Exeter Royal Academy for Deaf Education
- Exeter Royal Academy for Deaf Education
1 Douglas Avenue
Exmouth
EX8 2AU - Head: Mr Sylvan Dewing
- T 01395 203130
- F 01392 431146
- E reception@thedeafacademy.ac.uk
- W www.thedeafacademy.ac.uk
- A special independent school for pupils aged from 4 to 24 who are deaf or would benefit owing to some other disability. Pupils may also have autism, motor difficulties, visual impairment, and emotional and behavioural difficulties.
- Read about the best schools in Devon
- Boarding: Yes
- Local authority: Devon
- Pupils: 39
- Religion: Does not apply
-
Ofsted:
- Latest Overall effectiveness Good 1
- 16-19 study programmes Good 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Outstanding 1
- Personal development, behaviour and welfare Outstanding 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 23rd February 2023
- Previous Ofsted grade: Requires improvement on 16th January 2019
- Ofsted report: View the Ofsted report
- Linked schools: Exeter Royal Academy for Deaf Education
What the school says...
We are a unique provision in the UK, offering a specialist curriculum, teaching, support and care to Deaf young people, the majority of which have accompanying additional needs. This is a fantastic place for young people to learn, develop and be part of a diverse Deaf multilingual community. Our aim to develop empowered, confident young people who are equipped to embark into adulthood with aspiration, skills and resilience.
Our Academy is a warm, friendly and safe place to live and study. We understand that our students are individuals, with unique needs and dreams for the future that deserve to be nurtured and encouraged. We want to ensure that every student who leaves the Academy goes out into the world confident and with the ability to communicate and achieve their goals.
We encourage our young people to explore their passions and develop a strong Deaf identity, while also supporting them to excel educationally. ...Read more
This is not currently a GSG-reviewed school.
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Other features
All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.
Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
We are a Special Educational Needs (SEN) provider. The majority of students who attend the Deaf Academy are Deaf with additional needs. We understand how Deafness can have a multiplier effect on children Special Educational Needs (SEN) which is why our staff consider this and ensure the curriculum is bespoke to each child. There are many benefits for children and young people attending the Deaf Academy. Our experienced and specialist teachers tailor work to every child in an environment best suited to them. All our classes are smaller than that of a mainstream school, with a higher staff to pupil ratio to ensure each student is given the attention and resources they need to flourish. Students benefit from Academy resources and specialist teams. The Deaf Academy has an in-house Speech and Language Therapist; Audiologist, Occupational Therapist, British Sign Language Councillor, physiotherapist and several Communication Support Workers (CSW’s). And also utilise expertise from external partners including: ROVIC service (Rehabilitation Officers for Visually Impaired Children), the MSI Advisory Service and Specialist AAC (Augmented Alternative Communication) and IT (Information Technology) teachers. This pool of knowledge and support ensures each child has the necessary care they need. We’ve learnt from alumni, students meet their friends for life here at the Academy. We understand the importance of peer groups, which is why during assessment, every child and their impact to the classroom dynamic is carefully considered. In September 2020, we opened the doors to our brand new state-of-the-art Academy, built with Deaf people in mind. Rounded corners, balanced lighting and sound boards in every room ensure each classroom is suitable for our student’s sensory needs. Break-out rooms between each classroom provide space for children to go when they need 1-to-1 education or support. Facilities such as our immersive room create dynamic learning places where students can engage in stimulating education.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | |
| Aspergers | |
| Attention Deficit Hyperactivity Disorders | |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | |
| Dysgraphia | |
| Dyslexia | |
| Dyspraxia | |
| English as an additional language (EAL) | |
| Genetic | |
| Has an entry in the Autism Services Directory | |
| Has SEN unit or class | |
| HI - Hearing Impairment | Y |
| Hospital School | |
| Mental health | |
| MLD - Moderate Learning Difficulty | |
| MSI - Multi-Sensory Impairment | |
| Natspec Specialist Colleges | |
| OTH - Other Difficulty/Disability | |
| Other SpLD - Specific Learning Difficulty | |
| PD - Physical Disability | |
| PMLD - Profound and Multiple Learning Difficulty | |
| SEMH - Social, Emotional and Mental Health | |
| SLCN - Speech, Language and Communication | |
| SLD - Severe Learning Difficulty | |
| Special facilities for Visually Impaired | |
| SpLD - Specific Learning Difficulty | |
| VI - Visual Impairment | Y |
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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