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Special Educational Needs and Disability

Information Report

Most students will at various stages in their learning require additional support, some more than others, and at Denbigh we adhere to the national code of practice for Special Educational Needs and Disabilities (SEND) to ensure that students’ individual needs are always met. We do this effectively by ensuring the following;
  • High standards and expectations of every child.
  • A child-centred approach to support and intervention.
  • Thorough communication with all stakeholders, especially the child and their parents.
  • Clear and precise identification of learning barriers.
  • Evidence-based intervention.

Multi-agency approach to ensure specialist support is effectively deployed. Always taking consideration of the child’s voice and their opinion.
A strong and experienced team of support staff lead our work in this area and liaise closely with other staff and school leaders to get the very best out of students who face particular barriers to learning.
Download our SEND Educational Needs and Disability Report 2020-2021 here (Non Covid Version). Please see below for Covid SEND Information
Click here to view our English as an Additional Language (EAL) Provision 2020-2021

Who can you speak to with regards to SEND at Denbigh High School?

Every teacher will welcome discussions about your child and their SEND, however, you may need to speak to specialists within the Support for Learning Team who work more closely with students that have SEND.
Alternatively staff can be contacted directly through the school on 01582 736611.

The SENCO is the main point of contact for families during Lockdown. However, parents/carers/guardians  are advised to first speak to the teachers. The SENCO will hold regular surgery sessions, to  gather information about students from staff and offer further support and guidance. 

1. ACCESS PROVISION FOR THOSE WITH DISABILITIES.

  • The school has taken a positive approach to improving life chances for disabled people for a number of years and works in line with the requirements of the Disability Discrimination Act to enable all to participate in school life. The special needs code of practice 2014 is also implemented by teaching and support staff across the school.
  • All students can expect to be treated with respect and to have their needs met.  The service they receive from the school will not be weakened because they have particular needs and we continue to take steps to raise awareness of this commitment with our staff.
  • New staff are given special educational needs and disability awareness training through the new staff induction programme.
  • Specialist resources are provided for a range of needs across a variety of subjects.
  • The school has provided a specific classroom for students with medical requirements during lunch and break times.
  • Teachers are well informed of students’ individual needs including medical conditions and associated learning requirements as agreed with the individual.
  • All students with medical needs and, or disabilities have a key worker in school.
  • During Lockdown 2 (January 2021 - ongoing ), our staff continue to support students identified  with a SEND need by asking teaching staff to note down any specific observations and  patterns in behaviours (learning or otherwise). This is done via school robins and ‘in class’ observations virtually. We also maintain a strong home-school liaison where support staff make two  weekly phone calls to specific groups of students and their families. This is to support their wellbeing as well as help them with academic progress and support in lessons and online learning.

2. HOW DO WE IDENTIFY CHILDREN WITH SEND?

The identification process is critical in ensuring both accurate and specific support is put in place. The various methods of effective and individualised identification of SEND include:

Vigorous tracking and monitoring of the progress of all students through: 
  • Data entry analysis,
  • School robins,
  • Keyworker monitoring,
  • Teachers’ feedback.
  • Home-school liaison meeting, 
  • School SEND referral system.

 

Student observations including assessments through:
  • In school SEND assessment provided by CPT3A assessor,
  • Educational Psychologist Services,
  • Specialist teachers,
  • Speech and Language Therapy,
  • Occupational therapy.

Effective communication between the:
  • Individual child,
  • Parents,
  • Other stakeholders through:
  • Keyworkers,
  • Parental engagement sessions,
  • Parents’ evenings,
  • Telephone conversations and emails.

Skilled teachers and support staff who are trained to identify students with SEND. Training includes:
  • SEND Code of Practice 
  • ADHD whole staff training 
  • ASD whole staff training 
  • ASD specialist training for Support for Learning Department and Pastoral Team 
  • Speech and language specialist training 
  • Subject specific training 

During Lockdown 2, identification of need is limited in terms of any formal assessments  or input from external specialists. However, the staff continue to observe any patterns of  need or behaviours, as part of the overall online provision. Concerns raised are shared with the SENCO / Department leads for further follow-up. 

3. HOW DO WE SUPPORT AND ENSURE HIGH ACHIEVEMENT FOR CHILDREN WITH SEND, INCLUDING THOSE WITH AN EHC PLAN?

Support for each child is personalised based on their individual needs and ability. Some examples of the way in which we ensure high achievement for students with SEND include:
  • Having high standards and expectations for all, including those with SEND and
    finding challenging and appropriate curriculum pathways for those students.
  • Regular professional development for teachers and teaching assistants to support
    the achievement of students with SEND. This includes training around the needs of:
    • Autism,
    • Dyslexia,
    • Dyscalculia,
    • Social communication difficulties,
    • Speech and language development
    • Language need 
    • Physical disabilities.
    • Mentoring
    • ADHD
    • Diversity and inclusion
    • Literacy and numeracy
    • ELSA 
    • Zones of regulations 
    • Anger management 
    • Self esteem 
    • Luton Literacy Intervention  Programme  (LLIP)
  • Highly skilled and effectively deployed teaching assistants and learning mentors.
  • Effective collaboration and communication with the child, parents and relevant
    external agencies.

    Support for learning intervention programme:
  • literacy and numeracy interventions, 
    • handwriting club
    • LLIP phonics programme
    • Lexia and Symphony maths programmes
    • Rapid Plus reading and comprehension  programme
    • Homework club provision
    • Lunchtime club provision
    • Games club provision
    • Exam access arrangements
    • Breakfast club 
    • GCSE catch up sessions 
    • Anger management sessions 
    • Zones of regulations 
    • ELSA 
    • Keyworkers
    • During Lockdown, each student with an EHCP plan has a designated Key Worker who  supports  pupils with their access to learning and will check on their progress twice a week. The Key Workers are actively engaged in supporting students during their lessons and are available through email or telephone conversation. Key Workers call to support and scaffold  learning as well as help with work submission. 

    4. HOW DO WE EVALUATE THE EFFECTIVENESS OF OUR PROVISION FOR SUCH STUDENTS?

    • The SENCo and/or other member of the SLT hold regular Learning Walks and
      observations to review effectiveness of teaching for student's with SEND.
    • We value the feedback and views from the child and their parents; this is completed
      through 1:1 consultations as well as student and parent surveys.
    • Scrutiny of provision through internal and external audits as well as quality
      assurance reviews.

    5. HOW DO WE ASSESS AND REVIEW THE PROGRESS OF CHILDREN WITH SEND, INCLUDING THOSE WITH AN EHC PLAN?

    • Vigorous tracking and monitoring of their progress.
    • Regular meetings are held at subject and at a senior level to review student
      progress.
    • The SENCo produces a termly and annual summary report with regards to
      progress for students with SEND.
    • Subject review meetings are held termly which address the progress of students
      with SEND across the curriculum.
    • From January 2021, reviewing pupil progress was undertaken through  conversations with parents/carers/guardians. For students who were in school, (i.e. students of key  workers), this was undertaken by staff. SEND students are monitored via a whole school tracker where staff input data of engagement  and quality of work. This is then communicated to parents/carers/guardians through key workers and monitored closely by SENDCo and SLT. 

    6. WHAT IS OUR APPROACH TO TEACHING CHILDREN WITH SEND, INCLUDING THOSE WITH AN EHC PLAN?

    Every teacher is a teacher of SEND which means they are accountable for the progress of SEN students that they teach according to SEN code of practice.
    • High standards and expectations for all students, including those with SEND.
    • High-quality teaching in the classroom is always the core focus.
    • Effective differentiation to meet the individual needs of students with SEND and
      ensure appropriate challenge and support.
    • When additional support and intervention is required, it is evidence-based and
      has high levels of impact.
    • For Lockdown 2, teaching approaches for students with SEND have been adapted to an online environment. Lessons are a blend of pre-recorded lessons, student activity and teacher intervention. 
    • Work is set on Google Classroom with clear and defined instructions on how to complete. Teachers are available for all lessons if any student requires help. The student can either comment on Google Classroom or email the teacher directly - teachers are available for ‘live’ interaction with students in all lessons, however, this does not mean live video streaming.
    • Working from home may result in many students  working at their own pace  and can benefit from having one-to-one support from their parents/carers/guardians. Students, who are in  school are supported in the best manner possible, given social distancing guidelines. This  will be reviewed regularly. 
    • Risk assessments are completed for all students with EHCP , whilst  they are learning at home or in school. For students, who are in school, due care is taken to ensure they receive the support they need,  within the guidelines.

    7. HOW DO WE ADAPT THE CURRICULUM AND LEARNING ENVIRONMENT FOR STUDENTS WITH SEND, INCLUDING THOSE WITH AN EHC PLAN?

    We provide alternative curriculum pathways that suit students’ abilities and aspirations.
    • We ensure a greater focus on improving:
      • Reading,
      • Writing,
      • Communication,
      • Mathematics.
    • There is specific support for the transition from KS2 and to KS5.
    • When required, learning is supported by Teaching Assistants in the classroom
      according to the individual needs of the child.
    • Targeted students receive additional intervention as part of the Support for
      Learning literacy and numeracy programme.
    • Our curriculum has innovative pathways to meet complex needs in both key stages.
    • During Lockdown, the learning environment has been switched from being face-to-face to online. A range of learning tools are being used. Our main platform is Google Classroom. Work is broken down into smaller chunks and due care is given to using a variety of methods for  presentation. Families that are unable to access online materials have been identified by the Support for Learning Department and work booklets are being provided on a weekly basis to ensure learning  continues .  

    8. WHAT ADDITIONAL SUPPORT FOR LEARNING IS AVAILABLE TO CHILDREN WITH SEND, INCLUDING THOSE WITH AN EHC PLAN?

    • Evidence-based intervention for:
      • Numeracy,
      • Literacy,
      • Social communication.
    • The RAISE intervention (a small group for students with multiple and/or profound
      learning difficulties).
    • Deployed Teaching Assistants working alongside students in mainstream lessons.
    • OCR Life Skills Programme.
    • Support from external agencies.
    • Emotional, behavioural and social support from the Wellbeing Mentor Team.
    • ELSA
    • Zones of regulations
    • Anger management
    • Additional support during lockdown has temporarily  changed from face-to-face, one-to-one contact to two weekly phone calls from Key Workers to support with home learning. The Key Workers are also available during lesson time to support each student with their work. Communication will typically be through email, Google Classroom comment and additional phone calls where needed. 
    • To further support the students, differentiated tasks set by teachers and learning packs are sent home to those students that have been identified by the Support for Learning Department  as those that will struggle to access online learning. 
    • In addition to this each student that has an EHCP has been designated a Key Worker who checks up on them twice a  week. The Key Workers also provide online intervention sessions to further support students with an EHCP plan.
    • The Support for Learning department is working closely with all vulnerable and EHCP pupils to ensure they are still receiving the close support they require.

    9. WHAT ACTIVITIES ARE AVAILABLE FOR CHILDREN WITH SEND, INCLUDING THOSE WITH AN EHC PLAN?

    • A comprehensive extra-curricular programme with various educational clubs on
      offer to support learning and social skills.
    • A lunchtime club in the Support for Learning base enables students to have a
      smaller area to socialise and eat their lunch.
    • Targeted clubs – specific to the child’s needs.
    • Homework club takes place every day during lunchtime and after school.
    • Games and film club are also widely available during lunchtime.
    • During Lockdown all students including those with a EHCP have access to extra-curricular activities through our excellent House system. Every 2 weeks a new challenge is posted by the Heads of Year. Each subject contributes by producing a challenge for all students to access. All of these challenges are differentiated to meet all students' needs allowing them to all participate and contribute to the success of their House. All competitions are made accessible on Google Classroom via their Form Tutor. Each student with an EHCP is supported to complete these House challenges by their Key Worker.
    • Students who access the OCR curriculum are awarded the Star of the Week award.
    • Lyfta is an online software available to students to help extend their learning beyond the curriculum. Lyfta invites students to experience different cultures and perspectives. It gives them the opportunity to see, and form a connection with, positive human stories from around the world - modelling resilience, problem-solving, teamwork, and many other critical skills, values and competencies
    • An online library is also available for students to extend their reading and track their progress with activities available based on the book they have read.

    10. WHAT SUPPORT IS AVAILABLE FOR IMPROVING THE EMOTIONAL AND SOCIAL DEVELOPMENT OF CHILDREN WITH SEND, INCLUDING THOSE WITH AN EHC PLAN?

    • Targeted intervention groups focusing on social communication –
      • ELSA,
      • Zones of Regulations.
    • The Support for Learning Team works with students 1:1 and in groups to develop social and emotional skills.
    • Regular home school liaison.
    • Key workers are identified for students who need access to 1:1 emotional support throughout the day.
    • During lockdown, regular communication with homes is being undertaken to support academic engagement and wellbeing of our most vulnerable and at risk students.. Vulnerable students have the opportunity to attend school. One-to-one support with social distancing is available for those who attend school.
    •  Those students who are learning remotely from home are designated a Key Worker who will make contact by phone on a weekly basis.
    • Key Workers are also available to help support students with remote learning every lesson. Students can email their teachers, Key Workers or support staff at any point throughout the day and receive immediate support.

    11. HOW IS EXPERTISE SECURED IN RELATION TO THOSE WORKING WITH CHILDREN THAT HAVE A SEND, INCLUDING THOSE WITH AN EHC PLAN?

    Every teacher is a teacher of SEND which means they are accountable for the progress of SEN students that they teach according to the SEN code of practice 2015; however, we recognised the importance of having a highly skilled Support for Learning Team who work intensively with specific students. A strong and experienced team of support staff lead our work in this area and liaise closely with other staff and school leaders to get the very best out of students who face particular barriers to learning:
    • There is regular training available for teaching staff.
    • Specific training takes place within the support staff, eg., CASD, ADHD, Phonics.
    • Outreach work with external agencies supports the expertise that students
      accessing the curriculum.
    • Staff engage with online courses on speech  language and communication needs, mental health, and emotional literacy. Staff kept a record  of what training they undertook, and this was shared with their respective line managers, as  part of the appraisal process. In addition.
    • The SENCO hosts surgery sessions for staff online to discuss any concerns they have about any pupils.
    •  SEND continued professional development, examples include:

      • SEND Code of practice training for all staff 
      • New staff SEND induction training incorporated in whole school CPD 
      • Provision map / round robin training for all staff 
      • ASD specialist training for Support for Learning Department and Heads of Year

    12. HOW DOES THE SCHOOLS EQUIPMENT AND FACILITIES SUPPORT CHILDREN WITH SEND, INCLUDING THOSE WITH AN EHC PLAN?

    • An audit of access to all areas of the school was undertaken by Capital and Asset Management Division of Luton Borough Council from which the school developed a SEND access plan to include new ramped exits and entrance.
    • The sports hall features a dedicated lift that provides access to the whole building
      for students with disabilities.
    • The SENCo informs the Facilities Manager and staff, through the SEND Register,
      which students would need special assistance for any reason i.e. during an
      evacuation or other emergency.
    • The school has recently been audited by its Health and Safety Advisor
      (Hertfordshire County Health & Safety Department) who indicated that the SEND
      provision met or exceeded all requirements and best practice guidelines.
    • From January 2021, the school will mainly be hosted online via our school website. Google Classroom is the learning platform and online resources are specifically selected to keep students safe and enable them to work collaboratively with their  peers. Teachers are able to share examples, as are students. These are adapted, where  possible to meet different needs.  

    13. WHAT ARE THE ARRANGEMENTS FOR CONSULTING PARENTS OF CHILDREN WITH SEND, AND INVOLVING SUCH PARENTS IN, THE EDUCATION OF THEIR CHILD?

    • Specific parental engagement workshops.
    • Termly parents evening.
    • Regular consultation with parents/carers//guardians with regards to their SEND, (Key Worker, TA , Medical Support). We work closely with parents/carers/guardians to obtain their views and help shape provision for students.
    • Home-school liaison through various adults working with students that have SEND.
    • Relevant information about how parents/carers/guardians can support their child at home.
    • Key workers ring parents/carers/guardians and students twice a week to ensure learning is being accessed and  support is in place. Key Workers continue to support students in each of their lessons by making regular contact via email. Key Workers are also ensuring that work is being completed and that work is manageable. All teaching assistants have been added to the Google Classrooms of students they support so they can easily access work provided. 

    14. WHAT ARE THE ARRANGEMENTS FOR CONSULTING YOUNG PEOPLE WITH SEND, INCLUDING THOSE WITH AN EHC PLAN ABOUT, AND INVOLVING THEM IN, THEIR EDUCATION?

    • The child is kept at the heart of everything we do; this means we will always seek
      the views of a child when discussing their education and provision.
    • Any decision regarding additional support or intervention is made with the child and their parents/carers/guardians.
    • We involve the child in many wider areas of the school including the school
      council, the form tutor role and other leadership roles.

    15. WHAT ARE THE ARRANGEMENTS RELATING TO THE TREATMENT OF COMPLAINTS FROM PARENTS OF STUDENTS WITH SEND, INCLUDING THOSE WITH AN EHC PLAN, CONCERNING THE PROVISION MADE AT THE SCHOOL?

    A copy of the complaints policy can be found on the school website for any parent of students with SEND concerning the provision made at the school.
    Chiltern Learning Trust - Complaints Policy

16. HOW DO WE INVOLVE EXTERNAL SUPPORT SERVICES AND VOLUNTARY ORGANISATIONS, IN MEETING THE NEEDS OF CHILDREN WITH SEND, INCLUDING THOSE WITH AN EHC PLAN, AND IN SUPPORTING THE FAMILIES OF SUCH CHILDREN?

As part of our service level agreement with the Local Authority, we have access to a wide range of external services that specialise in specific SEND areas, this includes:

  • Speech and language therapist,
  • CAMH,
  • Autism Team,
  • Educational Psychologist,
  • Psychotherapist,
  • CHUMS,
  • Youthscape,
  • Greenhouse Mentoring,
  • Counselling,
  • Mindfulness,
  • Young Carers.
  • Lady Zia Outreach Support 
  • Edwin Lobo 
  • During lockdown, some access is possible online. However, this is limited and is restricted to agencies meeting practitioners, rather than parents/carers/guardians. In some instances, where  annual reviews are held online with parents/carers/guardians, some agencies will engage. EHCP reviews are continuing via Google Meet or telephone conversations. Agency referrals continue as normal as we are still able to receive feedback from staff via round robins on Provision Map. 
  • During Lockdown, a list of useful services and contacts are provided to our most vulnerable  families. This included Foodbank and other family support services. 

17. ARRANGEMENTS FOR SUPPORTING STUDENTS MOVING BETWEEN PHASES OF EDUCATION AND PREPARING FOR ADULTHOOD.

  • SEN transition,
  • Summer school,
  • Support for college applications,
  • Personal college advisor for students with EHCP, 
  • College visits,
  • Support for parents/carers/guardians re. college courses, apprenticeships,
  • Work experience supported by TAs - visits/settling in period,
  • Extracurricular visits,
  • Transition will be managed differently this year. For students with EHCP arriving at our school in September 2021, an online meeting/ telephone conversation will be held with every child and their parents/carers/guardians. This will give parents/carers/guardians and prospective students the opportunity to ask questions. 
  • SEND transition will l take place via meetings with feeder school SENDCos, 
  • To support the transition of students out of our school, separate meetings will be held with the receiving institutions. Information regarding needs and the provision required to meet those needs will be passed onto the respective institutions and organisations. A copy of the school’s one-page high quality teaching will be shared, as well as the one-page profile of the student. Where possible, meetings will be online to enable students to meet staff from the institution that they are moving onto. 
  • For SEND students leaving education ,emphasis will be placed on the four outcomes of preparing them for adulthood. Where necessary, additional services will be accessed. 

18. HOW THE EFFECTIVENESS OF THE PROVISION MADE FOR STUDENTS WITH SEND, INCLUDING THOSE WITH AN EHC PLAN, IS EVALUATED.

  • Provision map monitoring, 
  • Staff school robins, 
  • Personalised learning outcomes,
  • Half-termly monitoring of SfL interventions,
  • Rigorous regular reviews of EHCP/pupil passport,
  • Parental engagement/feedback,
  • Regular meetings with SEND parent during consultation periods,
  • QAR,
  • Curriculum audit,
  • Regular SENCO review of the SEND provision across the school,
  • Provision for students during lockdown is being monitored through regular communication with  families. Parents / carers / guardians are able to give us feedback on the type of work being set, volume  and pace. Feedback is used to adapt provision and enhance effectiveness. 

19. THE SCHOOL’S CONTRIBUTION TO THE LOCAL OFFER AND WHERE THE LA’S LOCAL OFFER IS PUBLISHED.

20. SEND COMPLAINTS PROCEDURE.

If your child is on the SEND register or has an Educational Health Care Plan, and you wish to make a complaint about the school. Please follow the guidelines which are outlined on the government website: https://www.gov.uk/complain-about-school/sen-complaints.

This guidance suggests three steps to follow:
1. Talk to the school’s special educational needs co-ordinator (SENCO). The SENDCo at Denbigh High School this is Miss A Walczynska.

2. Follow the school’s complaints procedure – which can be found here.

3. Complain to your local authority: https://www.luton.gov.uk/Education_and_
learning/Special_educational_needs/Pages/default.aspx