Education resources for managers
View our quality standards, guidance documents and other resources for education managers and decision-makers on the needs of deaf children.
In 2019 NHS England and NHS Improvement published new Guidance for Children’s Hearing Services Working Groups (CHSWGs). This guidance was written by us with the involvement of families from across England.
We have also developed an audit tool to help them monitor how well they are doing implementing the new guidance. Download both documents below.
The Local Offer provides local authorities with an opportunity to provide clear information to local parents of deaf children and young people on the support that is available to them where they live. Our briefing sets out our understanding of what information local authorities will be required to publish and provides advice on how this might be made relevant to deaf children.
The guide is for directors of children’s services and other local decision-makers in England. It is designed to:
- Provide information and advice on specialist education services for deaf children and their importance in helping deaf children achieve their potential
- Remind local decision-makers of the issues and legal requirements that need to be taken into account when proposing any changes to these vital services
- Correct some common misunderstandings about deafness.
Separately, the National Sensory Impairment Partnership have also produced a checklist for services on how they can align their work with specific requirements of legislation and government guidance.
This briefing sets out what needs to be considered when formulating any proposals to make changes to specialist provision for children with a hearing impairment within mainstream schools in England. This advice is intended mainly for commissioners of provision in local authorities for children with special educational needs and disabilities (SEND).
These quality standards for commissioners set out how health, education and care providers in England should work together to support deaf children to achieve key outcomes by the time they start school.
We have also developed a self-audit tool to support evaluation and review of early years services for deaf children.
The National Sensory Impairment Partnership (NatSIP) have published quality standards for education services for children and young people with sensory impairment in England, along with a quality improvement pack to support services in meeting the new standards.
- NatSIP Quality Standards for Sensory Support Services in England 2016
- NatSIP Quality Improvement Pack 2016
- NatSIP Quality Improvement Self-Audit tool 2016
These resources can also be found on the NatSIP website.
Personal radio aids can greatly enhance deaf children's learning experiences.
This resource sets out the quality standards for a common approach to the timely and appropriate provision and use of radio aids to ensure best outcomes for deaf children.
It's aimed at professionals who commission services and practitioners, including: paediatric audiologists, educational audiologists and Teachers of the Deaf, and parents interested in the use of personal radio aids.
Please note that this is the introductory part of the publication. All other sections are available from the FM Working Group website.
We've developed a series of template model service level agreements (SLAs) and specifications for commissioners and heads of specialist education services of provision for deaf children in England:
- Template service level agreement for provision of education support to schools and early year settings
- Template service level agreement for provision of education support to colleges
- Template specification for a specialist education service for deaf children
- Template service level agreement for a resource provision for deaf children
These quality standards have been drafted to ensure greater consistency of provision and to improve outcomes for deaf young people. They are supported by case studies and further resources.
Resources produced in collaboration with the Royal College of Speech and Language Therapists.
Separately, the Royal College has worked with BATOD to produce new guidance on collaborative working.