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Royal School for the Deaf Derby
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Proud of our heritage. Ambitious for our future.

Our journey to 2031

Our five year plan to become the leading specialist provider of education and care for D/deaf children and young people, enabling them to achieve their full potential and lead independent and fulfilling adult lives.

Five phases from 2026 to 2031

  1. FoundationsBuilding strong foundations
  2. ExcellenceDelivering outstanding education and care
  3. GrowthSustainable growth with purpose
  4. InfluenceLeading, collaborating and shaping the sector
  5. Provider of ChoiceThe trusted choice for our community

Mission, vision and values

Our values underpin all of the work that we do and the decisions that we make. They are the values we live and learn by.

Mission

We enrich the lives of Deaf children and young people through exceptional education, high quality care, a skilled and valued workforce and strong partnerships with families and communities.

Vision

To be the leading specialist provider of education and care to Deaf children and young people, enabling them to achieve their full potential.

  • Ambition

    Dream big, work hard, achieve more than you imagined.

  • Independence

    Take ownership, solve problems, and grow confidently.

  • Respect

    Show kindness, value differences, and treat everyone fairly.

Four pillars

Each pillar sets out what an exceptional provision looks like, and what we need to do to get there.

School of Choice

Unlocking the potential in every learner through outstanding Deaf centred education

What an exceptional one looks like

  • Outstanding outcomes and achievement

    Excellence means every learner achieves highly from their individual starting point and is equipped with the knowledge, skills and confidence to succeed in whatever pathway they choose. Pupils leave with strong academic outcomes, positive career destinations and being proud of being Deaf.

  • Exceptional Deaf-centred education

    Excellence means Deaf-centred practice is embedded in every aspect of learning. BSL, spoken and written English, Deaf identity, technology and specialist support work seamlessly together to create an environment where pupils can fully access, engage in and excel within the curriculum.

  • Personal growth and wellbeing

    Excellence means pupils develop resilience, confidence, independence and a strong sense of self. Every learner feels recognised, valued and empowered to contribute positively to their school, their community and society appropriate to their age and stage.

  • A destination families actively choose

    Excellence means families, local authorities and professionals actively seek a place at RSDD because of its reputation, outcomes and expertise. The school is recognised locally and nationally as a model of educational excellence in Deaf education.

What we need to do to get there

  • Assessment

    Ensure every pupil receives accurate assessments during the prospective assessment stage and on entry. Assessment information is used to create ambitious but achievable targets that reflect individual potential, and progress is reviewed termly to identify underachievement and interventions needed in a timely manner.

  • Academic and social outcomes

    Academic and social outcomes are valued equally. A preparation for adulthood programme is embedded from EYFS to P16. It incorporates PSHE and aims to build confidence, communication, safety and independence to develop the skills needed to thrive in both deaf and hearing communities. A curriculum is in place which is aspirational to enable pupils to achieve their potential and aim high. All pupils access enrichment opportunities; educational visits, residentials, sports, arts and cultural experiences are fully accessible and need to be tracked. Enrichment opportunities are provided alongside both deaf and hearing pupils.

  • Career education

    Career education is embedded from an early age and progressively develops from EYFS to Post 16. Pathways are personalised and ambitious, reflecting pupils' strengths, interests and aspirations. Pupils have access to meaningful work-related learning, employer encounters and role models, including successful Deaf professionals.

  • Deaf culture and role models

    Curriculum content reflects Deaf culture, history, identity and achievement. The workforce includes highly skilled Deaf and hearing professionals who provide excellent role models. Pupils are encouraged and empowered to be proud to be deaf.

  • A model classroom

    A model classroom created to demonstrate a learning environment which is acoustically and visually optimised for deaf learners.

  • Sign bilingualism

    Sign bilingualism is promoted throughout the school, with English and BSL equally valued. Contact staff are expected to achieve BSL level 3 and English Grade 4 or equivalent.

  • Outreach

    Outreach work improves the outcomes for deaf pupils beyond the school community. Ensure that outreach provision is impactful and informed by research and current best practice.

  • Networks

    Staff contribute to local, regional and national Deaf education networks. The school actively shares innovation, research and successful practice.

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Residence of Choice

Nurturing independence, wellbeing and belonging beyond the classroom at every stage of life

What an exceptional one looks like

  • Independence for life

    Excellence means children and young people develop the practical, social and emotional skills needed for adulthood. Residential experiences build confidence, decision-making and self-advocacy, enabling young people to become increasingly independent at every stage of their journey.

  • A culture of belonging

    Excellence means every young person feels safe, valued, understood and part of a community where they can thrive. Residential provision provides consistency, connection and meaningful relationships that support both wellbeing and personal development.

  • Outstanding care and wellbeing

    Excellence means care is delivered with compassion, expertise and high expectations. Physical health, emotional wellbeing and safeguarding are prioritised so that every young person has the support needed to flourish both in and beyond the residential setting.

  • A home away from home

    Excellence means residential provision is recognised as an exceptional environment where children and young people enjoy rich experiences, develop lifelong memories and benefit from a genuine sense of security, happiness and belonging.

What we need to do to get there

  • Independence programme

    Build a progressive independence programme that develops daily living skills, self-advocacy, decision-making and confidence at every stage, with an offer of structured opportunities for young people to manage choices, responsibilities and risk in a supported way.

  • Vision, strategy and planning

    Develop a vision, strategy and planning to provide spaces, routines and activities that are matched carefully to age, developmental need and individual presentation.

  • Residential long-term strategy

    Develop a residential long-term strategy which sets a clear strategic plan for the residence, with measurable outcomes, regular review and strong alignment to pupil need.

  • Skilled staff with specialist training

    Recruit and retain skilled staff with specialist training, relevant experience and clear understanding of residential care.

  • A home from home

    Create a warm, stable and welcoming environment that promotes security, routines, comfort and belonging. Relationships and home contact strengthen trusted relationships and maintain regular, meaningful home contact to support identity, continuity and emotional security.

  • Compliance with NMSS

    Maintain full compliance with NMSS requirements, with robust monitoring, accurate records and prompt action on any gaps.

  • Bedrooms and shared spaces

    Ensure bedrooms are private, personalised and age-appropriate, supporting dignity, rest and emotional safety (including all en-suite). Develop well-designed communal and outdoor areas that encourage interaction, recreation and healthy relationships.

  • Safe care

    Provide safe medicines management, proportionate supervision and consistent wellbeing support, with safeguarding always prioritised.

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Employer of Choice

Attracting, retaining and developing exceptional people to grow, thrive and lead

What an exceptional one looks like

  • Attracting exceptional people

    Excellence means RSDD is recognised as a place where talented people want to work because of its strong values and commitment to improving the lives of Deaf children and young people. The organisation attracts individuals who are passionate, skilled and aligned with its purpose.

  • Developing expertise and leadership

    Excellence means colleagues are supported to learn, grow and achieve their potential through high-quality professional development, coaching and leadership opportunities. Staff are encouraged to innovate, share expertise and contribute within school but also to the wider sector.

  • A culture where people thrive

    Excellence means staff feel valued, supported and empowered to do their best work. Wellbeing, inclusion and collaboration are at the heart of the organisation, creating a positive culture where people feel a strong sense of belonging and purpose.

  • Retaining talent and building sustainability

    Excellence means talented people choose to build long-term careers at RSDD because they see opportunities to grow, lead and make a meaningful difference. Succession planning, leadership development and workforce stability ensure the organisation remains strong for the future.

What we need to do to get there

  • Grow our own workforce models

    Develop a series of ‘grow our own’ workforce models for key roles within school (teachers, TSCs, EAs) to support potential future employees and fill recruitment gaps.

  • Marketing and networking

    Elevate our marketing and networking practices specifically around recruitment to improve application and recruitment outcomes.

  • Workforce strategy

    Establish a coherent workforce strategy aligning staff wellbeing, flexible working, family-first culture, employee relations and benefits, recruitment and retention to create a supportive, rewarding and sustainable working environment.

  • Internal career pathways

    Strengthen internal career pathways through targeted workforce development, effective CPD, specific coaching and mentoring to strengthen staff progression, talent development and succession planning.

  • Staffing structure

    Create a transparent and coherent staffing structure aligning roles, job descriptions, performance and line management, and salary scales to provide clarity, consistency and fair opportunities for progression.

  • Centre of excellence

    Strengthen our national and local profile as a centre of excellence in Deaf education so we attract and retain a high calibre of staff.

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Community of Choice

Connecting communities through partnership, inclusion, expertise and advocacy

What an exceptional one looks like

  • Trusted partnerships

    Excellence means RSDD works alongside families, professionals, organisations and communities to achieve the very best outcomes for Deaf children and young people. Relationships are built on trust, mutual respect and a shared commitment to improving the lives of Deaf young people.

  • Championing inclusion and Deaf identity

    Excellence means the school is a visible and influential advocate for Deaf children, young people and the Deaf community. It promotes understanding, celebrates Deaf culture and challenges barriers to participation and achievement locally and nationally.

  • Sharing expertise and influencing practice

    Excellence means the organisation is recognised as a centre of excellence that shares knowledge, supports professional learning and contributes to the development of practice beyond its own setting. Its expertise influences policy, research and provision locally, regionally and nationally.

  • Creating lasting impact

    Excellence means the community connected to RSDD is stronger because of its presence. Through collaboration, advocacy and leadership, the organisation creates opportunities, improves lives and helps shape a more inclusive future for Deaf people and their families.

What we need to do to get there

  • Local and national Deaf events

    Expand our presence at local and national Deaf events to enhance our reputation, visibility and connections within the Deaf community.

  • Centre of excellence

    Strengthen our national and local profile as a centre of excellence in Deaf education from Early Years through to Post 16 so that we attract greater recognition, collaboration and influence.

  • Deaf role models

    Expand the regular opportunities for Deaf role models and organisations to visit and engage with pupils to inspire ambition, raise aspirations and to strengthen connections with the wider Deaf community.

  • Professional networking

    Establish professional networking opportunities at school to showcase our expertise, share effective practice and strengthen partnerships across Deaf education.

  • National education policy

    Influence national education policy, particularly in relation to Deaf education, qualifications and progression pathways, to improve outcomes and opportunities for Deaf young people.

  • Deaf events and training hub

    Establish RSDD as a hub for Deaf events and training within Derby to strengthen our role within the local Deaf community and increase community engagement.

  • National Deaf events

    Develop and lead high profile national Deaf events, such as a Deaf Careers Festival, to create opportunities and position the school as a national leader in Deaf education.

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Strategic objectives

Our objectives are defined and measured through five lenses: outcomes, specialisms, estate, sustainability and reputation. Each lens has three themes that span all four pillars.

Five objective lenses, each with three themes. Select a theme to go to its year 1 action plan.
LensTheme 1Theme 2Theme 3
Outcomeseducationally and socially1. Academic Achievement and Progress2. Preparation for Adulthood and Independence3. Personal Development, Wellbeing and Participation
Specialismsexpertise and experience1. Specialist Education and Support2. Specialist Resources and Facilities3. Outreach, Research and Sector Leadership
Estatemaintaining and developing1. Campus Development and Modernisation2. Health, Safety and Compliance3. Growth, Enterprise and Community Provision
Sustainabilityfinancially and environmentally1. Sustainable Finances2. Sustainable Campus and Environment3. Sustainable People and Organisation
Reputationlocally and nationally1. Excellence and Impact2. Brand, Communications and Parent Engagement3. Derby, Deaf Community and Strategic Influence

Year 1 action plans

What we will do in 2026 to 2027 for each theme, who leads it and when it is due, with a look ahead to later years.

Outcomeseducationally and socially

Outcomes 1

Academic Achievement and Progress

Ensuring every child and young person achieves highly from their individual starting points

Develop Derby Language Levels
ActionLeadTarget
Create frameworkRI
Staff CPD sessions to develop practiceRI
Monitor and evaluate use in lessonsRI
Develop Year 2 improvement planRI
Extend whole school writing strategy
ActionLeadTarget
Issue new books and guidance to staffSB
Continue staff CPD to support writing, including Post 16SB
QA pupils' books termly and evaluate progressSB
Develop data analysis framework
ActionLeadTarget
Produce clear guidance and expectations around data analysis for teachers, subject leaders and departmental leadersRI
Staff CPD and training to improve data analysis abilityRI
Use of data leads to sharper intervention and raised standardsRI
Develop and embed SHREC strategy
ActionLeadTarget
Share principles in staff CPD (teachers and EAs)SB
Monitor and evaluate use in lessonsSB
Complete curriculum review cycle 2023–26
ActionLeadTarget
Outstanding subject reviews to be completedRI
Develop curriculum review cycle 2027–30RI
Year 2
  • Establish curriculum review cycle 2027–30
  • Develop data analysis framework further, begin year on year analysis
Years 3 to 5

No actions listed yet.

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Outcomes 2

Preparation for Adulthood and Independence

Equipping pupils with the knowledge, skills and confidence to thrive beyond the school. Focussing on careers and employment appropriate to their age and stage.

Develop coherent school wide PSHE/RSE/PfA plan
ActionLeadTarget
Rewrite policy with up to date guidanceRI
Create connected themes from EYFS to P16RI
Incorporate Forest School and DofE objectivesRI, SB
Develop an effective skills and knowledge tracking systemRI
Evaluate impact and progress of programmeRI
Widen careers programme
ActionLeadTarget
Establish consistent framework throughout whole schoolRI
Develop effective tracking system for engagement and impactRI
Establish career pathways and guidance to support guided choicesRI, CJ
Reduce NEETs to zeroRI, HM, CJ
Ensure Gatsby benchmarks are evidencedRI, CJ
Develop outcomes and targets for residence
ActionLeadTarget
Establish age-appropriate targetsAH, MB
Develop effective tracking system for engagement and impactAH
Share evidence collation with parents and schoolAH
Evaluate impact and progress of programmeAH
Improve work experience opportunities
ActionLeadTarget
Engage with local employers regarding work experience opportunitiesPB
Develop supported internship strategyPB
Focus on employability skills with local employersPB
Year 2
  • Further refine PSHE/RSE/PfA strategy
  • Plan for supported internship programme to start Sep 2028
Years 3 to 5

No actions listed yet.

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Outcomes 3

Personal Development, Wellbeing and Participation

Supporting pupils to be healthy, resilient, confident and actively engaged in their community.

Develop attendance tracking systems and processes
ActionLeadTarget
Establish circles of responsibility regarding attendance accountabilityAH
Establish tracking system and actions for PA and SA CYP in order to track and interveneAH
Establish Arbor parent app tracking and expectationsAH
Establish a rewards programme linked to AIR values
ActionLeadTarget
Celebrate and publicise AIR valuesAH
Provide further guidance on AIR reward pointsAH
Celebrate AIR values at Open DayAH
Create strategically aligned enrichment offer using DfE framework
ActionLeadTarget
Effectively track current enrichment offerLW
Evaluate how broad and balanced RSDD enrichment isLW
Ensure enrichment offer is as accessible as possibleLW
Develop improved outcomes-focused enrichment offer for Sep 27LW
Develop workforce capacity to support the enrichment offerPB
Develop RSDD “Wellbeing Offer” to all CYP
ActionLeadTarget
Track and measure impact of interventions across areas of schoolAH
Develop expertise of staff: ELSA and EBSNA trainingAH
Develop clearer graduated approach to interventionsAH
Encourage further ‘beyond the school gate’ opportunities for CYP
ActionLeadTarget
Work with local partners to establish and publicise wider community engagement and eventsPB
Year 2
  • Roll out strategic enrichment offer
Years 3 to 5

No actions listed yet.

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Specialismsexpertise and experience

Specialisms 1

Specialist Education and Support

Delivering exceptional Deaf education and specialist provision that enables every child and young person to thrive.

Develop a purposeful CPD offer
ActionLeadTarget
Establish an identify need, deliver, implement, monitor, evaluate cycleRI
Evidence measurable in improved outcomesRI
Evidence seen in pupils’ workRI
Establish effective QA of teaching and learning processes
ActionLeadTarget
Produce reliable evidence about the effectiveness of T&LRI
Identify and share strengths in T&L practiceRI
Provide targeted support where T&L improvements are requiredRI
Feed into the CPD programmeRI
Support teachers’ ability to reflect and share strategies within departments and faculties with specific pedagogyRI
Continue to develop highly specialist in-house experts
ActionLeadTarget
Speech and Language Team continue specialist trainingRI
Audiologist continues specialist trainingRI
BSL team deliver BSL levels 1–6 for staff cohortsHM
Specific EA training on supporting Deaf learnersSB
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Specialisms 2

Specialist Resources and Facilities

Providing outstanding environments, technology and resources that enhance learning, wellbeing and independence.

Establish ‘Project 2030’, including redesigning learning spaces
ActionLeadTarget
Appropriate technology, acoustics, layout, resources and facilitiesPB
Create 2 model ‘RSD Classrooms’PB
Develop a phased plan to roll out the ‘RSD Classroom’PB
Develop greater AV provision for larger events
ActionLeadTarget
Plans and quotes for refurbishing secondary hallPB
Plans and quotes for improving AV technology in secondary hallPB
Improved AV for Open DayPB
Year 2
  • Continue phase 2 of Project 2030
Years 3 to 5

No actions listed yet.

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Specialisms 3

Outreach, Research and Sector Leadership

Sharing expertise and influencing practice locally, regionally and nationally.

Support the development of GCSE BSL at a national level
ActionLeadTarget
Work with Ofqual and exam boardsPB
Coordinate working with other Deaf schoolsPB
Lobby organisations and work with Deaf partners to support GCSE BSLPB
Develop a calendar for the ‘RSDD Professionals Offer’
ActionLeadTarget
ToD development daysRI
SENDCO development daysHM
SALT development daysRI
Support a new area to establish a subject development dayRI
Phonics development daysSB
Specific school-based outreach and networking
ActionLeadTarget
Active member of Derby Heads groupPBOngoing
Active member of Derby Special Heads groupPBOngoing
Active member of PEIP HT and DHT networkPB, RIOngoing
Active member of Inclusion GroupAHOngoing
Active member of Derby Safeguarding groupAHOngoing
Specific Deaf network outreach and networking
ActionLeadTarget
Active member of CRIDE steering groupPBOngoing
Active member of Sign Bilingual ConsortiumPBOngoing
Active member of Deaf Education ForumPBOngoing
HT, DHTs and AHT to visit 1 deaf school each this yearPB, RI, AH, SBOngoing
Write 1 article for BATOD magazine this yearRI, SB, HM, LWOngoing
Year 2
  • Extend RSDD Professionals Offer
Years 3 to 5

No actions listed yet.

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Estatemaintaining and developing

Estate 1

Campus Development and Modernisation

Creating a campus that supports outstanding education, care, residential provision and further innovation.

Develop a strategic 5-year plan for residence growth
ActionLeadTarget
Increased facilities where all pupils reside in en-suite bedroomsAH
Age-appropriate provision and spaces (internal and external)AH
Strategic progression towards independent livingAH
Costed and phased development planAH
Develop outside areas for Primary
ActionLeadTarget
Refurbished spaces outside classrooms (cleaning and maintenance)SB
Refresh EYFS play equipmentSB
Redesign Forest School areaSB, HW
Refresh Primary playgroundSB
Redesign trim trailSB
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Estate 2

Health, Safety and Compliance

Maintaining a safe, secure and well managed estate that protects pupils, staff and visitors.

Ensure Martyn's Law is fully embedded in policy and practice
ActionLeadTarget
Implement Deaf tailored procedures and equipmentPB, KD
Regular effective practices across school and residencePB, KD
Ensure Benedict's Law is fully embedded in policy and practice
ActionLeadTarget
Effective staff training undertakenAH, SD
Suitable policy developed and practisedAH, SD
Appropriate equipment placed in accessible locationsAH, SD
Develop main pupil car park to improve safety (phase 1)
ActionLeadTarget
Redesign car park with coloured pupil safety walkwayPB, KD
Car park fully operationalKD
Develop phase 2: increasing car park spacesPB
Further develop tracking of NMS and compliance in residence
ActionLeadTarget
Evidence standards more effectivelyAH, MB
Ensure governors act as critical support for NMSAH
Ensure independent visitor supports, challenges and advises on NMS and best practiceAH
Use data to evidence impact of NMS complianceAH
Review fire safety policy
ActionLeadTarget
Establish new fire safety procedures and protocolsKD
Review campus wide CCTV provision to improve effectiveness
ActionLeadTarget
Map current CCTV provision and consult with stakeholders and SLTKD
Develop phased plan to improve effectivenessKD
Ensure compliance with EYFS guidance for food standards
ActionLeadTarget
Ensure compliance with EYFS guidance for food standardsKD, TB
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Estate 3

Growth, Enterprise and Community Provision

Expanding the campus to create new opportunities for learning, community engagement and income generation.

Revisit campus development plan
ActionLeadTarget
Reprioritise as necessaryPB
Karten Centre planning
ActionLeadTarget
Make better use of space within Karten CentrePB
Dedicated EHCP roomPB
Bookable offices and workspacesPB
New furniture for Karten HallPB
Develop longer term plan for historic artefactsPB
Pupil Admission Number
ActionLeadTarget
Increase PAN to 150PB
Model staff, classroom and residence spaces around new PANPB
Feasibility study on unused spaces on site
ActionLeadTarget
Caretaker's cottageKD
Dovedale HouseKD
Roe HouseKD
Year 2
  • Create a dedicated space within RSDD for BSL lessons and Deaf awareness training
Years 3 to 5
  • Feasibility study on creating an RSDD full nursery provision, providing a signing nursery environment from 6 weeks
  • Develop a purpose-built community hub for use by the Deaf community of Derby
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Sustainabilityfinancially and environmentally

Sustainability 1

Sustainable Finances

Ensuring the long-term financial health and resilience of the organisation.

Ensure RSDD is included within all LA local offers
ActionLeadTarget
Rewrite local offer statementPB
Roll out plan for LA local offer pagesPB
Respond to White Paper SEND reform guidance around placementsPB
Deaf from birth project
ActionLeadTarget
Work with local maternity and newborn screening to access families of Deaf babiesSB
Create information and advice leafletsSB, MA
Extend messy play and baby signing groupSB
Open days and promotion
ActionLeadTarget
Rethink Open Days: Year 6/7, Year 11/12LW, HM
Extend Open Days into new EYFS Open DaySB
Offer bespoke Open Days for target groupsPB
Offer Professionals Open DaysRI
Offer Residence Open DaysAH, MB
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Sustainability 2

Sustainable Campus and Environment

Reducing environmental impact and creating an eco-conscious campus and community.

Consider impact of climate change on the campus
ActionLeadTarget
Develop an air conditioning strategy for roll out, consulting with SLTKD
Quote for EV charging pointKD
Investigate solar panels as potential electricity generationKD
Investigate heat pumps as future heating sourceKD
Issue energy efficiency guidanceKD
Refine climate action plan
ActionLeadTarget
Revisit with school council and updateLW
Share with wider staffLW
Monitor and evaluate the impact of developmentsLW
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Sustainability 3

Sustainable People and Organisation

Building a sustainable organisation through people, leadership and succession planning.

Implement workforce development programme
ActionLeadTarget
Targeted development of cohorts of staffPB
Separate ongoing CPD from workforce developmentPB
Develop 3 year ToD strategy
ActionLeadTarget
Offer placements for future ToDsRI
Implement ToD feedback into current school practicesRI
Create specific marketing and networking processes around recruitment
ActionLeadTarget
Design a suite of advertising and recruitment pack proformasPB
Develop recruitment flowchartPB
Refine recruitment processPB
Establish myNewTerm as a recruitment platformPB
Develop a workforce strategy document
ActionLeadTarget
Current workforce metricsPB
Estimated workforce needs and future roles (linked with PAN)PB
Analysis of current and future roles
ActionLeadTarget
Extend HR provision to support growing staff numbersPB
Develop note taking workforceHM
Develop TSC and communicator workforceHM
Extend apprenticeship routes for teachers and EAsRI
Develop clear career pathways for staff
ActionLeadTarget
Encourage NPQs, ToD and specialist training routes for staffRI
Year 2
  • Develop accredited ‘grow our own’ workforce models for key roles in school
  • Link RSDD BSL lessons with potential TSC roles
Years 3 to 5
  • Link with University of Derby to offer BSL and/or Deaf awareness to ITT
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Reputationlocally and nationally

Reputation 1

Excellence and Impact

Delivering exceptional outcomes and life-changing experiences for every learner.

Develop inclusion strategy
ActionLeadTarget
Create protocols around inclusion room useAH
Develop new inclusion policy in line with DfE guidanceAH
Monitor and evaluate impact of inclusion strategyAH
Celebrate alumni
ActionLeadTarget
Contact alumni and capture storiesHM
Redevelop alumni page on websiteHM
Alumni visits to schoolHM
Enhance publicity and marketing around Post 16 provision
ActionLeadTarget
Create mini prospectus for Post 16HM
Post 16 student ambassadors on social media (Newsround, Facebook)HM
Compare and contrast Post 16 provision at all Deaf schoolsHM
Renewed focus on celebrating academic and social achievement
ActionLeadTarget
Enhanced results page on school websiteRI
Achievement information issued to parents and on NewsroundRI
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Reputation 2

Brand, Communications and Parent Engagement

Inspiring confidence through a trusted identity for families and professionals.

Refreshed school website
ActionLeadTarget
Commission new school websitePB, HR
Refresh corporate branding with Air SocialHR
Commission new filming and photographyHR
Develop social media templates and strategyPB, HR
BSL first language surveys
ActionLeadTarget
Commission surveys and parent voice in BSL and EnglishPB
BSL enquiries service on websitePB
Staff surveys in BSL and EnglishPB
Prospectus and written marketing materials
ActionLeadTarget
Design and develop an RSDD prospectusPB
Create 3 or 4 corporate branded leafletsPB
Use one printing and design company for logos, posters and similarAH
BSL outreach
ActionLeadTarget
Extend provision of BSL accredited coursesMC
Develop specific BSL short coursesMC, MA
Link with local organisations to support BSL in the workplacePB
Deaf awareness
ActionLeadTarget
Extend provision of RSDD Deaf Awareness coursePB, MC
Link with local organisations to support Deaf awareness in the workplacePB, MA
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Reputation 3

Derby, Deaf Community and Strategic Influence

Championing Deaf excellence through BSL, leadership and community engagement.

Active attendance at 3 national Deaf events
ActionLeadTarget
Stalls at Deaf ExpoPB
City Lit DayMC
Active attendance at 2 national schools events
ActionLeadTarget
Stalls at SEND showRI
Active attendance at local Deaf events
ActionLeadTarget
Stalls or engagement with at least 3 eventsPB, MC
Extend RSDD Open Day invitationsPB
Active attendance at local events
ActionLeadTarget
Stalls or engagement with at least 3 eventsPB, MC
Reimagine heritage and archive materials
ActionLeadTarget
Connect with Derby Museum for expert advicePB
Collate archive material into a central placePB
Convert selected films to digitalPB
Refurbish Karten Hall to showcase materials more effectivelyPB
Recognition at national and local award events
ActionLeadTarget
Enter phonics work in teaching award 2026/27RI, SB
Enter HSBC work in education business partnership awardsPB, SC
Extend links with Vaillant Group and DCFC with a view to partnership awardsPB
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Glossary

Abbreviations used in this plan. Abbreviations in the text also show their full meaning when you hover over them.

AIR
Ambition, Independence, Respect: the RSDD values
BATOD
British Association of Teachers of the Deaf
BSL
British Sign Language
CCTV
Closed-circuit television
CPD
Continuing professional development
CRIDE
Consortium for Research into Deaf Education
CYP
Children and young people
DCFC
Derby County Football Club
DfE
Department for Education
DofE
Duke of Edinburgh's Award
EA
Education assistant
EBSNA
Emotionally based school non-attendance
EHCP
Education, health and care plan
ELSA
Emotional literacy support assistant
EV
Electric vehicle
EYFS
Early years foundation stage
GCSE
General Certificate of Secondary Education
HT / DHT / AHT
Headteacher, deputy headteacher, assistant headteacher
ITT
Initial teacher training
LA
Local authority
NEET
Not in education, employment or training
NMS / NMSS
National minimum standards for residential special schools
NPQ
National professional qualification
P16
Post 16
PA / SA
Persistent absence / severe absence
PAN
Pupil admission number
PfA
Preparation for adulthood
PSHE
Personal, social, health and economic education
QA
Quality assurance
RSE
Relationships and sex education
SALT
Speech and language therapy
SEND
Special educational needs and disabilities
SENDCO
Special educational needs and disabilities coordinator
SLT
Senior leadership team
T&L
Teaching and learning
ToD
Teacher of the Deaf