Sensory Support Service
Welcome to the Sensory Support Service
This provision is staffed by Teachers of the Deaf and specialist Hearing Impaired Teaching Assistants. They are experienced in working with children who wear amplification and require specialist teaching/support to address their language development and to access the curriculum. We also receive support from a Hearing Impaired Technician.
Support and advice are given to the families of the students and to the mainstream staff who teach them. Close links are maintained with audiology and professionals from other disciplines e.g Speech and Language Therapy, Manchester Cochlear Implant Team, Deaf CAMHS, Educational Psychologists, Social Services and Health Teams.
There are currently 15 students with hearing needs in St. Andrew’s (whose losses range from mild through to moderate, severe and profound), who access the Listening Room. All deaf children are on the mainstream roll and receive additional support according to their identified needs.
This specialised support, which is specified in each student's EHCP is agreed and planned as a result of close working relationships with class teachers and can be delivered in-class or in a withdrawal setting within the Listening Room.
Teachers of the Deaf:
- Ms A. Lloyd (Lead Teacher)
- Ms E. Stenson
- Ms L. Hughes
- Ms C. Hutton
- Ms C. Leonard
- Ms S. Whalen
- Ms D Connolly
Each Room within school is fitted with a soundfield system, helping all the children in school hear the teacher and one another more clearly. The hall system is used throughout the day for PE, Dance, Drama and singing sessions. Parents will have noticed the improved listening conditions in assemblies. The children's voices are much clearer due to their excellent use of handheld or fixed microphones. Year 6 children are proficient in maintaining batteries and in using the system.
Language Role Play Area
This is a space in our Listening Room. Every half term we will create an environment that targets specific Language. This area provides opportunities for pupils to encounter, learn, practise and develop their understanding of new and acquired language within a safe, structured space.