We provide a broad and balanced curriculum relevant to primary school children. Hearing-impaired pupils follow the Early Learning goals or the National Curriculum, differentiated to meet their individual needs. The curriculum is also modified to suit the specific needs of deaf children. The National Primary Curriculum is followed with necessary adaptations.
The development of literacy skills is of central importance to deaf children and expectations for achievement are high. English is taught on a daily basis (see language policy for deaf children). Teachers of the Deaf work in close consultation with the Speech and Language Therapist to address wider language and communication issues. Children are encouraged to be active in their own learning and to read for pleasure and information.
We aim for children to develop a sound understanding of numeracy skills while also developing powers of reasoning, problem solving and creative thinking. We acknowledge the importance of practical activities to support mathematical understanding.
The science curriculum is concerned with observing and examining our environment, interpreting evidence, investigating and testing simple hypothesis. Much of the children’s knowledge is gained through hands-on experience in order to extend their independence skills.
All other subjects are taught with appropriate modification through topic based work.
At Warren we believe that children are more likely to achieve their potential when home and school work in partnership. Homework is given and it is intended that child and parent/carer work together to complete it.
Warren has specialist resources and staffing to meet the needs of pupils who have significant hearing impairment. Some children may have additional needs. Arrangements are made to meet these needs following school procedures (see SEN policy for further information).
An Individual Education Plan (IEP) will be written for every child with a hearing impairment and these are reviewed on a termly basis by all involved. Parental involvement is strongly encouraged and the contribution of the parents incorporated into planning. Children also have the right to express their opinions and are involved in the review procedure at a level appropriate to their age and ability.
Assessment is regarded as an integral part of the learning process. It provides information for the teachers about the child’s strengths and weakness and is a useful
basis for setting individual targets. For a full and accurate picture of each child’s development, teachers continuously monitor and assess all aspects of their work and development, and incorporate this into daily planning.
On admission to the school, children are assessed and targets are set. Informal teacher assessment is used in conjunction with formal assessment (see language policy for deaf children).