HID Local Offer

Welcome to Icknield High School Hearing Impaired Department (HID) Local Offer. This HID local offer is written to comply with the Children and Families Act 2014 and the Special Educational Needs and Disability Code of Practice 2014 (0-25 SEND code of Practice) and forms part of Luton Borough Council Local Offer.

This HID Local Offer is additional to Icknield High School SEND (Special Education Needs and Disability) information report; a document outlining this schools provision for students who have special education needs and disability.

The HID Local Offer and SEND information report are set out in the same way with similar content as we recognise that Deaf or Hearing Impaired students may also (but not always) have additional needs. The HID Local Offer contains information only relevant to students who have a place in the HID provision.
The school SEN policy is a separate document.

This report will be regularly updated to reflect current practise and provision.
Section 1. How does the school identify and organise support for Deaf or Hearing Impaired students in the HI provision?

Section 2. Who are the key people in the school available to discuss parental/carers concerns about a young person’s difficulties?

Section 3. How will parents/carers be informed about progress within school and how will progress be measured?

Section 4. What support will parents/carers receive if a young person has been identified as having special educational needs?

Section 5. What support is offered to ensure the wellbeing of a young people with special educational needs and disabilities?

Section 6. How will teaching be adapted to support the student with special educational needs?

Section 7. What different types of support can the student receive in school?

Section 8. How will the school support students at unstructured times such as lunch and break and enable access to after school clubs, school trips and journeys?

Section 9. How does the school involve young people in decisions that affect them?

Section 10. How are the schools’ resources allocated to support students with special educational needs and disabilities?

Section 11. What services external to school can provide support to students with special educational needs and disabilities?

Section 12. How are school staff supported to work with students with special educational needs and what training do they have?

Section 13. How will school support a student in moving on to another school, or college or to the next key stage in their education or life?

Section 14. How accessible is the school environment?

Section 15. Who can parents/carers contact for further information at the school?


Icknield High School provides Luton Borough Council Hearing Impaired (HI) Provision for students aged between eleven and sixteen years. The HI department is an integral part of our inclusive school; we support Deaf and Hearing Impaired students with their inclusion in mainstream education and encourage their participation in all aspects of school life.

The Hearing Impaired Department (HID) is a sixteen place provision for students who have a various levels of hearing impairments. Students may be profoundly deaf with a hearing loss of above 90 decibels (dB) or severely deaf with a loss above 70 dBs. All students will have a bilateral (both ears) hearing loss of more than 50 dBs.

Increasingly, students in the provision have cochlear implants, others may have bone anchored or conventional post aural (behind the ear) hearing aids. Students can use radio aids to give one-to-one access to the their learning however some students do not find this beneficial as their preferred learning language is British Sign Language (BSL).

The local authority allocates places in the Hearing Impaired Provision. Students must have a Statement of special educational need and disability (SEND) or an Educational Health Care plan that identifies hearing impairment as their primary disability. Sometimes students in the HI provision may have special educational needs.

At various times throughout a school career some students may fall behind with the progress they are making in school. This could be for many reasons such as long term absence from school, difficulties at home or English as a second language, or because they have a special educational need or disability (SEND).

The 2014 SEND Code of Practice describes SEN as:

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. A child of compulsory school age or a young person has a learning difficulty or disability if they:

– have a significantly greater difficulty in learning than the majority of others of the same age: or
– 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 or mainstream post-16 institutions.

The 2014 SEND Code of Practice sets out four areas of SEND

– Cognition and Learning
– Communication and Interaction
– Physical and Sensory
– Social, Mental and Emotional Health.

Students who have SEN may also have a disability. The Equality Act 2010 describes a disability as a

‘A physical or mental impairment which has a long-term (a year or more) and substantial adverse effect on their ability to carry out normal day – to day activities’.

This includes sensory impairments such as those that affect hearing or sight and long term conditions such as asthma or epilepsy.

The 2014 SEND Code of Practice describes four stages of SEN support – Assess, Plan, Do, Review. These four stages of SEN support and mirror current school practice of assessment, monitoring, tracking and reviewing. Some students with SEND will require extra support to make progress and remove barriers to their learning. This help is called SEN support and replaces the old terms of school action and school action plus. Graduated four part cycles of APDR (assess, plan, do, review) are used initially by class teachers and then in conjunction with the SENCO and sometimes other professionals to revisit and adjust the actions needed for the student making progress. The cycle becomes increasingly personalised and specific to needs. The student and their family/carer contribute to the process. The names of students who require SEN support are added to the school SEND list.

Occasionally a student will need a more intensive level of specialist help that cannot reasonably be provided solely from the SEN support resources. In this case school, after discussion with the student parents/carers will ask the Local Authority for an Education, Health and Care (EHC) needs assessment. If an EHC assessment is agreed this provides a student with an EHC plan. An EHC plan brings additional support and resources some of which is funded from resources in addition to those provided by school. The EHC plan replaces the old term Statement of SEN. All students who have a place in Icknield HI provision have Statements of SEND or EHC plans.

1. How does the school identify and organise support for Deaf or Hearing Impaired students in the HI provision?

Students who have a place in the HI provision have Statements of SEND or EHC plans; they come to Icknield High School with information that identifies their strengths and weaknesses and provides recommendations and advice about how to support their attainment and progress. The HI department use this information to put in place the correct type of provision and support needed to address student needs. This may be a specialised service to support a hearing impairment such as a Educational Communicator and or support for their learning or social skills such as an intervention group. However like their peers in the main school, Deaf and Hearing Impaired student progress will be monitored in a variety of ways to ensure that they like their peers make good progress and achieve good outcomes. This takes place in several ways:

Upon transfer from Primary or Junior school

During year six additional visits are arranged for students who are transferring to Icknield in year seven and who are identified by their Primary school as having a SEND. Students with EHC plans or statements of SEND will be supported via the review process and will meet with the SENCO and parents/carers to discuss a personalised plan

At the beginning of Year seven or when a student transfers from a different school, assessments are undertaken and previous progress is considered. Sometimes a student will be identified as underperforming; there could be many reasons for this including an undiagnosed SEND. To investigate the possibility of a SEND a discussion with the student, parent/carer and school will take place and if agreed, a plan will be put in place.

Concerns raised by the individual student or parents/carers

A young person or sometimes family members may raise concern about the difficulties they experience in school. In discussion, the student, family, HID staff and the SENCO will agree the next steps; often an ‘assess, plan, do, review’ process will provide additional information and influence the measures needed to address concerns.

Tracking of attainment and slow progress

Teachers continually assess, plan, implement and review their approach to teaching for all students. Tracking data; test results and assessment levels confirm students are ‘on track’ and working towards meeting their individual targets. Progress is regularly discussed with students and usually their parents/carers. Despite high quality teaching, differentiation and teacher knowledge about their students and support from the HI department some students do not make expected progress. There could be many reasons for this; one reason could be a SEND. Teachers who suspect an undiagnosed SEND discuss their concerns with HI staff and the SENCO. Together with the student and parent/ carer a course of action will be agreed to further investigate the reasons for slow progress.

Identifying emotional, social and mental health concerns

Students who are deaf or have a hearing impairment may sometimes display emotional /behavioural difficulties. They will be jointly supported by the SEND, including HI and inclusion department. Students who present with persistent disruptive or withdrawn behaviour or who change their ‘normal’ behaviour or refuse to attend school may do so for a number of reasons; one reason may be an undiagnosed SEND. The Inclusion, Pastoral and SEND team regularly meet to discuss the needs of students displaying these behaviours and put strategies in place. If the behaviours do not improve, a discussion between the student, parents/carers, HI staff and SENCO will investigate if a SEND is contributing to the student’s difficulties and if so what needs to be in place to address this.

What will school do to investigate and organise support for students in the HI provision?

Icknield High School have a graduated approach to SEND.  APDR (a series of increasingly detailed information gathering cycles) is used to identify and remove barriers and support progress. The SEND and Hearing Impaired Department support school staff to use the APDR cycles, different approaches and strategies to remove barriers to student progress.

Initially, the SENCO and or the HID manager may observe a student working in the classroom and provide additional advice and resources for the teacher to use in class; this may be enough to support progress and get the student back ‘on track’ (The observation is always very discrete).

Alternatively, the SENCO and or the HID manager may need more evidence and will talk with the student, liaise with parents/carers, ask subject teachers and HID staff for their views and sometimes carry out additional assessment. This additional information may be enough to fine tune the advice offered to the student, family and teaching staff to support progress. The strategies and recommendations contained on the student Inclusion Passport may be adjusted. All students in the HI provision will have an Inclusion Passport containing their views about the things they are good at and their learning strengths and weaknesses. Their families’ views are sometimes included as well as strategies and information about learning from the SEND department. The Inclusion Passport is available for all staff to advise them about the things that help the student learn and progress. Appendix 1

Sometimes the SENCO and or HID managers action identifies a SEND that requires additional support and after discussion and agreement with the student and parent/carer the student will receive SEN support to address the need. SENDs vary; some Deaf and Hearing Impaired students may have an identified SEN recorded on the school SEND list for most or their entire school career, others may access an intervention and make progress in this area and have that SEND removed from the information on the SEND list. All Deaf and Hearing Impaired students who have a place in the HI provision are identified on the school SEND list, as they have a statement of SEN or an EHC plan.

An Inclusion Passport is written with the student; this contains the student’s views and highlights their learning strengths and weaknesses.  Family/ carer views are sometimes included as well as strategies and information.  The Inclusion Passport is available to all staff and is shared with home and regularly reviewer by keyworkers and annually by the HID Manager.

Some students who receive SEN support for their additional SEN needs may not make expected progress and in discussion with parents/ carers school and HI staff and the SENCO additional advice and help may be sought from outside professionals such as the school Educational Psychologist, Speech and Language Therapist, Child and Mental Health services CAMHS or Deaf CAMHS.

2. Who are the key people in the school available to discuss parental/carers concerns about a young person’s difficulties?

The Local Authority Hearing Impaired Department is included in the schools Special Educational Needs and Disability (SEND) department, it includes:

– The support department for SEND.
– The English as an Additional Language (EAL) support. There is a clear distinction between SEND and the needs of students with EAL and this is fully recognised by school. Management and coordination of support and intervention for EAL is provided by staff in the SEND department.

Mrs Pat Lakeland is the manager of the Hearing Impaired department. Telephone number: 01582 576561
Mrs Barbara Jones is the Special Educational Needs Coordinator (SENCO) Telephone number: 01582 576561
Mrs Jones manages the SEND, HID and EAL provision in school.
Mrs Jacquie Knighton is the Deputy Head teacher responsible for line managing the department and represents SEND which includes HI at senior leadership team meetings.

Every member of the SEND department staff has a role and a valuable contribution to make to the inclusion, enjoyment and achievement of students in school. Some staff have specific areas of responsibility.

The Hearing Impaired Department key staff:

Pat Lakeland, Hearing Impaired Department Manager who also provides HID outreach for the Local Authority High school and Post 16 Transition students with hearing impairment. She can be contacted by telephone on: 01582 576561
Michaela Hardman, HID deputy manager and has responsibility for the HI provision when Mrs Lakeland is working out of school.  Mrs Hardman also co-ordinates the SEND department staff training.
Shula Berrington, Teacher of the Deaf (TOD) for three days per week. Mrs Berrington works in the HI Provision and classroom to provide specialist teaching for individual or small groups of HI or Deaf students.
– Educational Communicators who have various levels of experience and expertise.
– A Speech and Language Therapist works with HI Provision staff and students to support speech, language and communication needs.
– Communicators work within the classroom and in the Provision and are keyworkers for Deaf or HI students.
Emma McAllister, A Deaf Tutor, for one day each week to teach British Sign Language to the hearing impaired students.  Mrs McAllister also offers British Sign Language lessons to family members who have a deaf child.  (One hour per week).

The SEND team includes the following key roles:

– The SENCO and HID manager have shared responsibility for the annual review of statements of SEND/ EHC plans.
Teresa Butler, responsibility for KS4 SEND curriculum and post 16 transition.
Louise Cooper, Deputy SENCO.
Jayal Valaba, Speech and Language Therapist (in training) and from September 2014 will work full time with some students who have Speech language and communication needs (SLCN).
– EAL Assistants, Gulbahor Salimova-Noble and Naheeda Quraishi.

Student Affairs

Mrs Jacquie Knighton is the Deputy Head Teacher with responsibility for line managing student affairs and is Safeguarding Officer. Student affairs deals with pastoral matters, students who have social care needs, students who receive education in a setting other than school, students who are looked after by their local authority (Looked after Children LAC), student exclusions, student admissions and attendance.

Pastoral team

Students who access the Hearing Impaired Provision come under the care of a Pastoral Leader who with a Pastoral Support Officer leads a team of ten tutors. The Tutor is responsible for the day to day life of approximately 30 students. Additionally in Year 7 a Family Support and a Transition Officer are available. The Pastoral Leader (Head of Year) or Pastoral Support Officer is normally the main next point of contact for parents after the Tutor. All students who are Deaf or Hearing Impaired have a member of the HID staff attached to their form and together with the Tutor and/or Pastoral Leader will pass on concerns about students to the HID manager and SENCO.

The Student Individual Support Plan Office (SISPO) is a department with three members of staff.  Shaheena Abbas is a family worker; Angela Brennan and Maggie Walsh are inclusion officers. Angela Brennan is responsible for coordinating the support for Looked After Children and Children subject to Special Guardianship (SGO’s). Angela can be contacted by telephone at: 01582 576561.

All Looked After Children and those subject to Special Guardianship Orders within school are supported and monitored within SISPO, under the direction of the designated teacher (Jacquie Knighton). This includes involvement within the statutory care planning and personal education plan process. In liaison with Kamran Ahmed, Assistant Head, PPP (Pupil Premium Plus) allowance is allocated to purchase additional Maths and English provision either within school or via external agencies.

Students who are Deaf or Hearing Impaired may like their peers in main school have support from the student affairs team at various times during their school career.

3. How will parents/carers be informed about progress within school and how will progress be measured?

When are the key times / opportunities to discuss progress?

Parents/Carers are strongly encouraged to attend subject and tutor evenings held throughout the school year. Dates are published on the website or in the newsletter. The SENCO is available for discussion at tutor evenings; an appointment made via the student will guarantee a time however this is not always necessary.

Students who have statements of SEND or EHC plans have scheduled Annual Review meetings and an additional six monthly meeting.  Parents/Carers, students, key school staff and professional outside agency staff will attend these meetings and discuss progress, plan the next stage and set targets.

Students who are included on the school SEN list discuss and update their inclusion passport with their keyworker every term. Opportunity to further review the Inclusion Passport and discuss progress is provided at tutor/parent evenings.

British Sign Language communicators can be made available for students and parents/carers who require signing facility.  These need to be pre booked.

How does School explain and report on student progress?

Progress is reported to parents through the termly progress check that tracks progress against targets. The progress report gives information about students’ attitude and preparedness for learning and notes the number of excellent marks and achievement points achieved.

Occasionally students with SEND / HI will work at a much lower level than their peers. Their progress is recorded in small steps using an assessment called P’ Scales. A resource called B’ Squared is used to accurately track small steps of progress at P’ Scales and for students working at much lower than age expected levels.

Students who have statements of SEND or EHC plans have annual targets agreed at the annual review meeting. A report from subject teachers and HI staff will detail progress against these targets and give suggestions for further areas for development. A few students who have SEN /HI support have targets to address specific areas of weakness and to support intervention and classroom work in a consistent manner. These additional targets for students are recorded on the Inclusion Passport so everyone involved with the student is aware of the key areas for development.The SENCO and HID Manager have overall responsibility for overseeing educational plans for young people identified with special educational needs and/or disabilities and accessing the HI Provision; however subject teachers have responsibility for the day to day management and delivery of the plan.

How is progress communicated?

All students receive a termly progress check, in addition students regularly liaise with their teachers about progress and next steps in learning. Subject teachers and tutors may also communicate with parents/carers via telephone, meetings or email. A few students have an additional report for a short period of time which monitors an area of weakness such as attitude, organisation or behaviour concerns.

The parents/carers of students with HI often require additional contact opportunities. The department uses various communication methods such as a home school liaison book, emails, postcards home, positive behaviour charts, and telephone calls. For a very few students text messaging and daily one- to- one feedback at home time is provided. Parents/Carers of students with Statements of SEND/EHC plans have additional progress information provided at the annual review of Statement or EHC plan.

How does the school respond to other concerns?

In addition to the regular forms of contact such as parent evenings, Senior Staff, Pastoral Leaders and Pastoral Support Offices and Tutors are always happy to discuss concerns with parents/carers. The School SENCO, HI Manager and SEND department actively promote an open dialogue and positive working relationship with students and parents/carers. An interpreting service is available for Deaf or Hearing Impaired parents/carers. (This must be pre-booked).

The school supports and work collaboratively with Luton Parent Partnership Service. The service has   recently evolved and has been renamed Luton SEND Information, Advice & Support Service (SENDIAS). This is a service which provides parents and carers with access to information and advice about student’s rights and special educational needs and can offer access to an Independent Parental Supporter Scheme. The key contacts are Vicki Lloyd, Telephone: 01525 719 754 and Olwen Davies. Telephone: 01582 548 156. Email: parentpartnership@luton.gov.uk. Additional Information can be found at www.luton.gov.uk.

Sometimes in discussion with the student and parent/carers concerns may be raised. Perhaps about the young person’s health, development, welfare, behavior, progress in learning or any other aspect of their wellbeing. A young person’s needs maybe unclear, or broader than can be addressed with school resources. An Early Help Assessment (EHA) may be agreed upon and undertaken by a member of school staff. The EHA is entirely voluntary and permission must be given, so families do not have to engage and can choose what information to share. Additional information can be found at Early Help Assessment (EHA) – Luton Borough Council

4. What support will parents/carers receive if a young person has been identified as having special educational needs?

Parents/carers of students with SEND are encouraged to be actively involved in the education of the young person. The SENCO, HID manager and SEND department address barriers that prevent communication and try to build good relationships. An open door attitude and transparent approach is adopted by the department and parental involvement is valued and welcomed.

Currently the HID/SEND staff are working with Icknield Primary (HIP) and the Local Authority to consider the changing needs of the Luton Deaf community.  Opportunities will be made available for all interested parties to get together to discuss future provision at Icknield High.

Occasionally parents and carers may struggle to understand a medical diagnosis, a technical report, and the implication of a SEND, or simply wish to discuss their worries and concerns about a new development. The SEND department will listen and try to provide an additional explanation or signpost the family to support networks or specialist groups such as the Autism support groups FLAG, and DADs, Deaf CAMHS at Cambridge who provide a service for students who are deaf or hearing impaired.

Parents/carers may also like to join the National Deaf Children’s Society (NDCS), which has a local branch (Beds DCS),  www.ndcs.org.uk

Other useful websites include: www.actiondeafness.org.uk; www.whizz-kidz.org.uk; www.signature.org.uk

The school Medical Officer works in conjunction with the School Nurse and specialist health professionals such as the Epilepsy or Diabetic Nurse Service. The school Medical Officer and Mr Graham Forbes, Assistant Head teacher oversee healthcare plans for those students who have additional medical needs. The school have regard for the DFE guidance and templates ‘Supporting pupils at school with medical conditions’ April 2014. Ref DFE-00393- 2014.

Occasionally parents/carers are invited into school to access training opportunities that will help them to support a young person with SEND for example training on Clicker 6 – a computer program. The parents/carers and family members and friends of students who are Deaf or have a Hearing Impairment have access to British Sign Language (BSL) courses held during the school day, These courses are accredited and attendees can obtain BSL qualifications (Levels 1 and 2).

Plans are evolving to develop improved school social networks for the parents/carers of young people with SENDs. The school would welcome parental contribution to network meetings or ideas and suggestions for coffee morning forums or information sessions about aspects of SEND.

5. What support is offered to ensure the wellbeing of a young people with special educational needs and disabilities?

Students who are Deaf or have a Hearing Impairment have access to the same support as their peers in mainstream. The access to this support is differentiated where necessary by BSL Educational Communicators or Sign Supported English translation.

School Pastoral support

Students joining the School come under the care of a Pastoral Leader who with a Pastoral Support Officer leads a team of ten tutors. In year seven a Family Liaison officer and Transition Officer provide additional pastoral support. Where appropriate a Learning Support Assistant (LSA) or Educational Communicator is attached to a form group and works with the tutor to build relationships and support students within the form. The LSA/Educational Communicator attends academic review day meetings and with the tutor, student and sometimes parents/carers, set academic review targets and review the inclusion passports for students with SEND. The LSA or Educational Communicator attached to the tutor group may support tutees in class and is often a named keyworker.

Social support

Students are encouraged to participate and be fully included in school life however some students with SEND may require specific one to one intervention or group work to support their social skills and develop their self-confidence and inclusion. Sometimes additional adults (normally HI Department Educational Communicators) will support students to access extra-curricular activities such as those on offer during Cross Curricular Week , Lunchtime Clubs in the HID or SEND Department .  In the second half of Spring Term Educational Communicators and LSAs will lead small social skills friendship groups during some lunchtimes.

SISPO offer a breakfast club and a supervised drop in lunch time facility and a proposed homework club. Students working with SISPO have access to a range of external professionals and a counsellor.

Administration of medication to young people and Health Care Plans

Donna Goddard is the Medical officer who deals with the day- to- day medical issues which arise in school and supervises the administration of medicines. Health Care Plans are updated and posted for staff awareness. The school has protocols and procedures in place to include students with medical needs and ensure that they enjoy the same opportunities as their peers. DFE Guidance ‘Supporting pupils at school with medical conditions’ is used to inform school procedures and protocols.

Support for students with Mental Health and behaviour difficulties. School have regard for the DFE publication Mental Health and Behaviour in school Ref DEF:-00435-2014. The guidance provides advice upon a number of aspects associated with mental health and behaviour difficulties including:

– how and when to refer to Child and Adolescent Mental Health Services (CAMHS) or Deaf CAMHS in Cambridge.
– advice to support children with emotional and behavioural difficulties.
– strengthening pupil resilience.
– tools to identify pupils more likely to need extra support.
– where and how to access community support.

SISPO staff work with young people and their families often in conjunction with PSOs and SEND staff and are able to offer advice and support. SISPO signpost to outside agencies and make referrals to CAMHS or Deaf CAMHS and Counselling.
Support offered to increase attendance- students’ attendance at School is monitored on a daily basis and notable absences or patterns of absences are followed up by the Tutor, Pastoral Leader or more normally by the Student Support Officer Mrs Barry or the Educational Welfare Officer Ms Byrne. Heads of Year, PSOs and Tutors, work collaboratively to improve and support good school attendance. The School prides itself on its very good attendance.

Therapeutic Counselling.

The school’s therapeutic counsellor, Lois Powell, is based within Sispo three days weekly. Lois offers individual and group sessions to students referred with a range of complex issues including self-harm, eating disorder, PTSD, bereavement and depression. She also delivers the pre-exam “Anxiety” workshop. Lois works closely with the Sispo Team and other agencies to achieve best outcomes; she regularly works alongside CAMHS where complex mental health concerns are indicated.

Family work

The Family Worker provides support, guidance and practical help to parents and families struggling to get by. This may include:

  • Support through financial difficulty, i.e. providing 2nd hand uniform or signposting to specialist agencies.
  • Help with paperwork and translation (Urdu, Panjabi, and Pahari).
  • Emotional and Social support.
  • Parenting advice and guidance.
  • Working in partnership with other depts. and agencies in relation to Safeguarding, EHA and Family Support Plans.


Sispo staff provide 1:1 mentoring. This work focuses on issues such as self-esteem, social skills, bullying, restorative work, behaviour management, anger management, gender and identity and mild to moderate mood impairment. External mentors are accessed in order to manage specific difficulties and where a male mentor is required.

Group Work

Sispo offers a broad range of groups and activities both in-house and externally to students who either require less intensive support, find 1:1 working too daunting or where the subject is best delivered within a group setting.

How the school addresses bullying?

Bullying is not tolerated at Icknield High School. The School work hard to ensure that students feel safe and their parents/carers have confidence with the systems in place to address any bullying that might occur.

Support offered to increase attendance

Student’s attendance at School is monitored on a daily basis and notable absences or patterns of absences are followed up by the Tutor, Pastoral leader or more normally by the Student Support officer, Mrs Barry. Heads of Year, PSOs and tutors, work collaboratively to improve and support good school attendance. The School prides itself on its very good attendance. Nationally data indicates that students with statements of SEND or EHC plans have a lower attendance at school than their peers. The department works with individual SEND students and their families to actively support and overcome barriers to attendance.

6. How will teaching be adapted to support the student with special educational needs?

Teachers have high aspirations and set all students individual, achievable and yet challenging subject targets. Quality First Teaching is provided in the classroom. Teachers use the APDR cycle to refine and revisit the strategies needed for good student progress.  Teachers have responsibility for differentiation and the effective use of additional resources including extra adults within the classroom.

The HI department support classroom differentiation and access to curriculum by providing:

– BSL translators/Educational communicators.
– Sign Supported English communication.
– Lip speaking.
– Note Taking facilities.
– Simplified language content.
– Pre and post lesson learning opportunities.

Seven FM radio systems are supplied from and maintained by the HI department for Deaf and Hearing Impaired students and teachers to use within the classroom.

Soundfield systems are fitted in four classrooms.

The SEND department work alongside the subject teacher to provide targeted interventions or longer term support for students with SEND or Hearing Impairment. Additional differentiated resources such as mind map frames and facilities to adapt the curriculum such as laptops and assess technology like screen readers are available from the SEND department. Inclusion Passports provide information from students, the SEND department and HI staff to help teacher’s differentiation for individual students.

Teachers working with students who have SEND/HI are supported in the differentiation of curriculum activities and implement adaptions by a variety of people.

– The SENCO or SEND department.
– The HI Manager and HI staff including the Teacher of the Deaf.
– The school Speech and Language therapist.
– Luton Borough Council Advisory Teachers such as the teachers from the autism service.
– The Educational Psychology service.
– Health professionals such as the Occupational Therapist or Physiotherapist.
– The outreach service from Lady Zia Werner who advise on such things as PE curriculum differentiation.

7. What different types of support can the student receive in school?

Support for all students is provided to remove barriers to learning and is focussed upon individual needs.

SEND resources are allocated in a variety of ways to overcome barriers and enable progress; this could include
– A special one to one or small group learning/intervention programme- such as the literacy intervention ERR , a bespoke social skills programmes or language work using resources such as ‘Racing to English’ or ‘Language for Thinking’. The mathematics intervention 1st Class @ number 2.
– Teaching of British Sign Language (BSL).
– Extra help from a teacher, Educational communicator or LSA in the classroom – such as checking understanding, providing reassurance.
– Working in an individual or small group of students in the classroom using teacher differentiated resources or supervising the class as the teacher works with an individual or small group of students to address their SEND.
– Working in an individual or small group of students in a quieter environment such as the SEND classrooms.
– A communicator making sure students understand the lesson by encouraging them to ask questions and to attempt something they find difficult
– Observing a student and keeping records.
– Helping a student to take part in activities- such as supervising sawing of wood, writing down what they want to record, reminding them to have good listening, using their name to bring them back on task
– Helping students to be included with peers – such as reminding them about positive behaviours, supervising safe lunch and break areas, playing social skills games
– Supporting students to use technology – such as Laptops or computer programmes like the visual Clicker 6 programme.
– Text Help Gold, a screen reader software throughout school supported by trained staff. Training in the development of computer / touch typing skills.
– Delivery of an additional curriculum to support specific needs such as TITAN (Travel Independence ~Training Across the Nation), or Smile programme to teach life skills or functional skills at KS4, ASDAN gardening.
– Supporting with physical and or personal care such as supervision of lunch, helping the teacher differentiate PE activities, undertaking occupational therapy hand exercises.

The support may be delivered by:

– Subject teachers.
– A Educational Communicator under the guidance of the SENCO, HID manager, Teacher of the Deaf or subject teacher.
– A Educational Communicator under the guidance of an outside professional such as Educational Psychologist support for the reciprocal teaching intervention that addresses comprehension of text or an Occupational Therapist who explains an exercise programme.
– The LA Speech and Language Therapy service.
– SEND/ HID staff who have additional qualifications such as Counselling.
– The SENCO who has extensive experience and additional SEND qualifications.

-There are a wide range of resources available to staff to aid differentiation such as:

– Laptops for loan during the day from the SEND department.
– iPads with speech and Language apps.
– Cameras or digital recorders – Very important in SMILE or Titan work.
– IT programs – a whole school licence for Clicker 6 and Text help Gold, Success Maker for spelling, reading and mathematics
– Individual intervention programs such as Toe by Toe, Word Wasp, Power of 2 etc.
– Social skills games and resources.
– Language resources such as Language for Thinking.
– Alternative subject resources such as ASDAN and Functional skills for IT, Maths and English.

8. How will the school support students at unstructured times such as lunch and break and enable access to after school clubs, school trips and journeys?

Students who are Deaf or have a Hearing Impairment have access to the same opportunities as their peers in main stream. Where necessary BSL communication or Sign Supported English translation or the reassurance of a familiar member of HI staff will support student access to extra-curricular opportunities.

School lunchtime clubs and activities are provided throughout the school week and students access these on a voluntary basis. The library is open and tutor rooms are available to students. The school recognises that transition to high school can be challenging so the year seven pastoral team provide a supervised year seven games club at lunchtime during autumn and spring term. Some students preferring supervised support during lunch and break access the SEND/ HID classrooms to use the computer, play games or socialise. A homework club is also available where students can get help or use computers for homework. SISPO offer a lunch and break-time drop in facility. A very small number of students have early lunch arrangements.


Access to extra-curricular activities.

A few students require additional support for extracurricular activities such as after school clubs, catch up lessons, school social or academic outings. This is normally provided by the SEND/ HI department.  Advance planning with the student, parent/carer, school staff and venue support arrangements to allow equal access to activities. Students with SEND and Hearing Impairment may have access to additional opportunities in school such as disability sports – currently a year eleven student plays for the England Disability cricket team. Reasonable adjustments are sometimes required to include students with disability in social and academic extra-curricular activities.

9. How does the school involve young people in decisions that affect them?

Students who are Deaf or have a Hearing Impairment have access to the same opportunities as their peers in main stream. Where necessary BSL communication or Sign Supported English translation or the reassurance of a familiar member of HI staff will support student involvement in decisions that affect them.

The school ethos of ‘respect for self’ is embedded throughout the school. Students are actively encouraged to develop the skills, values and experiences that will allow them to contribute to decision making processes that affect them and school life. Student Voice encourages students to recognise their views and opinions and to contribute to improving the school community. As students’ progress through school and mature they take increasing responsibility and control of their education and life path and are confident and able to express preferences and views.

For some students with SEND the decision making process requires greater nurturing and support. All students are encouraged to contribute their views in ways that allow them to feel comfortable and confident. Their views may be given verbally, written or recorded for them. Students may:

  • Express their views and preferences on the Inclusion Passport.
  • Contribute to academic and social target setting.
  • Attend and contribute to annual and bi-annual review meetings.
  • Contribute to the planning stage of the APDR cycle.
  • Contribute to the decision making process about next steps in learning.
  • Express their preference for the type of support and/how the support is delivered – telling school ‘what works for them.’

Students with SEND or Hearing Impairment have equal opportunity to access positions of responsibility and are frequently successful candidates for senior prefect roles.

10. How are the schools’ resources allocated to support students with special educational needs and disabilities?

Students who have statements of SEND or EHC plans meet the objectives in their statement using resources from the school notional budget and LA funding. The amount of LA funding is agreed using a scale that is based upon the level of individual need. The students within the HI provision receive place based funding from the LA. Provision for students with Statements of SEND/ EHC plans is managed on an individual basis. Annual review of statement or EHC plan meeting must demonstrate how the allocated resources are used to address student need and support progress.

Occasionally students who have statements of SEND or EHC plans need additional funding. The LA high needs budget may sometimes provide additional resources.

Students without a statement of SEND who access SEND support are funded solely from the school budget. A few students require very high levels of school funded SEN support whilst school gather evidence for an application to the Local Authority for an EHC plan request.

The SENCO is responsible for ensuring that the SEND resources are used effectively to support student progress and remove barriers.

Progress data and individual assessment informs the type and frequency of provision. Support is allocated on a needs basis and may be delivered individually or in a small group with different frequency and for varied lengths of time.

The effectiveness of the provision is evaluated through student progress either within broad curriculum areas or with the removal of barriers and development of particular skills that an intervention has addressed.

Progress is reported to parents/carers and the school Governors.

11. What services external to school can provide support to students with special educational needs and disabilities?

Deaf students can be referred to DEAF CAMHs (Deaf Children, Young People and Family Service, South West London and St. George’s Mental Health NHS Trust.) for various issues.  The Hearing Impaired staff work closely with the professionals in this service to implement any advice or recommendations given to support families with deaf children and ensure the best possible outcomes for each student.

School develop effective partnership with students, parents/carers and specialist teaching staff. External professionals from health, social care, Local Authority support services and voluntary sector organisations support school in a variety of ways. Involvement is based upon the requirements of individual students, groups of students or the training needs of the whole school or specific groups of staff.

External professionals help school develop good provision by:

– Providing specialist advice.
– Providing training to develop school staff expertise.
– Developing and confirming that school practice is appropriate to student need.
– Working with students and parents/carers.
– Providing support to students and parents/carers and school staff.

With a few rare exceptions, external staff will work with students who have SEND or Hearing Impairment only after discussion with and permission from parent/carers and sometimes the student. Student permission depends upon age of the young person and the focus of the work. For example it would not be useful to alert a student to an external professional observation of class behaviour nor would it be helpful to expect a student to perform well in one to one assessment work with someone they had not expected or met. Deaf or Hearing Impaired students will be supported as necessary, by an Educational Communicator.

Examples of some external staff who could be involved with school and students:

– Health services – Occupational Therapist, Speech & Language Therapist, Physiotherapist, Clinical Psychologist, Paediatric Consultants, Deaf CAMHS practitioner including specialist practitioners for Deaf and Hearing Impaired students, Neuromuscular Care Advisor, Optometry or Hearing service
– Social care – social workers.
– Local Authority- Advisory teacher for ASD or SEN, Educational Psychologist. Parent partnership supporter, SEND assessment team, learning difficulties and disabilities personal advisor.
– Voluntary sectors – Parent/carer forum, Parent/carer supporters.

External professionals become involved with school and students by:

– Referral
– By the school – After discussion and agreement with the parent/carer about the reasons for the request, the inclusion of parent/carer and sometimes student views and a suggestion as to the focus of the work or area of weakness, a written referral will be made. Parents may be required to sign the referral form or a permission slip.
– By a health professional- Some services such as Occupational Health require a referral by a health professional – this might be the school nurse or on occasion’s school might ask parents for a referral via their GP.
– By professional agency – sometimes after discussion with parents/carers a service already working with the student may place a referral to another professional. For example a paediatric multi-disciplinary assessment might identify a requirement for an Occupational therapist to visit school and assess the physical access requirements of the young person.
– By recommendation contained in a professional report – School will only receive reports from outside professionals if parents have provided written permission for school to be included in the circulation list. Information about professional involvement and up to date advice is very useful for school. When attending appointments parents/carers can request that school are copied into the reports; they could be addressed to Mrs Barbara Jones, SENCO, Icknield High School, Riddy Lane, Luton, Bedfordshire, LU3 2AH.

External professionals may undertake observations of the individuals or group of students, work on a one to one basis, work with staff, meet with parent/carers, attend meetings or signpost and make referrals to other agencies. In most cases a detailed report containing strategies and recommendations is provided for parents/carers and school. The advice contained in the report will be discussed and is often developed into targets that are added to the student inclusion passport and distributed to staff. All information is handled with sensitivity and respect, very rarely information will not be appropriate for all teaching staff and will be very confidential and provided to selected people on a need to know basis.

12. How are school staff supported to work with students with special educational needs and what training do they have?

Teachers access support from the SENCO, HI Manager, HID Staff and the SEND department and from external professionals like the Educational Psychology Service or the ASD team.  The APDR cycle provides increasing levels of support to teachers to work successfully with students who have SEND. In 2016 drop in sessions with the Educational Psychology service are available to staff to discuss strategies and problem solve. The SENCO and HI Manager and Deputy Manager are available during an extended school day to meet with individual members or small groups of staff. Meetings with pastoral leaders and inclusion staff occur on a regular basis. The LAC teacher is supported with additional student assessment and advice to inform work with outside school tutors or reviews of the provision for LAC students. Newly Qualified Teachers access additional training opportunities with the school SENCO.


Some SENCO or and HID manager classroom observations occur and provide staff with advice and strategies to support SEND within class. Occasionally teacher conferences will be held to share expertise and plan appropriate strategies to promote the inclusion and progress of students with complex needs.

Inclusion passport advice

Advice and strategies written by the SENCO, HID Manager, Teacher of the Deaf or external professionals are included on the Inclusion Passport and Statements of SEND objectives are broken down into smaller targets that staff use in the classroom to improve student progress.

Teaching and support staff have regular training after school or during school INSET days to include and work with students with SEND/HI. Recent training topics have included Speech Language and Communication Needs (SLCN), positive handling, differentiation for students with SEND/HI, the effective use of support staff in the classroom, questioning training and supporting access arrangements in public examinations. In January 2016 most SEND/HI staff accessed a full day of training upon mental Health delivered by MIND. The SENCO has accessed training opportunities provided by the local authority and national agencies to maintain and develop her professional competencies and is currently completing a post graduate module with Bath Spa.

Since 2014 the school have supported a number of SEND/HI staff to complete a level three NVQ training programme with Barnfield College. Some SEND staff are currently accessing the Outstanding Teaching Assistant Programme (OTAP) .The school’s Speech and Language Therapist is mentored and supported by an experienced colleague. The SEND /HI department regularly develops and nurtures Communicators and LSAs to enable them to progress onto graduate teaching schemes.

13. How will school support a student in moving on to another school, or college or to the next key stage in their education or life?

Students who are Deaf or have a Hearing Impairment have access to a high level of support for transition. Where necessary BSL communication or Sign Supported English translation or the reassurance of a familiar member of HI staff will support student involvement in decisions that affect them.

Moving to school from primary school

Close collaboration with our partner primary schools supports students in transition from primary to high school. School staff visit the primary school to familiarise themselves with the students and to build relationships. Some students will access summer school during the summer holidays. The year seven pastoral team gather detailed information from primary school staff and work with some students and their parents and carers. Parents and carers are invited to open day/ evening events where will meet key members of staff.

For students with SEND and Hearing Impairment, additional and extra support is in place. Students with Statements of SEND or HI have an early planned transition. The SENCO will normally attend the year six annual review of Statement. Sometimes external professionals such as the Educational Psychologist will work within both schools to provide advice about the provision required. Generally the primary school SENCO will organise a meeting with parent/carer, student, high school SENCO or HID Manager and sometimes outside agency staff to write a plan detailing extra visits or staff training that needed to support transition.

All students with SEND and HI are invited to extra visits in the SEND department. Usually a group of SEND and HI students and their primary school LSA take part in activities, meet other SEND and HI students, familiarise themselves with the school SEND and HI staff. SEND and HI staff visit students in their primary school, talk to teaching and support staff and with the student, write an Inclusion Passport.

For some students with Statements of SEND or EHC plans preparation and planning occurs at the end of year five. Sometimes parents/carers visit a range of schools to investigate what provision the school can provide before they decide upon a high school. The SENCO welcomes contact with parents/carers and prospective parents and is happy to arrange an appointment to discuss concerns or SENDs prior to enrolment at school.

Moving to a new year

Sometimes students require additional support when they transfer into a new year, with new teachers and sometimes different class groupings. The SEND and HI department prepare a few students who do not cope well with change by working individually on strategies to employ in their new groups. Sometimes materials are produced for students to use over the holiday period to remind them and their family of the plans for September.

Moving from Key stage three to four

During Year 8 there are many opportunities for students and their parent/carer to be informed about the range of KS4 option choices and to discuss the appropriateness of certain option choices with school staff. The SEND and HI department work with students and parents/carers to explain and support appropriate KS4 choices. Some students with SEND or HI reduce the number of GCSE options and use some of this curriculum time for extra work to support their option choice, or develop basic skills.

Moving from school to post 16

Students with a statement / EHCP of SEND or HI have long term goals and an action plan. A Learning Difficulties and Disabilities Personal Advisor will attend the year nine annual review of statement and will start working with the student and parent/carers, school and post 16 provisions. In year ten, school organise visits to local colleges and sixth form where students access a taster day. Students with SEND or HI may need additional support for visits; an Educational Communicator may be on site but will encourage the student to access the day independently. Full Educational Communicator interpreter support will be provided by college if necessary. The SEND department has links with Barnfield College support department and some students who decide on a Pathfinder course of study have several additional visits. The HID Department has a supportive relationship with Bedford College; where many students who are Deaf or have a Hearing Impairment continue their KS5 education. Mrs Lakeland  closely liaises with all FE Colleges to provide continuing support for HI students who attend.

The SEND department including the HID aim to achieve a balance of support and independence skills so that in year eleven students are self-confident, informed and able to contribute their opinions and make decisions about the next stage in their life. During KS4, some students access additional SEN support to help develop their life skills.

– A few students will access specific life skill courses such as Titan or SMILE to promote confidence and independent living.
– Other students take ASDAN modules of study to understand and practice the skills needed in life and the work place.
– Some students will access functional skills in Maths, English and IT. This is a course of study that can be continued after school.

14. How accessible is the school environment?

The school building has been adapted to ensure that wheelchair users have access to key areas. The second floor Art rooms and two small areas in the school are not wheelchair accessible. There are two disabled toilets; one has additional toilet adaptations, a height adjustable bed/changing facility, a shower and a tracked hoist system. A mobile hoist and sling is available; school staff are trained in hoist and manual handling and moving techniques.

Change of lesson bells and fire alarms are all linked to flash as well as ring.

Regular accessibility walks and individual risk assessments are in place. Students, parents/carers, school and health professionals plan adaptations and reasonable adjustments to access school activities.
Students who have specific difficulty with the physical process of handwriting can use writing slopes, seating cushions, adapted pens and scissors, laptop access and if appropriate, voice to text software or Dictaphones to record their work. Scribes may also be used if the student meets assessment criteria.

HI staff provide support for teachers, students and or parents and carers who are deaf. British Sign Language (BSL) interpreters are available for meetings and there is opportunity to receive information via text. BSL classes are available for parent, school staff and students. Additional information about the hearing impaired provision can be located in the LA /Icknield HID local offer.

Parents/carers who have English as an Additional Language use school staff as interpreters at official school meetings. If school staff are not available to support the mother tongue translations an official translation agency may interpret important meetings. Some members of staff are Bengali and Urdu speakers and have BSL skills.

15. Who can parents/carers contact for further information at the school?

For information relating to the Local Authority HID provision in school parents/carers should contact the HID manager Pat Lakeland Tel: 01582 576561

For information relating to a SEND school parents/carers should contact the Pastoral Leader or Barbara Jones, SENCO.

For information relating to a Looked After Child parents/carers should contact the Pastoral Leader or Angela Brennan.

Should parents/carers have any complaints, the School staff will listen to your concerns and will follow up issues. There is a clear procedure in place. School staff will always be happy to meet with you and help resolve any issues. The School is committed to working closely with parents/carers for the benefit of the children. Remember, no problem is too small and can often be prevented from becoming a bigger issue. If you continue to feel an issue has not been resolved then you are entitled to contact the Governing Body.

The parents/carers should contact the Luton LA Admission Team to discuss admissions at Icknield High School.

Admissions team
Town Hall, George Street, Luton, Beds, LU1 2BQ
Tel: 01582 548016
Fax: 01582 548118

If a student has a Statement of SEND or an EHC plan the Local Authority Special Educational Needs Assessment Team (SENAT) can be contacted. Telephone: Rosie Newbury: 01582 548130

The local offer for Luton LA can be found at the following web address: http://directory.luton.gov.uk/kb5/luton/directory/family.page?familychannel=11