Laurel Fields, Potters Bar, Herts EN6 2BA

01707 652714

Cranborne Primary School

Learning Together

Please see SEND at Cranborne page for details of current SEND Parent Support Groups and Workshops

Special Educational Needs and Disability (SEND) Information Report 2022-2023


(Written and reviewed in collaboration with staff, parents and pupils in light of the SEND Code of Practice 2015)

Cranborne Primary School is an inclusive school and we offer high quality, inclusive teaching which enables all children to make the best possible progress in school and feel they are a valued member of the school community. This includes the 'Local Offer', which helps parents/carers understand what services they and their families can expect from a range of local agencies. It should help them understand how the system works, and how the local authority, local area and the school will support both the child and the family.

Please visit for further information on SEND in Hertfordshire and the local authority's 'Local Offer' or visit for Hertsmere - Delivering Specialist Provision Locally.

Mrs Keilty our Headteacher, our SENDCo Mrs Cooper, and the rest of the Inclusion team are always available to discuss matters around SEND and, together with parents/carers, will ensure that the right provision is in place for each child. They can be contacted by telephone or email.      Tel: 01707 652 714         Email:


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All members of the school staff are part of the SEND team available to support your child.

Training and Qualifications

Headteacher – BEd Hons degree, National Professional Qualification for Headship, Designated Senior Person training for Child Protection, Protective Behaviours, Autism Champion, Early Help Module, Safer recruitment, first aid, STEPs behaviour, Department for Education (DfE) Inclusion panel test development, SEND reforms, extensive experience in Autism and Behaviour management, trained in supporting all types of SEND

Deputy Headteacher - BEd Hons degree , Designated Senior Person training for Child Protection, Safer recruitment, first aid, STEPs behaviour, extensive experience in Autism and Behaviour management

SENDCo - BSc degree in Psychology, QTS with a focus on behaviour and SEND, experience in Autism and SaLT, Autism Champion, Designated Senior Person training for Child Protection, STEPs trained, Team Teach trained.

Pastoral Teacher- BEd hons degree, QTS, Thrive trained, Designated Senior Person training for Child Protection, Designated Senior Person for Children Looked After, Protective Behaviours, Mental Health First Aid, Nurture, Lego Therapy, Relaxation, Mindfulness, Steps trained, Drawing and Talking, Play Therapy, Sand Stories, extensive SEND experience.

Teachers and TAs – Qualified Teacher Status (Teachers), BA Hons degree, STEPs behaviour management, Dyslexia Friendly classrooms training, Tier 1 Autism training, various SEND training including Hearing Impairment, Visual Impairment, Behaviour management, Specific Learning Difficulties (SPLD), Attention Deficit Hyperactivity Disorder (ADHD), medical needs including epilepsy and allergies, speech and language.

Pupil Premium Teachers – Qualified Teacher Status, BSc Hons degree Psychology and Neuroscience, PGCE Primary Education, first aid, STEPs behaviour.

Pupil Premium TA – As TAs above plus Elklan Speech and Language, NVQ level 3 qualified, Makaton, ADHD, Wave 3 literacy support for children with SPLD, WellComm, Talking partners.



We are proud to offer the following range of provision to support children with SEND. Some interventions may be over a defined period of time, whereas some may be a continuous vital support to enable a pupil to access their learning in school. This may require reasonable adjustments to be made to their provision and should incorporate the specific area(s) of need as identified in the Code of Practice.


  • Communication and Interaction - this includes children with speech and language delay, impairments or disorders, specific learning difficulties such as dyslexia, dyscalculia, dysgraphia and dyspraxia, hearing impairment, and those who demonstrate features within the autistic spectrum.
  • Cognition and Learning - this includes children who demonstrate features of moderate, severe or profound learning difficulties or specific learning difficulties such as dyslexia, dyscalculia or dyspraxia.
  • Social, Emotional and Mental Health - this includes children who may be withdrawn or isolated, disruptive or disturbing, hyperactive or lack concentration.
  • Sensory and/or Physical Needs - this includes children with sensory, multi-sensory and physical difficulties.


An Inclusion Action plan is written and reviewed termly and all school data is analysed to identify trends and areas of strength and improvement. This list details categories of support and what may be on offer for your child. It is our practice to use a holistic approach and consider the whole child and their unique combination of strengths and areas of difficulty. Mrs Keilty our Headteacher, our SENDCo Mrs Cooper, and the rest of the Inclusion team are always available to discuss matters around SEND and, together with parents/carers, will ensure that the right provision is in place for each child.

To view the School Statement on High Quality Provision  Click here



How does Cranborne Primary School identify and assess Special Educational Needs?

In the 2015 ‘SEND Code of Practice’ it states that the definition of a child with SEN is when they require something ‘additional or different from’  the rest of the children in the class in order to make the same rate of progress from their individual starting point.


A range of strategies may be used to identify and assess SEND:

  • Teacher/SENDCo observation
  • Discussion with teacher
  • View of parent/carers and child
  • Teacher assessments and whole school tracking 


  • Individual Provision Plans (IPPs) are used to map provision for those with SEND requiring anything additional or different. This contains individualised targets.
  • Interventions planned as part of the four-part Assess, Plan, Do, Review cycle
  • Flexible allocation of Teaching Assistants in classrooms based on needs of cohort of pupils
  • IPPs, planned interventions, pupil progress meetings and regular teacher assessments enable staff to allocate and match resources to children’s special educational needs and disabilities.
  • Evidence Me and Learning Journals in Early Years Foundation Stage (EYFS)
  • Parents meet with class teacher to review their child’s IPP termly (3 times a year at half-term). Pupils are involved in reviewing their progress and setting new targets.
  • IPPs reviewed and adapted every term (3 times a year at half-term) according to progress made against individualised targets
  • Quality first teaching in every classroom (graded as good or outstanding)
  • Arbor and CPOMS are used as an up to date record of children’s details  

Communication with parents – we recognise that you know your children best and welcome your input on their learning and development

  • If parents have any concerns regarding Special Educational Needs and Disabilities or inclusion, they are advised to arrange a meeting with the Class Teacher or SENDCo.
  • Open door policy – access to Class Teacher, Headteacher, Deputy Headteacher, SENDCo and Senior Leadership Team
  • Regular meetings with all paperwork shared with parents, including parent consultations
  • Updates regarding legislation produced
  • Details of workshops and forums publicised
  • Specialist advice sought and shared
  • Children’s Centre links with school and signposts to Parent and Support Groups
  • Personalised resources packs are prepared and shared with parents to support home learning
  • IPPs are used to set and review targets in collaboration with parents and child
  • Parenting support from Pastoral Teacher, Headship, SENDCo, STEPS tutor and Behaviour Lead, Family Support Workers and other agencies - non-judgemental advice and tips!

Support for families is crucial for achieving the best outcomes for children and young people in Hertfordshire. Parents and carers are not the only influence on a child's life chances, but effective parenting is one of the strongest protective factors for any child. To view the Hertfordshire directory for parenting provision, please click on the following link:

Communication with professionals

  • Specialist assessments requested when appropriate
  • Advice from specialist advisory teachers shared across whole teaching team
  • Training from specialists for teaching team when need arises
  • SENDCo attends regular training and updates both locally and nationally, including provision panel at county
  • Liaison with early years’ settings and secondary schools to support a positive transition to a new educational environment – professionals and parents can meet to discuss transition arrangements and visits to other settings are actively encouraged
  • Annual reviews, Team Around the Family, Child in Need, Child Protection meetings, core groups and other professionals meetings take place on a very regular basis
  • Multi-agency working between education, health and social care team
  • Educational Psychologists can be contacted by parents via Contactline on 01992 588574 - please discuss this with the SENDCo so we can support you if necessary
  • SENDCo or another member of the inclusion team often accompany parents to medical appointments such as paediatrics, occupational health and CAMHS.


Involving your child

How does Cranborne Primary School involve my child with SEND in decisions about their learning?

At Cranborne, we value the views and opinions of all our children. When supporting children with Special Educational Needs, we talk to them and fully involve them in the process at the appropriate level for their age. We discuss their individual targets and progress with them and make sure we celebrate their achievements with them.


We gather the views of your child through a range of tools including pupil questionnaires, interviews, photographs, drawings and observations. We use interactive technology to support with this if needed, to ensure this is accessible for all. 

*There is a pupil view section on our Individual Provision Plans which are reviewed termly, at the half-term point.

**For children with an Education, Health and Care Plan, we always share their reviews within the Annual Review Process.


Other strategies include: self-assessment at the beginning and end of learning, having a range of equipment for the child to choose to use independently, visual timetables/now & next boards, mixed ability talk partners, task boards/check lists to promote independence.



How does Cranborne Primary ensure that my child with SEND accesses the curriculum and is fully included in all school activities?

 We believe it is important that all children and their families are included in all school activities and that children are supported appropriately.

  • We will put in place a personalised curriculum where needed.
  • We offer high quality teaching with implicit adaptations across all classrooms.
  • Reasonable adjustments are made to accommodate different approaches to learning while maintaining high expectations that all pupils should achieve their potential.
  • We complete detailed risk assessments to enable all children to access our school trips and enrichment activities if necessary.
  • All children play an active part in assemblies and school productions, all children are allowed a chance to speak in front of their class to share about a particular interest of their own or something important that has happened in their lives, all children are encouraged to take part in initiatives such as ‘School Council’ or ‘Eco Council elections’ and all extra-curricular activities are available to all children dependent on year group.
  • Specific, fun and multi-sensory resources are used to increase engagement and aid understanding of key concepts. 


How does Cranborne Primary ensure all children are treated equally?

We take steps to ensure that all children are treated equally and have access to the same broad and balanced curriculum. We provide a safe learning environment for all as part of our safeguarding policy and procedures. We liaise with outside agencies such as the Occupational Therapy Service and specific medical professionals for guidance with appropriate support strategies such as specialised equipment and making reasonable adjustments for an individual child in school.


Please click the links to view our Accessibility and Equality policies.


Medical interventions

  • Individual protocols for children with significant medical needs and allergies
  • Specialist training for staff to deliver medical interventions
  • Maintenance of medical equipment
  • Liaison with NHS medical staff to monitor and update care plans
  • Routine testing of emergency procedures
  • Team approach to carry out emergency interventions
  • Health Care plans in place to support more complex health needs
  • Defibrillator kept in staffroom for emergency use
  • 3 x first aiders at work (3 day training) and all staff trained in basic first aid

 Please click the link to view our  Supporting Pupils with Medical Conditions policy.


What facilities does Cranborne Primary provide to ensure safe access to the school for disabled staff and pupils?

Adaptations to the learning environment:

  • Internal - Adaptations to the building are made where it is possible such as additional rails, ramps or specific furniture. The school has disabled toileting facilities.
  • External – Continual enhancement of the playground to create a stimulating and relaxing multi-functional area for active games and reflection, including a level playground, garden and outdoor music area, disabled parking space. 


Teaching and Learning

Supporting independent learning

  • Use of visual timetables
  • Specialist resources to support all learners in English and Maths e.g. word cards, number squares and learning packs devised for learners with particular needs
  • Personal organisation strategies
  • Personal strategies to help moderate Sensory Processing Difficulties e.g. fidget toys
  • Assessment and Learning to Learn activities such as growth mindset for children and staff, traffic lighting, challenge groups, marking scheme and time for feedback
  • Self and peer assessment is used to enhance children’s ownership of their learning
  • Targeted time provided to practise, rehearse, review and improve through high quality feedback and marking
  • Use of IT such as iPads, laptops and recordable whiteboards

Speech and Language interventions

  • Teaching assistants and teachers liaise with specialists and SENDCo to regularly deliver interventions
  • 1 to 1 support from specialist Speech and Language Therapist TA
  • Specialist resources
  • Regular liaison with NHS therapists for children at targeted level
  • Specialist intervention from therapists for pupils with significant need 
  • Vocabulary and speech sound displays are in every classroom
  • Wellcomm language assessment is used to screen all children in Early Years

Support for children with hearing or visual impairment

  • Specialist advisory teachers to observe and offer advice
  • Magnifiers / visualisers / interactive whiteboards / seating arrangements / resources available
  • Soundfield system in classroom
  • Sign support
  • Strategic positioning in class to maximize access to learning
  • Access arrangements for testing
  • Regular maintenance of equipment 

English interventions

  • Read Write Inc (RWI) phonic programme used across the school
  • High Frequency Words (HFW) spelling groups with teaching assistant
  • Range of materials to support comprehension skills
  • Reading books to support struggling readers
  • Home/School reading records
  • Handwriting interventions and aids such as pencil grips and writing slopes
  • Writing and Reading booster groups
  • Writing targets in place for every child
  • ‘Have a Go’ book for Key Stage 1
  • Cracking Comprehension
  • 1 to 1 editing and redrafting of written work
  • Accelerated Reader programme for children in years 2,3, and 4

Maths interventions

  • Specialist resources to support understanding of number e.g. Numicon
  • Small group sessions with Teaching Assistant
  • Specific Maths targets for all children
  • Booster classes
  • Mathletics
  • Range of manipulatives and visual aids
  • Targeted gap closing with Pupil Premium Teacher and TA

Support for children with Autism (see School Autism Approach)

In addition to all the above provision, we offer the following for children with Autism:

  • Autism Champions (Mrs Keilty, Mrs Davis and Mrs Cooper)
  • Whole school training in Tier 1 Autism, including specialist Early Years Autism
  • Quiet area for relaxation and nurture
  • Sensory environment including soft furnishings, bubbles, visual and auditory stimulation
  • Advice on supporting children’s development at home
  • Signposting to Autism workshops, courses and conferences for parents
  • Close liaison with other local schools as part of the DSPL (Delivering Special Provision Locally)
  • Joint working with Communication and Autism team and other professionals
  • Specialist programmes, techniques and resources as listed above
  • Regular reviews of impact of provision and progress using the AET (Autism Education Trust) standards



Social, Emotional and Mental Health and Behaviour Support

Support for emotional well-being

  • Timetabled support from Pastoral Teacher
  • Protective behaviours used for vulnerable children
  • Zones of regulation
  • School Support Dog
  • Visual materials to promote overcoming barriers to learning (posters etc)
  • Support during unstructured times of the day e.g. focused activities at playtime/lunchtime
  • Support during transitions to new classes and to new schools:
  • Nursery and Reception children attend ‘settling in days’ at school, class teachers carry out ‘home visits’ prior to the children’s first day. Year 6 children visit their secondary schools and meet members of staff, to enable a smooth transition.
  • Weekly learning assemblies and celebration assemblies
  • Social groups
  • Well being groups
  • Lego therapy
  • Drawing and talking
  • Playground buddies and peer mediators
  • Learning club to encourage positive completion of homework and learning activities
  • Mindfulness
  • Nurture area

Support and strategies to help modify behaviour

  • Hertfordshire STEPs
  • Pastoral Support Programme
  • Personal strategies such as visual prompt card to help focus on positive actions when under stress, keyring, fans
  • Home/School diary – regular parental liaison
  • Support and advice from the Hive Behaviour Support Base and outreach from agencies (using 5 tier model)
  • Risk Reduction Plans and adaptation of classroom environment where needed
  • Full time Pastoral Teacher to support children and families
  • Clear behaviour policy outlining strategies for managing behaviour

Support and strategies to help develop social skills

  • Use of peer support as positive role models
  • Taught positive verbal responses through social group interventions
  • Created opportunities to interact with others in a meaningful way e.g. buddies, learning partner or monitors
  • Lego Therapy
  • After school clubs e.g. Chess, choir and various sporting opportunities
  • Social stories to pre-empt situations and help develop pattern of positive behaviour
  • Visual timetables, now and next boards, clear routines and structure, specialist resources and speaking and listening activities to promote social interaction
  • School trips – where possible, adaptations and extra provision will be made to ensure all children can access a school trip



The following links are useful in supporting parents of children with Autism:


The following links are useful in supporting parents of children with Down Syndrome:




How does Cranborne Primary support SEND children during transition?

We recognise that ‘moving on’ can be difficult for a child with SEND and take steps to ensure that any transition is as smooth as possible.

When moving to a new class or to secondary school we ensure:

  • SENDCo/class teachers meet to discuss any child’s particular needs
  • Transition day – children spend the day at their new school or in their new classes
  • Pre-visits – new children to look around the school, visit their new classroom, meet their new teacher and any other teaching support staff.
  • Transition booklets/social stories – this is shared with the pupil at school and then comes home with them over the Summer holidays.
  • SEND records are passed to new teacher/school.
  • Parents are invited to share concerns. If the child has an Individual Provision Plan and/or Education and Health Care Plan, there will be transition targets created between school, home, pupil and new setting.
  • Assessment tools follow the children to their new class to ensure an accurate baseline assessment.
  • New class staff to have opportunity to get to know children with SEN and rapport build with them ahead of the new year.


If your child is moving to or has come from another school including pre-school provision:

  • We will contact the new/old school’s SENDCo to discuss any particular needs or concerns.
  • All records about your child will be passed on to us or the receiving school.
  • In some cases, we will endeavour to organise pre-visits to our school or make observations of your child in their present setting and attend any transition meetings.




Please find below a list of the agencies we regularly use to support children’s learning and development:

Educational Psychology

ADHD Nurse Step 2/CAMHS (child and adolescent mental health service)
The Hive Behaviour Support and Outreach Hearing Impairment Advisory Service Family Support Workers
Watling View Primary School Outreach service Visual impairment Advisory Service Children Services
Speech and Language The Specialist Advisory Team Families First / Intensive Families First
Specific Learning Difficulties / Dyslexia Specialist Advisory Teacher for Down Syndrome  Police/PCSOs
Paediatrician School Nurse Herts County Council SEND team
Art therapy Play therapy Counselling
Hertfordshire Steps ISL team GPs
Attendance Officer Early Years SEND/Advisory team Occupational Therapy


While this list details categories of support, it is our practice to use a holistic approach and consider the whole child and their unique combination of strengths and areas of difficulty. In the first instance, teachers will identify that a pupil may have additional needs and individualised provision will be commenced. The child’s progress will be monitored and provision modified accordingly. This information is shared with the SENDCo. If a child continues to require additional or different support, the school may use the category of ‘SEN Support’ and a tailor made programme of support will be drawn up. We will often use other professionals to help guide us in your child’s learning. The type of support could range from extra adult intervention, specific resources or strategies, adapted tasks or pre-learning. You know your child best so this will be discussed with you and your child so that we can get it right.


Education, Health and Care Plans (EHCP)

For pupils with complex and/or severe SEND, the critical need for additional provision may result in the school applying for additional funding to support a child, known as Higher Needs Funding.

In addition, schools may apply for an Education, Health and Care (EHC) Plan Assessment in order to gain an EHC Plan, which will outline long term objectives and strategies on behalf of all services. It is a document which details the education, health and social care needs of a child or young person for whom extra support is needed in their early years setting or school, beyond that which the school or setting can provide. There are strict criteria for both of these and only apply to a very small percentage of children.

Children with an EHCP will have outside agencies involved in their support, such as Educational Psychologist, Local Authority SEND Specialist Advice and Support Services, and/or health serviceds and are usually entitled to extra resources in their current school or setting or may require their needs to be met in a specialist provision.

There is an annual review meeting for children with an EHCP which involves themselves, parents, school and other external professionals who are involved in their care.



Looked After Children with SEND

Our Designated Teacher for Looked After Children is our Deputy Headteacher, Mrs Rachael Wood, and can be contacted on 01707652714 or emailed: She works closely with the SENDCo, Mrs Sarah Cooper, to ensure all teachers in school understand the implications for those children who are looked after and have SEND. 

Looked After Children with SEND are supported in the same way as all children in school with SEND through the Graduated Response: the Assess, Plan, Do, Review cycle. Following the identification of need, an Individual Provision Plan and possibly an EHCP will be put in place to meet the requirements of the pupil with the addition of a PEP (Personal Education Plan).

When a child becomes looked after, their social worker must ensure that the child’s needs and the services to meet these are documented in the Care Plan. The Care Plan – of which the PEP is an integral part – is made before the child becomes looked after or in the case of an emergency placement within 10 working days. The PEP is a record of what needs to happen for looked after children to enable them to fulfil their potential and reflects any existing education plans, such as an EHCP, SEN Support Plan or Provision Mapping. The PEP should reflect the importance of a personalised approach to learning which secures good basic skills, stretches aspirations and builds life chances. The PEP is the joint responsibility of the local authority and the school.

CLA children receive additional funding which outline in our Pupil Premium Strategy.




Children with additional needs will be admitted according to our admissions policy. We work in partnership with parents, the local authority and other local schools to make sure that children are placed in the school that best meets their needs.


How we evaluate the effectiveness of SEND provision

We continuously ensure the provision has a positive impact on the outcomes for all of our children/young people. We do this in a variety of ways, including:
  • Robust evaluation of policy and practice
  • Book looks and work sampling
  • SENCO/SLT/Governor monitoring
  • Learning walks
  • Observations of teaching and learning
  • Pupil interviews
  • Parent surveys
  • Performance management
  • Analyse assessment data


Further queries or concerns.....

We are committed to working in partnership with parents and children to meet the needs of all children with special educational needs. If you were to have a question or concern about the provision for your child with special educational needs, in the firsrt instance, we would encourage you to contact your child's class teacher or the school SENDCo, Mrs Sarah Cooper.  If you still have concerns please contact the Headteacher, Mrs Claire Keilty.  Alternatively, please follow the link to our complaints policy. 

Complaints Policy



We are keen to share good practice with other schools and professionals - please click here to view our Inclusion consultancy package.



Reviewed annually - Next review will be September 2023