Denbigh High School

"High achievement for all is our shared responsibility"

Special Educational Needs and Disability

Information Report

Disadvantaged pupils also make exceptionally good progress. 
Quality Assurance Review | September 2017

Most students 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 met. We do this effectively by ensuring the following;

  • High standards and expectations of every child.
  • A child-centred approach to any 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.

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 diminished 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.
  • The sports hall features a dedicated lift that provides access to the whole building for students with disabilities.
  • Specialist resources are provided for a range of needs across a variety of subjects.
  • A one-way system for key stairways has been introduced to assist with movement around the school.
  • The school has provided a specific classroom for children with medical requirements during lunch and break times.
  • Teachers are well informed of student’s 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.

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.
  • Pupil observations including diagnostic assessments.
  • Effective communication between the child, parents and other stakeholders.
  • Skilled teachers and support staff who are trained to identify students with SEND.

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.
  • Ensuring that high-quality teaching is a relentless focus for every teacher.
  • Regular professional development for teachers and teaching assistants to support the achievement of children with SEND.
  • Highly skilled and effectively deployed teaching and assistants and learning mentors.
  • Effective collaboration and communication with the child, parents and relevant external agencies.

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.

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.
  • Student progress 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.

What is our approach to teaching children with SEND, including those with an EHC plan?

  • Every teacher is a teacher of SEND.
  • 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.

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 and mathematics.
  • There is specific support for the transition from KS2 and to KS5.
  • We are proud of our wider curriculum opportunities that enhance students understanding of the world Learning.
  • When required, learning is supported by Teaching Assistants in the classroom.
  • 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.

What additional support for learning is available to children with SEND, including those with an EHC plan?

  • Evidence-based intervention for numeracy, literacy and social communication.
  • The RAISE intervention (a small group for children with multiple and/or profound learning difficulties)
  • Deployed Teaching Assistants working alongside children in mainstream lessons.
  • Support from external agencies.
  • Emotional, behavioural and social support from the Learning Mentor Team.

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, including leadership activities, take place daily.
  • Homework club takes place every day during lunchtime and after school.
  • Games and film club are also widely available during lunchtime.

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.
  • The Learning 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.

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 children that have SEND.

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; 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, which is disseminated amongst staff
  • Specific training takes place across the support staff
  • Outreach work with external agencies supports the expertise that children access

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 meet or exceeded all requirements and best practice guidelines.

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. 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.

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 tutor role and other leadership roles.

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.

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

Arrangements for supporting pupils moving between phases of education and preparing for adulthood 

  • SEN transition
  • summer school
  • Support for college applications
  • college visits
  • LDD support - regular meetings
  • support for parents re. college courses, apprenticeships
  • work experience supported by TAs - visits/settling in period
  • extracurricular visits         

How the effectiveness of the provision made for pupils with SEND, including those with an EHC plan, is evaluated

  • provision map
  • personalised learning outcomes
  • half-termly monitoring og SfL interventions
  • rigorous regular reviews of EHCP/pupil passport
  • parental engagement/feedback
  • regular meetings with SEND parent during consultation periods
  • QAR
  • regular SENCO review of intervention group practice

The school's contribution to the local offer and where the LA's local offer is published

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). 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 

 

 

 

English as an Additional Language (EAL)

Most students at various stages in their learning require additional support, some more than others, and at Denbigh we ensure that specific support is provided for those pupils for whom English is an additional language. We do this effectively by ensuring the following;

  • High standards and expectations of every child.
  • A child-centred approach to any support and intervention.
  • Thorough communication with all stakeholders, especially the child and their parents.
  • Evidence-based intervention.

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 with English is an additional language.

Access provision for those with English as an additional language

  • New staff are given English as an additional language awareness training through the new staff induction programme.
  • Specialist resources are provided for a range of languages across a variety of subjects.
  • Teachers are well informed of student’s individual language needs as agreed with the individual.

How do we identify children with English as an additional language?

The identification process is critical in ensuring both accurate and specific support is put in place.

  • Vigorous tracking and monitoring of the progress of all students.
  • Pupil observations including diagnostic assessments.
  • Effective communication between the child, parents and other stakeholders.
  • Skilled teachers and support staff who are trained to work with students with English as an additional language.

How do we support and ensure high achievement for children with English as an additional language?

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 English as an additional language include:

  • Having high standards and expectations for all.
  • Ensuring that high-quality teaching is a relentless focus for every teacher.
  • Regular professional development for teachers and teaching assistants to support the achievement of children with English as an additional language
  • Highly skilled and effectively deployed teaching and assistants and learning mentors.
  • Effective collaboration and communication with the child, parents and relevant external agencies.
  • Specially designed Extra English programme which includes speaking and listening sessions, reading and comprehension as well as grammar lessons

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 English as an additional language
  • Regular and rigorous monitoring of interventions
  • 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.

How do we assess and review the progress of children with SEND including those with English as an additional language?

  • Vigorous tracking and monitoring of their progress.
  • Student progress meetings are held at subject and at a senior level to review student progress.
  • Subject review meetings are held termly which address the progress of children with English as an additional language across the curriculum.

What is our approach to teaching children with English as an additional language?

  • High standards and expectations for all children, including those with English as an additional language
  • High-quality teaching in the classroom is always the core focus.
  • Effective differentiation to meet the individual needs of children with English as an additional language and ensure appropriate challenge and support
  • When additional support and intervention is required, it is evidence-based and has high levels of impact

What additional support for learning is available to children with English as an additional language?

  • Induction programme.
  • Evidence-based intervention for numeracy, literacy and social communication.
  • Deployed Teaching Assistants working alongside children in mainstream lessons.
  • Additional English lessons.
  • Individual EAL resource pack.
  • After school sessions.
  • GCSE examination in first language.

What activities are available for children with English as an additional language?

  • A comprehensive extra-curricular programme with various educational clubs on offer to support learning and communication 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, including leadership activities, take place daily.
  • Homework club takes place every day during lunchtime and after school.
  • Games and film club are also widely available during lunchtime.

What support is available for improving the emotional and social development of children with English as an additional language?

  • Targeted intervention groups focusing on social communication.
  • The Learning Mentor Teamwork with children 1:1 and in groups to develop social and emotional skills.
  • Regular home school liaison.

Every teacher will welcome discussions about your child and their need, however you may need to speak to specialists within the Support for Learning Team who work more closely with children that have English as an additional language.

How is expertise secured in relation to those working with children that have English as an additional language?

Every teacher is a teacher EAL; however, we recognise 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 language barriers to learning:

  • There is regular training, which is disseminated amongst staff
  • Specific training takes place across the support staff
  • Differentiation strategies shared across subjects

What are the arrangements relating to the treatment of complaints from parents of students with English as an additional language 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 English as an additional language concerning the provision made at the school.

Arrangements for supporting pupils moving between phases of education and preparing for adulthood 

  • EAL induction
  • 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         

How the effectiveness of the provision made for pupils with English as an additional language  is evaluated

  • provision map
  • personalised learning outcomes
  • half-termly monitoring eg SfL interventions
  • parental engagement/feedback
  • QAR
  • regular SENCO review of intervention group practice

EAL complaints procedure

If your child has English as an additional language, and you wish to make a complaint about the school.

  1. Talk to the school’s Special Educational Needs Co-ordinator (SENCO). At Denbigh High School this is Miss A Walczynska.
  2. Follow the school’s complaints procedure – which can be found here