Crown Wood Primary

Crown Wood
Primary School

Special Educational Needs (SEN)

You can read our current special educational needs / disability policy and information report here.

The school prides itself on its approach to Special Needs and disability (SEND) and has a policy of Social Inclusion and Equal Opportunity.  Children who require individual support for learning are identified at an early stage and are continually assessed.  They work on Individual Learning Programmes to address their needs and improve their skills.  Parents are involved at every stage to enable them to encourage and support their child.  There is a member of the Governing Body with responsibility for Special Educational Needs.  Children with Special Needs perform well at Crown Wood.


1.     Aims

Our SEN policy and information report aims to:

  • Set out how our school will support and make provision for pupils with special educational needs (SEN)
  • Explain the roles and responsibilities of everyone involved in providing for pupils with SEN

Crown Wood Primary School recognises the importance of ensuring that all children with Special Educational Needs have appropriate support which allows them equal access to an inclusive, balanced curriculum to reach their full potential.  All children will be valued and targeted at an appropriate level to make the best possible progress and promote their self-esteem.  We work closely with parents/carers who take an active role in their child’s education. We support pupils based on needs and not diagnosis.Pupils will be supported to participate in all activities on offer throughout their school journey and adjustments will be made based on individuals requirements.


2.       Legislation and Guidance

This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:

This policy also complies with our funding agreement and articles of association.

3.         Definitions

A pupil has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them.  They have a learning difficulty or disability if they have:

  •  A significantly greater difficulty in learning than the majority of others of the same age, or
  • A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools

Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.

Individual children often have needs that cut across many or all of these areas and their needs may change over time.

At Crown Wood School we consider the needs of the ‘whole’ child when identifying areas of need, not solely their special educational needs. There may be other factors which impact on the progress that a child makes. For example: 

  • Disability *
  • Attendance and Punctuality
  • Health and Welfare 
  • Having English as an Additional Language
  • Being in receipt of Pupil Premium Grant
  • Being a Looked After Child
  • Being a child of Serviceman/woman


Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Where a disabled child or young person requires special educational provision they will also be covered by the SEN definition.

A Graduated Approach to SEN Support

 At Crown Wood School we pride ourselves in Quality First Teaching to ensure the best learning opportunities for all children.  We have a relentless drive to improve teachers’ abilities to adapt teaching and differentiate to respond to the strengths and needs of all pupils. The quality of teaching is reviewed frequently using strategies including:  lesson observations, book scrutiny and analysis of data. Staff training is provided to ensure that teachers and support staff are kept up to date with strategies to support children with a range of additional needs. Through regular careful monitoring and assessment class teachers identify those children who are not achieving as expected.  Specific needs are identified for the individual pupil through consultation with class teacher and SENCO.  Individual pupils may require additional assistance or intervention from teaching assistants or specialist staff, which may only be for a short time or in some cases a more extended period of support may be appropriate. Teachers are responsible and accountable for the progress and development of the pupils in their class and as such liaise closely with other professionals working with identified individuals to ensure optimum outcomes for each child.
If, through a period of monitoring and regular, quality teacher assessment there are still concerns about the pupil’s progress, further assessment will be made.  This may include:

  • pupil progress, attainment and behaviour data
  • standardised tests
  • criterion referenced assessments checklists
  • observation schedules and prompt sheets 
  • screening assessments
  • external specialist advice and assessments e.g. SaLT, EP etc
  • views and experience of parents and pupil (where appropriate)

If, following these assessments a pupil is identified as having a special educational need, teacher and SENCO agree, in consultation with the parent/carer, the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review. Where appropriate, meaningful participation in this process by the pupil is also encouraged.

The pupil is then added to the Special Educational Needs Register. 

4.         Roles and Responsibilities

4.1       The SENCO

 The SENCO is Mrs Caroline Winchcombe (  They will:

  • Work with the headteacher and SEN governor to determine the strategic development of the SEN policy and provision in the school
  • Have day-to-day responsibility for the operation of this SEN policy and the co-ordination of specific provision made to support individual pupils with SEN, including those who have EHC plans
  • Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEN receive appropriate support and high quality teaching
  • Advise on the graduated approach to providing SEN support
  • Advise on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
  • Be the point of contact for external agencies, especially the local authority and its support services
  • Liaise with potential next providers of education to ensure pupils and their parents are informed about options and a smooth transition is planned
  • Work with the headteacher and governing board to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements
  • Ensure the school keeps the records of all pupils with SEN up to date 

4.2       The SEN Governor

The SEN Governor will:

  • Help to raise awareness of SEN issues at governing board meetings
  • Monitor the quality and effectiveness of SEN and disability provision within the school and update the governing board on this
  • Work with the headteacher and SENCO to determine the strategic development of the SEN policy and provision in the school

4.3       The Headteacher
The Headteacher will:

  • Work with the SENCO and SEN governor to determine the strategic development of the SEN policy and provision in the school
  • Have overall responsibility for the provision and progress of learners with SEN and/or a disability

4.4       Class Teachers

Each class teacher is responsible for:

  • The progress and development of every pupil in their class
  • Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching
  • Working with the SENCO to review each pupil’s progress and development and decide on any changes to provision
  • Ensuring they follow this SEN policy


5.       SEN Information Report
5.1     The kinds of SEN that are provided for

Our school currently provides additional and/or different provision for a range of needs across the four broad areas of SEN including:

  • Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties
  • Cognition and learning, for example, dyslexia, dyspraxia,
  • Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD), 
  • Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties,
  • Moderate/severe/profound and multiple learning difficulties

5.2     Identifying pupils with SEN and assessing their needs

We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:

  • Is significantly slower than that of their peers starting from the same baseline
  • Fails to match or better the child’s previous rate of progress
  • Fails to close the attainment gap between the child and their peers
  • Widens the attainment gap

This may include progress in areas other than attainment, for example, social needs.

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN. 

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

We use a range of assessments to identify pupils with SEN, these include ABC charts (for logging behaviour and frequency of behaviour), standardised scores for reading (and reading comprehension), spelling and maths tests are used termly to support teacher assessment in identifying pupils with SEN.  These assessments are used in the plan, do, review and assess cycle.

5.3     Consulting and involving pupils and parents

We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that: 

  • Everyone develops a good understanding of the pupil’s areas of strength and difficulty
  • We take into account the parents’ concerns
  • Everyone understands the agreed outcomes sought for the child
  • Everyone is clear on what the next steps are
  • Provision beyond quality first teaching will be recorded on a provision map and targets set these will be SMART (specific, measurable, achievable, realistic and time bound).

Pupils with an Education, Health and Care plan share their views at their annual review and work with staff to share their aspirations. This is recorded as part of a PowerPoint, scrap book or in other ways depending on the child. Some pupils attend reviews to share their work verbally.

5.4     Assessing and reviewing pupils' progress towards outcomes

We will follow the graduated approach and the four-part cycle of assess, plan, do, review (see diagram above)

The class teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs.
This will draw on: 

  • The teacher’s assessment and experience of the pupil
  • Their previous progress and attainment and behaviour
  • Other teachers’ assessments, where relevant
  • The individual’s development in comparison to their peers and national data
  • The views and experience of parents
  • The pupil’s own views
  • Advice from external support services, if relevant

The assessment will be reviewed regularly.

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.

5.5     Supporting pupils moving between phases and preparing for adulthood
We will share information with the school, college, or other setting the pupil is moving to.

Pupils who require additional support at transition points will be provided with the following (if needed):  

  • Transition booklet
  • Pupil profile
  • Additional visits (formal or informal e.g. sending messages from teacher to new teacher)
  • Questionnaires
  • Meet the teacher

5.6     Our approach to teaching pupils with SEN

Teachers are responsible and accountable for the progress and development of all the pupils in their class.
High quality teaching is our first step in responding to pupils who have SEN. This will be differentiated for individual pupils.

We will also provide the following interventions:

  • Group support (within the class)
  • Rapid interventions (Phonics, Maths, Reading and Writing)
  • Nurture Group support (small group or full nurture)
  • Social and emotional support (1:1)
  • 1:1 daily reading
  • Pre-teaching (Maths/English)
  • Occupational Therapy support (1:1 and group)
  • Speech and Language support (1:1 or small group)
  • Handwriting interventions (small group)
  • Fine Motor Skills (1:1 or small group)

5.7 Adaptations to the curriculum and learning environment

We make the following adaptations to ensure all pupils’ needs are met: 

  • Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
  • Adapting our resources and staffing
  • Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
  • Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.

5.8     Additional support for learning

We have teaching assistants in each class some of whom who are trained to deliver interventions such as communication groups, Rapid interventions and those listed in section 5.6.

Teaching assistants will support pupils on a 1:1 basis when they have an Education, Health and Care Plan (EHCP) which states this is a requirement to meet outcomes on their plan or their needs require 1:1 support (this would be part of building evidence for a statutory assessment or to support a pupil whose behavior is unsafe without this support).
Teaching assistants will support pupils in small groups when directed by the class teacher, to support in class or outside of the classroom on specific interventions. 

We work with the following agencies to provide support for pupils with SEN:

  • Autistic Spectrum and Social Communication Service (ASSC)
  • Educational Psychology
  • NHS e.g. CAMHs, SALT, OT, Physiotherapy, school nursing service
  • Support for Learning (SFL)
  • Youth Offending Service (YOS)
  • Counselling
  • Pediatricians
  • Margaret Wells Furby and Early help services
  • Children’s social care
  • CAF Hub

5.9     Expertise and training of staff

Our SENCO has 6 years’ experience in this role and has worked in the school since 2005.  They are non-teaching and manage SEN provision across the school.  The Headteacher holds the National SENCO Award (NASENCO) and a Post Graduate Certificate in Special Educational Needs. 

We have a team of teaching assistants, including four higher level teaching assistants (HLTAs).  We have 2 Mental Health First Aiders.  The SENCO and two other Teaching assistants have also completed the Nurture Group Training (Accredited). 

In the last academic year, staff have been trained in:

  • Supporting SEN pupils in class
  • Autism and associated mental health difficulties
  • Attachment
  • Supporting Looked After Children

 We use specialist staff for Nurture and Mental Health support.
5.10   Securing equipment and facilities

Additional equipment can be purchased to support pupils in class (this remains the property of the school) or within the school setting. These are purchased based on recommendation from other professionals or if the SENCO has agreed it as a strategy to support an individuals needs.

5.11   Evaluating the effectiveness of SEN provision

We evaluate the effectiveness of provision for pupils with SEN by:

  • Reviewing pupils’ individual progress towards their targets each term
  • Reviewing the impact of interventions after 6-8 weeks
  • Monitoring by the class teachers and the SENCO
  • Using provision maps to measure progress
  • Formative assessment (standardized scores)
  • Holding annual reviews for pupils with EHC plans
  • Reviewing strategies with professionals e.g. Ed Psych, SALT and ASSC
  • Boxall profile

5.12   Enabling pupils with SEN to engage in activities available to those in the school
          who do not have SEN

All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs.
All pupils are encouraged to go on our residential trip to PGL at Lyddington.
All pupils are encouraged to take part in sports day/school plays/special workshops, etc.
No pupil is ever excluded from taking part in these activities because of their SEN or disability. School staff will liaise with parents and risk assessments of individuals will be completed to identify safety measures for particularly high need pupils.

5.13   Support for improving emotional and social development

We provide support for pupils to improve their emotional and social development in the following ways:

  • Pupils with SEN are encouraged to be part of the school council (Year 1 to Year 6)
  • Pupils with SEN are also encouraged to be part of The Haven to promote teamwork/building friendships etc at lunchtimes.
  • Pupils who require targeted support for emotional development will have a Boxall Profile completed and this will be an ongoing tool to guide support and assess the impact of support.
  • Pupils who are of the highest need may be offered counselling in support of signposted to counselling services externally.

We have a zero tolerance approach to bullying.  

5.14   Working with other agencies

Pupils who do not respond to interventions in school will have a referral to outside agencies for additional support. In some cases a CAF will be completed if there are a range of needs identified. The CAF will be completed by the Family Support Advisor (supported by the SENCO if necessary), this will be reviewed regularly with the class teachers support.  Outside agencies will come into school to observe pupils, work with them on a 1:1 and consult with parents and staff. The SENCO or class teacher will (when planned) let parents who in advance of observations and consultations. 

5.15     Complaints about SEN provision

Complaints about SEN provision in our school should be made to the SENCO in the first instance.  They will then be referred to the school’s complaints policy.

 The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:

  • Exclusions
  • Provision of education and associated services
  • Making reasonable adjustments, including the provision of auxiliary aids and services

5.16     Contact details of support services for parents of pupils with SEN

The Information, Advice and Support Service (IASS) provides confidential and impartial advice and information to support parents or carers and children and young people who have, or may have, Special Educational Needs and Disabilities (SEND) in Bracknell Forest.

5.17     Contact details for raising concerns

If you have a SEN concern please contact your child’s class teacher in the first instance, a meeting can then be held with the SENCO.

5.18     The local authority local offer

Our contribution to the local offer is on the Crown Wood School Website.  

Our local authority’s local offer is published here:

6.       Monitoring Arrangements

This policy and information report will be reviewed by Caroline Winchcombe, SENCO every year. It will also be updated if any changes to the information are made during the year.

It will be approved by the Local Governing Body (LGB).

It will be approved by the Local Governing Body (LGB) and the SEN Lead for the Greenshaw Learning Trust (GLT).

7.       Links with other policies and documents
This policy links to our policies on:

  • Accessibility plan
  • Behaviour
  • Equality Policy
  • Supporting pupils with medical conditions