Early years education
View our range of resources for all education professionals working in the early years on deaf friendly teaching and supporting deaf children in the early years.
If you work in the early years or a primary school, there is a high chance that a child in your care will have an undiagnosed hearing loss.
This is usually a temporary hearing loss caused by glue ear. Eight out of ten deaf children will experience glue ear before the age of 10.
It could also be a permanent hearing loss. Over half of deaf children become deaf during childhood. This usually happens in the first three years of life.
Any hearing loss, even if it’s temporary or mild, can have a big impact, particularly in the early years when children are developing their speech and language skills.
This resource is for anyone working with deaf children in early years settings, including nursery, playgroup, parent and toddler group, crèche, pre-school, or at home, if you are a childminder.
This resource was created to help families of deaf children and those that support them observe, monitor and record the progress their child makes.
Success from the start is designed to help you:
- share your observations of your child
- recognise the importance of what they're doing now
- support you in asking questions and understanding your child's development
- be clear about what sorts of things your child may do next
- have ideas as to what you and others can do to help.
Our assessments webpages provide information on the range of different specialist assessments available to professionals working with deaf children in each of the following areas:
- early communication skills
- cognitive development
- social/emotional development.
You can also learn more of the key principles involved in effective use of assessments.
We've produced a series of resources to set out the simple steps that can be taken to improve the listening environment in nurseries, schools, and other education settings.
- Information on creating good listening conditions: For education settings
- Tips on how schools can improve listening conditions
- Managing listening conditions checklist
- Preliminary noise survey
- Pupil survey
- Presentation for Teachers of the Deaf
- Information for parents
- Sound simulations of classroom with poor or good acoustic conditions
- Our Here to Learn video clips including clips on reducing background noise and on good acoustics
We’ve worked with the National Sensory Impairment Partnership (NatSIP) to produce a range of resources to help practitioners in carrying out EHC needs assessments for deaf children and young people and drawing up EHC plans.
- Better Plans, Better Assessments, Better Plans: a multi-disciplinary framework for the assessment of children with a hearing impairment
- Template for assessment and information gathering
- Section by section guide to writing more effective EHC plans for children and young people with sensory impairment
- NatSIP summary checklist to writing more effective EHC plans
- Model Education, Health and Care plan - Ruby (aged 3)
- Model Education, Health and Care plan - Kirsty (aged 4)
- Model Education, Health and Care plan - Robert (aged 11)
- Model Education, Health and Care plan - Daniel (aged 18)
Our booklet on mild hearing loss is for mainstream teachers and nursery staff. It explains the major impact a mild hearing loss can have on a child, and what you can do to support a child with a mild hearing loss in your class.
Watch the 'Mild hearing loss, major impact' video that accompanies this booklet below:
The resource provides advice on support to deaf children of all ages who speak English as an additional language (EAL), including children who have yet to start school and their families. The resource is aimed at Teachers of the Deaf and other professionals who work with deaf children who use EAL, including special or additional needs coordinators and EAL coordinators.
A short top-tips video on supporting children who use EAL is also available.
We would like to thank the Bell Foundation for their funding, expertise and support in the development of these resources.
Deaf children can lack the vocabulary to 'label' their feelings. This workbook is for teachers to work through with children to help them expand their emotional vocabulary so that they can understand and identify how they feel.