To be a Centre of Excellence for Deaf Education


To develop high quality, innovative and collaborative provision in a financially efficient environment which empowers deaf learners to live a productive and independent life.


Founded in 1829, Doncaster School for the Deaf has a proud 185 year history and is one of the oldest schools for the Deaf in the country. The school is determined  to keep up with the challenges and technology of the future and play its full part in Deaf education.

We believe that...

  • All members of the school and wider community are entitled to be treated with respect and dignity at all times.
  • Pupil development is essential - each pupil brings a unique experience and perspective into the school community, which must be valued at all times.
  • All Deaf pupils can learn, achieve and be responsible for their education, being an active partner in achieving their full potential.
  • Deafness in itself is not a barrier or obstacle to learning - every pupil deserves to have the highest expectations for achievement.
  • Deaf pupils have a fundamental human right to access the curriculum, and to communicate, and be understood, in the language of their choice - whether that is British Sign Language (BSL) or English (with or without Sign Supported English (SSE)) - enabling them to develop internalised language and effective thought processes.
  • A pupil’s positive sense of identity is critical for achievement and success throughout their lives and the school should embrace cultural diversity, a spirit of learning, mutual caring and respect.
  • Pupils need to be guided on how to make choices in their behaviour and be fully informed of the consequences and the effect they have on others.
  • Families should be fully informed partners in the education and lives of their children.
  • A strong partnership between the pupil, their family, school, other professionals, and wider Deaf and hearing communities is essential for maximum pupil development.
  • Literacy, numeracy and IT skills are fundamental to lifelong success.
  • The school curriculum should be broad, balanced, challenging, relevant and personalised in order to reflect the needs of each pupil and nurture a lifelong desire to learn.
  • Following identification of a pupil’s deafness, the acquisition of language must begin as early as possible at home and in school. 
  • The exposure to both Deaf and hearing cultures will enrich lives of pupils and their families and enable them to develop strong lifelong identities.
  • Every Deaf pupil has the right to access and benefit from audiological services, equipment and facilities of the highest quality.
  • Every pupil has a right to develop their speech and language skills to the best of their ability to prepare them for communication with both hearing and other Deaf people.
  • Using technology is integral to Deaf pupils’ access to information and communication.