SchoolDoncaster School for the Deaf - An education that is right for your child. Doncaster School for the Deaf was founded in 1829, which makes us one of the oldest deaf schools in the UK and we are proud of our long history and achievements. We provide a pupil-centered approach to education from the earliest years up to the age of 19. All pupils have an Education and Health Care Plan, which ensures that we know exactly what we need to do to meet their special educational needs. Although we are based in Doncaster, we are a national resource and pupils come to us via local authorities from all over the UK. We offer a safe and nurturing environment in which children can learn and communicate effectively to achieve their goals. Our schoolBelief Statement and BackgroundOfsted ReportAdmissionsOur facilitiesResidenceSafeguarding/ Support and WelfareContact usCommunicationLanguage and CommunicationSpeech and Language TherapyBritish Sign LanguageAudiologyCurriculumEYFSPrimaryCurriculum Plans-PrimarySecondaryCurriculum Plans-SecondarySixth formSpiritual, Moral, Social, Cultural (SMSC)Pupil PremiumSports PremiumE-SafetyUseful infoStatutory policies and infoWork For UsFor parentsTerm Dates and School DayAbsencesParent Information and PackNewsletters archiveUniformLocal Offer and EHCPSFor pupilsSchool CouncilE-SafetyActivities and clubsE-LearningMoving on EYFS We believe that the acquisition of language must begin as early as possible at home and in school following identification of a pupil’s deafness. We follow the Early Years Foundation Stage (EYFS) Statutory Framework 2012. The curriculum is based on a continuous cycle of observations and assessments of children’s learning - these form the basic structure of the planning. We plan opportunities for children to develop the skills and knowledge that will form the basis of their education. 'Each area of learning development must be implemented through planned, purposeful play and through a mix of adult- led and child initiated activity. Play is essential for children's development, building their confidence as they learn to explore, to think about problems, and relate to others.' (Statutory Framework for the Early Years Foundation Stage 2012) The Development Matters document identifies three characteristics of effective learning: active learning, playing and exploring and creating and thinking critically. In every day sessions the children are encouraged to pursue their own learning journeys and develop activities themselves. The children have access to areas for creativity, writing, mark-making, maths, role play and a secure outdoor area, all of which are accessible all day. There are designated, adult-led activities in writing, reading and maths which are individually planned according to need. We begin phonics sessions based on the Letters and Sounds document and use visual phonics by hand to support this. Weekly activities are based around a theme and there are opportunities for the children’s interests to be included in planning and for the children themselves to suggest activities. There is a focus on developing language, independence and social skills and occasions where we take time to discuss events in the children’s lives and those in the wider world - the children are encouraged to share their opinion and take account of the views of others. The children are expected to choose their own resources, available through open access shelving and storage. We develop questioning skills in the children so that they can ask for help, as well as further their learning by asking about what they see, learn and experience. At the end of the Foundation Stage, the EYFS profile is completed as an assessment of a child’s progress. Their progress is assessed as emerging, expected or exceeding the level at the end of the EYFS.