Excellence Respect Friendship
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.
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
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.
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.
Additional support for children with SEND will be put in place to help them make good progress. This may involve:
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.
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:
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.
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.
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.
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.
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.
Our school evaluates the effectiveness of its SEND provision based on the progress children with SEND make. This occurs at least termly through:
Other relevant information:
School SENCo: Mrs J Lower (01788 816820)
SEN Governor: Mrs J Wyle
Local Authority’ Local Offer: