Message sent from:

Special Educational Needs - Local Offer

At North Crawley Church of England School we believe in achievement, ambition and progress for all children. We aim to meet the needs of individual children through highly effective first teaching and learning.There is an emphasis on early identification of needs through supportive and preventative strategies which address barriers to learning. We work in a flexible way to develop effective partnerships with children and their parents/carers, the SENCO, specialist teaching staff (both within the school and external professionals such as speech and language therapists), occupational therapists and child and adolescent health services (CAMHS) to ensure that the school can meet a broad range of Special Educational Needs. We undertake a rigorous system of monitoring children’s progress, supporting academic achievement and person achievement by addressing, supporting and ultimately reducing barriers to learning and use a wide range of strategies to foster a culture of lifelong learning and independent living skills for all children.

1. How does the school know if children need extra support?

1.1 Home visits before children starting school allows for parents/cares to discuss any known needs with the foundation teachers and provision for support planned for within the school setting.

1.2 Reports, records and discussions with pre-schools inform the school of any observations or concerns and any support already in place for children with needs, i.e. speech and language therapy

1.3 Baseline assessments on entry into school and continuous rigorous assessments illustrate any gaps in or barriers to learning so appropriate support can be planned for and provision put in place.

1.4 Strong home-school links encourage parents/carers to come into school to discuss any concerns with the class teacher and SENCO that they may have about their children, or any needs that may have materialised after starting school. 

2. What should a parent/carer do if they think their child may have special educational needs (SEND)?

2.1 The school open door policy encourages parents/carers to come into school to discuss any concerns at the earliest possible opportunity. 

2.2 Appointments can be made with the class teachers and/or the SENCO for parents/carers to discuss concerns about their child and possible SEND.

3. How will school support the child who has been identified as having SEND?

3.1 The class teachers/parents/carers and SENCO will discuss the child’s needs and develop a provision map outlining any barriers to learning, support/resources required, targets for achievement and any requirement for outside agency support.

3.2 The SENCO together with the class teachers will write a provision map based on the discussion, to be approved by the parents/carers.

3.3 The SENCO will refer the child to any outside agencies required for support and arrange meetings/observations to support the child’s needs.

3.4 The class teachers and teaching assistants will deliver the support necessary to achieve the targets as set out in the provision map.

3.5 Budget is ring fenced to support children with SEND; this may be used for resources, intervention support and TA employment if necessary.

3.6 Quarterly review meetings are held with the class teacher/ teaching assistants/ SENCO and parents to discuss the children’s progress against the provision map targets.  Outside agencies are also invited to attend review meetings if necessary.  A new provision map with new targets is written and circulated to all involved.

4. How will the curriculum be matched to children who need extra support or SEND?

4.1 The broad and balanced curriculum is differentiated to individual needs across the year groups.  Small group support and intervention is planned for on a daily basis if necessary to narrow gaps in learning for all groups.

4.2 Any child with SEND who needs support will benefit from quality first teaching in the first instance followed by wave 2 and 3 interventions individually or in small groups.

4.3 If required, TA support will be supplied to deliver an individual planned curriculum to support the needs of a child requiring such support.

4.4 Outside agency support will advise specific activities and targets which will be incorporated into the class teachers planning and as per the provision map.

5. How will the school and the parent/ carers know how the child is doing AND how will the school help the parent to support the child’s learning?

5.1 Regular meetings with parents/carers are planned to discuss all aspects of the children’s learning. Our open door policy allows for parents to make appointments at the earliest opportunity to discuss any concerns about learning.

5.2 Through the provision map and any meetings with outside agencies parents are advised about any opportunities for support with their child learning at home.

5.3 If decided a home/school link book is filled in with messages about the child’s day so that parents/carers may discuss aspects of their child’s learning with them at home.

5.4 Children are assessed and their progression monitored regularly and formal assessments are carried out every half term to

half term to provide a bench mark of achievement against peers/national levels and provision map targets.  These are discussed with parents/carers.

5.5 Parents/carers are also made aware of any local training or support groups that may be informative for them and their child.

5.6 With parental permission, parents may be put in touch with other outside agencies that can support their needs and their child’s learning, such as educational Psychologists, counselling services, play schemes.

6. What support is offered from the school to ensure the well-being of the child who requires extra help or SEND?

6.1 Any medical needs are addressed and planned for as necessary including staff training for specific needs.  A medical plan is written together with parent/carers and professionals and circulated to all staff that need to know.

6.2 Any medicines required are administered as per the care plan by the designated and trained member of staff.  Personal care is provided as per the care plan and is the responsibility of all staff unless a specific need requires a trained member of staff in which case this will be provided.

6.3 The advice and support of the local behavioural team will be sought and involvement of the Educational Psychologist to develop the provision map and support parents/carers and teaching staff for any child with behavioural needs.  Time out space and TA support will be provided alongside the provision map.  Parents/carers will be provided with information about support groups, family support centres, counselling, child psychologists and literature to help provide the child with the most appropriate care for their behaviour needs.

6.4 In our setting children with SEND will be involved with their provision age appropriately.

7. What specialist services and expertise are available at or accessed by the school?
7.1 The school uses the services provided by Milton Keynes council and NHS services. These are -

  • School nurse, early years assessments, hearing and vision checks
  • Vision impairment team
  • Speech and language services
  • Educational Psychologist
  • Occupational therapy services
  • Primary behavioural support
  • Dyslexia Association
  • Autism specialist team
  • Parent partnership team
  • Get Set Parenting, Mk Dons
  • Children and Family services
  • Children with disability team, Inc.
  • Medical professionals

8. What training are the staff having or going to have to support children with SEND?8.1 Staff training is arranged as per need such as epi pen training, autism awareness, dyslexia friendly classrooms and any specific need training such as administration of medicines, personal care, behaviour strategies.

9. How will children be included in activities outside the classroom including school trips?

9.1 We will ensure that as much as possible all children will be able to access all activities including school trips.

9.2 Parents/carers will be made aware of forthcoming trips in advance so that they may discuss any concerns or needs as appropriate.

9.3 Staff ratios will be considered when planning a trip and extra support put in place if necessary so that all children can access all activities.

9.4 Parents may have the option of attending trips if it supports the child’s needs whilst off site.

10. How accessible is the setting school environment?
10.1 We aim to be a fully inclusive school.  Both schools can be wheel chair accessible if the need arises, adaptations would be made to provide disabled changing and toilet facilities.

10.2 The visual environment caters for a variety of needs and all classes are aware of the dyslexia friendly classroom check list. Classrooms can be adapted for other visual impairment needs.

10.3 Adaptations can be made to classrooms for particular auditory needs.

10.4 Translators would be sought to provide support for parents whose first language is not English.

10.5 Equipment and resources required for children with SEND is assessed as necessary and budget made available to pay for these items.

11. How will the school prepare and support the child who needs extra help or SEND to join the school, transfer to a new school or the next stage of education and life?
11.1 Home visits before the child starts school and visits to the school aid a smooth transfer and start to education.

11.2 Visits to school before starting allow the child and parents/carers to discuss needs and requirements of support.

11.3 Meetings with health professionals and specialists will be held with school staff, SENCo and parents/carers before a child joins our school to ensure all support for needs is in place.

11.4 Transfer to another educational setting will include meetings between the SENCO, parents and new staff to discuss all needs and requirements.  All care plans and provision maps will be discussed and copies of paperwork passed onto the lead professionals of the new setting.

11.5 The child and parents/carers will be offered visits to the new setting before starting to ensure a smooth transition.

12. How are the school’s resources allocated and matched to CYP’s SEND?
12.1 The SEN budget is allocated according to need to pay for resources, equipment, teacher/ TA support, staff training and adaptations to the school building as necessary.

13. How is the decision made about what type and how much support a child with SEND will receive?
13.1 Through discussions with all stakeholders, including Governors and outside professionals, a decision is made to determine what and how much support a child needs.  This may range from extra small group support to 1:1 TA support or specialised teacher support.  It is matched to the child’s individual needs, care plan and provision map.

13.2 Children are monitored and assessed informally on a daily basis and parents/carers involved with discussions as necessary.  The provision map is reviewed quarterly with teachers, parents/carers/ SENCO and other professionals and decisions made on progress and needs which may increase or decrease the amount of support required.

14. Who can a parent/carer contact for further information at your early years school?

14.1 The first point of contact for parents/carers is the class teacher or support assistant but the SENCO is also available to discuss concerns.

14.2 The parents/carers can talk to the child’s teachers and or the SENCO if they are worried, either face to face or by phone.

Please do not hesitate to contact us if your require any further information on:-

North Crawley    01234 391282                              

Headteacher - Mrs Kathryn Crompton

SENCO/Deputy Headteacher –  Mrs Liza Smith



The Milton Keynes Local Offer can be found at : https://www.milton-keynes.gov.uk/schools-and-lifelong-learning/special-educational-needs/send-local-offer

Hit enter to search