Richard Cloudesley School
Welcome to Richard Cloudesley Outreach Service
Who are we?
We are a team of experts with specialist training in the management of special needs, hearing loss, visual impairment, risk assessments, habilitation assessments and assistive technology.
Our Values
- The life chances of young people first
- Commitment to equality, diversity and excellence for all learners
- Creative solutions to barriers
- Commitment to collaboration
- Professional approach always
- Absolute integrity re safeguarding
Our Vision
Is to be a model of good practice so that all learners will be accepted in their learning environment and have a strong sense of belonging.
Our Purpose
To make sure that all learners achieve their full potential and know how to overcome any barriers to learning.
Meet the Team
|
Anne Corbett Head of Outreach |
Suzanne Hall Outreach Administrator |
Lotta Clarke Advisory Teacher of the Deaf and Hard of Hearing |
|
Bernadette Bell Advisory Teacher for Visual Impairment |
Richard Cloudesley Outreach Service Golden Lane Campus 101 Whitecross Street London EC1Y 8JA Tel: 020 7786 4808 outreach@cloudesley.islington.sch.uk Follow us on Instagram @rcoutreach |
Julie Noble Safer Handling Risk Assessor |
|
Theo Skerritt Habilitation Specialist |
Nicky Tricks Advisory Teacher of the Deaf and Hard of Hearing |
Tim Richmond Advisory Teacher for Visual Impairment |
Our Services
The Richard Cloudesley Outreach Team offers a range of services as follows:
Richard Cloudesley Outreach Enquiries
Each team member is contactable via email (see details above). We will aim to get back to you as soon as we can.
How we work
- Schools or settings meet with parents and make a referral to our service
- Our team visits the school or setting and makes a detailed observation
- We meet school staff and give advice and recommendations
- We provide a written report
- We also receive referrals from London hospitals
- We work very closely with the local health professionals and the Islington SEN Department
We provide advice and guidance on...
- Best classroom practice
- Training for teachers and teaching assistants
- Improving the classroom acoustics and visual environment
- Differentiation of the curriculum
- Specialist equipment
- Risk assessments
- Access arrangements
- Habilitation assessments
- Transition
- Assistive technology support
How schools and settings should support sensory difficulties
- High quality teaching should always be the starting point. A good acoustic and visual environment should be established and teachers should use strategies to support the child or young person's residual hearing and vision enabling them to access the curriculum, social information and the physical environment. Written guidance is provided to schools and settings on these.
- For children or young people with sensory difficulties that 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 schools and settings on this.
- Sensory difficulties that have potentially significant impact on their learning, language and development, teachers should follow advice provided by their Special Educational Needs Co-ordinator (SENCo) and/or the Richard Cloudesley Outreach Service.
Service Leaflet
