Welcome to DAHIT (Deaf And Hearing Impairment Team)

Allerton Grange is a resourced school for deaf children (we use this term to refer to all children with an identified hearing loss). Children are taxied in from all over the city if they would benefit from more support than could be offered in their local mainstream school. We have a child-led approach, so tailor our communication method to best meet the needs of the pupil, whether that is spoken English, sign supported English (SSE) or British Sign Language (BSL). All pupils within the resource provision will have the opportunity to learn BSL from a native user if they would like to. They will also have the opportunity to gain qualifications in BSL (which are equivalent to a GCSE). 

If you have any further questions or would like to book a personal visit please send an email to konniefenwickrasche@allertongrange.com 

We look forward to seeing you.

Konnie Fenwick-Rasche, Lead Teacher of the Deaf 

The Deaf and Hearing Impaired Team (DAHIT) is a team of specialist staff, including Qualified Teachers of the Deaf, communication support workers and deaf instructors, who work to promote the educational inclusion and achievement of deaf children and young people

We support children who are deaf from the time of identification to when they leave school. The team work with children at Allerton Grange School and in their homes. We conduct assessments and provide advice for Education Health and Care (EHC) Plans for children and young people aged 11 to 19. 

The level of support offered to each child and family is based on the child’s needs.

The role of a QToD is to provide specialist input for deaf children to enable them to achieve the best possible outcomes inside and outside of the classroom. We plan, deliver and evaluate specialist teaching and provide support programmes for children. We assess and monitor the individual needs and progress of deaf children and provide on-going advice as appropriate. 

At Allerton Grange School (resourced provision) we also provide training and ongoing advice to the mainstream staff, other professionals and families. We work in partnership with mainstream staff to promote the maximum educational access, inclusion, development and progress of deaf learners. We promote the social and emotional welfare of children, including their independence, self-esteem and emotional resilience.

The role of a Deaf Instructor is to promote effective communication skills for deaf and hearing impaired children, and to teach, develop and facilitate the use of BSL for deaf children and monitor and report the progress of these learners. 

Deaf Instructors also provide additional teaching and support of mainstream curriculum material and concepts through the use of sign. They deliver and/or assist with the delivery of deaf awareness training to mainstream colleagues 

In addition, they can act as an adult role model for our deaf pupils.  

The role of a CSW is to facilitate access for deaf learners to the curriculum. The mode of communication varies depending on the individual child, but is usually through sign-supported English or BSL. CSWs also provide communication support for staff, pupils and parents in a variety of situations and adapt materials and delivery of curriculum content.

Deaf students predominantly follow the same curriculum as their hearing peers. The amount of time that a deaf pupil spends in mainstream, or being taught in the base depends on the individual’s needs. Additional support is also given to all deaf children in base. This can take many forms, including: “back up” maths and science lessons (which are an opportunity to revisit concepts that the pupil struggled with in class) or pre-teach new concepts and vocabulary that will be coming up in future lessons; additional PSHE to develop pupils’ understanding of the world; target/intervention time; etc.  

When necessary, English can be taught discretely within base lessons by a Qualified teacher of the Deaf. Due to the language barriers that many deaf children face, they can benefit from the time, pace, delivery and understanding of their specific learning styles to be delivered in bespoke sessions.  

The staff team is made up of different roles to facilitate this access 

DAHIT staff 2023-2024 

  • Konnie Fenwick-Rasche – Lead Qualified Teacher of the Deaf 
  • Henri Grumbridge – Qualified Teacher of the Deaf 
  • Sarah Scott – Qualified Teacher of the Deaf 
  • Rosie Fenwick-Rasche - Qualified Teacher of the Deaf
  • Laura Bankhead - Teacher of the Deaf/Speech and Language Therapist
  • Sidra Ahmed – Deaf Instructor 
  • Mohammed Basser - Deaf Instructor 
  • Rebecka Best - Communication Support Worker 
  • Josie Pyke-Condor - Communication Support Worker 
  • Abbey Booth - Communication Support Worker 
  • Steph Myers - Communication Support Worker 
  • Sophie Johnson - Communication Support Worker 
  • Charlie Ackroyd - Communication Support Worker