Key points:
- Inclusive provision enables access to learning
- Specialist teaching supports confidence and skills
- Small classes build connection and wellbeing
Evidence content
For adults who are deaf or hard of hearing, access to learning often depends on whether provision is designed to meet their needs.
In Wandsworth, Oak Lodge School provides specialist adult learning opportunities for D/deaf learners, creating an environment where communication, teaching and support are fully accessible.
Courses are delivered using British Sign Language (BSL) and Sign Supported English (SSE), with experienced tutors who understand both their subject area and how to work effectively with D/deaf learners. Some classes are taught by D/deaf tutors, further strengthening the learning experience.
A key feature of the provision is its structure. Courses are delivered in short, six-week blocks, making it easier for learners to join without long waiting times and to build momentum through regular participation.
Classes are small, typically around six learners, allowing for more personalised support and stronger peer interaction. This creates a learning environment where learners can build confidence, develop communication skills and form social connections.
The range of courses is broad, including British Sign Language, English, maths, digital skills, food safety, creative arts and life skills. This allows learners to develop both practical and everyday skills, depending on their goals.
Learning is also applied beyond the classroom. Trips and real-world activities are used to consolidate learning and help learners use their skills in everyday situations.
This approach supports multiple outcomes. For some learners, the focus is on developing independence and confidence in daily life. For others, it provides a pathway into further education or employment.
By creating a fully accessible, community-based learning environment, this model enables learners who might otherwise be excluded to participate, develop skills and build connections.


