Inclusion / SEND

Overview

The Learning Support Department supports students with a wide range of learning differences through a variety of interventions promoting inclusion across the curriculum.

Centered in the iHUB, we provide our students with in-class support, individualised intervention across the curriculum and sensory support when necessary. We also provide teaching staff with invaluable advice and updates of the SEN needs of our pupils along with training opportunities to learn about how best to support and differentiate for our pupils. We meet with specialised staff from a variety of outside agencies and disseminate this information to teaching staff to further assist them to understand SENs and differences.

Alternative Pathways in Education

For some students the traditional pathway of simply GCSE and BTEC qualifications will not meet their needs. We offer a range of other options for these students including practical vocational courses run in conjunction with local providers, work experience packages working in partnership with local employers, and Level 1 and 2 qualifications which will better suit their needs. We also offer the Princes Trust as an option, which can help students who find traditional learning settings a challenge.

Department Structure

The Learning Support Team consists of 12 dedicated staff. The current department structure is as follows:-

Miss K Hampstead - Deputy Headteacher

Mrs S Derome - SENCO
Mrs J Boswell - Senior Learning Mentor in Maths
Miss B Drain - Senior Learning Mentor in English

Mrs L Garrod – Primary Intervention
Mrs L Walker - Dyslexia Therapist


Learning Support Assistants:

Mrs J Osborne
Mrs J Locke
Mrs C Storey
Miss J Cussen
Mrs M Barten 
Mrs K Miller

Dyslexia Programmes

We have a Dyslexia Therapist who works in the school for two days a week. Mrs Walker works in a variety of ways to assist pupils who have either dyslexic traits or who have a formal diagnosis of dyslexia. Mrs Walker has small group or 1:1 sessions with identified pupils and also monitors and advises teaching staff on specialised differentiation techniques and practices to help them to allow pupils with dyslexia the best access to the curriculum.

She will also advise parents on ways in which they can help their child at home to develop skills which will help them to cope and learn about how best to manage their learning.

Sensory Room

For some of our more vulnerable students, we have created a sensory room which is intended as a safe haven from the noisy whole school environment. This is open at lunchtime and at break time to identified students who require a quiet and peaceful environment to help them to focus.

Literacy and Numeracy Intervention

We have a classroom located within the English and Maths Faculty where students whose literacy and Numeracy is below expected levels receive specialist intervention for those parts of the curriculum. The specialist teacher in this area is primary trained and can make sure that these students receive a tailored approach which will help them to catch up and make expected progress, especially in English and Maths as well as other areas of the curriculum. 

 

Equalities Information

September 2016

The Deanes is an average sized secondary school in South Essex. The school attracts students from Southend which has a selective system, and draws students from the wider area of Basildon and Canvey Island. Most pupils are from White British backgrounds; a very small proportion is at the early stages of learning English. The percentage of students known to be eligible for Free School Meals is below the national average but this is rising. The proportion of disabled students and those whit Special Educational Needs is in line with the national average. 

The Equality Act 2010 is adopted by The Deanes, and aims to:

  1. Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act. By removing or minimising disadvantages suffered by people due to their protected characteristics.
  1. Advance equality of opportunity between people who share a protected characteristic and those who do not. By taking steps to meet the needs of people from protected groups where these are different from the needs of other people
  1. Foster good relations between people who share a protected characteristic and those who do not. By encouraging people from protected groups to participate in public life or in other activities where their participation is disproportionately low.

The Public Sector Equality Duty (2013) gives guidance on how public authorities can meet the requirements of the Equality Act 2010.  The Equality Act brought together all previous equality legislation in England, Scotland and Wales.  At The Deanes we aim to meet the requirements of the Public Sector Equality Duty.  We have identified equality objectives around the work we do, our employment practices and our ways of working.

Our School has considered how well we currently achieve these aims with regard to the eight protected equality groups :

  • Race
  • Disability
  • Sex
  • gender reassignment
  • Age
  • Pregnancy and maternity
  • Religion and belief
  • Sexual orientation

In compiling this equality information we have:

  • Identified evidence already of equality within policies and practice and identified gaps.
  • Examined how our school engages with the protected groups, identifying where practice could be improved.
  • Worked with identified groups to discuss issues of equality
  • Worked with school governors to compile and analyse data

How do we already work to narrow the gap?

  • The attainment of different groups of learners (however small) is monitored rigorously e.g. Looked After Children, Gypsy, Roma and Traveller pupils, learners with SEN, more able, gifted and talented, learners with English as an additional language, learners eligible for FSM.
  • Named members of staff are responsible for overseeing provision and monitoring the experiences of different groups e.g. More able, gifted and talented, learners with English as an additional language, new arrivals, Gypsy, Roma and Traveller pupils, Looked After Children, young carers etc.
  • Procedures are in place to help reduce the difference between outcomes for vulnerable groups and those of all learners. These procedures are having a positive impact.
  • Attendance data is analysed by gender, ethnicity, SEN, and disability. Where relevant, procedures are in place to reduce differences in outcome.
  • Exclusion data is analysed by gender, ethnicity, SEN and disability. Where relevant, procedures are in place to reduce differences in outcomes.
  • Learners who join the school at non-routine entry points are assessed effectively and placed in teaching groups appropriate to their age and abilities and arrangements are in place to limit the effects of pupil mobility on attainment.
  • Intensive support is provided for learners who are achieving well below expected standards.
  • Supportive arrangements are in place for learners who might face challenges with homework.  Learners with English as an additional language have access to an appropriate level of language support (including first language assessment and bilingual support).
  • A bullying log is kept which is analysed for the over representation of identified groups. Action is taken if there are indications of different outcomes for any group
  • Racist incidents are recorded and reported to the Local Authority. Appropriate action is taken to educate anyone who is accused of racist behaviour and sanctions are put in place where necessary to ensure the seriousness of such behaviour is clear.

Objectives chosen will support our three main aims by:

  1. Promoting equality of opportunity for members of identified groups
  2. Eliminating unlawful discrimination, harassment and victimisation
  3. Fostering good relations between the different groups listed above

How we chose our equality objectives:

Our equality objective-setting process has involved gathering evidence as follows:

From data on ethnicity, religion or belief, socio-economic background, gender and gender identity, disability, sexual orientation and age and from working with groups who represent the names groups as appropriate.

These objectives are linked to the School Improvement Plan which provides details of how these objectives will be met

Equality Objectives 2016- 2019

Achievement

  • All students are required to make expected levels of progress.  In particular The Deanes will ensure that all students have the opportunity to succeed regardless of gender and achievement upon entry in Year 7.  This includes those with below national averages for literacy and numeracy.
     
  • All students to make expected levels of progress in Maths and English, including those who have access to the disadvantaged fund and those with special educational needs (SEN)

Attendance

  • All students to have at least 95.5% attendance, in particular those students who have access to the disadvantaged fund.

 

Key documents

SEND Policy 

School Local Offer 

SEND School Offer Information for Parents

SEND Provision and Access Map

The Equality Policy

Accessibility Plan