How We Support SEND


How We Support SEND

Dene Community School takes pride in being a fully inclusive learning community and will endeavour to support every child regardless of their level of need. All students follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.

In order to successfully match student ability to the curriculum, we endeavour to achieve the following:

  • Ensure that all students have access to the school curriculum and all school activities.
  • Help all students achieve to the best of their abilities, despite any difficulty or disability they may have.
  • Ensure that teaching and support staff are aware of and sensitive to the needs of all students, teaching and supporting students in a way that is more appropriate to their needs.
  • Students to grow in confidence and improve their self-esteem.
  • To work in partnership with parents/ carers, students and relevant external agencies in order to provide for the special educational needs and disabilities of our students.
  • To identify at the earliest opportunity, all students that need special consideration to support their needs (whether these are educational, social, emotional or physical).
  • To make suitable provision for students with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
  • Ensure that all students with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
  • To promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
  • To give every student the entitlement to a sense of achievement.
  • To regularly review the policy and practice in order to achieve best practice.

Types of SEND

At Dene Community School, we have experience of supporting children and young people with a wide range of needs including:

  • Specific learning difficulties (Spld)
  • Autism Spectrum Condition (ASC)
  • Attention Deficit Hyperactivity Disorder (ADHD)
  • Speech, language and Communication Needs (SLCN)
  • Hearing impairment (HI)
  • Visual Impairment (VI)
  • Physical Difficulties (PD)
  • Social Emotional and Mental Health Needs (SEMH)

The table below shows the current number of students being supported under each Primary area of Need and has been categorised by Year Group.

Primary Areas of Need

The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.

Year Group Education, Health and Care Plan (Code E) SEND Support Plan (Code K) Cognition and Learning (CL)) Communication and Interaction (inc. Autism) (CI) Social, Emotional and Mental Health (SEMH) Sensory or Physical Difficulties (SD/PD) Total SEND per year Group
Year 7 1 12 4 1 8 0 13
Year 8 1 14 5 4 4 2 15
Year 9 1 15 5 4 5 2 16
Year 10 0 11 1 4 6 0 11
Year 11 1 8 6 1 2 0 9
Category totals 4 60 21 14 25 4

Total number of students on roll = 629
Total number of students with identified SEND = 80
School SEND percentage = 13%

Teaching, Learning and the Curriculum

At Dene Community School, we believe that inclusive education means providing all students with appropriate education and support alongside their peers. The curriculum includes all of the planned activities that the school organises in order to promote learning, personal growth and development.

It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our students. Our curriculum also includes the teaching of the social aspects of development that are essential for life-long learning. Students with SEND needs regularly are invited to attend external events in addition to all other extra-curricular activities.

The Identification & Assessment Process

Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching (QFT).

At Dene Community School, we follow the graduated support approach outlined in the Code of Practice (2014) This approach is known as the “Assess, Plan, Do, Review” process.

This means that we will:

  • Assess a student’s special educational needs.
  • Plan the provision to meet your child’s aspirations and agreed outcomes.
  • Do put the provision in place to meet those outcomes.
  • Review the support and progress.

Quality First Teaching (QFT)

  • Ensures that the teacher and member of support staff have the highest possible expectations for each student in their classroom.
  • Ensures all teaching is based on what students already know, can do and understand in order to help them progress.
  • Involves a diversity of teaching methods so that students are fully involved in learning in the classroom and wider school context.
  • Requires constant assessment and planning from the assessment so progress is made and the needs of each student are met.

As part of this approach, we will produce a SEND Support Plan, where necessary, that describes the provision that we will make to meet a students’ special educational needs and agreed outcomes. Parents and carers will be fully involved in this process and will be invited into school each term to discuss the support plan.

A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan. Full details of this process can be found on the Local Offer website. Details on how the curriculum is adapted at Dene Community School and made more accessible for students with SEND, can be found below

Quality First Teaching – most needs will be met in the classroom with the subject teacher. At Dene Community School, we expect teachers to plan and use direct differentiated activities to ensure all students can access a challenging curriculum which is tailored to their needs and progress.

  • Staff members are trained and use competently, a range of teaching and learning styles to ensure all students can access both class and homework.
  • Specific group work is integral to directed differentiation and targeted intervention groups. Students may be grouped on ability or skill strength. They are academically and socially challenged.
  • An innovative and supportive curriculum is often needed at KS4, where there is specific individual support required for students whose learning needs are severe, complex and lifelong. For example, a small proportion of students who may find GCSE foundation level English and Maths too challenging will be supported in following Entry Level Qualifications in these key areas. This is dependent on the student and their needs.
  • Vulnerable lower school pupils (predominantly KS3) are offered support through a range of intervention activities, ranging from those that support the continuous development of basic skills in Literacy and Numeracy and social/emotional life skills. Where there is a specific need for targeted emotional support, students can be referred to the school counsellor.
  • Extra support to assist learning outside the classroom is offered in a broad range of extra-curricular activities including various sports clubs and homework and discovery clubs linked to various subject areas.
  • Social skill sessions are held weekly to build social confidence, emotional understanding and turn taking.
  • Specialist professionals from external agencies also support students and their families.

At Dene Community School, there is a robust tracking and monitoring system for all students, mapping progression and tailoring support where necessary. Progress is collected after every 10 week block and reported home. If the student has additional needs, specific support will be given as appropriate. The effectiveness of the support is closely monitored and altered accordingly.