Braidwood School for the Deaf

[EduCativ]

Here at Braidwood, we work hard to raise the aspirations and ambitions of all our young people. The 21st century is a technologically rich and fast world. Our curriculum and how it is delivered seeks to match that energy and wealth with exciting learning focussed on high achievement through deep, memorable learning experiences that engage our pupils. That's why we place such a premium on staff development and support and it's the reason for our ongoing commitment to equipping young adults with the skills they need for lifelong learning.
The mission of our school guides the actions we take providing a framework or the standard, to which we work. It spells out our overall goals, providing a path and guide to our decision-making. Our mission enables us to identify objectives for the long term and strategies for the short term achievement of steps towards the fulfillment of our vision.
School leaders share a clear understanding of where we are, where we want to be and how best to get there. Self-evaluation brings challenge and accountability that is open and transparent serving the long-term health and dynamism of our School. A love of learning, aiming high and making exceptional progress mean all learners are empowered to become active, confident, and highly successful. They are equipped to lead creative, fulfilled, and productive lives in a rapidly changing world.
All staff is outstanding. High-quality CPD is embedded to further develop talent across our school. We attract, recruit and retain high-caliber staff who commit to our values of honesty, respect, and effort.
Our partnerships with all stakeholders have a measurable impact on learner outcomes. We build strong relationships with parents providing them with information, awareness, and confidence to engage fully with their child’s academic and personal development. We deliver the best modern learning, teaching, and technological initiatives and introduce key pedagogical developments to consolidate and enhance opportunities for our Deaf learners.
Here at Braidwood, we have staff, learners, and their families who come from many different backgrounds, but we are proud to say that we all work together to build a harmonious community of learning. However, we know that there are people around the world, and even within our society here in Britain, who seek to destroy that harmony. Their minds are dominated by negative emotions.
Braidwood Trust School for the Deaf uses a Total Communication approach to the delivery of education. Total Communication (TC) is a philosophy of educating deaf learners that incorporates all means of communication formal signs, natural gestures, finger-spelling, body language, listening, lip-reading, and speech. Braidwood learners typically wear hearing aids or cochlear implants. Our goal is to optimize the development of language in whatever way is most effective for the individual learner. Total Communication is truly a philosophy rather than a methodology. As a result, the implementation of the TC philosophy with one learner may look entirely different than its implementation with another learner.
We believe that every learner is entitled to a full range of activities, providing access to and enrichment of the curriculum. We take account of unequal starting points and provide learning experiences that are planned to ensure breadth and depth, enabling progression through the school of every learner irrespective of gender, ethnic background, age, or disability. We empower learners through the curriculum to become confident in their abilities and prepare them for a purposeful adult and working life. All learners are fully included in Braidwood School.
All learners are entitled to a relevant and worthwhile education designed to enable them to participate fully in British society and to contribute to and benefit from it. Learners who have special educational needs, in addition to deafness, are supported to achieve access to the National Curriculum. Learners accessing a range of skilled staff, specialist equipment, environmental features and with a commitment from the Governing Body that facilitates finances geared to the learners’ needs and delivery of the Curriculum. Underpinning this statement is the fundamental principle that there is a shared responsibility between the school, the parents, the learners, and the LA.

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