Nurturing every learner at Deneholm Primary School with Christina Delucia

It’s wonderful to watch a child with SEND go on to develop positive relationships and become ready for their next educational step. Hearing from parents afterwards and knowing you’ve made a difference is just the best feeling.

In this edition of our Spotlight Series, we speak with Christina Delucia, Assistant Head and SEND Co-ordinator at Deneholm Primary School (DPS) and SEND Co-ordinator at Chadwell St Mary Primary School (CSM).

Christina shares her inspiring career journey, her passion for supporting pupils with special educational needs and disabilities (SEND), and the empowerment she feels as part of SWECET.

Tell us about how you got here.

My journey into this role began when I was looking for a placement in Thurrock. From the moment I stepped through the door at Deneholm, I absolutely loved it. It just felt right.

I completed a six-week placement and was thrilled to come back in September 2017 as a Year 1 NQT.

What was it about Denholm Primary School that clicked with you so quickly?

It had the warmth of a real family school. The teacher who supported me during my placement made me feel at home. Everyone was incredibly helpful and kind, always willing to muck in. The school itself reminded me of my own primary school with its lovely, traditional setting and families who have been here for generations. Having moved from London, I appreciated that close-knit, community feel.

What inspired you to become a teacher?

It wasn’t a direct path! I started as a Teaching Assistant after sixth form and was still figuring out what I wanted to do. But when I worked with small groups, I loved finding ways to make learning more fun and more visual. Seeing pupils grasp something because of how I taught it was so rewarding. I often thought, “Imagine if we could teach the whole class in this way,” and that’s where the seed was planted. I became a Higher-Level Teaching Assistant (HLTA) and found joy in the teaching aspects of my role, particularly in making lessons engaging and seeing those moments when children remembered what they had learned.

Later, working in an autism resource base alongside language therapists and training in dyslexia, my role progressed to a Literacy Tutor, which focused my interest in supporting children with additional needs. I became involved in identifying those needing help early on.

I realised the profound impact of early intervention when I saw Year 7 pupils arriving at secondary school, some unable to read, without this being spotted at primary school. I was determined to make a difference and keen to support children earlier in their educational journey. I eventually received my teaching qualification, and here I am.

But even before that, I was running a Saturday school for Year 6 and a SEND Sports camp in Newham. Becoming a SENDCo almost felt inevitable, and even though it wasn’t something I initially envisioned for myself, it made sense.

That’s quite the journey! What’s your favourite part about being a SENDCo?

Definitely the variety of the role. No two days are the same! It’s a role where you constantly learn because every child brings a unique experience and a new way of seeing things. From my first-year teaching in Year 1, I enjoyed adapting my teaching to meet individual needs and ensuring that every child could take something valuable away from each lesson. This naturally led me to pursue a SENDCo qualification.

Becoming a parent also gave me a whole new perspective, making me think about what I would want for my own child’s education. Building relationships with families is something I really value, and I appreciate the opportunity to have open conversations and offer reassurance, letting parents know that we’re working together to support their child.

It’s wonderful to watch a child who has been identified with SEND progress and go on to develop positive relationships and become ready for their next educational step. Hearing from parents afterwards and knowing you’ve made a difference is just the best feeling.

How has being part of SWECET helped you in your role?

The Trust has been fantastic in supporting my development. The wealth of internal training opportunities has been invaluable. This includes a training programme that has allowed me to be part of the Senior Leadership Team and contribute to strategic planning. I’ve also been involved in delivering various interventions and I’ve hugely benefitted from its leadership training, which helps me constantly improve and think like a leader.

We take part in weekly internal training, while the SENDCo course and Trust-wide training sessions give us insights into all aspects of school life and how they impact SEND. Working across two schools offers the chance to exchange ideas and learn from different approaches. It’s interesting to see how things are done differently in each setting, and other colleagues from across the Trust are a brilliant network. We meet regularly and really bounce off each other.

Having the Trust’s support saves a lot of time and provides the reassurance of a strong team behind you. Our teachers and TAs are all so willing to learn and try new things, which is essential to delivering education that helps pupils reach their full potential.

Looking back, what are you most proud of?

Definitely when children who might find school difficult reach their potential and leave with a smile and happy memories of their school days. Knowing that you’ve made a difference to their experience is what it’s all about. And when they come back to visit and tell you about something they remember… it’s the best. Seeing their journey and the confidence they gain makes me proud to be part of a school and a Trust that really cares about nurturing every single learner.

South West Essex Community Education Trust