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Cawston Grange Primary School

Excellence, Respect, Friendship

Special Education Needs & Disabilities

Cawston Grange Primary School staff work hard to provide the highest quality teaching and learning to all pupils. Teachers plan lessons that support the learning and progress of all pupils through a variety of methods, creative and innovative teaching techniques and the use of a wide range of resources. These methods are adapted to suit the needs of all learners, including those with Special Educational Needs or Disability (SEND), in their classrooms (known as differentiation).

If a child is not making a good rate of progress at any point, they may receive additional intervention sessions to boost their learning back on track.

Despite high quality classroom teaching and interventions, some children at our school may be unable to make expected progress in their learning for a variety of reasons – one of which is a special educational need and/or disability.


How do we define SEND in our school?

The definition of a child with a SEND is ‘…where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.’ -­‐ The SEN and Disability Code of Practice: 0 to 25 years, 2014



How do we identify SEND?

The rate of progress a child makes is carefully tracked and monitored during their time at our school.

If their rate of progress is slow despite high quality teaching and additional interventions, the school’s Special Educational Needs Coordinator will investigate the potential of an undiagnosed special educational need. She will liaise with the child’s parents, class teacher and other staff who may have supported the child; complete diagnostic work with the child if appropriate; and refer the child (with parental consent) to specialist professionals who work with her (e.g. Specialist Teaching Service, Speech & Language Therapist, Occupational Therapist, Educational Psychologist, etc.).

 Once their advice is received actions that need to be taken to help support the child’s learning will be decided, including adding the child to the school’s SEND register.


For more information, refer to the SEND and Inclusion policy below.



What kind of SEND provision is available at our school?


The SEN and Disability Code of Practice: 0 to 25 years, 2014 states that:


‘All schools have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments to prevent them being put at a substantial disadvantage…Schools also have wider duties to prevent discrimination, to promote equality of opportunity and to foster good relations’.


Cawston Grange Primary School is an inclusive school; we actively seek to promote inclusion of all children, including those with a Special Educational Need or Disability. We use our best endeavours to ensure that all children are able to fully participate in the life of the school, both in their learning and in the school’s wider provision.


What is the school’s approach to teaching children with SEND?


Additional support for children with SEND will be put in place to help them make good progress. This may involve:

  • Further differentiation in class (teaching and resources);
  • Advice to staff on a child’s needs and the associated specific strategies for teaching and learning;
  • One-to-one or small group targeted intervention sessions with school staff and/or external professionals;
  • One‐to‐one in‐class support;
  • Modifying the learning environment, e.g. bespoke furniture/resources, etc;
  • Adapting the curriculum, e.g. adapting teaching content/sequences;
  • Technology  support.


Any additional support for a child with SEND is documented on their Individual Education Plan (IEP), which is reviewed at least termly by those professionals involved, the teacher and the SENCo.  This is shared with the child and their parents.



How are staff trained to support children with SEND and what specialist expertise does the school secure?


Cawston Grange Primary School has an experienced SENCo, who is a qualified teacher. She oversees the provision for all children on the SEND register and for those children with a suspected undiagnosed SEN. All staff receive on‐going professional development training on high quality teaching and learning, including that for children with SEND. This training is balanced between general and specific support for those children. For example, in recent years, all classroom staff have received training on supporting children with attachment difficulties,  autistic spectrum disorder, reading and spelling difficulties, the emotion coaching approach and precision teaching.


Cawston Grange Primary School works in partnership with a range of external professionals and specialists to ensure that we can provide the highest quality provision for children with SEND. These professionals include:


  • Educational  Psychology
  • Integrated  Disabilities  Services  (IDS) and Specialist Teaching Service –  Social  Care  Team;  Physical  Disability  Team  (inc. Occupational Therapy and Physiotherapy); Complex Needs team, Specialist Hearing and Visual Impairment Teachers
  • Speech and Language Therapy (NHS and private provision)
  • Child and Adolescent Mental Health Services (CAMHS)
  • School Health Team
  • Counselling Services


How does the school support the emotional and social development of children with SEND?


Cawston Grange Primary School prioritises the social development and emotional well-being of all its children. We have recently become a 'THRIVE' school and the 'THRIVE APPROACH' forms part of our whole-school PSHE curriculum. As a result, social and emotional development is embedded throughout the school curriculum and within approaches  to  teaching  and  learning.  For  those children who need additional support to improve their social and emotional development, our school provides a range of opportunities, which include intervention groups and counselling,  as well as one‐to‐one provision when appropriate. We have a full time Learning Mentor, to further support children’s emotional well-being as necessary.

The school has access to a THRIVE licensed practitioner who may also work individually with children needing tailored therapeutic intervention.


How does the school support children with SEND on entry to the school and when they leave?


Some children who join our school have already been identified as having a special education need or disability, therefore information is received from the child’s previous school or pre‐school setting (where applicable). This is used by the SENCo and the school staff team to appropriately adapt provision.


When children leave our school at the end of Year 6, the SENCo and the Year 6 teachers meet with the receiving school’s SENCo and Head of Year. Information is shared both verbally and in writing by transferring the child’s SEND file containing all assessments and records used to support the child’s progress during their time at our school, to the receiving school.


How does the school consult and involve children with SEND and parents of children with SEND?


When appropriate to their age and understanding, children with SEND review their progress against their specific target areas alongside classroom staff. They are encouraged to reflect on what is going well, what progress they have made in their specific area of need and how effective they feel the support they receive is.

Pupils with an EHCP attend and participate in their person-centred Annual Reviews



Parents are actively encouraged to be partners with the school in their child’s education through informal discussions, telephone contact, home school diaries (where appropriate), termly reports, curriculum meetings and parent consultation meetings.


The SENCo is available at all parent consultation evening to meet with parents if they wish.

In addition to this, parents of children with an Education and Health Care plan will be invited to review meetings arranged by the SENCo and attended by other professionals.  At these the views of parents are actively sought and a full review of the child’s provision and progress to date is undertaken.  Future provision is also discussed and agreed at these meetings, and parents receive copies of key documents.


How does the school assess the progress children with SEND are making towards their outcomes?


All class teachers are responsible for assessing and tracking the academic progress children make, including those with SEND.


This is done continuously through high quality teaching practice. Data is collected electronically which provides the SENCo and other senior leaders with up‐to‐date information about the progress of individual children.  Progress is also discussed at termly Pupil Progress meetings.

The focus of these meetings is to evaluate the effectiveness of provision in relation to progress toward children’s individual targets and end of year/end of phase projected outcomes. This information is shared with parents in termly reports, during parent consultation meetings and at EHCP Review meetings.



How does a parent complain about the provision in place for their child with SEND?


Parents who wish to complain are strongly encouraged to initially discuss their concerns with the SENCo and the Head Teacher. If the issue cannot be resolved at this level, parents will be directed to the school’s Complaints Procedure.


How does the school evaluate the effectiveness of its SEND  provision?


Our school evaluates the effectiveness of its SEND provision based on the progress children with SEND make. This occurs at least termly through:

  • Progress made from additional provision, including targeted interventions and one‐to‐one support;
  • Progress made between Pupil Progress meetings;
  • Review and evaluation of the Learning Improvement Plan.


Other relevant information:

School SENCo: Mrs J Lower (01788 816820)

SEN Governor: Mrs J Wyle


Local Authority’ Local Offer:

Refer to or click here.