Deyes High School aims to promote the successful inclusion of students with special educational needs and disabilities. We are committed to offering an inclusive curriculum to ensure the best possible outcomes for all students whatever their needs or abilities.
The Student Support Services and SEND department work closely together to ensure that the needs of all students are met through a comprehensive support network which focuses on their well-being and academic progress. We have a strong team of teaching and support staff with a clear vision of the importance of assisting students who have challenging and varied needs.
You can be sure of a warm welcome in a dedicated, friendly, motivated, patient, enthusiastic and approachable professional team.
Mr N. Webster – SENCo – To contact Mr Webster, please call: 0151 526 3814
Anne Haines – Director of Student Support Services
Patricia Graham – Lead Literacy Practitioner and Dyslexic Specialist
- Code of Practice
- Explaining the SEND Register
- How will my child be supported?
- Quality First Teaching Provided to all pupils
- Staff List and Responsibilities
The School believes that all students have a right to a broad and balanced curriculum, including those who are disabled or those who need learning support.
By the time students join Deyes in Year 7, meetings will have taken place with the primary schools which feed into the School and information regarding the specific requirements of children with Special Education Needs or those with disabilities will have been exchanged. A number of highlighted children will receive one-to-one, or small group tuition to address individual needs and along with a broader group of children, will receive in-class support from our Teaching Assistants. Support for children on the Special Education Needs’ register will continue throughout Key Stages 3 and 4. Many children may benefit from literacy programmes, which are delivered by specialist teachers in the Learning Support Department and are designed to help raise both academic ability and self-esteem.
The School has strong links with all the support services. Sefton Support Teacher and Educational Psychology Services are involved in direct teaching, monitoring and assessment. We also receive support from the Support Services for the Visually and Hearing Impaired, the Speech and Language therapy service and the School Psychological Service. New buildings have both ramp and lift access to all facilities, whilst existing buildings have ramp access to ground floor facilities. Disabled toilet facilities are also available. The School’s accessibility plan continues to improve wheelchair access further, as funding permits. Differentiation of materials and teaching and learning styles is being developed in the School and increasing use is being made of Information Technology and alternative methods of recording for students with special needs. Examination concessions and special arrangements are implemented in school examinations and are available in external examinations, if appropriate