SEND Provision

The Local Offer

In the SEND Provision section we have added information about SEND provision at Crook Primary School including how we support, identify and assess children with SEND at Crook Primary Primary School.


Our aims for children with SEND are the same as for all the other children in our care, but we recognise that we may have to adapt the methods of teaching and the pace of learning for these children to take account of their needs.

To do this we must:-

  1. identify the child’s needs.
  2. inform all interested parties.
  3. have a means by which to implement an effective response.
  4. record and monitor the effectiveness of any action taken.
  5. ensure that all curriculum policies include strategies for meeting the needs of all children including those with special educational needs.
  6. develop an approach to curriculum delivery which ensures that each member of staff recognises and accepts professional responsibility for meeting children’s special educational needs.
  7. develop an atmosphere of encouragement, acceptance and respect for achievement and a sensitivity to individual needs in which children’s self-esteem and self-confidence grow and in which pupils feel that it is acceptable to make mistakes as they learn.



– operate within the statutory and Local Education Authority procedures for identifying and assessing those children who may have special educational needs

– formulate consistent and objective strategies for identifying all children who have special in the identified areas of:

  1. Cognition and Learning
  2. Communication and Interaction
  3. Social, mental and emotional health
  4. Sensory and/or physical

-provide curricular programmes and evaluate their effectiveness in meeting children’s special educational needs.

-review learning outcomes to monitor individual progress on a regular basis.

-identify staff training needs in the allocation of the in-service training budget.

-offer training to meet the broad range of special educational needs.

-target training for individuals and staff groups and participate in area in-service activities designed to meet children’s special educational needs.

-allocate an appropriate proportion of resources in order to meet identified special needs.

-develop strategies for implementing the principle of ‘parents as partners’.

-develop our sensitivity towards the beliefs, hopes and fears of parents and the fostering of a relationship where school and home work in partnership ensuring equality of opportunity.

-work collaboratively with other agencies and professionals.

-develop systems to ensure progression and continuity both within and between establishments.


On entry to Nursery, children are assessed using The Foundation Stage Profile as a Baseline Scheme. Records from previous schools will be used when children transfer from another primary school and maths and literacy will be assessed within a half-term. On entry to the school each child’s attainment will be assessed. This will help to inform the teacher of child’s aptitudes, abilities, and attainments, and will be used to improve continuity in learning. The records provided help the school to design differentiated learning programmes. For pupils with identified SEND the SENCO / class teacher need records to:

  • Provide starting points for an appropriate curriculum
  • Identify the need for support within the class
  • Assess learning difficulties
  • Ensure on-going observations/assessments provide regular feedback
  • achievements for planning next steps in learning
  • Involve parents in a joint learning approach for home/school


A special educational need can be a number of different things. For example, a child may be having problems with aspects of English, Maths or perhaps social or emotional issues, which can be helped by putting extra support in at school. It may also be due to a disability which makes it harder for a child to use the same educational facilities that the school provides for the majority of children. For some children this may be a temporary difficulty, while others may have a long term need for special help.

At Crook Primary we believe that working in close partnership with parents is essential to provide a supportive approach to helping children and that communication is a key part of that.

Early Identification:

Early identification of pupils with SEND is a priority. The school will use appropriate screen assessment tools, and ascertain pupil progress through:

  • Evidence obtained by teacher observation/assessment.
  • Working with outside agencies including medical professionals.
  • Their performance in national curriculum against age related expectations.
  • Pupil progress in relation to objectives in the National Literacy / Numeracy
  • curriculum
  • Standardised screening or assessment tools.

The Role of the Class Teacher:

The code of practice clearly acknowledges the importance allocated to the teacher whose responsibilities include:

  • being aware of the school’s procedures for the identification and assessment of, and provision for, SEND pupils
  • collaborating with the SENCO to decide what action is required to assist the SEND pupils
  • working with the SENCO to collect all available information on the SEND pupil in collaboration with the SENCO/outside agencies, develop plans for SEND pupils
  • working with SEND pupils on a daily basis to deliver the individual programme set out
  • developing constructive relationships with parents
  • being involved in the development of the school’s SEND policy


We understand that children learn and develop in different ways. Teachers and teaching assistants recognise this and use different teaching styles, resources and plan different levels of work in the classroom to cater for the various ways children learn.  However, many children, at some time in their school life, need extra help.  For pupils identified with additional needs we look closely at what additional support will help them achieve their full potential as part of a fully inclusive learning environment.  Here are some of the ways we can do this:

  1. Work with outside agencies to provide effective strategies e.g. through autistic spectrum training, attachment disorder training or providing autism friendly classrooms.
  2. Purchase equipment that supports children with additional needs e.g. coloured over-lays for pupils to aid their reading or pencil grips to help with fine motor skills.
  3. IT software to support learning e.g. Clicker and Mathletics.
  4. IT hardware to help pupils e.g. Ipads, coloured keyboards making letter/number identification more accessible.

Our aim is to work with parents/carers and pupils to listen to what is needed so we can offer a fully inclusive learning environment.  We welcome ideas and input from home as a close working partnership helps us provide the best support for our SEND pupils.


The main methods of provision made by the school are

  • through a differentiated curriculum
  • Full-time education in classes, with additional help and support by class teacher
  • Periods of withdrawal to work with a support teacher
  • Small group/individual work with Teaching Assistant
  • In-class support with adult assistance
  • Support from specialists within a class or as part of a withdrawal programme
  • Support from TA for physical disability


Teaching SEN pupils is a whole-school responsibility. The core of the teachers’ work involves a cycle of planning, teaching and assessing, taking into account the differences in pupil’s abilities and interests. Some pupils may need increased levels of provision and support. Progress is the crucial factor in determining the need for additional support.

Adequate provision is needed which:

  • Narrows the attainment gap between the pupil and their peers
  • Prevents the attainment gap widening
  • Is equivalent to that of peers starting from the baseline
  • Equals or improves the pupil’s previous rate of progress
  • Ensures full curricular access

Where teachers decide that a pupil’s learning is not progressing as expected, the SENCO is the first to be informed. SENCO and teacher will review the approaches adopted. Where support additional to that provision is required, it will be provided through an SEN Support Plan. If, after further assessment, the school will consider requesting Statutory Assessment. Parents will be fully consulted at each stage. Each of these intervention programmes is described in appropriate sections of this policy. The school also recognises that parents have a right to request a Statutory Assessment.