As part of the Children and Families Act 2014, all schools in Redbridge are required to make available their Local SEND Offer to families which details how they can support children and young people with a special educational need and/or disability (SEND).
Scroll down or click on the headings below to see details of this school's local SEND offer:
- An overview of the school
- Identifying children’s additional needs
- Dedicated contacts at the school
- Involving pupils and parents/carers in planning support
- Range of support available my child
- Measuring children’s progress
- Support and training for school staff
- Accessibility of the school
- Starting or changing schools (Transitions)
- Support and training for parents/carers
- Further information for families and practitioners
Cranbrook is a culturally diverse, 4 form entry (5 in Year 5) primary school of 963 pupils aged 3 -11. We are an inclusive school and strive to support all children to enable them to make the best possible progress and to achieve well. To accomplish these aims, we offer a broad and balanced curriculum with high quality teaching. We provide effective support for children with special educational needs and disabilities, starting from our first contacts with parents and carers when a child enters our school. We ensure that any additional needs are identified early and we offer a range of provision according to identified needs. As a school we continuously monitor progress over time and measure the impact of the support given to all children. We work with a range of other professionals such as Health, to make sure that all children receive the support they need to do well at school.
Cranbrook Behaviour Centre (CUBE)
Nurture and therapeutic support for children with SEMH issues. A new addition resource center opened at Cranbrook for identified Redbridge pupils. See the link on Cranbrooks website.
How will the school know if my child needs additional help and how will the school share information with me?
A child may need additional help if concerns are raised by the parent/carer, class teacher or by the child. We would be alerted by a teacher or parent/carer if a child in any age group is making limited progress or if there is a change in their behaviour. Sometimes, other professionals, for example, in Health or an early years setting, may notify the school of any concerns. Parents can approach their child’s class teacher at any time if they are worried about their child. They are kept informed at all stages in the process of identification and assessment of needs. They are invited to meet the SENCO and participate in discussions of support planned for their child. They can obtain advice on how to help at home with any particular aspect of parenting, e.g. managing behaviour at home. Further assessments may involve a specialist such as the school’s Educational Psychologist or allocated Speech and Language Therapist.
Who should I contact if I have any questions or concerns about my child's SEND?
Catherine Smith – Lead Practitioner for SEND
Cassim Bana CUBE Manager
Terri Pietersen – SENDCo for Early Years
Wendy Lindon - Pastoral Support Advisor
Beverley Boothe - Parent Support Advisor
How will the school involve me as a parent and my child in meeting our SEND needs and in general school life?
- Planning and review meetings
- Advice on how to support learning at home
- Regular contact between home and school, e.g. home/ school book, email or text
- Individual pupil/ teacher conversations
- Mentor, e.g. adult or peer mentoring
- Parent Support Advisor
- Learning Mentor Support
What different kinds of support are available to children with SEND?
- Curriculum adaptations/differentiation
- Support for behaviour
- Specified individual support
- Support for health needs
- Grouping of pupils
- Specific individual support
- Specialist teaching groups
- Support for communication needs/ assistive technologies
- Peer mentors
- School councillors
- Play leaders (for those struggling in the playground)
- Worry boxes
- Life Skills sessions
How will the school know how well my child is doing and how will they inform me about this?
The class teachers monitor each child’s progress and discusses this regularly with the SENCO and the parent/carer. The class teacher considers each child’s targets as agreed with the parent/carer and records these on an individual education plan (IEP). We measure progress partly by using point scores for all the pupils and partly by considering a pupil’s Individual Education Plan targets. We use a home/school book each week to keep parents/carers informed and also to receive their comments and questions. We have pupil progress meetings each term which involve the SENCO and any other staff who have supported the child. Each term, we meet the parents/carers and discuss the child’s progress. Children with a statement will have a portfolio where there individual targets are recorded and examples of work relating to their targets will be recorded therein.
The IEP should be discussed with the child and parents. IEP targets should be reviewed termly and should include the views of both parents and pupils.
Have any staff received specialist training in SEND?
We identify training needs regularly and provide a detailed training plan for teachers and support staff. Our SENDCo’s, organise SEND training covering the four areas of SEND Cognition and Learning, Social Emotional and Mental health, and Sensory and physical, calling on the services of the specialist providers, such as our Educational Psychologist, Speech Therapist and SEATSS team.
How is the school accessible to children with SEND?
The school has a lift which allows access to all floors. Children with SEND may use the lift, if needed, with assistance from an assigned adult. In the event of a fire, evacuation chairs are used by trained staff to assist SEND children out of the building safely. There are disabled toilets on each floor. There are group learning rooms beside all Year Groups where Intervention/ specialist teaching activities take place.
How will the school ensure that my child will be included in all activities at school, after school clubs and on school trips?
Pupils with SEND are encouraged to participate in all school activities. For example, they are allocated responsibilities around the school on an equal basis and may join the School’s Council and become mentors to other pupils. Access to after school clubs is provided as of right and support is given by trained activity leaders. We make it a requirement that any independent provider of after-school clubs must cater for pupils with SEND. School trips are accompanied by a high ratio of adults to children. Specialist transport is engaged if necessary. Parents/carers are invited to accompany school trips and may be asked to plan visits with school staff.
How will the school support my child to change classes and/or move on to a new school when they reach the appropriate stage(s)?
Careful consideration is given to preparing pupils with SEND for transition at all stages. Initial contact is made with the setting previously attended and with the parents, as soon as we are notified that a pupil is transferring into our school. The Parent Support Adviser will organise coffee mornings to discuss transitions and any related concerns. When pupils are changing classes or moving to another school, teachers liaise together and with parents/carers, sharing information and preparing the pupil well in advance of the move.
In Year 5, the transfer options are explained to parents/carers and they have the opportunity to visit secondary schools before making a decision and expressing a preference. Teachers and the SENCo will pay particular attention to preparing pupils with SEND for transfer to secondary school, addressing both the learning and the well-being concerns that may arise.
What support and training within the school is available to parents and carers?
- Parent/ learning support groups
- Coffee mornings with parents
- Parent Support Advisor (PSA)
For more information please visit the website(s) via the links below.