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Inspiring a Love for Learning

“Let all that you do be done with love.” 1 Corinthians 16:14

Enabling children to flourish and succeed

Inclusion and SEND

Special Educational Needs and Disabilities Provision at

Croxton Kerrial CE Primary School


At our school, we recognise that while some children have profound or moderate additional needs, most children will experience times when they may need some extra help. We celebrate the uniqueness of each individual and together with parents, the church and wider community, we seek to discover the potential within all our children, preparing them to be happy, aspirational, kind and responsible citizens within our diverse society.


We follow the Special Educational Needs and Disabilities Code of Practice 0-25 yrs, which came into effect in September 2014, ensuring that all pupils with Special Educational Needs and Disabilities are supported, regardless of their specific needs, to make the best possible progress in school. We ensure that all children are included in all areas of the curriculum, with the needs of SEND pupils carefully considered.


We have a graduated approach to SEND, ensuring early identification of needs and a continuum of support for children in order to enable them to make progress. Please refer to our SEND Policy, which outlines the purpose, nature and management of special educational needs within our school.


Below is a summary of what our school has to offer.

Overview of our Provision


We have a personalised intervention programme to ensure the needs of all learners are met. Across the school, our teachers and support staff are trained to provide interventions, where necessary, covering various curriculum areas. These include:


  • Additional Maths and English Support

  • Speech, Language and Communication Support

  • Social and Emotional Literacy Support

  • Gross and Fine Motor Support


Throughout the year, we work with parents to help support their child with learning at home as well as help them understand how their child learns at school. This may include phonics, maths and language and communication, for example. We also provide information for parents of children with SEND and guide them to suitable support agencies as applicable.


We have support from various outside agencies such as an Educational Psychologist, Speech and Language Therapist, Occupational Therapist, CAHMs Support Worker and School Nurse. We also receive support from the Autism and Early Years Intervention Team and the Behaviour Intervention Team as part of our extended SEND support. 


Our SEND Governor supports the school in ensuring we meet the needs of all children with additional and special needs. Our SEND Governor is Helen Sykes.


To find out more about SEND in our school, you can contact our SENDCo, Mrs Charlotte Cahill, via the office email

Admissions for children with an Education, Health and Care Plan (EHCP)


The Local Authority will send the school copies of the child’s most recent EHCP which outlines the child’s needs. The school will assess the child’s needs and will consult with the local authority to determine whether the school can meet the child’s needs. We strongly encourage parents of children with an EHCP to visit the school and speak with the SENDCo if you are thinking of naming us in your child’s plan. This will allow us the opportunity to meet and discuss any questions and concerns you want to address in order for you to determine the most appropriate setting for your child.


Admissions for children with additional needs and SEND


If your child has additional needs or has SEND but no EHCP, please apply via the local authority’s normal admissions procedure. We still strongly encourage you to visit the school to have the appropriate discussions about your child’s needs and the suitability of the school to support your child.


Additional Information

The following link provides further information about special educational needs in schools: SEND Code of Practice


The information on our website complies with the Special Educational Needs Code of Practice 2014 and is in line with the Special Educational Needs and Disability Regulations 2014. This information is updated annually and any change to information occurring during the year is updated as soon as possible.

Frequently Asked Questions


My child has SEND. I would like to look around. What do I need to do?

Give us a ring and make an appointment.


How will my child and I be made to feel welcome and how will you get ready for my child coming?

You will be greeted by the office staff and given a guided tour by our Head of School, Mrs Scott, or in her absence, one of our other lovely staff members. Whenever possible, we invite our older pupils to act as a tour guide so that your child has immediate contact with the children and can start to ask questions that are important to them.


Should you decide to send your child here, we will discuss a programme of induction, e.g. our current Reception intake join us for 4 visits during the term before they are due to start, older pupils prefer half a day then they want to start!


How accessible are your premises?

We have one building on ground level, plus the use of the village hall which is adjacent to our school, also on ground level. The school is situated on a hill so there are quite a lot of slopes in and around the premises. Wheelchair access is difficult, as although the main building is fine to get in and out of, the corridors and classrooms are narrow; however, there is one disabled toilet facility.


How will you keep my child safe?

Gates and doors are locked appropriately.

We have a signing in and out system for visitors at the main office.

Teachers register children in the morning and phone calls are made to parents if a child is not in school and we are unaware of the reason for absence. Teachers also sign each child out at the end of the day when they can see the parent waiting. Senior staff stand at the gate to ensure no child leaves the premises without their parent or named adult who is known to us. A member of staff escorts children to the taxi-bus.


All staff are trained in Safeguarding/Child Protection and all teachers have been First Aid trained.

Training for Asthma and use of epi-pen is provided by the school nurse when needed.

We have a rigorous health and safety monitoring programme which includes fire risk assessment.

Staff are fully trained to take children out on trips and all safety risks are assessed.


How will you communicate with me what my child has done, enjoyed, and learnt?

Mainly via the Head of School’s newsletter, use of Dojo (our teacher-parent e-comms platform), Parent Pay (our office-parent e-comms platform) and home-school link-up books such as a child’s Reading Diary. A learning and teaching overview is sent home at the beginning of each term, as well as other documents linked to the curriculum. Teachers are available to speak with parents at the beginning and end of the day and by appointment.  We hold two parent-teacher interview meetings each year and organise opportunities to attend workshops and information evenings, as well as open sessions when you can pop in and look at your child’s work. Our Friday Special Assembly is a great time to find out about learning and teaching; this takes place on a Friday at 2:45am. We have an amazing website which is updated with information too.


How do you work with other professionals?

The SENCO, Head of School and class teachers liaise and plan with outside agencies when it is appropriate to do so.  Support plans/learning/health care plans are created together with parents having an input and if appropriate, the child too. Some professionals may visit weekly or monthly and our teachers spend time discussing the work and support for the individual to ensure their needs are being met.


What training have you /your staff had in SEND?

This ranges from learning support (such as Dyslexia, Dyscalculia), behaviour/emotional support (e.g. Positive Handling, ELSA) and health care (e.g. First Aid, asthma).


How will you adapt play opportunities for my child?

Through lengthy discussions with you, your child and supporting agencies (if appropriate) we will endeavour to make all necessary arrangements to make sure your child is able to enjoy a happy playtime. Some children need a quiet space to play, others need a big field; we can find both.


How will you get ready for my child going to his/her new room/ school/ secondary school?

Transition arrangements are well established both internally and with our local secondary school in Bottesford.  Children are given opportunities to visit their new room and spend time with their new class and teacher. As we are a small school, children visit each other’s room on a regular basis and they play together, so know one another and the teachers very well! Please see our Induction section on the website for further details.


How will you and I know how my child is doing and how will you help me to support my child’s learning?

In addition to the above, if your child has a support plan you will be invited in to school to discuss progress against their targets at least once a term. The class teacher will advise you on homework and linked activities to support their learning. Their targets are short and achievable and children and parents are encouraged to contribute.


What kinds of Special Educational Needs does the school make provision for? What type of provision does the school make and how do they know it works?

In our school we make provision for pupils who have any of the following needs:


  • Cognition and learning

  • Communication and language

  • Emotional, interaction, social or behavioural

  • Sensory and physical

  • Gifted and talented.

  • Health care needs.


Read more: Identifying and Addressing Special Educational Needs (pdf) The support in this table acts as a guide but the things we do may vary and actual support will be based on the specific needs of each pupil.


We know that some pupils will have difficulties (or greater needs) in more than one of these areas and we will always do our best to meet their needs. The support we provide varies according to the specific needs of the child.


All children in school have support within lessons through differentiation and quality first teaching strategies. This means that activities are planned according to the level the child or young person is working at. This can include a variety of adaptions including changes to the physical environment, changes to teaching styles as well as levels of adult support.


Some children receive additional one-to-one support or group support to help them with specific skills and homework is tailored specifically for each child. Others will need more specialist input that may mean being educated off site for some of the time. We make all the necessary arrangements to conduct risk assessments and an analysis of provision before sanctioning this.


All children in school have support within lessons through differentiation and quality first teaching strategies. This means that activities are planned according to the level the child or young person is working at. This can include a variety of adaptions including changes to the physical environment, changes to teaching styles as well as levels of adult support.


How does the school identify and assess Special Educational Needs?

At Croxton Kerrial we identify and support pupils where:


  • Progress is significantly slower than that of peers starting from same baseline.

  • Fails to match or better the child's previous rate of progress.

  • Fails to close the attainment gap between the child and peers.

  • Widens the attainment gap.


In school we use a variety of different ways to assess whether a child or young person has special educational needs. Some of these ways include:


  • Observations.

  • Assessments.

  • School based test results/tracking and monitoring, eg. Language and Literacy continuum.

  • Information from parents and carers.

  • Information from the child or young person.

  • Specialised assessments carried out by members of the school's support services.

  • Information from previous schools or settings.

  • Results from end of key stage assessments.

  • Discussions with adults who work with the child or young person.


Once a child or young person is identified as having a special educational need, a graduated approach to support is taken. The child or young person's needs will first be assessed, then support will be planned, carried out and then reviewed. At the review any necessary changes will be made.


How does the school know how much progress is being made by pupils with Special Educational Needs/Disabilities?

All children's progress, including those children or young people with a special educational need, is tracked using the school's assessment tracking system. We use a programme called O Track which enables us to monitor each individual child. Pupils are assessed regularly using teacher marking, observations and questioning as well as more formal assessments such as curriculum tests and standardised tests.


All children with Special Educational Needs or Disabilities have their own target book. We call them M.O.Ts (My Own Targets). The child agrees the target with a learning support assistant, it is written in to their book and shared with the teacher and parent/s. Together, everyone helps the child to achieve the target; a new one is then set. This means targets are constantly reviewed and he children feels a sense of achievement more regularly.


The progress each child is making is discussed at pupil progress meetings with the class teacher, support staff and the SENDCo.


All children's progress, including those children or young people with special educational need, is tracked using the school's assessment tracking system. Pupils are assessed regularly using teacher marking, observations and questioning as well as more formal assessments such as curriculum tests and standardised tests.


The progress each child is making is discussed at pupil progress meetings with a member of the Senior Leadership Team, the class teacher and the SENDCo.


What extra-curricular activities can a pupil with Special Educational Needs/Disabilities access at school?

All our clubs and activities are open to everyone; adjustments are made accordingly for those that may need it.


Our approach to the curriculum, including the wider curriculum, complies with duties in the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014 as we ensure it is accessible to all children, including for those with disabilities or special educational needs. 


Does the school have a Special Educational Needs co-ordinator (SENCO)? If so who are they and how can I get in touch with them?

Mrs Cahill is our SENDCo. She works closely with all staff, the Head of School and Executive Head Teacher. You may contact her via the school office.


How do the school get more specialist help for pupils if they need it?

We work closely with the Special Support Services for Leicestershire and the nearby Special School, Birchwood.

In our school, if a pupil needs more specialist help, we can work with the following people to get this: List of Specialist Helpers (pdf).


How are parents of children and young people with Special Educational Needs/Disabilities involved in the education of their child?

Staff are always approachable, so parents feel involved in the education of their child. They are highly visible before and after school and appointments to meet with teachers are welcomed.

In addition, our school aims to regularly involve parents in the education of their child through a variety of different ways including, for example:


  • meetings with SENDCo, class teacher and support staff

  • target setting so parents can see what their child is working on next

  • home/school books to inform parents of important information

  • e-comms: Dojo and Parentpay

  • Head of School newsletter

  • Letters from the Executive Head Teacher

  • weekly Special Assemblies for families

  • information on the school website

  • parents' evenings

  • workshops

  • Open sessions to view work books and classroom displays

  • annual school report to parents.


How are pupils with Special Educational Needs/Disabilities involved in their own education?

All children are active participants in their own learning. For children and young people with SEND we use a variety of strategies to support this including, for example, any of the following:


  • Target review meetings.

  • Self-assessment at the beginning and end of learning.

  • Having a range of equipment available for the child to choose to use.

  • Ensuring the child works with a range of different partners.

  • Ensuring the child or young person has a designated adult to go to if they need help.

  • Opportunity to be on the School Council and other leadership groups.

  • One--page profiles.

  • Medical alert cards.

  • Emotions scale.

  • Visual timetables.

  • Prompt cards to promote independence.

  • Personalised workstations.

  • Learning breaks.


If a parent of a child with Special Educational Needs/Disabilities has a concern or a complaint about the school, how does the governing body deal with the complaint?

If you have a concern or a complaint about the school and the class teacher has been unable to resolve matters with you, please contact the Head of School, Mrs Scott, and we will do everything we can to resolve the issue. Our school and governing body take concerns and complaints seriously and will act upon these on an individual basis. Please refer to our Complaints Policy.


How does the governing body  involve other people in meeting the needs of pupils with Special Educational Needs/Disabilities, including support for their families?

In our school we have a nominated governor who is responsible for SEND. Currently, this is Dr. Helen Sykes.


Their job is to meet with the SENCO regularly. In these meetings the SEND governor ensures that children and families are being supported by the right services from in and outside of school; personal details of individuals and their families remain confidential. The SEND governor will also visit the school, to see how children are learning and meet with class teachers, support staff and children. Other governors who make visits to monitor learning also have a responsibility to report on how the needs of SEND children are being met in each lesson.


In addition, the Head of School and Executive Head Teacher reports to the Local Governing Body and RISE each term on pupils attainment and progress as a group through their reports to governors. The governors and CEO will challenge and support to ensure that appropriate provision is being made.


For further information, please contact us using the form below.

SEND Query