The Deanes
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 with and dealt with easily. In the first instance, if such a
situation should arise, the school SENCO should be contacted either by email or telephone.
Dear Parents,*
If it is felt that the SENCO has been unable to reassure them that 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:
http://www.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 the
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 – Vice Principal for Achievement, Advanced SENCO, (B.Ed (Hons). MA (Ed)
Mrs Sioux Derome—SENCO
Dyslexia Therapist – Mrs Lesley Walker.
Maths Senior Learning Mentor – Ms Jo Boswell.
English Senior Learning Mentor – Miss Beverley Drain.
Learning Mentors – Mrs Jo Locke, Mrs Jacquline Osborne, Mrs Karen Miller (transition and
inclusion), Miss Jodie Cussen, Mrs Maren Barton (EAL) and Mrs Charlotte Storey (ASD)
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 recognises 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 adaptations
to access learning.
The Deanes
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 co-educators ensure that all students can benefit fully from
their time at The Deanes. Close contact is maintained between parents.
Partnership Ethos.
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.
The Deanes has an open door policy encouraging parents and carers to engage in their
child’s learning, with a personalised approach 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 Year 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
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.
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.
Co-Educators 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 Sioux Derome (SENCO)