SEND / Inclusion


The SENCO at The Deanes is Louise Douglass.

For more information, or to discuss your child’s individual need please contact the SENCo on 01268 773545 or

You can find a copy of our current SEND Report here.



The Deanes is a small 11-16 secondary school in Thundersley. SEND students are admitted to school in line with the schools admission procedure. If your child has specific needs we suggest you make an appointment with our SENCo prior to application.

Our school ethos is based on 6 Promises:

#Promise 1-iMatter as an Individual

#Promise 2 –iMatter as a Learner

#Promise 3-iMatter as a Student

#Promise 4-iMatter as a Future Citizen

#Promise 5-iMatter as a Parent

#Promise 6- iMatter as an Employee


The Deanes takes a whole school, inclusive approach to students with SEND, and recognises that our promises are the same for all students, whatever their abilities. 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.

The school makes provision in accordance with the SEND Code of Practice (2014), the Special Educational Needs and Disability Act (2001), Index for Inclusion (updated 2001), the Discrimination and Disability Act (Dec. 2006) and the Equality Act (2010). Our SEND policy and our practice aim to reflect these principles.

Special Education Needs are categorised in four Broad areas of need;

  • Cognition and Learning
  • Communication and Interaction
  • Social, Emotional and Mental Health
  • Physical and Sensory Needs

The Deanes is committed to working in partnership with the child, parents, carers and outside agencies to identify needs, provide support for them and monitor the progress of all students.


Key Information

SEND Coordinator (SENDCo) in school

Miss L Douglass

SENDCo Contact Details



When was the SEND Report last reviewed?

01/09/2020 (add Link to Send Information Report)

Local Authority's Local SEND Offer

The Deanes SEND Policy

The Deanes Accessibility Plan

How do we identify if a child needs additional support?

To Identify students who may have additional needs or SEND, we use a range of data;

  • Information from feeder Primary Schools
  • KS2 Assessment information
  • Reading and Spelling Tests
  • GL Assessments
  • Progress data (Monitoring Grades/reports)
  • Standardised Assessment Tests carried out by SENCo/Assistant SENCo
  • Additional Information from Students, Parents/carers, Teachers and Outside Agencies.


Partnership Working

Parents/carers have a significant role to play in their child's education. As a school we are keen to work in partnership with Parents/Carers (Promise 5).

All parents/carers receive the following:

  • Year 7 Induction Meeting
  • Review Day with Form Tutor
  • Parents and Stakeholder Surveys
  • Invite to Termly Parent Forum


In addition Students with SEND receive the following:

  • Additional Induction to school with a member of the SEND Team
  • Statutory Meetings and Reviews
  • SENCo available at Parent Evenings
  • Pupil Passport (provides information for teachers)


Parents/carers are able to telephone or email the school to make an appointment with a member of the SEND Team. 

The young person is central to the planning for, and the review and evaluation of the support they have been given. Engaging in on going dialogue with the student is essential to ensure their needs are met.


Our approach to teaching children with SEND and how we adapt the curriculum and learning environment for pupils with SEND

All students have access to a fully inclusive and broad curriculum at The Deanes. We ensure that all students are able to access the curriculum through differentiated learning tasks or adapted environments.

The vast majority of provision for students with SEND takes place in the classroom, alongside their peers. We aim to provide a broad, dynamic curriculum that provides challenge for all students regardless of prior attainment, special needs or vulnerability. In order to do this:

  • Teaching staff prepare lessons carefully, using differentiated teaching approaches and resources.
  • Learning Support Assistants are deployed to support directly in the classroom or prepare resources that enable fuller access to the learning.
  • Additional Interventions may also include; catch up Literacy, Reading and Spelling, Accelerated Reader, Social Stories, GCSE Booster Groups, LEXIA
  • Bespoke Individual Interventions
  • EHCP students are assigned a Keyworker

Adaptations to the Learning Environment have been made to the school, to ensure that all specialist curriculum areas are accessible by students and ramps and automatic doors have been installed to ensure easy access to all areas.

There is a lift to access all upper stories and classes may be re-roomed to enable access.

Lesson resources are adapted by enlargement or modification to ensure that all students can access them

Link to accessibility plan needs to be added here


How do we assess and review progress towards Outcomes of our SEND Students

High Quality Teaching is differentiated and personalised to meet the needs of the majority of children and young people.

  • SENCo Tracks all students on the SEN register after each assessment cycle, and raises any initial concerns with Subject teachers and Programme leaders.
  • Progress regularly discussed at Parents evenings.
  • Impact of Interventions is assessed after each termly cycle, and correlated against levels of progress.
  • Teacher raises initial concern with SEN Team,
  • SENCo observes pupil in lesson/Book Look/Consults progress data.
  • Suggested Strategies are put in place by Subject Teacher and review date agreed.
  • Further training may be provided
  • Programme Leader/Heads of Year track student progress after each assessment cycle, identifying appropriate interventions if necessary.
  • If no improvement, SENCo contacts Parents/carers regarding next steps.
  • If further 'action' Student is placed on SEN Stages

Some students may be escalated through these stages depending on the nature of their identified need.


How do we encourage students with SEND to engage with extra-curricular activities?

The Deanes makes reasonable adjustments and takes considerable effort to enable the participation of all students in all areas of school life. Additional arrangements re made to support the attendance at extra-curricular activities such as trips and clubs. Lessons are accessed by all students, by making appropriate adjustments and taking advice from professionals.