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About Our Service

What is the role of the Outreach Service?
















Visual Impairment


Manual handling &

Risk assessment

Hearing Impairment


Support for 


Training and



Who is in the team?


Anne Corbett

Head of Outreach

Dawn Frampton

Outreach Administrator

Renata Brannen

Advisory Teacher for HI


Bernadette Bell

Advisory Teacher for VI

David Shaw

Early Years VI Advisory Teacher

Julie Noble

Safer Handling Risk Assessor

Theo Skerritt

Extended School's Co-ordinator


Contact no.

020 7786 4808

Contact email


Richard Cloudesley Outreach Enquiries

If you have any questions for the Outreach team, please do not hesitate to fill in the form below and we will get back to you as soon as we can.

How can school/settings identify children with sensory difficulties?

Any child who is struggling to make progress should first have a sight and hearing test. 

This can be conducted by the family doctor. 


The service liaises directly with specialist medical professionals and teams, e.g. ophthalmology, so most young people with such difficulties will be known to the service. When a child is newly diagnosed with a sensory difficulty, the service will contact the school/setting to inform them and to arrange a visit as appropriate.



How should schools/settings provide for children with sensory difficulties?

Quality first teaching should always be the starting point. A good acoustic and visual environment should be established and teachers should use strategies to maximise a child's residual hearing and vision. This will enable them to access the curriculum, social information and the physical environment. Written guidance is provided to all schools on these. 

For those young people whose sensory difficulties have  a minor impact on  learning, language and development, teachers should follow simple guidelines to differentiate teaching or classroom approaches. Written advice is provided to all schools on this. 

For those young people whose sensory difficulties have a  significant impact on their learning, language and development teachers should follow advice provided by the SENCO and/or the Richard Cloudesley Outreach Service to the school/setting. 

Children with sensory difficulties will often have been supported in the home prior to joining a school/setting. Assessment and advice will have been provided and this will be passed to the school/setting through transition arrangements. 

For some who wear hearing aids, an FM system can be installed to amplify teachers’ voices. The teacher (or person leading an assembly, for example) wears or holds a transmitter microphone FM system which sends speech signals to the listener, who wears a tiny FM receiver attached to their hearing aids. The service identifies who would benefit from an FM system and discusses this with the school/ setting.