SEN Offer

Some children may need some extra support during their life in school.

This may be related to their academic work, for example, an exceptionally gifted child or one who needs specific help with reading, writing or number work. Other children may need some physical or emotional support.

Teachers and parents work together to identify and support the needs of these children. Staff also work in conjunction with outside agencies when necessary.

Mrs C Neighbour is our Special Educational Needs Coordinator and she helps to organise suitable help and support when it is needed.

If you feel your child has additional need which the school should be aware of or require additional help please do not hesitate to contact Mrs Neighbour via the main school office.

Please click HERE to download our SEND Strategy Document – September 2017.

FISH and SENDIASS Newsletter Edition 37 – Information regarding parent/carers workshops, support groups and more.

FISH and SENDIASS Newsletter Edition 38 –  Information regarding parent/carers workshops, support groups, activity days and more.


SEND Information Report

Croxby Primary School

Special Educational Needs and Disabilities (SEND) Offer

Revised January 2018

  1. SEND Contact details:

Special Educational Needs and Disabilities Coordinator (SENDCO):

Clare Neighbour

01482 846171

Croxby Primary School,

Bricknell Avenue,



In the event of any parents/carers having a compliment, concern or complaint about SEND provision that they wish to make, please contact: Mr D Waterson (Head of School), Ms J Spencer (Executive Headteacher) or Mr D Shaw (Chair of Governors) at the contact details above.

  1. Our school ethos for pupil with SEND (Special Educational Needs and Disabilities):

At Croxby Primary School we believe that all pupil should receive an inclusive, high quality education which is accessible for all. Our aim, therefore, is to try to ensure that we provide effective and appropriate interventions which will remove or reduce any barriers to learning which pupil may have and enable them to become independent.

  1. Policies:

To find out more about the school’s policies which may affect pupils with SEND click on the links at the bottom of the page.

  1. Admission Numbers:

The school currently has approximately 315 pupil on roll. At the current time we have approximately 35 pupils on the SEND register which makes up about 11%.

  1. Identification and Assessment:

The identification of pupils with SEND at Croxby Primary School is usually done in the following ways;

If, following classroom observations and assessments, a member of staff has any concerns about a pupil having SEND, then they would usually approach the SENDCO to discuss their concerns, alternatively the SENDCO attends regular meetings with staff, during which she will ask staff about any pupils in their classes who may not be making progress or whom they may have concerns about. During these discussions the SENDCO will try to find out whether a pupil may have a specific barrier to learning (SEND) or may just be working a little way below their peers and just need some help to ‘catch-up’. Each year the school also carries out testing for Reading, Spelling and Maths skills with all pupils which aims to help identify any pupil who may need support.

When it is identified that a pupil may have a barrier to learning then an ‘Expression of Concern’ form may be completed for the pupil which details a pupil’s areas of difficulty and details some ideas to try to help support the pupil. This pupil’s progress will then be closely monitored and further testing may be done to find out more about the nature of the pupil’s difficulties. If after a period of time as an ‘Expression of Concern’ it is thought that a pupil may have a barrier to learning, then, following consultation with the parents, the pupil will be placed on the SEND register. In some cases, where the school feels confident that a pupil does have a barrier to learning, the pupil may be placed straight onto the school’s SEND register following consultation with the parents.

Once a pupil is placed on the SEND register a Student Passport detailing the pupil’s strengths, areas of concern and suggested resources and techniques will be produced by the pupil’s class teacher and the pupil themselves. A copy will be provided for parents, who will also be asked for their contribution towards the Passport using their knowledge of their pupil.

Each term the pupil’s class-teacher will identify two outcomes that the pupil will work towards and a copy of these will be sent to the pupil’s parents. These outcomes will then be reviewed at the end of the term and new outcomes set for the following term. Parents will also be provided with a copy of the reviewed outcomes and a meeting to discuss these with the SENDCO will be offered.

In order to achieve the outcomes set each term, pupils will access appropriate resources and interventions, such as adult support or small group work.

The pupils on the SEND register will be closely monitored to ensure they are making progress. Any resources/interventions used will be regularly evaluated and assessed to ensure they are enabling a pupil to make progress and support them with their learning. If a pupil is struggling to make progress despite the interventions put in place then the SENDCO will seek support from outside agencies such as an Educational Psychologist, Speech and Language Therapist or SEND Consultant etc.

  1. Who to talk to about a pupil with SEND.

If a parent is concerned that their pupil may have Special Educational Needs we would ask that they speak to their pupil’s class teacher first about their concerns and then if required the teacher will refer them to the school’s SENDCO, Mrs Neighbour.

  1. Types of support available for pupils with SEND

At Croxby School our pupils with SEND are supported in the following ways, depending on what is most suitable for the pupil and their needs;

  • Extra adult support in the classroom, where required, to work on specific learning/social development interventions
  • Small groups for specific interventions such as Lexia (reading and spelling), RM Maths, ‘Happy to be Me’ (self-esteem and confidence), Typing group, Friends group (Autism and communication difficulties) etc.
  • Specialist TAs trained in specific areas of SEND such as speech and language, emotional literacy, Autistic Spectrum Conditions and transition to High School.
  • Adapted resources e.g. practical resources, displays, table top, reminders, visual timetables.
  • Home- School books.
  • Peer support e.g. Playtime Buddies.
  • Personalised support, based on an individual Student Passport.
  • Support from Outside Agencies when required (direct working and advice for staff)
  1. Awareness and understanding by all staff of pupil with SEND.

At Croxby School we ensure that all members of staff are aware of pupils with SEND in the following ways:

  • All pupils on the SEND register have a Student Passport which clearly displays their strengths and areas of difficulty as well as resources and techniques which work for a particular pupil. These are distributed to staff and a copy is kept in the classrooms for all staff working with a pupil to see and be aware of.
  • At the start of a year the SENDCO holds meetings with all adults working within a class to discuss any SEND pupil that are in the class and ensure that staff are aware of any important issues related to that pupil.
  • Staff are regularly consulted about their SEND training needs and training sessions are provided using expertise both from within school and from other professionals. This training is usually provided for teachers, TAs and Midday Supervisors where suitable.
  • The SENDCO regularly speaks to the Senior Mid-day Supervisors about any pupils who may need support at lunchtimes.
  1. Letting parents/carers know about any SEND concerns regarding their pupil.

If the school has any concerns about a pupil then, in the first instance, the class teacher would request a meeting with the pupil’s parent/carer or speak to them about the concerns at parent’s evening. If required parents/carers may then meet with the SENDCO in order to discuss their pupil’s needs further.

  1. Allocation of support.

Support for pupil with SEND is allocated according to an individual’s needs and requirements, as discussed and agreed with some or all of the following; parents, teachers, the SENDCO, the Senior Leadership Team and outside agencies, where suitable. We also aim to regularly review and assess the impact of support and change it as and when required. This model is also adopted for pupils moving between key stages.

If the school is unable to meet a pupil’s needs without further financial support then an Education and Health Care Plan (EHCP) may be sought in consultation with the school’s Educational Psychologist (EP).

  1. Other services which provide support.

The school has a wide range of people and organisations which can provide support where required, including the following;

  • CAMHS (Pupil and adult mental health service)
  • Education Psychologist
  • Speech and Language therapist
  • SEND Consultant
  • SaPTS (Sensory and Physical Support Services)
  • Northcott Outreach Service (Autistic Spectrum disorders)
  • Occupational Therapy
  • BST (Behaviour support team)
  • IP (Inclusion Practitioner)
  1. Staff training.

Staff are regularly consulted about their SEND training needs and training sessions are provided using expertise both from within school and from other professionals.  This training is usually provided for teachers, TAs and Midday Supervisors where suitable.

The SENDCO also attends regular training sessions and courses in order to develop her understanding and knowledge. She also develops her skills and shares good practise by attending the local authority SENDCO forums. The SENDCO also liaises with other SENDCOs within the Academy Trust and within other schools. The SENDCO has achieved the National Award for SENDCOs which is a master’s level qualification for SENDCOs.

  1. Adapting teaching for pupil with SEND.

If required the teaching for pupil with SEND may be adapted in the following ways, according to the needs of the pupil:

  • Class work is differentiated in small groups and individually when required.
  • Class-based TAs work alongside the class teacher to support pupil with SEND individually/in small groups and to facilitate the class teacher working with pupil with SEND.
  • Suitable resources to help pupil access learning such as practical equipment or visual resources are provided.
  • Techniques such as over-learning and pre-teaching may be used to embed learning.

These techniques will be regularly reviewed and up-dated to ensure suitability and effectiveness.

  1. Support and Information available for parents of pupil with SEND.

At Croxby School we can offer the following support and information for parents of pupils with SEND:

  • Two Parent’s Evening meetings with the class teacher.
  • Termly SEND Parent’s Evenings in school or by phone or email.
  • SEND Student Passports which have suggestions for working with individual pupil at home and provide the opportunity for parents to make suggestions to be included on their pupil’s Passport.
  • Copies of termly SEND outcomes and reviewed outcomes.
  • ‘Open-door’ policy to speak to class teachers, SENDCO etc. when needed.
  • Annual written report to parents.
  1. Accessibility of school’s physical environment for pupils with SEND.

Croxby School is fully accessible for wheelchair users and has ramps where required, it also has an alarmed disabled toilet. The school is fitted with an Induction Loop System in all classrooms, for those who are hearing impaired and use a hearing-aid.

  1. Facilities for pupils with SEND.

Some of the facilities we offer pupils with SEND are;

  • High quality teaching for all pupils.
  • Differentiated teaching according to a pupil’s needs, delivered in ways suited to individual pupil.
  • Appropriate resources to enable pupil with SEND to access the curriculum.
  • Support from outside agencies where appropriate such as Educational Psychologist, CAMHS, SaPTS etc.
  • Intervention groups to support pupil with their learning, physical and emotional needs.
  • Adaptations to support pupils with physical difficulties such as specialist furniture.
  1. Transition for pupil with SEND.

Where required, pupils with SEND can access the following support when moving into a new class, phase or up to High School:

  • For SEND pupils coming into Foundation Stage, the SENDCO or class teacher may attend meetings, where required, to get to know the pupil and evaluate their needs in school. The school will liaise with the nursery, where applicable, and the SENDCO or class teacher may visit a pupil in this setting. The pupil may be then receive extra transition visits into school and will meet any support workers who are to work with them. We have also formed close links with Cottingham Children’s Centre over the past few years and now offer a ‘Ready for School’ transition group for new starters, in conjunction with the centre.
  • Towards the end of the school year some pupils with SEND may carry out transition activities such as; meeting their new teacher or TA, spending time in their new classroom/phase, creating a transition book with this information to look at over the summer holidays. The type and amount of transition activities will depend upon the individual needs of a pupil.
  • For pupils moving up to High School, the SENDCO will liaise with the school that pupils are moving to and will evaluate their transition needs. Extra transition visits with our Transition TA will be arranged on an individual or group basis as required and our SENDCO will meet with the High School SENDCO to ensure all relevant information about a pupil is passed on.

Clicks on the links below for our most recent policies: