1. The Deanes Dear Parents*
In keeping with the philosophy of inclusion every teacher at The Deanes has a responsibility to meet the needs of students with SEN (Special Educational Needs) ensuring access to a broad and balanced curriculum. This is achieved through a strong belief that the high expectations of all teachers are key to meeting the needs of all students
The Deanes believes all students are entitled to an education that enables them to:
· Excel
· Become confident individuals equipped to deal with our evolving world
The Deanes recognizes that a child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them, as defined in the 2015 Code of Practice
If they:
· have a significantly greater difficulty in learning than the majority of others of the same age
· 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.
Special Educational Needs are identified in terms of:
· little or no progress despite the use of targeted
teaching approaches and a differentiated curriculum
· working at levels significantly below age expectations, particularly in Literacy or Numeracy
· presenting persistent emotional and / or behavioural difficulties, which have not been managed by appropriate strategies usually employed
· sensory or physical impairments that result in little progress despite the provision of appropriate aids or equipment
· poor communication or interaction, requiring specific interactions and adaptions to access learning

2. The Deanes
The Learning Support Faculty works closely across the whole curriculum to identify students in need of support and to devise a personalised programme to meet these needs and ensure the success of learners. Strategies for support include in-class support and if necessary small group or individual intervention sessions. Students who receive assistance through Learning support are placed on the appropriate level of support, with personalised learning programmes, and a designated mentor to support them to succeed. A highly specialised team of designated Learning Support Assistants ensure that all students can benefit fully from their time at The Deanes. Close contact is maintained between parents.
The Deanes has an excellent reputation for working with students with physical disabilities, ensuring they are fully integrated into school life. The building is equipped with special ramps and lifts to allow access to all subject areas. Separate cloakroom and changing facilities are also provided. Specialist staff are trained to meet the needs of these students.
Our Learning Support Team work throughout the school from a central base, with a sensory room and intervention room used for different activities and at different times. Our inclusive policy keeps classrooms and teaching at the centre of everything we do.
Quality First Teaching and Personalisation
The Deanes is committed to ensuring that all teaching is at least good and much is outstanding. High quality teaching is that which is differentiated and personalised to meet the needs of the majority of students. All members of staff understand that they are teachers of students with SEN.
* Throughout this document, “parents” should be taken to include all those with parental responsibility, including corporate parents and carers.

3. The Deanes Partnership Ethos
The Deanes has an open door policy encouraging parents and carers to engage in their child’s learning, with a personalised approach to learning. From making an application for a place at The Deanes and throughout their child’s time at the school, parents are given regular opportunities to discuss their child’s needs, progress and concerns. For example:
· Transition meetings (Year 6 into 7, KS3 into KS4, and KS4 into Post 16)
· Termly meetings to discuss progress with the SENCO
· Parents Evenings with the SENCO, subject teachers and other appropriate staff
· Statutory meetings and reviews
· Parent Forums
· Information Evenings
The Deanes believes it is essential that all students are given an opportunity to express their views regarding their education. This is particularly important for students with SEN who require a more personalised approach. This is particularly important when reviewing the progress and needs of students with SEN incorporating the use of Student Passports and One Page Profiles as a tool to provide information to teachers.
Learning Support Assistants hold half termly mentoring meetings with the students to refocus learning before statutory /review meetings to ensure their involvement and will also make appointments for meetings with parents as necessary
If you would like to discuss the special educational needs of your child please contact
Mrs Lisa Stroud (SENCO)

4. The Deanes
As a school we work hard to be in effective communication with children and parents and to listen and respond positively to any concerns brought to our attention. We are committed to taking all concerns seriously and would like to think that, through being open and accessible, concerns can be raised and dealt with easily. In the first instance, if such a situation should arise, the school SENCO should be contacted either by or telephone.
If it is felt that the SENCO has been unable to reassure them that their needs are being met effectively, then the school’s Complaint Procedure, which is available on our website or by request, sets out clearly what the steps are to draw these concerns to the school’s attention.
In conjunction with The Deanes Offer we feel it necessary to also bring to your attention the Local Authorities Local Offer which sets out in one place information about the provision available for children and young people in the area who have SEN, including those who do not have EHC plans. Available at essexlocaloffer.org.uk
The Deanes Learning Support Team are:
dedicated to supporting the needs of all
students across the curriculum. Individuals
have a good understanding of the curriculum,
as well as an understanding of child
development and learning processes. The
qualifications of the team reflect this, with
NVQ Level 3 for Teaching Assistants or HLTA
and degrees related to education.
Mrs Lisa Stroud – Deputy Headteacher / Advanced SENCO
Mrs Lesley Walker – Dyslexia Therapist
Learning Support Assistants – Mrs Jo Locke, Mrs Jaqueline Osborne,
Mrs Karen Miller (transition and inclusion), Mrs Maron Barton (EAL) and Mrs Charlotte Storey (ASD)
Ms Leesa Cameron and Mrs Heather Spicer (Specialist for Hearing Impaired)