Archived decisions

Summary of Responses to Consultation

1. Proposal to consolidate resourced provision into three pyramids of linked schools, in the north, south and west of the County.

1.1 Number of pyramids

· There is a case for maintaining two provisions in the north of the County as one is on the periphery and serves Surrey children, and another is in the middle.

· No logical reason to close any current pyramids.

· Why not have four pyramids? Closure of provision in Basingstoke may result in children experiencing an unreasonably long and tiring home-school journey.

· Would there be benefit in maintaining four pyramids and integrating peripatetic services within these provisions? This would ensure they become part of a working team and reduce travelling time; enable sharing of expertise; provide regular workshops/activity days for local HI children.

· Consolidation into three pyramids may not result in increased numbers in resourced provision, as Basingstoke parents may refuse to send their children to Winchester or Farnborough

· Given the reduced number of HI children whose parents wish to have the support of resourced provision, these units have to be consolidated in order to provide maximum help (also shortage of teachers of the deaf).

· Proposal supported if the Council is confident that this will not compromise the parents' right to choose nor disadvantage HI pupils in comparison with other pupils with SEN.

· Consolidation of provision would benefit children's learning; enable the principle of continuity of peer group at each phase of education; students have reasonable daily journeys to and from school; a viable number of students in each geographical area; better peer group size is important to social, emotional and linguistic development.

1.2 Pupil numbers:

· Account should be taken of planned house building; substantial areas of new housing are planned for the Basingstoke & Dean and Hart & Rushmoor areas.

· Resourced provision in the north east of the County serves Surrey and other neighbouring local authorities; two provisions in the north are therefore justified.

1.3 Travel:

· Account should be taken of the time during which children may have to be on home-school transport, not just distance.

· Travel distances are too great to justify a reduction to three pyramids.

· Children having to travel long distances is contrary to the Children Act's outcomes of staying safe and being healthy. Extended schools should enable children with disabilities and SEN to access all new services.

· Children should be educated locally, wherever possible, in order to secure friendships.

· Closing provision and requiring pupils to travel longer distance is contrary to the Disability Discrimination Act and the duty of schools and the local authority to promote disability equality, and provisions in the County Council's Children and Young People's Plan.

· Longer journey (for pre-school children) will result in very tired and irritable children who will be unable to concentrate on work or enjoy school. Later, it limits access to extended schools/extra curricular activities.

· The greater the distance, the harder it is for the child to socialise with fellow pupils and more difficult for parents to take an active part in the life of the school.

1.4 Provision of linked schools:

· The benefits of having provision in linked schools has been overstated; with the right of parents to express a preference for their child's placement, catchment area links between schools are less of an issue.

· Deaf students rely heavily on friendships made at primary schools; it is more difficult to make friendships during and after secondary transfer.

· Deafness can lead to social isolation; remaining with a familiar peer group is important for children, and deaf children in particular.

· Continuity is vital; nursery to primary and to secondary school.

· Access to a wider peer group of similar needs is arguable; it can lead to issues of low self-esteem, bullying and isolation.

· Many deaf students find social inclusion difficult; an unfamiliar cohort exacerbates this issue and can lead to increased self-esteem and emotional literacy problems.

· Deaf students benefit enormously with transition linked to their friends and peer groups.

1.5 Quality of school:

· Resourced provision needs to be in a school which delivers a good quality education, not just a good HI provision; this is important for the exercise of parental preference.

· Consultation documents have not referred to overall quality of education within each resourced provision; one resourced school is in special measures.

1.6 Staffing and development of provision:

· The consolidation of resourced provision is important to ensure that children receive maximum help as there is a shortage of qualified teachers of the deaf.

· Closing signing provisions will result in loss of highly skilled staff who are key to the implementation of the Communication Policy; it will also result in the loss of experience and expertise across the wider school.

· Greater weight should be given to retaining skills and positive deaf culture of a school, than to its number of pupils.

· Outreach does not give the same level of support to children as resourced provision.

· If resourced provision has sufficient numbers, there is no spare capacity to enable them to provide outreach.

1.7 Mixed mode provision:

· There is a lack of research into the effectiveness of this model of working.

· Maintaining a peer group has not been an issue in auditory/oral provisions as pupils are well integrated with hearing peers. Children whose first language is BSL must have other signers in school, preferably of the same age group for their emotional well-being.

· Children identified as oralists will be distracted by signing CSWs.

1.8 Areas:

· Primary phase provision is needed in the west of the County.

· Provision should be maintained in the north east of the County.

· Provision should be maintained in Basingstoke.

1.9 Closure of existing provision:

· A waste of existing resources.

· Why close existing provisions and open a new one?

· Provision should not be closed for reasons of lack of funding; the priority is to ensure appropriate provision for children.

· In achieving provision in line with the new Communication Policy, a wrong message is being given if all existing signing provisions are closed; at least one of the current signing provisions should remain open which has a proven record.

· Signed provision is a more recent development in Hampshire; it is easier to absorb auditory/oral pupils in a signed setting than vice versa.

· Have comparisons been made between pupils in resourced provision and in mainstream schools? If some pupils are thriving in mainstream schools, cannot all deaf/HI children be educated there (rather than in resourced provision)?

1.10 Implementation

· No reference is made in the consultation documents to the transition process for implementing the changes to resourced provision; this will be a critical period to establish the reputation and quality of new provision.

· How will auditory/oral provisions become total communication? The process is not clearly stated.

· Everyone from teacher, teaching assistant, through to administrative and lunchtime staff have to be aware of specific needs of the children and act accordingly.

· Provisions identified should be considered as new schools with all due care and attention paid to developing the specialist skills of staff; ensuring development of the ethos of the school in supporting HI pupils; and ensuring adequate support from other professionals and agencies.

2. Options for the future organisation of resourced provision

2.1 Basingstoke pyramid:

· The transport system into and around Basingstoke is good; Basingstoke is more central to the north of the County than Farnborough.

· Numbers are viable. It is a growing and accessible area; more account should be taken of the planned house building and impact on future pupil numbers.

· The only pyramid offering continuity of resourced provision from age 3 to 16.

· Good liaison exists between the primary and secondary schools, and transition between key stages.

· The schools offer excellent quality.

· The pyramid will work with the County to ensure full access to auditory/ oral and signed modes of communication.

· Outreach has been provided from the pyramid for two years.

· Resources should be retained in areas of socio-economic deprivation and not centre on more affluent areas.

· Catchment area has many social problems; meeting children with problems different from their own positively helps them to consider other people.

· The provision meets the five criteria for the consolidation of provision.

· Introduction of 14 - 19 diplomas will provide young people with far more options in their studies. Consultation ignores impact that reduction in resources in Basingstoke will have on Basingstoke students wishing to take advantage of the new range of facilities and courses in local colleges.

2.2 Park View Infant and Junior schools:

· Infant and nursery provisions are already offering mixed mode provision; no reason why this should not continue into Junior School. Numbers have increased since adoptation of dual communication modes.

· The nursery provision serves as a model for other professionals, and has been identified as a provider of outreach to the developing Children's Centre in Basingstoke. The only nursery maintained by the County providing for HI children.

· The schools have received good Ofsted reports, identifying good quality provision for deaf/HI pupils; Junior School praised for inclusive teaching and support of deaf pupils.

· Staff have years of experience successfully integrating HI children with hearing children.

· The children are happy, and achieving well.

· The provision at Park View Infant School was rebuilt four years ago; the school has good acoustic systems. Soundfield Systems in all classrooms and hall.

· Provision is a valuable part of the school and wider community; a good example of the inclusion of HI pupils into mainstream education.

· Strong parental support.

2.3 Aldworth Science College:

· The college is committed to the County's Communication Policy.

· Pupil numbers are viable, especially taking account of planned house building and the fact that the school also has resourced provision for physically disabled pupils, some of whom also have hearing impairment.

· The number of pupils is small and could decline further (there could be no hearing impaired pupils with SEN statements in 2010).

· Closure of the provision would lead to social exclusion; the provision serves a more socially deprived area.

· Recent Ofsted inspection reports have identified good quality provision for hearing impaired pupils; complimentary about pupils' personal development; "pupils from a range of backgrounds, including some who are physically disabled, work together co-operatively and take an active part in school life".

· Staff are shared within the pyramid, enhancing the viability of the provision in terms of financing and staffing.

· All staff receive annual training on inclusion and how to ensure that HI children have full access to learning opportunities and the curriculum.

· College is proud of its record of inclusion and its focus on the social and emotional well-being of children.

· Received Healthy Schools Award; "areas of particular good practice include the total integration of disabled pupils".

· Three HI pupils in resourced provision; two others attached to provision and three other pupils benefit from specialist teachers and LSA support (one is also physically disabled). Nine PD pupils in the school make very good progress.

2.4 Farnborough:

· Provision in Farnborough is well located, close to the M3.

· There are close links with Surrey and Berkshire; the provision can serve children from these areas.

· The schools offer excellent provision; there are good liaison and transitional arrangements between the schools; strong links with partner schools and the wider community.

· Peer support is provided across the schools.

· The outcomes for children show that the provision is effective. (Examples provided of the achievement of past pupils.)

· The provision serves the large population of service families.

2.5 Manor Infant and Junior schools:

· Good schools, offering excellent provision for HI pupils; confirmed by recent Ofsted reports.

· Dedicated staff; proud of provision and welcome changes in Communication Policy.

· There has been capital investment to improve the accommodation and facilities of the provision. Soundfield systems in all classrooms (Infant School).

· Training to develop other communication modes, in line with County policy, is already in hand.

· Peer support across school and amongst families supports all pupils.

· Outreach support from a pyramid of schools would enhance its provision.

· Pupils have access to a range of activities, including extended school provision.

· Children's Centre to be sited at the school.

· Families have very good liaison with the school.

· HI children are fully included in the mainstream school; all children are entered for Key Stage tests.

· Teaching in the Unit gives children a sense of identity and supports their emotional well-being and self-esteem.

2.6 Cove Secondary School:

· "There is no child who isn't happy or that doesn't have friends here, but the withdrawing of our HI Unit will change all that. The children will have to leave our school and their friends and we don't want that to happen." (Petition signed by 572 pupils.)

· Very good provision, confirmed by recent Ofsted reports.

· Effective pastoral support; children are happy; school contributes to their well-being by having key members of staff who know them well. School awarded Certificate of Excellence in Pastoral Care.

· Highly qualified and dedicated staff; committed to a total communication approach.

· Staff are committed to giving pupils a strong voice in the life of the school; they link with parents and encourage learning at home.

· Significant capital investment to improve the facilities for the resourced provision; seventeen classrooms with Soundfield Systems; these and sub-titled films help all children.

· Staff work tirelessly to ensure that all HI pupils achieve the five Every Child Matters outcomes.

· Staff have nurtured and strengthened community links.

· Good relationships between HI pupils, specialist staff and mainstream teachers; has positive effect on care and professional input for HI children. All teachers are committed to high standards in deaf education.

· Moving children will have adverse effect on self-esteem; children will have to spend time building up new relationships.

· School has hosted several visits from the NDCS Listening Bus and fulfils all requirements of the Deaf Friendly Pledge.

· Staff and pupils have become deaf aware.

· Impressive how well these children integrate into the whole school community.

2.7 Medstead Primary School:

· Has a viable number of pupils; the number of deaf/HI pupils needs to be seen in the context of the total number of pupils; the majority of HI pupils have a deaf peer in their class.

· Already offers auditory/oral and signed provision (not exclusively signing as stated in the consultation document).

· Enjoys a high level of parental satisfaction; exercise of parental choice is important.

· Nursery provision on site.

· Recent capital investment to provide new facilities for the resourced provision; provision has been increased in recent years with excellent new facilities including a special speech therapy room.

· Does not exist within a pyramid of schools.

· Medstead meets all criteria except linked schools; the benefits of this criterion have been overstated. Many pupils choose to move to specialised schools rather than specific secondary schools.

· The school is geographically accessible.

· The school is not well placed to serve a wider area. The location is totally unsuitable to being a consolidated provision.

· The previous report to Executive Member acknowledged that the school does not meet all five criteria.

2.8 Wallisdean Infant and Junior and Neville Lovett schools:

No comments received.

2.9 Woodcot Primary School:

· Total communication provision already in place.

· Viable in terms of number of children; five children on roll and this would have been more if parents of children due to start in September 2006 had not been put off by the uncertainty of the future of the school.

· Geographically accessible; similar to Wallisdean Infant and Junior schools.

· Good pre-school provision, and pre-school - primary links.

· The school already links with Neville Lovett Secondary School; 34% of Year 6 leavers in 2006 transferred to Neville Lovett School.

· The consultation was biased against Woodcot Primary School; an option to retain the provision was not included in the previous consultation document.

2.10 Henry Beaufort School:

· The school has an inclusive ethos; the whole school is supportive of the HI provision and other children benefit from having HI pupils in the school.

· Students are happy; excellent pastoral care; no recorded incidents of bullying of HI pupils; HI pupils participate in extra curricular activities.

· Many children have additional needs which the HI provision provides for.

· Good outcomes for children; high `added value'.

· The Unit is professional, flexible and supportive; a caring and supportive team of staff; already providing outreach to another mainstream school.

· High degree of deaf awareness and tolerance.

· School has already developed provision which will be able to offer both auditory/oral and signed modes of communication. Staff are keen to learn to sign; one pupil is already using SSE; awareness of signing has already been raised with both students and staff.

· Numbers are viable; seven in resourced provision and five other HI pupils.

· There have been acoustic improvements in the school.

· Convenient location; near M3 and other major roads.

· Pyramid is effective and supportive; including nursery and Sixth Form College.

· Nursery on site; would welcome opportunity to support HI children.

2.11 The Westgate Secondary School:

· Communication Policy already in place and embedded in the school's bilingual culture.

· All staff work collaboratively.

· Staff have high level communication skills (sign and orally); continuity of this skill level is vital for implementation of County policy. Closure of the provision will result in the dilution of staff skills built up over eight years.

· Staff skills and standards are continually raised through continuous professional development, peer mentoring and specialist support.

· Excellent outreach provision, valued by receiving schools; "Westgate provides effectively for other schools such as ours and this should be considered carefully in considering future proposals." Outreach workers "add a further dimension to the richness of school life".

· Good `added value' outcomes for pupils.

· The school as a whole and the bilingual unit are best placed to develop the skills in meeting the additional needs of children requiring an auditory/oral approach.

3. Other issues

3.1 Consultation process:

· The issue of the addendum consultation document allowed limited time for responses.

· No costings were included in the consultation documents.

· The Review of education provision for deaf children should be left to the experts who know the real needs of deaf children - the front-line teachers of the deaf.

Total of Consultation Response Forms received