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New research has revealed that over 50% of deaf children who communicate orally (rather than by using sign language) have reading difficulties at least as severe as those faced by hearing children with dyslexia. Despite this, the study found that no specific reading interventions were routinely offered to support the reading of deaf children.
The Equality Act 2010 requires schools not to discriminate against disabled pupils in the provision of education and to make reasonable adjustments to avoid substantial disadvantages to disabled pupils. Deaf children are likely to be considered disabled if their hearing impairment has a substantial and long-term negative effect on their ability to do normal daily activities.
In view of the study, schools with children with hearing impairments may wish to scrutinise performance data relating to the literacy levels of this cohort and put in place intervention strategies now to overcome any attainment gap. In some cases, it may be appropriate to direct Pupil Premium funds towards such strategies.
The recent case of R (on the application of A Parent) v Governing Body of XYZ School [2022] EWHC 1146 (Admin) provides some welcome and reassuring guidance to governing boards on the exclusion reconsideration process.
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With 19 HR experts now supporting over 500 schools and trusts across the country, in this edition of 60 seconds we sit down with Emma Hughes, who leads the team, to discuss what this significant milestone means to her.
In order to reduce the risk of potential breaches, schools should follow this Health and Safety Executive guidance.
A ResPublica report highlighted that asbestos continues to be the UK’s number one occupational killer, with nurses and teachers 3 to 5 times more likely to develop mesothelioma than the general UK population. The House of Commons Work & Pensions Select Committee is investigating how the HSE manages the continued presence of asbestos in buildings.
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