Issues and challenges facing services and Teachers of the Deaf What the latest data is telling us
Using data
3 big questions 1) What more can we do to raise the achievement of deaf children and young people? 2) How can we address or mitigate some of the wider challenges facing deaf education? 3) What more can we do to raise the quality of the workforce?
Big question #1 What more can we do to raise the achievement of deaf children and young people?
Attainment data caveats School Census: Formally recorded as having a special educational need Hearing impairment is the primary need England-only
Attainment data early years 100 Proportion of children achieving a good level of development in the early years foundation stage % 80 60 40 20 Children with no identified SEN Deaf children 0 2013 2014 2015 2016 2017 2018
Attainment data early years Listening and attention Understanding Speaking Moving and handling Health and self-care Self-confidence and self-awareness Managing feelings and behaviour Making relationships Reading Writing Numbers Shape, space and measures People and communities The world Technology Exploring and using media and materials Being imaginative Proportion of deaf children reaching at least the expected standard in the early learning goals 0 10 20 30 40 50 60 70 80
Attainment data phonics 100% 80% 60% 40% 20% 0% 56% 75% Reached expected level Proportion of children achieving expected level of phonic decoding 33% 18% Did not reach expected level 11% 7% Disapplied 89% 97% Reached expected level 11% Did not reach expected level 3% 0% 0% Disapplied Deaf children Year 1 Year 2 Children with no identified SEN
Attainment data Key Stage 2 100 Achieving expected standard at reading, writing and mathematics % 80 60 40 62 33 70 70 39 43 Children with no identified SEN Deaf children 20 0 2016 2017 2018
Average Attainment 8 score Attainment data Key Stage 4 55 Average Attainment 8 scores 50 45 40 Children with no identified SEN Deaf children 35 30 2015 2016 2017 2018
Attainment data Key Stage 4 0.15 Average Progress 8 0.1 0.05 0-0.05 Children with no identified SEN Deaf children -0.1-0.15 2015 2016 2017 2018
Attainment data Key Stage 4 Deaf children - not on FSM Deaf children - on FSM Average Attainment 8 scores eligibility for free school meals All children - not on FSM All children - on FSM 0 5 10 15 20 25 30 35 40 45 50
Attainment data Key Stage 4 Average Attainment 8 scores children who speak English as an additional language Deaf children - not EAL Deaf children - EAL All children - not EAL All children - EAL 0 5 10 15 20 25 30 35 40 45 50
New resources www.ndcs.org.uk/eal
Attainment data Key Stage 4 Average Attainment 8 scores level of hearing loss (NatSIP) All deaf children Profound Severe Moderate Mild Children with no identified SEN 25 30 35 40 45 50
Attainment data post-16 90% 80% 70% 60% 50% 40% 30% Achievement age 19 of Level 2 qualifications (including English and Maths) 2010 2011 2012 2013 2014 2015 2016 Young people with no SEN Deaf young people
Post-16 destinations Further education School 6th form 6th form college Apprenticeships Other education institutions Employment/training 0 5 10 15 20 25 30 35 40 45 50 Young people with no identified SEN Deaf young people
Questions and theories How can we sustain and accelerate the progress we ve seen in recent years? Do we know who are our underachievers are?
Questions and theories Why do deaf children appear to fall behind in secondary education? Is this an issue with Progress 8 data or is symptomatic of something else? What more can we do to support deaf young people who don t achieve a grade 4 in English and Maths at age 16?
Big question #2 How can we address some of the wider challenges facing deaf education?
Caveats: Based on local authority returns All deaf children vs deaf children on caseload? Resource provisions? Post-16?
CRIDE: Numbers of deaf children and Teachers of the Deaf (England) 1,100.00 48,000 46,000 1,050.00 44,000 Qualified Teachers of the Deaf 1,000.00 950.00 42,000 40,000 38,000 36,000 Deaf children 900.00 34,000 32,000 850.00 2011 2012 2013 2014 2015 2016 2017 2018 30,000
CRIDE: Characteristics of deaf children (UK) 23% have an additional or special need* (*not including Scotland) 19% have a statement or EHC plan* (*England, 2018) 7% have at least one cochlear implant 13% use English or Welsh as an additional spoken language 4% have bone conduction devices 1% have auditory neuropathy spectrum disorder 7% of severely / profoundly deaf use BSL 21% use Sign- Supported English or Welsh
CRIDE: School-aged children (2017) Special schools for other disabled Special schools for deaf children, children, 12% 3% Resource provision, 6% Home educated, 1% Mainstream, 78%
CRIDE: Age profile of Teachers of the Deaf (2017) 9% Aged 49 or under 46% 44% Aged between 50 and 59 Aged aged 60
CRIDE: Resource provisions Proportion of deaf children in resource provisions in mainstream schools UK (2011) UK (2013) UK (2015) UK (2017) 7% 7% 6% 5% Number of Teachers of the Deaf in resource provisions (England) 2014 2015 2016 2017 2018 390.6 425.95 364.48 364.73 339.56 Number of resource provisions (England) 2016 2017 2018 260 251 240
Teacher of the Deaf survey (2019) 85% say workload has increased 87% say they have to work additional hours 96% feel stressed 58% feel less support available to deaf children 43% think deaf children less likely to make good progress
Funding Our FOI requests to local authorities: 37% local authorities planned to cut funding for specialist education services for deaf children in April 2018 Total of 4m cuts in these areas CRIDE: 19% services reporting changes to support allocations
Wider funding pressures More children with Education, Health and Care plans New local authority duties through the Children and Families Act 2014 Trend to children being placed in special schools Ring-fencing of schools budget
Teacher of the Deaf survey (2019) 69% say there isn t sufficient funding in their area to ensure all deaf children receive support they need
Percentage Radio aids in the early years 70 60 50 40 30 20 10 0 Local authority provision of radio aids for families to use in the home in the early years Provide Don't provide 2016 2018
Questions and theories How can we respond to these growing pressures, keeping our heads above the water? What more can we do to champion the role of specialist education services for deaf children in our everyday work?
Questions and theories How can we attract more Teachers of the Deaf into the profession and showcase the profession? Are there barriers (including for deaf people) to those wanting to enter the profession that we need to address?
Questions and theories What s going on in resource provisions? Is it just about parental choice? Do parents know about the range of provision in their area? Are they able to make positive informed choices? How can we maintain the quality of resource provisions?
What we re doing Stolen Futures campaign Teacher of the Deaf bursary proposal? Teacher of the Deaf apprenticeship pathway?
Big Question #3 What more can we do to raise the quality of the workforce?
Ofsted/CQC local area inspections 81 inspection reports so far 59% mention services for deaf children 85% refer to service as a strength in the area 48% areas require written statement of action * As of 5 March 2019
Feedback from Ofsted Oxfordshire: The specialist services such as for hearing impairment are highly regarded by parents and professionals. Typically, children and young people using these services have their needs met very effectively Parents who met with or contacted inspectors reported positively on the achievement and wider outcomes, such as growth in confidence and self-reliance, of children and young people with hearing impairment.
Feedback from Ofsted Gateshead: Children who have hearing impairments and those who have visual impairments are effectively supported by specialist teams who provide very early identification and continuing support and assessment from birth to adulthood.
Feedback from Ofsted Windsor & Maidenhead: Provision for children and young people who have a hearing or visual impairment is strong. For example, children who have a hearing impairment have greater access to a teacher of the deaf than is typical nationally. The quality of provision is reflected in the views of children and young people who are visually or hearing impaired and their parents. The vast majority reported positively about their involvement in designing their provision, and how this helps to secure strong outcomes.
Feedback from Ofsted Southampton: Provision for those who have hearing or visual impairments has been negatively affected by recruitment issues in this area. This means that the experience for children and young people with visual and hearing impairments is not of a consistently good quality. Although aware of this issue, leaders have not tackled it sufficiently.
Our [Teacher of the Deaf] is the only member of staff who truly understands and liaises with all the team involved with our son, from audiologist, SLT (speech and language therapist), teachers to our family. Communication between services would not exist if it was not for them. They know the specific and very individual needs of my child as they know him very well All the staff from nursery, pre-school and school have been very impressed with our Teacher of the Deaf and feel they would not have been able to support our son as well without their input.
Our membership survey: views on quality of support from Teacher of the Deaf 12% 5% 6% Very good 55% 22% Good Neither good nor poor Poor Very poor
Mandatory qualification review Issues raised by parents: Post-16 support and careers advice Technology Ability to act as a lead professional /influencing skills Promoting emotional well-being Deaf children with additional needs
What we re doing Working with BATOD and the National Sensory Impairment Partnership (NatSIP) on the MQ review Making the case for stronger CPD requirements Engaging with Ofsted and other inspection agencies Accreditation scheme? Identifying, evidencing and disseminating good practice
Questions and theories In the absence of any formal CPD requirements, how can we, as a sector, ensure this is given sufficient priority? What are the areas where we need to see improved practice or more knowledge sharing?
Questions and theories In terms of our own practice, how can we generate/share more evidence on what works? Do we have access to the data we need to demonstrate quality and long-term impact? What are the hurdles and challenges here?
More information Online: www.ndcs.org.uk/data www.ndcs.org.uk/professionals Email: ian.noon@ndcs.org.uk