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Special Educational Needs and Disability & English as an Additional Language

Special Educational Needs and Disability

We are delighted to be working with you and your child at Denbigh High School and we would like to take this opportunity to welcome parents and carers to Learning Support.

 

At Denbigh High School we aspire for every student, regardless of academic or physical ability or challenges to leave Denbigh High School empowered with a set of qualifications and a strong sense of self and place so they can be successful in life. We strongly believe in a teamwork approach within a school/home community. First and foremost, we believe in Quality First Teaching & Quality First Pastoral Care. The term ‘quality first’ is taken from the SEND Code of Practice and means delivering the highest standards of teaching and pastoral care for all students, particularly those with identified SEND needs.

 

It is vital that students receive high-quality teaching in the classroom, together with appropriate support for identified students. It is also vital that both the pastoral team and support for learning provide highquality pastoral support for students with identified SEND needs. These teams all work together to support the overall progress of students. The SEND team at Denbigh High School identifies students’ SEND needs and communicates this to staff, so that they can make learning accessible for all. The SEND team directly supports students with significant and persistent SEND, through additional specialist interventions, as appropriate. This is planned and reviewed regularly by our SEND team, composed of specialist student support workers and teachers.

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.
We currently have 46 students with an EHCP at Denbigh High School. All students have had their EHCP reviewed as per DfE guidance. Vulnerable students have a risk assessment in place; these include risks identified at school as well as at home. Depending on individual student’s ability and needs they are accessing different forms of learning and support.
In the 2023/24 academic year we will have 45 students with an EHCP at Denbigh.
Download our SEND Educational Needs and Disability Report 2022- 2023 here
Download our SEND Educational Needs and Disability Report 2021-2022 here 
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
Download our Accessibility Plan here
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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.

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 children 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 children with medical needs and, or disabilities have a key worker in school.

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 for example cognitive ability tests and reading age
  • School robins
  • Keyworker monitoring
  • Teachers’ feedback
  • Pupil pursuits
  • SEND assessments
  • Learning quality assurance walks
  • Book Looks
  • SEND Referral Form

Student observations including assessments through:

  • Pupil pursuits
  • Specialist teachers
  • Speech and Language Therapy
  • Occupational therapy
  • In school SEND assessments
  • Educational Psychologist Services

Effective communication between the:

  • Individual child,
  •  Parents,
    • Keyworkers,
    • Parental engagement sessions,
    • Parents’ evenings,
    • Telephone conversations and emails.
  • Other stakeholders through:
    • Annual Reports
    • SEND/SFL reviews
    • Governors reports, visits and presentations

Skilled teachers and support staff who are trained to identify students with SEND. Training includes:

  • ASD specialist (3 members of staff trained)
  • Subject specific teaching assistants
  • Assistant SENDCOs with responsibility around specific needs (Cognition and Learning, Communication and Interaction, Social, Emotional and Mental Health)
  • Speech and Language Specialist (ELKLAN Training)
  • ELSA (Emotional Literacy Support Assistant)
  • Medical Training (Epilepsy, Diabetes, Hypermobility)

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 children 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 children with SEND. This includes training around the needs of:
    • Autism,
    • Literacy Difficulties,
    • Numeracy Difficulties, 
    • Social communication difficulties,
    • Speech,
    • Language need,
    • Physical disabilities.
  • Highly skilled and effectively deployed teaching assistants and wellbeing mentors.
  • Effective collaboration and communication with the child, parents and relevant external agencies.

Support for learning intervention programme:

  • Literacy and numeracy interventions,
  • Handwriting club,
  • Read Write Inc
  • Lexia programmes,
  • Rapid Plus programme,
  • Homework club provision,
  • Lunchtime club provision,
  • Games club provision,
  • Art Club,
  • Knitting Club,
  • British Sign Language Club
  • Film Club
  • Exam access arrangements,
  • Keyworkers.

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 children 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.
  • Pupil pursuits to monitor effectiveness of pupil passports and SEND strategies implemented in the classroom, learning quality assurance walks, book looks.

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 children with SEND.
  • Subject review meetings are held termly which address the progress of children with SEND across the curriculum.

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 children, including those with SEND.
  • High-quality teaching in the classroom is always the core focus.
  • Effective differentiation to meet the individual needs of children 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.

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,
    • Independent Skills.
  • 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 children 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.

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.
    • Emotional Literacy Support Assistant
    • Zones of regulations
    • Anger management workshops
  • The RAISE intervention (a small group for children with multiple and/or profound learning difficulties).
  • Deployed Teaching Assistants working alongside children in mainstream lessons.
  • OCR Life Skills Programme.
  • Support from external agencies.
  • Emotional, behavioural and social support from the Wellbeing Mentor Team.

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 children to have a smaller area to socialise and eat their lunch.
  • Targeted clubs – specific to the child’s needs for example art, chess, board games.
  • Homework club takes place every day during lunchtime and after school.
  • Games and film club are also widely available during lunchtime.

10. WHAT SUPPORT IS AVAILABLE FOR IMPROVING THE EMOTIONAL AND SOCIAL DEVELOPMENT OF CHILDREN WITH SEND?

  • Targeted intervention groups focusing on social communication –
    • ELSA,
    • Zones of Regulations.
    • Anger management workshops
    • S7 safe space
  • The Wellbeing Mentor Teamwork with children 1:1 and in groups to develop social and emotional skills.
  • Regular home school liaison.
  • Key workers are identified for children who need access to 1:1 emotional support throughout the day.

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 children. 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 (whole school CPD).
  • Specific training takes place within the support staff, eg., CASD, ADHD, Phonics.
  • Outreach work with external agencies supports the expertise that children accessing the curriculum.
  • In school targeted SEND training sessions every Wednesday AM.

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.
  • To view our Accessability Plan please click here.

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 with regards to their SEND, (Key Worker, Wellbeing Mentor, Medical Support). We work closely with parents to obtain their views and help shape provision for children.
  • Home-school liaison through various adults working with children that have SEND.
  • Relevant information about how parents can support their child at home.

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.
  • We involve the child in many wider areas of the school including the school council, the form captain 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?

AA 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.


To view the CLT Complaints Policy please click here

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
  • Edwin Lobo
  • Family Partnership
  • Woodlands High School collaboration
  • Sheila Coates Foundation

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

  • SEND transition,
  • Summer school,
  • Support for college applications,
  • College visits,
  • Support for parents re. college courses, apprenticeships,
  • Work experience supported by TAs - visits/settling in period,
  • Extracurricular visits.

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

  • Provision map,
  • Personalised learning outcomes,
  • Half-termly monitoring of SfL interventions,
  • Rigorous regular reviews of EHCP/student passport,
  • Parental engagement/feedback,
  • Regular meetings with SEND parent during consultation periods,
  • QAR,
  • Regular SENCO review of the SEND provision across the school.

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:

  • Talk to the school’s special educational needs co-ordinator (SENCO). The SENDCo at Denbigh High School this is Miss A Walczynska.
  1. Follow the school’s complaints procedure – which can be found here.
  2. Complain to your local authority:https://www.luton.gov.uk/Education_and_
    learning/Special_educational_needs/Pages/default.aspx