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What we do

Our team consists of teachers, support assistants, rehabilitation officers, an educational audiologist, child psychotherapist, technical support officer and ICT specialist trainer.

We offer a wide range of support according to individual needs to sensory impaired children and young people, from the age of 0 - 19 years, including those in post-16 education.

We aim to give a high quality service to each child and their family, at home, in school or in college, providing comprehensive advice and information to allow informed choices to be made by everyone concerned.

We support attainment of mobility, orientation and independent living skills of children and young people with Vision Impairment through our Habilitation training.

Find out more about our Habilitation for Vision Impaired students.

What does the Sensory Service do

Sensory Impairment teachers are central to what Sensory Services do. Our teachers support from birth, working in homes, early years settings, schools to post 16 settings.

Early intervention 

  • Assess children's functional vision and hearing in liaison with health professionals
  • Managing referrals from health to education, with clear referral routes and eligibility criteria for specialist support, as outlined in the NatSIP Eligibility Criteria guidance
  • Working with health professionals on the range of available devices and technology and how to use them
  • Provide direct early development support in the home, to children, young children and their parents, through play and promoting parental confidence
  • Developing the communication skills of children with additional or complex needs 
  • Adapting teaching and learning resources in print, audio or tactile formats 
  • Advising on access arrangements for exams 

Inclusive teaching and learning

  • Advising on curriculum and independent learning accessibility
  • Supporting professionals, such as teaching assistants and therapists, through INSET and ongoing training 
  • Delivering training in specialist and communication skills or the use of specialist equipment and ICT  
  • Accessing and reviewing settings and environments for accessibility for factors such as, acoustics, lighting levels, and health and safety 
  • Promoting wellbeing, social and communication skills


  • Supporting transition at key stages through raising awareness
  • Transferring information and ensuring specialist equipment is in place in the new setting
  • Supporting students through transition into post 16, Further Education provision, employment and independent adulthood
  • Providing a skills mix which allows services to develop specialisms e.g. in early years or post-16

Specialist health and social care services

  • Ophthalmology
  • Optometry
  • Orthoptics
  • Speech and language therapy
  • Audiology
  • Cochlear implant centres
  • Specialist Child Adolescent Mental Health Services (CAMHS) for Deaf children
  • Provision of home use of specialist equipment for Hearing Impaired, Vision Impaired, Deafblind and disabled children
  • Accessible childcare and leisure services
  • Habilitation

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