• White Lee Road Batley West Yorkshire WF17 8AS

Sensory Team

MSI & Intervenors

The MSi provision team focus on the education of children with Multi-Sensory Impairment (deafblindness) at Fairfield School.

The legal definition for deafblindness in Britain is:

‘A person is regarded as deafblind if their combined sight and hearing impairment cause difficulties with communication, access to information and mobility. This includes people with a progressive sight and hearing loss.’ (DoH, 2014)

In addition to the dual sensory impairments the MSi pupils at Fairfield have, the majority also have multiple and complex disabilities.


In line with the rest of the school, the MSi pupils at Fairfield follow their personalised curriculum. The role of the MSi provision team is to support Teachers and support staff in providing a curriculum that is tailored for the unique challenges MSi pupils face in accessing learning.

To do this we work with class teams in a number of ways:

·       Informal and formal observations of the MSi student

·       Guidance and advice for EHCPs, particularly target setting

·       Environmental Audits

·       Further assessments to gain a better understanding of where the child is, e.g,

o   The Communication Matrix (2013)

o   The Pragmatic Profile (1995)

o   Sensory Assessments

o   Functional Vision (C, Southwell 2013, Vision for Doing 1992)

o   Functional Hearing Assessments

·       Group and 1:1 Interventions

·       Ongoing Training for all staff

·       Focused Training for Intervenors working with MSi student


Students are assessed using the school wide ‘Evidence for Learning’ system, both for the whole school Assessment using Footsteps, Stepping Out, Pacers and Strides and, the students individual Personal Learning Goals (PLG). This data is used by the MSi provision team to target specific areas where there may be gaps. We would then

·       observe the student around this area

·       carry out further assessments if necessary

·       offer guidance and support the class teacher in making the changes

·       plan and lead small 1:1 interventions or group sessions if necessary

·       follow up with further observations

·       check progress at the next Assessment data entry