SENCO – Lewis Brown – SEND@dewarenne.org.uk

At De Warenne, students with Special Educational Needs are fully included within our academy. Furthermore, we ensure that any student who requires additional support, for whatever reason, will be recorded according to the Code of Practice at SEN K or EHCP level, so that every student in the academy is fully supported to achieve their potential. 

The SENCO and the SEND team are responsible for providing support to other staff in the academy for students’ needs to be met. The nature of this support is specifically tailored and determined by the needs of the individual student or teaching group. The support may involve: LSA support in lessons, adaptive teaching, or advice from the SENCO. The SENCO will involve the students, their parents, their teachers and other necessary professionals in the planning of support. Learning passports are shared with parents as we believe that our support at De Warenne is more effective when it is inclusive. 

We communicate with parents regularly through professional meetings, 1-2-1 meetings, via our SEND team, through school parents’ evenings and via My Child at School. All students on the SEND register are allocated a keyworker and have a learning passport which is shared to all staff to ensure that all staff are involved in supporting our students. 

In addition to quality first teaching and classroom support, the academy offers a range of provisions and bespoke interventions to fully support pupils with additional needs in the library, Personalised Learning Centre and the Bridge areas. 

The SENCO also works closely with the local primary schools and the local authority to ensure that students are appropriately transitioned to us from our feeder schools.  

SENCO: Lewis Brown

Aspiring SENCO: Leanne Hemsworth

SENSO: Christine Uzar

EAA: Lindsay Hatton

A setting that understands that their students are most successful when they feel happy, valued, challenged and supported to achieve their very best.

Staff support each other to develop their skills through a strong CPD programme tailored to need. They are motivated to improve and to improve the lives of everyone so that they achieve their potential and goals.

The in-depth discussion looked at the excellent deployment of LSAs and the use of and involvement of key workers for students, the Bridge interventions for each year group in key areas across the Academy, the Personalised Learning Centre.

The Academy has very strong relationships with external partners and I was able to have discussions with the Academy SENCO, Assistant Principal, the SENCO from a local Primary School, an Educational Psychologist who works in the school to look at collaborative working, Pyramid Learning and Planning, Transition and targeted Interventions.