jellis  rsurman  ebell

Miss J Ellis


Mr R Surman

Inclusions Manager

Miss E Bell

Teaching Assistant Team Leader

We will be guided by the following sections of the SEND Policy: 


4.1     The Special Educational Needs and Disability Code of Practice (0-25 years) 2014 states that:

“A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.”

A child of compulsory school age has a learning difficulty or disability if he or she:

-    has a significantly greater difficulty in learning than the majority of others the same age: or

-    has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or post 16 institutions.

A child under compulsory school age has SEND if he or she is likely to fall within the definition above when they reach compulsory school age or would do so if special educational provision was not made for them.

Many children and young people who have SEND 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 includes children and young people with long term medical conditions such as asthma, diabetes epilepsy and cancer. Children and young people with such conditions do not necessarily have SEN but where a child requires special educational provision over and above the adjustments, aids and services required by the Equality Act 2010, they will additionally be covered by the SEND definition.

The names of children with special needs are kept on the SEND List, updated and monitored at least once every term, when the SENCO updates the list with the support of all staff.

At Cantrell, we only add children to the SEN List if they have a diagnosis of an additional need : dyslexia, ASD, Visual Impairment or if their achievement is still significantly below expected levels despite having accessed appropriate interventions for at least a year.

We strive to keep the SEN List fluid, with children ideally not staying on the list for long, unless they have very specific and significant additional needs.

EAL children who are not achieving at expected levels are not added to the SEN List until they have been in school and exposed to English for more than two years.

All interventions and provision maps are assessed and scrutinised at least termly by all staff. Children should ideally not be exposed to the same intervention for more than approx 12 weeks (ie one term) unless there are very good reasons for such a decision.

4.2     Many of the children who join our school have already attended an early education setting. In many cases children join us with their needs already assessed.

All our children are assessed when they join our school, so that we can build upon their prior learning. We use this information to provide starting points for the development of an appropriate curriculum for all our children, Quality First teaching always being our key aim for every child to be exposed to throughout their time at Cantrell.

We will be guided by the following sections of the SEND Policy:


4.3      If our assessments show that a child may have a learning difficulty, we use a range of strategies that make full use of all available classroom and school resources., please see the link on the website for city provision maps. The child’s class teacher will offer interventions that are different from or additional to those provided as part of the school’s usual working practices. The class teacher will keep parents informed and draw upon them for additional information. The Special Educational Needs Co-ordinator (SENCO), if not already involved, will become involved if the teacher and parents feel that the child would benefit from further support. The SENCO will then conduct further assessments of the child’s needs, supported by one of the team of teaching assistants who work throughout the school / nursery.


4.4      We will record the strategies used to support the child within an Individual Provision Map (IPM). The IPM will show the short-term targets set for the child and the teaching strategies to be used. It will also indicate the planned outcomes and the date for the plan to be reviewed. In most cases, this review will take place once a term either at a planned meeting with the class teacher or at parents evening. Targets will be SMART targets, written in child-friendly language and beginning with the words “I will…” in most cases. In line with the new Code of Practice we endeavour to incorporate pupil and parents voice wherever possible. Children will be involved in the target setting and reviewing cycle. All staff have received training on writing IPMs and assessing targets. Staff also devise provision maps for individual children in their classes.

Provision list for Cantrell:



ELS (Early Literacy Support)

ALS (Additional Literacy Support)

FLS (Further Literacy Support)

Switch On

Reading Recovery

1:1 Tuition

High Achievers' Literacy


SALT (Speech and Language Therapy)




Maths Partnership

1:1 Tuition

Dynamo Maths

My Maths

Overcoming Barriers

High Achievers' Maths


Social and Emotional

Art Therapy

Social Story

Raising Aspirations

Circle of Friends


Play Buddies




Diabetes trained Teaching Assistants

Fun Fit

Gross Motor Skills



Nottingham City Council Provision Maps

We will be guided by the following sections of the SEND Policy:


4.5     If the IPM review identifies that support is needed from outside services, we will consult parents prior to any support being actioned. In most cases, children will be seen in school by external support services. Where pupils educational needs cannot be met through the interventions listed in the School Offer, (see website) higher level interventions will be implemented with the support of additional, such as Inclusive Education Services or Educational Psychology. External support services will provide information for the child’s new IPM. The new strategies within the IPM will, wherever possible, be implemented in the child’s normal classroom setting.


4.6      HLN (Higher level Needs) funding is applied for where felt appropriate, to access additional funding. HLN bids are usually made annually, though an emergency bid can be made during the year if a new child arrives in school or if significant changes occur. SENCOs take all HLN bids to a moderation meeting each November, where the schools within the local area compare and moderate the bids. Bids are then sent to the L.A., where HLN staff moderate bids on a “like-for-like” basis across Nottingham City. Schools are informed whether or not an application for additional funding has been agreed. If it has, then funding runs from the following April for 2 academic years. Any support funded by HLN is given in addition to support already provided by the school. The SENCO will work in partnership with outside agencies and parents/carers to co-ordinate how this money is most appropriately used to support the child’s needs.

When necessary Cantrell will support an application for an Education, Health and Care Plan (ECHP). A person centred review will be held to assess the pupils strengths and next steps. The application for a ECHP is a 20 week process from the local authorities receipt of the request.