Skip Navigation

Support for your child

Tutor groups
 
Students are carefully assigned to tutor groups when they arrive at the school. The form tutor is a consistent point of contact for students, taking responsibility for their personal, social and academic welfare and maintaining communication with parents. Each year group has a year team leader who tracks the progress of students, helps resolve problems and works with tutors to promote outstanding attendance, positive behaviour and a vibrant community spirit. The Support for Learning Team provides further valuable help towards achieving these aims.
 
 
Positive relationships
 

Incidents of bullying are very low because we are a community where bullying in any form is not tolerated and we make this very clear to students as part of their induction. We respond firmly and supportively where any such incidents occur. Our PSHCE programme has a strong emphasis on teaching about bullying, its causes, how to respond appropriately, how to resolve conflict positively and who to approach with concerns. Students also have access to a good network of support which includes our Learning Mentors, some of whom have strong ties with the local community. 

 
 
Zero tolerance of bullying
 
Incidents of bullying are very low because we are a community where bullying in any form is not tolerated and we make this very clear to students as part of their induction. We respond firmly and supportively where any such incidents occur. Our PSHCE programme has a strong emphasis on teaching about bullying, its causes, how to respond appropriately, how to resolve conflict positively and who to approach with concerns. Students also have access to a good network of support which includes our Learning Mentors, some of whom have strong ties with the local community.
 
 
Study support
 
  • All students receive personal academic mentoring from their form tutors to help set clear and achievable learning targets.
  • Learning mentors work with individuals to maximise benefits to be gained from the opportunities made available to them.
  • A homework support club is provided every lunchtime, which is open to everyone.
  • Our support for learning team is a model of good practice with inclusion at the centre of its provision and this is recognised through the Inclusion Quality Mark. The team provides support for many individual student needs and makes provision for students who have English as an additional language or special educational needs so that they have access to the full curriculum.
  • All departments run extra study and revision sessions during lunchtime and after school in preparation for examinations.

 

Special educational needs and disabilities
 

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.


Girl helping with lighting during a drama performance