Inclusion / SEND

The Deanes SENd Information Report

 

Ethos

The Deanes is a fully inclusive school.  Every student has access to a broad and balanced curriculum and every teacher has the responsibility to meet the needs of students with SEND.  Through high expectations and High Quality teaching, all students excel and become confident individuals equipped with the skills, attributes and values needed for future life.

The Deanes recognises that a child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them, as defined in the 2014 Code of Practice, if they:

Have a significantly greater difficulty in learning than the majority of others of the same age; or

Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools.

Special Educational Needs are identified in terms of:

  • Little or no progress despite the use of targeted teaching approaches and a differentiated curriculum.
  • Working at levels significantly below age expectations, particularly in Literacy or Numeracy.
  • Presenting persistent emotional and / or behavioural difficulties, which have not been managed by appropriate strategies usually employed.
  • Sensory or physical impairments that result in little progress despite the provision of appropriate aids or equipment.
  • Poor communication or interaction, requiring specific interactions and adaptations to access learning.

Partnerships with parents and carers are central to our school community.  We want the families of our students to be fully engaged with all aspects of school life to ensure the most rewarding learning experience for their child. Students, parents and carers have the right to be involved in decision making and exercising choices.  They have a right to receive and impart information, to express an opinion, and to have that opinion taken into account in any matters affecting them. Consequently the school is committed to working in partnership with the child, *parents and outside agencies including education, health services and social care to identify needs, provide support and monitor progress.

*Throughout this policy, “parents” should be taken to include all those with parental responsibility, including corporate parents and carers.

The Learning Support Faculty work closely with teaching staff to identify students in need of additional support.   Students are placed on the appropriate level of support, allocated a mentor and set personalised targets to support them to succeed.  In partnership with teaching and pastoral staff, strategies including in-class support and intervention sessions are employed to ensure the success of identified students.  Close contact with parents and carers is maintained throughout.

The Deanes has an excellent reputation for working with students with physical disabilities, ensuring they are fully integrated into school life. The building is equipped with special ramps and lifts to allow access to all subject areas. Separate cloakroom and changing facilities are also provided. Specialist staff are trained to meet the needs of these students.

Our Learning Support Department includes a Dyslexia Centre and a suit of rooms for small group work, mentoring, and additional support across the curriculum.

Senco

Mrs Jennifer Halliday – SENCO. senco@thedeanes.essex.sch.uk

Miss Jodie Cussen – Assistant to SENCO

 

Learning Support Assistants

Mrs Charlotte Storey – Specialism in Autism

Mrs Karen Miller – Student Engagement and Inclusion Mentor

Mrs Heather Spicer – Learning Support Assistant & Communication Support Worker

Mrs Jacqui Osborne

Mrs Jo Locke – Specialism in Maths

Ms Leesa Cameron – Communication Support Worker

 

For further information on roles and responsibilities, see the Special Educational Needs and Disabilities Policy.

 

Partnership Ethos

The Deanes has an open door policy encouraging parents and carers to engage in their child’s learning, with a personalised to approach learning.  From making an application for a place at The Deanes and throughout their child’s time at the school, parents are given regular opportunities to discuss their child’s needs, progress and concerns. For example:

  • Transition meetings. (Year 6 into Year 7, KS3 into KS4, and KS4 into Post 16)
  • Termly meetings to discuss progress with the SENCO.
  • Parent Evenings with the SENCO and other appropriate staff.
  • Statutory meetings and reviews.
  • Parent Forums.
  • Information Evenings

Records of formal meetings are kept for future reference.

The Deanes believes it to be essential all students are given an opportunity to express their views regarding their education.  This is particularly important for students with SEND who require a more personalised approach.  A mentoring culture has been established across the school involving teachers, tutors, governors, volunteers from the community and students themselves to give support to other students. This is a specific strategy used when reviewing the progress and needs of students with SEND incorporating the use of Student Passports and One Page Profiles as a tool to provide information to teachers. Learning Support Assistants hold termly mentoring meetings with the students to refocus learning before statutory/review meetings to ensure their involvement.

The school is committed to hearing the voice of the student and ensuring their needs are met. It seeks to ensure that the students are empowered to bring to the attention of staff their needs and the best ways in which they can be supported. This may be through:

  • School Council
  • Student Voice Forums
  • Young Leaders

As a school we work hard to be in effective communication with children and parents, and to listen and respond positively to any concerns brought to our attention. We are committed to taking all concerns seriously and would like to think that, through being open and accessible, concerns can be raised with and dealt with easily. In the first instance, if such a situation should arise, the school SENCO should be contacted either by email or telephone.

The Deanes involves other bodies, including health and social care bodies, local authority (LA) support services and voluntary sector organisations, in meeting pupils’ SEN and supporting their families.

If it is felt that the SENCO has been unable to reassure them that needs are being met effectively, then the school’s Complaint Procedure, which is available on our website or by request, sets out clearly what the steps are to draw these concerns to the school’s attention.   

In conjunction with The Deanes Offer we feel it necessary to also bring to your attention the Local Authority's Local Offer which sets out in one place information about the provision available for children and young people in the area who have SEND, including those who do not have EHC plans. Available at: http://www.essexlocaloffer.org.uk/

Identification and Early Intervention

The Deanes closely follows the Code of Practice for Special Educational Needs and Disabilities. (2014)

The identification of students who have a significantly greater difficulty in learning, or who have a disability which prevents or hinders them from making use of educational facilities are identified through a number of different assessments and/or professional judgements :

  • A student and/or child’s parents has the right to request an assessment for a particular barrier to learning, if they believe they have or may have SEND.
  • Liaison with Primary Feeder School to discuss current level of support upon transition.
  • Teacher raises query with SENCO.
  • Co-educators observe students across curriculum areas.

Upon identification The Deanes works closely with the student and their parents to discuss what the specific barriers to learning are and to understand why a student may not be making progress. A personalised programme of support will be determined. Please see the school’s Provision and Access Map.

Once a potential special educational need is identified, actions are taken to put effective support in place. These actions form part of a cycle through which earlier decisions and actions are revisited, refined and revised with the growing understanding of the students’ needs and of what support the student is making good progress and securing good outcomes.  This assessment is regularly reviewed, to ensure that support is matched to need, and that a clear picture of the interventions put in place and their effect is developed. (In some cases, outside professionals from health or social services may be considered). All teachers and support staff who work with the child are made aware of their needs, the support provided and any teaching strategies or approaches that are required. These are recorded on the school’s information system.  The effectiveness of the support and the impact on the child’s progress is reviewed in line with the agreed date. The impact of the support provided, along with the views of the pupil and their parents, is fed back into the analysis of the student’s needs, and the strategies revised in light of the student’s progress and development.

High Quality Teaching and Personalisation

The Deanes is committed to ensuring that all teaching is at least good and much is outstanding. High quality teaching is that which is differentiated and personalised to meet the needs of the majority of students. All members of staff understand that they are teachers of students with SEND. The Deanes aims to ensure:

All staff provide high quality teaching which allows students to learn effectively. Professional development sessions take place after school weekly with a focus on developing teaching and learning strategies to ensure all students can access the curriculum.

Senior Co-educators have been deployed in Maths and English to give further capacity to personalised support in core areas of the curriculum.

All students, regardless of their ability, have access to a wide range of suitably challenging educational opportunities which are appropriate to their needs. Every student at The Deanes is provided with opportunities to make progress in every aspect of their development, enabling them to be the best they can be, such as:

  • Duke of Edinburgh.
  • School Productions, including Music, Dance and Drama performances.
  • Representing the school in sporting activities.
  • “Speak Out”

The Deanes works hard to ensure that no student is disadvantaged in terms of facilities and equipment dependent upon need. Risk assessments are carried out for individual students to ensure they have access to the curriculum, with parents and carers, and the students encouraged to contribute. To ensure that we achieve this goal we work with outside agencies and specialist professionals when necessary. Further information can be found in our Equality Policy and Disability Access Policy, which reflects the Equality Act 2010: Advice for school leaders’.  Both of which are available on our website or upon request. In particular The Deanes has:

  • Disabled toilets on each floor, and access to disabled changing rooms if necessary.
  • Ramps and lifts.
  • Modified furniture.
  • Coloured overlays
  • Access to laptops and tablet technology.
  • Specialist equipment particularly in Science, PE and technology.
  • Staff trained in lifting and personal care.

Early Intervention and the Education Health and Care Plan (EHCP)

The benefits of early identification are widely recognised; identifying need at the earliest point and then providing good interventions, improves long term outcomes for a child. Where a special educational need has been identified, appropriate evidence-based interventions will be put in place. These will be provided as a graduated approach, which includes regular reviews of the progress made and adaptations to the support provided as required. Parents will always be informed of their child’s involvement in such provision.

Where the special educational provision required meeting the students’ needs cannot reasonably be provided from within the resources normally available, the local authority must conduct an assessment of education, health and care needs.

EHC plans focus on the outcomes the student seeks to achieve across education, health and care. It gives clear information detailing how services will work together to meet the needs of the student. EHC plans are based on a co-ordinated assessment and planning process which puts the young person and their parents at the centre of decision making.

Parents of children who have an Education, Health and Care plan have a right to ask for a particular school to be named in the Plan and for a personal budget for their support.

At The Deanes we attain a detailed understanding of a child’s learning and development by actively engaging in the students’ EHC Plan, working closely with the parents  and the student themselves, setting stretching targets for them to ensure their high ambitions are reached. Their progress is tracked towards these goals through mentoring with the Co-Educators, and formal review meetings with the SENCO, keeping under review the additional or alternative provision that is made for them. This ensures the approaches used are the best possible.

It is our belief that by encouraging parents to share their knowledge about their child and engage in positive discussion helps to give them confidence that their views and contributions are valued and will be acted upon. It is very important to engage directly with the student to discuss their needs, and plan how they can achieve the best outcomes.

At The Deanes it is important every child feels secure in the transition between stages of education and preparing for independent living. This can be a particularly anxious time for students with SEND.  Our transition programme includes:

  • A two day transitional programme from primary to secondary school, plus personal visits with the accompaniment of a parent or carer.
  • Attendance by SENCO to a child’s final annual review at their primary school, and relevant information shared with all stakeholders.
  • Transitional Summer Schools e.g. sport and taster lessons.
  • Options Programme to give support in beginning key Stage 4 studies.
  • Involvement of Transitional pathways from key Stage 4 to 5, including visits to post 16 establishments with individual students.
  • Support given with application forms from SENCO and Careers Adviser.
  • Transition meetings held at The Deanes with all stakeholders: student, parent, post 16 establishment, to ensure the formal exchange of data with a more personal approach.

Provision and Access Map

  Provision-and-Access-Map-2020.docx