Chailey Heritage School

Over 50% of our pupils have a visual and/or hearing impairment that is identified on their Statement of Educational Needs. The school’s sensory impairment specialist teacher, provides support to staff, pupils and parents by undertaking an initial detailed assessment of a pupil’s functional use of vision.

The specialist teacher will attend eye clinics with a pupil and parent, and liaise with the multi-disciplinary team on all issues relating to a pupil’s visual difficulties. For pupils with a hearing impairment or dual sensory impairment, the specialist teacher oversees provision of an appropriate environment and resources using information from the audiology and ophthalmology clinics, and works closely with LEA sensory support advisors. Advice is given to the class teacher, pupil support staff, residential care staff and the multi­disciplinary team working with the pupil, relating to adaptations to resources and strategies for working, in order to maximise understanding, sensory potential and development of cognition. This may include an initial assessment of functional vision, intensive interaction, working alongside a pupil in class using equipment such as resonance boards, sensory trolleys, visual stimulation activities, individual work in one of the two dark rooms or the sensory studio, providing mobility training or writing a short-term Individual Education Plan (IEP) and annual review reports.  Support is also given to parents and they are given copies of the report relating to their child’s functional use of vision.

Where a pupil has a dual placement with a local school, advice and training is offered to support staff working with the pupil. Pupils with a visual impairment have access to a track guidance system, which allows independent use of a powered wheelchair in a safe environment. The school has also developed an auditory sign-posting system for pupils driving powered wheelchairs. Developed by the school’s technicians, in liaison with the sensory impairment specialist teacher, pupils, teachers and therapists, this enables a pupil to have greater independence by giving them the confidence of knowing their location within the school environment.

The sensory impairment specialist teacher will monitor a pupil’s vision and hearing throughout their school career, with particular attention to transfers to new classes, departments or residential settings, and relating to transitions as they leave school. Awareness of the impact of a visual impairment on learning for pupils with cerebral palsy is part of the induction programme for all staff.