Denby Grange School Information

Spiritual, Moral, Social, and Cultural (SMSC) Policy

We recognise that many pupils arrive with unmet basic needs and a history of instability. Our schools provide stability, care, and a sense of belonging, enabling pupils to develop self-confidence, resilience, and a positive sense of identity within a supportive community

Special Educational Needs and/or Disabilities (SEND) Policy

This policy is written in accordance with the SEND Code of Practice (2014, updated 2015 and 2020), the Children and Families Act 2014, and relevant statutory guidance, ensuring compliance with the OFSTED inspection framework.

Risk Assessment Policy

This policy sets out the framework for identifying, assessing, managing, and reviewing risks within our School to ensure the wellbeing of all stakeholders.

Online Safety Policy

Our online safety policy recognises the unique vulnerabilities of our pupils, many of whom have experienced exclusion or trauma, and prioritises safeguarding them from online risks while enabling positive and educational use of technology.

Code of Conduct Policy

Careers Education Information Advice and Guidance (CEIAG) Policy

Our Careers and Guidance Policy supports our commitment to preparing every pupil for their future beyond school, acknowledging the diverse and complex pathways our pupils may follow.

Behaviour Policy

Our pupils often come with complex needs, including emotional, behavioural, and social challenges, many having experienced exclusion from mainstream education. This policy outlines our trauma-informed, relationship-centred approach to supporting positive behaviour across our independent special schools.

Anti-Bullying Policy

Keys Group recognises the serious impact bullying can have on pupils, particularly those with complex needs, emotional and behavioural difficulties, or those who have experienced exclusion from mainstream education.

Alternative Provision (AP) Policy

Our alternative provision is designed to meet the diverse and complex needs of pupils, including those with the most complex SEND and SEMH needs, through tailored, developmentally appropriate curricula and personalised learning approaches.