Skip to content ↓

Questions 1-4

1. How is Daventry Hill School accessible to children and young people with SEND?  

Daventry Hill School is in a purpose built environment which was completed in 2017. The building is designed specifically for students with SEND and as such are fully compliant with DDA (Disability Discrimination Act) requirements.

  • The school is over two levels and the first floor is accessed by one of two lifts.
  • Specific rooms are fitted with ceiling mounted hoists, one on each floor; there are portable hoists available, as required, for all other rooms.
  • There are a number of accessible toilets and personal care rooms available. There are also shower facilities if required.
  • We ensure, wherever possible, equipment used is accessible to all students.
  • Any extra-curricular activities are planned for all students irrespective of SEND.
  • As appropriate Individual students are supported at lunchtime by an identified member of staff.
  • Teachers plan educational visits carefully, ensuring that the accessibility needs of individual students are met, and there are fully accessible minibuses available for students who are wheelchair users.

Daventry Hill School positively promotes inclusion and even though we are a special school we recognise that individual children may have difficulties in accessing all that the school has to offer. We aim to meet all our students’ needs by:

  • Including all students in whole class teaching but for some specific activities they may be withdrawn, on occasion, for specific identified work identified by professionals involved.
  • Supporting students at lunchtime, ensuring that they are able to make and play/socialise with friends and able to keep themselves safe.
  • Some students find making friends difficult and so the school will teach skills through PSHE, to support them to make friends. This will sometimes be taught in small groups.
  • All students will be given the opportunities to speak and take part in events such as class assemblies and speaking events. Extra support/resources will be allocated to ensure this takes place.
  • All trips, including residential trips, will be available to all students and any adjustments to activities or additional support needed will be allocated by the school.
  • All whole school activities will be available to all students and any specific support identified will be provided to enable all to participate in the life of the school.
2. What are the different types of support available for children and young people with SEND?  

All students at Daventry Hill School have identified needs and provision though their Education Health and Care Plan (EHCP) which states provision required to support children and young people with SEND:

  • The EHCP includes:
    • Description of the child / young person (parent views, child’s voice and professional assessment)
    • Targets and recommendations from all professionals involved
    • What and how the support should be used.
    • What strategies must be put in place.

This will include access to universal services (available to all students), targeted services (for identified groups) or specialist services (for individuals).

Universal Provision - Class teacher input, via excellent targeted classroom teaching (Quality First Teaching) 

For your child this would mean:

  • The teacher has the highest possible expectations for all students in their class.
  • All teaching is built on what your child already knows, can do and can understand.
  • Different ways of teaching are in place to encourage your child to be fully involved in the learning process. This may involve access to more practical learning opportunities.
  • Specific strategies (suggested by specifically trained professionals) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided if your child has a gap or gaps in their understanding/learning. Extra support, if required, is then made available through targeted support within the curriculum or in addition.

Specific group work

Intervention which may be:

  • Run in the classroom or a group room.
  • Run by a teacher or a teaching assistant (TA).
Targeted Provision - groups run by a therapist such as Speech and Language Therapy in conjunction with school staff 

Children’s needs change over time and if it is identified by the class teacher, in conjunction with a member of the leadership team, that extra specialist support is required, a referral to that specialist will be made. This may be from:

  • Local Authority central services, such as physiotherapy, ASD Support Team, or Sensory Service (for students with a hearing or visual need).
  • Outside agencies such as the Education Psychology.

What could happen:

  • You may be asked to give your permission for the school to refer your child to a specialist professional, e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and you, as parents, to understand your child’s particular needs better and be able to support them more effectively in school.
  • A specialist professional will work with your child to make recommendations as to the best ways to support learning.
Specialist Provision 

This type of support is available for students whose learning needs are so severe, and complex that they require support that can only be delivered by a professional with specific training.

This is usually provided via an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.

Your child will also need specialist support in school from a professional outside the school. This may be from:

  • NHS professionals; Speech and Language / Occupational / Physiotherapy.
  • Local Authority central services such as the ASD Support Team, Behaviour Support or Sensory Service (for students with a hearing or visual need).
  • Outside agencies such as the Speech and Language Therapy (SALT) Service.

For your child this would mean

  • Specific programmes developed by the therapist, which will be delivered in class or in some cases outside of the classroom (in the case of teaching a new skill or specific physiotherapy exercises).
  • Targets and recommendations from professionals involved.
  • An outline of the amount of additional support your child will receive.
  • The strategies that must be put in place.
  • Long- and short-term goals.
3. How do we identify children who require additional support and who do I contact if I have concerns? 

There are regular meetings between the class teacher, Key Stage Leader and Assistant Head Teacher to discuss progress and identify students not making progress and/or discuss concerns about learning. If you have any concerns, or if through our progress meetings we have identified a concern that cannot be overcome through our universal provision, then the school will set up a meeting with the class teacher and a member of the leadership team, in the first instance the Key Stage Leader or a member of the senior leadership team (Head of School, Assistant Head Teacher) as necessary, to:

  • Listen to any concerns you may have.
  • Share our concerns.
  • Plan any additional support your child may need.
  • Discuss with you any referrals to outside professionals.

The leadership team will provide support for your child by regularly discussing your child’s needs with the class teacher. They will provide support for you and keep you fully informed of any referrals made to professionals and the outcome of those referrals.

4. What are the parent consultation arrangements for my child and how can I be involved? 

The class teacher is available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used.

Class Dojo is an online communication application that is used to communicate between home and school. If parents are unable to access this then home school communication books can be provided.

  • The leadership team are available to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
  • Your child’s EHCP will be reviewed annually through a ‘Person Centred Planning’ Annual Review.
  • Personal progress targets co-produced during the annual review will form an action plan (Individual Education Plan or IEP) and will be reviewed with your involvement.