1. Contact: brian.lamb@natsip.org.uk/lindsey.rousseau@natsip.org.uk
Introduction to the Review of the SI MQs Brian Lamb NatSIP Associate/Scrutineer
Contact:

2. Review of the MQ-Process and Timetable
NatSIP has been contracted by the DfE/nasen to review the MQs for SI
It will consider whether and how the MQ equips the following professionals to fulfil their role:
those who teach classes of hearing impaired, multi-sensory impaired and vision impaired pupils;
mobile (visiting or peripatetic) teachers who support mainstream teachers or lecturers teaching sensory impaired children and young people;
those who assess children and young people for educational purposes (including for education, health and care plans)

3. Scope of the Review
the impact, suitability and appropriateness of mandatory qualifications for SI in the context of the SEND framework
whether/how learning outcomes in the MQs need updating
how the mandatory qualifications fit with wider training/ qualifications pathways – e.g. how this fits with career development, Initial Teacher Training, NASENCO qualification etc.)

4. Outcomes for the first stage of the review
To provide an internal report to DfE, with findings, options and recommendations on whether the mandatory qualifications in sensory impairment:
meet the changing needs of the educational system
keep abreast of technical development in this area; and
enables teachers to ensure children can reach their full potential, achieve good outcomes, be independent, and are prepared for employment

5. Process Consultation with the SI sector now almost complete
Establishment of expert reviewers across the three different strands
Survey to the SI sector and interested stakeholders is completed with over 150 responses
Further consultation meetings to test out thinking proposals with providers of services have taken place, plus meetings in North and Midlands
Written report to DfE by March 2019 making proposals for next steps of the process and recommendations on the MQs

6. Timetable
March 2019 NatSIP to produce an internal report for DfE setting out findings from their consultation, options and recommendations on if, and how, the three mandatory qualifications need to be revised
Deliverables to be confirmed once report reviewed by DfE policy officials

7. Feedback to date
Is a mandatory qualification for teaching of children with sensory impairment (HI, MSI and VI) still necessary?
Yes……but!
Demonstration of outcomes achieved by securing additional specialist SI support
Examples of how these models of specialist support work, in respect of new CoP - the balance between one to one teaching and professional advice
The need for models of ongoing recognised CPD
Justification of early intervention, early years, working with parents and ongoing to 25yrs

8. Feedback…
Thinking of your own professional experience what are the key skills which should be achieved by the mandatory qualifications in Sensory Impairment?
Examples of key outstanding questions;
Training on Additional Needs - what does this look like, which needs?
Minimum standards for communication in BSL- what should they be?
Wider training around the facilitation role of specialist teachers
Practical experience through teaching placements in different educational environments – which, how many and where?

9. Feedback
What are the key strengths of the current mandatory qualifications?
Very clear list of key strengths
The recognition and understanding of the professional qualification by LA assessment officers, EPs, commissioners, parents and families, schools, colleges and settings, etc

10. Feedback What are the gaps in the current mandatory qualifications?
A ‘probationary period’ and ongoing CPD post qualification
Expectations of schooling – access to learning and learning to access
Cultural aspects
Every teacher is a teacher of SEND - what does this mean in this context
More needed on Technology
Advocacy of the specialist
The teaching role 1:1, as well as the advisory role
The reflective practitioner-what does this look like
Auditory Processing Disorder/Neuropathy (APD/N) in ToD course
Require BSL level 2 for access to the ToD course

11. Feedback
What other key points should a review of the SI mandatory qualifications consider, that you have not already mentioned above?
Access to funding - could this be addressed by Higher Level Apprenticeships?
Should there be a regulatory body for SI professionals?
Greater use of Mentors
Difficulty in protecting study time on courses
More streamlined learning outcomes

12. Next Steps
finish analysis of research and feedback from consultation events
initial draft report for DfE - Feb
consult on report with expert reviewers - March
NatSIP Reference Group sign off - March
submit report to DfE - end of March
and then…………?