Supporting the achievement of deaf
children in secondary schools
Quality assurance: Classroom observation and pupil feedback
Classroom observation
Schools will have systems for monitoring the quality of provision including using data to track pupil
progress and assess the how well interventions and support strategies for pupils with additional
needs are working. An important aspect of this is assessing of the effectiveness of teaching and
learning through classroom observation.
This checklist will help managers assess the extent to which deaf pupils are engaged in teaching
and learning during lesson observation.
Quality assurance checklist for school managers
The teacher
 Is the teacher aware of the pupil’s level of deafness and implications for
accessing learning?
 Has the teacher checked with the pupil that their hearing technology is
being worn, is switched on and is functioning?
 Does the teacher know how to use a radio aid if a pupil requires one?
 Has the teacher taken steps to minimise background noise?
 Is the teacher’ language matched to the pupil’s needs? To what extent is
the teacher repeating/reinforcing key points, checking understanding?
 Is the pupil seated in a position where they can hear and see the teacher
for lipreading but also able to identify other speakers in the classroom?
 Has the teacher used multisensory approaches (for example, visual clues)
to help the pupil access learning?
 Has the teacher enabled the pupil to follow classroom discussion by
identifying speakers and repeating contributions and questions from
others?
 Is the teacher using clear speech patterns and standing or sitting in a
position where the pupil can see her/him for lipreading?
 Is the teacher using good whiteboard practice, such as listing lesson
objectives and new vocabulary?
Observations and
recommendations
The support staff
Are support staff demonstrating that they:

are working under the guidance of the teacher and are fully familiar with
the lesson plan and learning objectives?

have sufficient knowledge of the subject being taught to be able to
support the pupil with any pre-lesson preparation (for example,
introducing new concepts and vocabulary) or post-tutoring to check full
understanding)?

are aware of their role in:
1. implementing strategies and approaches to ensure access to teaching
and learning?
2. helping the pupil achieve the learning objectives and targets (including
any pre- or post-tutoring, communication support)?

(if they are used as notetakers) are taking sufficiently full and accurate
lesson notes?

provide the appropriate level of support that promotes independent
learning with a particular focus on helping the pupil develop
understanding rather than just focusing on completing tasks?

can help ensure hearing technology is functioning properly and know
what to do if there is a problem?

have the relevant qualification in BSL if the pupil needs sign support to
access what is being said during the lesson?

are fully aware of the specific needs of deaf pupils (type, degree of
deafness, residual hearing, level of language)?

have discussed support needs with the teacher and pupil?
Observations and
recommendations
Observed behaviour in the pupil
Observations and
recommendations
Is the pupil:

showing signs that they are unable to follow what the teacher is saying?

engaged and active in learning?

able to work and learn independently without over-reliance on support
staff?

confident, with developed self-help strategies and able to identify their
own needs and strategies to support access to learning?

able to make effective use of hearing technologies and know what to do if
there are problems?

able to interact/communicate with adults and ask questions?

able to interact/communicate with peers?

confident after the lesson that they have achieved the learning
objectives?

fully aware after the lesson of any homework that has been set?

well behaved?
This template document is taken from the NDCS resource Supporting the achievement of deaf
children in secondary schools. It is based on a proforma designed by Helen Bate from Derbyshire
local authority.
This resource, along with other accompanying documents, can be found online at:
www.ndcs.org.uk/supportingachievement. Alternatively the resource can be ordered by contacting
the NDCS Freephone Helpline on 0808 800 8880.