current legislation and which seeks to ensure safety for all. CCTV, digital security access and security staff are measures taken to ensure a secure environment for everyone on site.

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Residential Provision

Dickson House is a modern comfortable house sympathetically converted to provide high standards of living accommodation.

Care and Support

Dickson House offers high quality care centred on the needs of each child. It has:

• 24hr staff support, including waking night staff, all year round
• Professionally trained staff, both hearing and deaf
• Staff appropriately training in communication
• Comprehensive and appropriate Individual Care Plans
• Key-Workers

Accommodation

The aim of our residential care is to provide a positive, caring environment that promotes the development of the whole person. By working closely with children, their family and the Local Authority, we can help them achieve the outcomes of the Every Child Matters and Change for Children Framework. Our team of experienced and qualified staff, endeavour to make our children feel safe and secure through providing a high standard of care and adhering to our stringent child protection policies, which are in line with current legislation.

Provision for resident children is available 365 days a year and is registered with and inspected by the Ofsted.

The house has a fully fitted kitchen where children may participate in producing meals for themselves and the family group.

All bedrooms are fully furnished, however children are encouraged to bring their own belongings and to personalise their rooms to their own taste. The staff supports the children in their choice of decoration.

The house is fitted with the latest equipment including a text phone, fax and e-mail facilities, television, video and DVD. The children have use of computers which have a connection to RM’s Safety Net Filtered Internet System.

Dickson House has been designed to allow wheelchair access should this become necessary. The house is equipped with flashing fire/smoke and carbon monoxide alarms. Children are evacuated and accompanied by the staff when activated. The staff conducts regular testing and fire drills.

The following facilities are available for the use of the children and their families:

• Fully fitted kitchen and utility room with washer and dryer facility
• Safe garden areas
• Access to indoor heated swimming pool (on-site)
• Six acres of playing fields including tennis courts, athletic track and full size Sports Hall. (Available for use by arrangement with the School and College.)
• An extensive sports leisure complex within easy walking distance.
• For all our transport needs access to a people carrier is available.

Community Links and Activities

Children are encouraged to maximise their free time in pursuit of hobbies and interests both in the homes and in the local community. Children have the opportunity to visit the local Deaf Club, as well as access to the local sports and leisure complex that is within easy walking distance.

For leisure and relaxation there are specially-designed social areas which include a TV room, a games room, a common room and a quiet room. After a day’s work, children can simply relax and take advantage of the varied choice of sports and recreational activities available both on and off the campus.

Further details of our residential provision are available in a separate brochure.

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Admission to the School

Doncaster School for the Deaf is an all-age school, and will accept any deaf, or hearing pupils with communication difficulties, who can benefit from the education we provide. Informal visits to see the School and its facilities are arranged for parents and their child and professionals prior to application. When an application for admission has been made, a formal assessment period is arranged. The precise provision required by a prospective pupil is agreed after which a formal offer of placement can be made.

All enquiries regarding visits to the School or application for admissions should be directed to the School Secretary or Susan Stuart by e-mail, fax or telephone.

• jeansmith@ddt-deaf.org.uk
• sstuart@ddt-deaf.org.uk

The School Telephone Numbers and fax

School Telephone Number	01302 386733
School Mobile Number	07970676957
School Fax	01302 386724

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