Consultation - Revision of NDCS Quality Standards (Resource Provisions)

Thank you for your input to this consultation.

This is the link to the proposed revised quality standards
This is the link to From Guidance to Governance 2015-2025 document

Domain 1. Curriculum, Teaching & Inclusive Learning Environment

Why this matters

Every deaf pupil should be able to take part fully in lessons, feel included in school life, and have their learning needs properly met. The curriculum should not just be accessible — it should also be ambitious and meaningful.

Minimum expectations (must)

Planned curriculum access: Mainstream and specialist staff jointly plan how lessons are made accessible.
Linguistic access: Pupils receive teaching and support in their preferred communication mode (spoken, SSE, BSL/ISL).
Acoustic access: Teaching rooms used by deaf pupils must meet in-use acoustic expectations.
Consistent technology use: Radio aids, soundfield, and other technology are checked and used consistently; media is captioned by default.
Inclusion beyond lessons: Clubs, trips, assemblies and informal times are planned for deaf pupils’ safe and equal participation.
Whole-school deaf awareness: All staff receive training; governors and peers understand their role in making the school inclusive.


Good practice (should)

Shared access plans and recording templates between mainstream and RP staff.
Opportunities for deaf pupils to meet deaf peers and role models, and to learn about Deaf culture.


Measures of success

≥90% of observed lessons meet the agreed access arrangements.
≥95% of lesson videos are captioned.
Noise-management routines observed in ≥90% of lessons.
Deaf pupils’ participation in extracurricular activities matches that of hearing peers.


Evidence collected

Co-planning records and observation notes.
Communication/linguistic access plans (with staff competencies).
Acoustic action log and training records.
Technology check logs and captioning compliance.
Participation data for trips and clubs.

Domain 2. Student Outcomes & Holistic Progress Monitoring
Why this matters

Deaf pupils should make progress at least in line with their ability and starting points. Outcomes are not only about exam results, but also language, communication, confidence and wellbeing.



Minimum expectations (must)

High expectations: Ambitious targets are set, including for the most able.
Specialist assessment: Regular deaf-specific assessments alongside mainstream measures.
Single picture of progress: Academic, language and wellbeing data combined.
Use of data: Results shape teaching adjustments and interventions.
Attendance/exclusions: Rates for deaf pupils are comparable with peers (allowing for health factors).



Good practice (should)

Moderation of assessments with other provisions or schools.
Pupil voice included in target-setting and reviews.



Measures of success

Deaf pupils’ progress matches hearing peers; attainment gaps narrow year-on-year.
Language assessments show positive gains, moderated termly.
≥80% of interventions achieve intended outcomes or are adapted quickly.
Attendance/exclusion rates in line with whole-school averages.




Evidence collected

Assessment calendar (mainstream and deaf-specific tools).
Moderation records and review notes.
Dashboards showing academic, language and wellbeing data.
Attendance/exclusion reports with context notes.
Pupil target reviews linked to teaching adjustments.

Domain 3. Personal Development, Safety & Well-being
Why this matters

Deaf children and young people must feel safe, develop social and emotional skills, and grow in confidence and identity. They face additional risks due to communication barriers, and resource provisions have a duty to ensure their personal development and safeguarding needs are met.



Minimum expectations (must)

Safeguarding: Clear safeguarding routes in pupils’ preferred communication modes; all staff aware of deaf children’s specific vulnerabilities.
Trusted adult: Every deaf pupil identifies at least one trusted adult in school with whom they can communicate effectively.
Anti-bullying: Policies explicitly address deafness-related bullying; incidents logged and responded to.
Emotional well-being: Pastoral systems address confidence, self-esteem and mental health, with accessible referral routes to specialist counselling if needed.
Peer & social opportunities: Regular opportunities to meet deaf peers, role models, and develop social skills.
Personal safety & independence: Pupils taught skills such as online safety, peer pressure resistance, and safe use of technology.




Good practice (should)

Dedicated programmes to develop deaf identity and emotional literacy.
School-wide inclusion of deaf awareness in PSHE/RSHE curricula.
Proactive mental health support, including trained mentors or deaf role models.




Measures of success

≥95% of deaf pupils report they feel safe and can name a trusted adult.
All incidents of bullying/discrimination are logged and resolved within 5 school days.
Emotional well-being surveys show positive year-on-year improvements.
Evidence that pupils have participated in deaf peer/role model activities.
≥90% of safeguarding actions addressed within agreed timescales.




Evidence collected

Pupil-voice surveys and focus group notes.
Safeguarding and bullying incident records.
PSHE/RSHE mapping showing inclusion of deaf awareness.
Logs of peer/role model opportunities and participation rates.
Counselling referral records (where anonymised data is appropriate).

Domain 4. Post-school Transition & Career Preparation
Why this matters

Deaf young people should leave school with the skills, confidence, and support needed to move successfully into further education, training, or employment. Preparation for adulthood must begin early, include ambitious aspirations, and be informed by both specialist and mainstream careers advice.



Minimum expectations (must)

Early planning: Transition planning begins no later than Year 9 (or nation equivalent).
Specialist careers advice: Impartial advice tailored to deaf young people’s needs, including assistive technology and workplace rights.
Transition plans: Individualised plans detail support arrangements for post-16 pathways.
Sustained destinations: Schools track destinations at 6 and 12 months.
Accessibility: Transition activities (visits, interviews, work experience) are fully accessible, with communication support provided.



Good practice (should)

Work experience placements linked to pupils’ interests, with appropriate communication support.
Access to deaf role models in diverse careers.
Information for parents about financial support, disability rights, and schemes such as Access to Work and Disabled Students Allowance.
Transition reviews involving future providers.


Measures of success


≥95% of deaf school leavers achieve a sustained positive destination at both 6 and 12 months.
Transition plans in place and reviewed for 100% of pupils by statutory deadline.
Careers interviews and planning sessions include deaf-specific guidance in 100% of cases.
Positive feedback from pupils and parents on preparedness.


Evidence collected

Transition plans and review meeting records.
Careers advice logs and guidance notes.
Destination data at 6 and 12 months.
Work experience records and evaluations.
Parent and pupil feedback surveys.

Domain 5. Leadership, Management & Financial Oversight
Why this matters

Strong leadership is essential for sustaining high-quality provision. Leaders must set a clear vision, embed deaf provision in whole-school priorities, and ensure resources are allocated effectively. Governance and financial oversight should demonstrate value for money, accountability, and continuous improvement.



Minimum expectations (must)

Vision and planning: Clear, ambitious vision reflected in plans and policies.
Leadership involvement: RP lead (QToD) part of senior leadership team or represented at that level.
Monitoring and accountability: Governors receive regular reports on deaf pupils’ progress, attainment, and wellbeing.
Financial oversight: RP funding transparently managed, targeted at pupil outcomes, demonstrating value for money.
Improvement planning: Annual SEF and Quality Improvement Plan produced and monitored termly.
Assurance cycle: External peer review at least every 3 years.


Good practice (should)

Leadership champions inclusion across all aspects of school life.
Annual public summary report on RP outcomes.
Budgeting includes forward planning for technology lifecycles and staff CPD.
Governors and commissioners undertake training in deaf education.


Measures of success

RP priorities embedded in whole-school improvement plans.
≥85% of QIP milestones achieved on schedule.
Governors/commissioners confirm funding decisions are linked to impact evidence.
Peer reviews highlight strengths and areas for improvement.
Stakeholder feedback shows confidence in leadership and accountability.




Evidence collected

Improvement plans.
Leadership and governance minutes.
Budget reports linking spend to outcomes.
QIP documents and monitoring reports.
Peer review reports.
Stakeholder survey feedback.

Domain 6. Staffing & Professional Development
Why this matters

Skilled, sufficient, and appropriately deployed staff are the backbone of a successful resourced provision. Quality, continuity, and the right competencies determine whether pupils can access learning every day.



Minimum expectations (must)

Staffing levels: ≥1 QToD per 6 deaf pupils, plus sufficient CSWs/TAs matched to need; contingency cover documented.
Qualifications & competencies: RP teachers QToD-qualified (or in training). CSWs/assistants at BSL L3 (or L2 working towards).
Deployment matched to need: Staff allocations follow access plans; co-planning time with mainstream staff timetabled.
Performance management: Appraisals include deaf education specialist input, objectives link to pupil outcomes/QIP.
CPD: Annual CPD on deaf awareness, communication, safeguarding, audiology, tech, acoustics, inclusive pedagogy.
Induction: All new staff inducted on deaf awareness, communication modes, device checks, acoustics, safeguarding.
Audiology leadership: Named lead for audiology; daily checks/escalation routes in place.




Good practice (should)

Succession planning (“grow your own” e.g. TA→CSW→QT→QToD).
BSL tuition pathways for staff.
Professional supervision for access staff.
Role clarity via published deployment policy.
Protected co-planning time quantified per pupil per week.




Measures of success

Ratio compliance verified termly.
100% of RP teachers QToD-qualified (or in training).
100% of BSL access roles at L3 (or L2 on timed plan).
≥95% completion of CPD modules.
≥90% of observations rated Good or better on access fidelity.
Suitable cover in place within 48 hours.
Workforce stability tracked.




Evidence collected

Staffing matrix and timetables.
Qualification certificates.
CPD logs.
Appraisal records.
Observation notes.
Cover/contingency records.

Domain 7. Use of Technology & Access to Resources
Why this matters

Technology is a lifeline for deaf children and young people, enabling access to spoken language, the curriculum, and wider participation.



Minimum expectations (must)

Daily checks: All personal hearing technology and classroom systems checked at start of day; logs kept.
Troubleshooting: Staff trained in first-line fixes; escalation within 24 hours. Spares and batteries available.
Access to lessons: Radio aids, soundfield, captioning, and visual strategies used in line with plans. Captions mandatory for all video/media content.
Pupil independence: Pupils taught to check their own equipment and advocate for support.
Policy: RP has an audiology/tech policy covering roles, maintenance schedules, escalation, review.
Accessibility: Families offered accessible contact options (text, email, signed info).




Good practice (should)

Rolling programme of tech upgrade and evaluation.
Links with audiologists/technicians for complex troubleshooting.
CPD for all staff on tech use.
Opportunities for pupils to trial new tech.
Regular acoustics audits (BB93 in England, equivalents elsewhere).




Measures of success

≥95% days all required pupil tech working.
≤24h median time-to-fix for faults.
100% captioning compliance.
≥90% pupils can check their own devices.
Annual tech audit and upgrade plan.
Positive parent feedback on accessibility.




Evidence collected

Tech audit reports.
Daily check logs.
Pupil surveys on independence.
CPD records.
Parent feedback surveys.

Domain 8. Partnerships with Parents & External Agencies
Why this matters

Partnership with families and collaboration across agencies is essential to meet deaf pupils’ holistic needs.



Minimum expectations (must)

Parent partnership: Parents engaged as partners in planning/review.
Multi-agency coordination: Timely referrals, meetings evidenced.
Accessible communication: Families given clear contact routes in accessible formats.
Joint planning: Agencies work together on shared outcomes.



Good practice (should)

Regular surveys of parent satisfaction.
Multi-agency planning meetings with joint action logs.
Training for parents on technology and communication strategies.
Published contact points for parents.




Measures of success

Parent satisfaction ≥8/10.
≥90% multi-agency actions delivered on time.
Evidence of family input into plans.
Positive feedback from parents and agencies.




Evidence collected

Meeting notes.
Referral pathway records.
Parent feedback summaries.
Multi-agency action logs.