Hearing Impaired Unit
In September 2001 a purpose built hearing impaired resource base was opened to cater for the needs of deaf children within Thurrock. The resource provides an inclusive setting for up to 12 children ranging from 2 ½ to 11 years. Deaf children work alongside mainstream peers and are included in all areas of school life. We are committed to working in partnership with parents and the wider community.
(Can each of the following subheadings be placed into their own ‘tabs’ e.g. when you clikc on ‘Hearing Impaired Unit’ it will show you ‘Enquiries & Admissions’, ‘Communication’ etc.
Enquiries & Admissions
Applications for a place at Warren’s Hearing Impaired Resource Base are made via Thurrock Local Education Authority. However, we welcome enquiries and visits from parents and carers.
We consider applications for children who are severe to profoundly deaf or whose statement requests resource provision.
Communication and Language
It is our primary aim to develop children who are confident communicators. We encourage children to be independent, giving them opportunities to communicate with a wider audience, including the Deaf community. This helps to develop their deaf identity; their awareness of the role that they can play in society and in turn raises their self-esteem.
We strive to provide good models of either BSL or English (whichever is the preferred language mode). We also acknowledge that language skills are to be explicitly taught and we aim to raise children’s awareness of the effect and power of language in the wider community.
British Sign Language
BSL is a recognised language within the school and staff and children are encouraged to use good models of BSL whenever communicating. A qualified BSL Instructor teaches all deaf children sign language on a weekly basis. This tutor also works with mainstream staff and children. Sign language tuition is offered to parents and members of the wider community. In addition, all hearing children are given the opportunity to learn sign language.
At Warren we recognise the central role audiology has to play in the education of severe and profoundly deaf children. We are committed to ensuring that our pupils get the maximum benefit from their personal hearing aids or alternative amplification system.
The school building has the advantage of several small workrooms, which provide a quieter listening environment for specific small group work.
Speech and Language Therapy
Warren has the advantage of an on-site Speech and Language Therapist 3 days a week. Individual programmes are designed and carried out by the Speech and
Language Therapist in consultation with Teacher of the Deaf and support staff.
We believe that a positive self-image is the foundation of effective learning. Children need to believe in themselves as deaf individuals in order to achieve their full potential. As a school, we have high expectations of children both academically and socially and encourage them to have the same high expectations of themselves. Children are expected to achieve a high level of independence in respect to their own learning, equipment and environment. Creating a positive identity helps children to understand that they have a valid role in both Deaf and hearing communities.
At Warren we offer a child-centred approach to communication. Our aim is to meet the varying needs of the deaf children in the school, recognising and using their linguistic strengths. The curriculum is delivered in the individual’s preferred language whether that is British Sign Language (BSL), Signed Supported English (SSE) or Spoken English. We provide resources that enable deaf children to be included into mainstream classes, where they can access the curriculum, whenever possible. When this is not appropriate, children are taught an adapted curriculum which is based upon the requirements of the National Curriculum. Also at lunchtime and playtime we have signing Learning Support Assistants.
Nursery and Foundation Stage
Nursery children are offered five half-day sessions each week. The sessions last 2 ½ hours and children are fully integrated with hearing peers. For deaf children a specific emphasis is placed on communication and language. The nursery staff plan as a team and have high expectations of all the children, based on information from assessment procedures. These include advice from other professionals, particularly the speech and language therapist.
KS1 and KS2
Children are assessed on an individual basis and allocated support accordingly. This support enables them to be taught by a mainstream teacher. There may be times when it is more appropriate that children are taught by a Teacher of the Deaf and this may include a modified curriculum.
Teaching & Learning
We provide a broad and balanced curriculum relevant to primary school children. Hearing-impaired pupils follow the Early Learning goals or the National Curriculum, differentiated to meet their individual needs. The curriculum is also modified to suit the specific needs of deaf children. The National Primary Curriculum is followed with necessary adaptations.
The development of literacy skills is of central importance to deaf children and expectations for achievement are high. English is taught on a daily basis (see language policy for deaf children). Teachers of the Deaf work in close consultation with the Speech and Language Therapist to address wider language and communication issues. Children are encouraged to be active in their own learning and to read for pleasure and information.
We aim for children to develop a sound understanding of numeracy skills while also developing powers of reasoning, problem solving and creative thinking. We acknowledge the importance of practical activities to support mathematical understanding.
The science curriculum is concerned with observing and examining our environment, interpreting evidence, investigating and testing simple hypothesis. Much of the children’s knowledge is gained through hands-on experience in order to extend their independence skills.
All other subjects are taught with appropriate modification through topic based work.
At Warren we believe that children are more likely to achieve their potential when home and school work in partnership. Homework is given and it is intended that child and parent/carer work together to complete it.
Warren has specialist resources and staffing to meet the needs of pupils who have significant hearing impairment. Some children may have additional needs. Arrangements are made to meet these needs following school procedures (see SEN policy for further information).
An Individual Education Plan (IEP) will be written for every child with a hearing impairment and these are reviewed on a termly basis by all involved. Parental involvement is strongly encouraged and the contribution of the parents incorporated into planning. Children also have the right to express their opinions and are involved in the review procedure at a level appropriate to their age and ability.
Assessment is regarded as an integral part of the learning process. It provides information for the teachers about the child’s strengths and weakness and is a useful
basis for setting individual targets. For a full and accurate picture of each child’s development, teachers continuously monitor and assess all aspects of their work and development, and incorporate this into daily planning.
On admission to the school, children are assessed and targets are set. Informal teacher assessment is used in conjunction with formal assessment (see language policy for deaf children).
We would be happy to give you any further information you require. Do not hesitate to contact us if you would like to arrange a visit.
Warren Primary School, Gilbert Road
Chafford Hundred, Grays. Essex. RM16 6NB