1. Heads of Services Training Hamilton House 1st March Structure of Services and the role of the HI Team
Speaker:
Brian Perry

2. Structure of Services and the Role of the HI Team
Management of Services
Local Authority Central Support Service
Virtual School
A mutual Service
Commissioned - part of Special School
Commissioned - Private Company e.g. SERCO
Part of Children’s Services
Education or Social Care
Education – all structures are different under different headings
E.g. Learning Inclusion Service, Learning and Achievement

3. Structure of Services and the Role of the HI Team
Service Team
Stand alone HI team
Sensory team – HI, VI, MSI
Low incidence team – HI, VI, MSI, PD, Autism
WCC – Integrated Services Specialist Support –
HI, VI, MSI, Autism/CCD, Medical Education, Further and Higher Education ( traded service)
Budget £1.5m +

4. Structure of Services and the Role of the HI Team
Structure of HI Team
Head of Service, Headteacher, Team leader, Principal Teacher, Hearing Support Coordinator, Lead Professional
Deputy, Senior Specialist Teacher, Lead Teacher Resource Base, Assistant Team Leader
Educational Audiologist
Teachers of the Deaf
Communication Skills Advisor / Deaf Role Model
Senior Specialist Support Assistant / Teaching Assistant,
Specialist Support Assistant / Teaching Assistant, ISP
Technical Support Worker, Technician

5. Structure of Services and the Role of the HI Team
Role of HI Team (NB depends on remit of the service – e.g. Statutory work and/or non statutory work)
On-going audiological assessment and advice.
Provision of report following a referral from Community Health, Acute Health, School, Other Professional, Parent/carer
Support for families and carers in a range of settings, including the home.
Collaborative working with families, professionals and other agencies.
Specialist educational assessment and advice.
Advice and individual teaching on language and communication development.
Support and teaching in Early Years settings, mainstream and special schools.
Development of independent learning skills.

6. Structure of Services and the Role of the HI Team
Role of HI Team
Contribution to Statutory Assessment, Annual Reviews, IEP's and individual programmes of work.
Advice on special arrangements for internal and external examinations and assessments.
Provision of deaf awareness and in-service training.
Provision of radio hearing aids for hearing aid users where appropriate, with on-going management, information and maintenance.
Advice and training on the use of classroom and portable 'Sound Field Systems', cochlear implants and bone anchored hearing aids.
Provision of training and staff development programmes for Teaching Assistants

7. Structure of Services and the Role of the HI Team
Recruitment
Teacher of the Deaf
Report from BATOD
24 jobs followed up since September this year
There were between 0 and 9 applications for these posts. The average number was 2.75.
7 (34%) received applications from no ToDs at all.
4 (17%) got only 1 application from a ToD
More than 10 (minimum 42%) made no appointment – (some replied before the interview).

8. Structure of Services and the Role of the HI Team
Recruitment
Teacher of the Deaf 
Of those who didn’t appoint they intended to:
Readvertise (some of them already were readvertisements).
Use supply
Ask a retired person
Advertise for a trainee
Look at the post again
Use an agency

9. Structure of Services and the Role of the HI Team
Recruitment
Teacher of the Deaf 
Training Courses for Teachers of the Deaf
Funding Situation
Mandatory Qualification - TDA funding was a one-off and schools and services still have the legal requirement to fund the MQ.
In fact the TDA funding was supposed to have been only for additional teachers who would not have been funded anyway. There is a great misunderstanding that funding was removed. It wasn’t – there was extra funding which is no more. Otherwise it is business as usual. (Paul Simpson -National Executive Officer, BATOD)
Training Courses – 5 Universities:
Birmingham – 2 year distance learning winter school
Manchester – Mixture of distance and electronic
Hertfordshire – 1 day a week
Leeds – distance learning – require BSL 2 + taught on course – intense week 6 x year
Mary Hare / Oxford Brookes ( pulling out ) perhaps now Hertfordshire
Newport Wales – linked to Oxford Brookes – now going with Mary hare
Murray House Scotland (Each LA arrange own mandatory qualification not recognised in England
MQ due for revision in 2014 (present one runs out then) – with New teaching Agency – Linked with NatSIP – ask LR first if can say this
TDA allocated extra funding so that young people could move into the profession was not to be used for teachers already in service to be trained
+ should not have been used for Unit staff
Situation as always was LA should fund training

10. Structure of Services and the Role of the HI Team
Recruitment
Educational Audiologist
MSc Educational Audiology – Mary Hare
The course trains people to become Educational Audiologists, (i.e. Teachers of the Deaf with a specialism in Audiology) who may work in their school or authority, with an opportunity to work within the national service, usually as part of a multidisciplinary team.  The lectures, workshops, practicals, examinations and assessment are completed in the first 2 years. Research methods are taught in the 3rd year, and dissertation support is provided for completion of the Masters.  Full attendance at the teaching weekends and placement at a local (Educational) Audiological Department is mandatory. 
Mary Hare – only course now I believe

11. Structure of Services and the Role of the HI Team
Recruitment
Communication Skills Advisor / Deaf Role Model
The policy of the Service is to identify communication mode(s) to enable the inclusion of severe/profoundly deaf children/young people/learners into mainstream schools and colleges. You will be required to identify training requirements for teaching and non-teaching staff in (signed) communication skills. It is expected that every member of staff will have the facility to use whatever modality of communication is appropriate to the needs of the pupils/learners and to ensure that communication skill levels are maintained and improved. In addition you will be responsible for a caseload of children and learners as specified by the Principal Teacher – HI and Principal Teacher F/HE.
To be a positive role model for Deaf pupils/learners, enabling understanding of Deaf Culture, Deaf issues and the Deaf World, and contributing to the personal and social development of pupils and learners.

12. Structure of Services and the Role of the HI Team
Recruitment
Specialist Teaching Assistant
NatSIP Publication – Raising Achievement of Pupils with a Hearing impairment – Effective Working with Teaching Assistants in Schools – June 2012
Teaching Assistants – Roles, Duties, Skills and Understanding
The Role of Communication Support Workers – Sign Interpreters
Issues
Rates of pay
Qualifications
Training
Cover
Line Management
Agencies
NEW Education Health and Care Plan – direct payments

13. Structure of Services and the Role of the HI Team
Recruitment
Technical Support Worker / Technician
Main purposes of role:
To provide technical support for users and their supporting adults in their use of assistive technology, including RHAs.
To assist in researching and advising the Service staff on all aspects of the acquisition and application of assistive technology to support pupils and learners.
To support Service staff in their varied use of assistive technology, including RHAs.
To ensure that technical equipment is maintained and ready for use.

14. Structure of Services and the Role of the HI Team
Eligibility Criteria
Flow Chart outlining HI Team Criteria For Involvement - Handout
NatSIP Eligibility Criteria Pack – Handout
Excel Spreadsheet – NatSIP Weighting – demonstration and discussion
Issues
Staff resource available
Subjective assessment – moderation needed
What is a reasonable percentage for a caseload

15. Structure of Services and the Role of the HI Team
Funding
LAs will have the power to retain the funding for specialist services centrally and if they do so they cannot charge academies for services (unless they charge their own maintained schools)- and not just those for statemented children (Meeting Paul Simpson attended where Andre Imich reported the above )
EY Higher Needs Funding Block – Schools HNF Block
Effect of Education Health and Care Plan ?
Budget for Auxiliary Aids