S.E.N.D/Local Offer - SENCO: Mrs Kelly Bowe
Provision for Children with Special Education Needs and Disabilities - SEND
Crosscanonby St John's C of E Primary School Offer
Last Reviewed: August 2026 | Next Review Due: August 2027
At Crosscanonby St John’s CE School, we are committed to providing an inclusive, nurturing, and ambitious environment where every child can flourish. Below is an overview of our Special Educational Needs and Disabilities (SEND) School Offer, structured to answer common questions from parents and carers in line with statutory requirements and the SEND Code of Practice: 0 to 25 years.
Key SEND Contacts
- Special Educational Needs Coordinator (SENCo): Mrs Kelly Bowe
- SEND Governor: Mrs Hannah Birkett – Responsible for overseeing SEND provision and holding school leadership to account.
The Four Broad Areas of Need
In line with statutory guidance, a child’s additional needs generally fall into one or more of the following four broad areas:
- Communication and Interaction: Speech, Language, and Communication Needs (SLCN), including Autism Spectrum Condition (ASC).
- Cognition and Learning: Moderate or specific learning difficulties (such as dyslexia, dyscalculia, or dyspraxia), or pupils learning at a slower pace.
- Social, Emotional and Mental Health (SEMH): Anxiety, social withdrawal, or mental health challenges affecting relationships, behaviour, and well-being.
- Sensory and/or Physical Needs: Physical disabilities, visual or hearing impairments, or sensory processing differences.
How do we identify needs?
We follow the statutory Graduated Approach cycle (Assess, Plan, Do, Review):
1. ASSESS
Ongoing teacher observation & milestone tracking
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2. PLAN
Co-produce targets & support plan with parents/carers
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3. DO
Deliver adaptive teaching & targeted intervention
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4. REVIEW
Termly evaluation of progress with parents & pupil
- Continuous Observation: All children are observed by staff, and their progress is tracked continuously from the moment they enter our school.
- Collaborative Monitoring: Staff regularly discuss pupil progress. Any emerging concerns regarding learning, communication, physical development, or emotional well-being are shared immediately with our SENCo and parents.
- No Unnecessary Categorisation: We focus on identifying a child's specific individual needs to determine the right support, rather than simply putting them into categories.
Who do I talk to about my child’s difficulties with learning?
- Class Teacher: Your child’s class teacher is your first point of contact for any classroom-based learning concerns.
- SENCo: Our SENCo, Mrs Kelly Bowe, is available to speak with all parents regarding their child's specific needs and provision.
- Open Communication: We encourage parents to share any concerns at any stage of their child’s education. Parents are fully involved in all decision-making processes.
How can I let the school know I am concerned about my child’s progress?
- Direct Contact: Speak directly to your child's class teacher or arrange a meeting with Mrs Bowe (SENCo) at any point during the term.
- Parent Consultation Evenings: Regular meetings are held to discuss progress and targets.
- Ongoing Dialogue: We maintain open lines of communication through regular discussions, review meetings, and digital platforms such as ClassDojo.
How will the school let me know if they have concerns about my child’s learning?
- Early & Formal Notification: If staff feel your child may have SEND, we will inform you formally. No decisions regarding SEND support are made without full input from parents and, where appropriate, the child.
- Multi-Agency Support (Early Help): For pupils requiring support beyond our standard school provision, we will—with your permission—complete an Early Help Assessment to access specialist advice from external agencies.
- EHC Plans: If long-term, high-level support is required, we will work collaboratively with you and external professionals to apply for an Education, Health and Care Plan (EHCP).
What type of support is offered by Crosscanonby St John’s CE School?
- Adaptive Class Teaching: Class teachers are responsible for adapting lessons, activities, and resources so that every child with SEND can access the full curriculum.
- Targeted Interventions: Teaching assistants provide small-group or 1:1 support under the guidance of the class teacher and SENCo.
- Individual Support Plans (IEPs/Profiles): Mrs Bowe oversees all Individual Education Plans (IEPs), helping staff set SMART targets matched to your child's needs. Parents receive copies of all targets and review comments.
- Governance: Our named SEND Governor, Mrs Hannah Birkett, oversees provision to ensure pupils with SEND receive required support.
Curriculum – How will the teaching and learning be adapted for my child?
- Adaptive Teaching: Learning activities are adapted according to individual needs. Where necessary, a bespoke or tailored curriculum is provided.
- Active Inclusion: We work continuously with parents, pupils, and external specialists to ensure children with SEND are actively included in all areas of school life, including classroom activities, educational trips, and off-site visits.
- Early Intervention: Identifying needs early allows us to match the curriculum to individual pupil needs right from the start.
Admission Arrangements for Pupils with SEND
- Equal Access: Children with SEND are considered for admission on the exact same basis as typically developing peers, in accordance with our Admissions Policy.
- EHCP Admissions: Pupils with an EHCP naming Crosscanonby St John’s CE School are admitted in full compliance with section 39 of the Children and Families Act 2014.
Who will be involved in providing help for my child?
- School-Based Staff: Class teachers, teaching assistants, and the SENCo.
- External Specialist Services: With parental consent, we work closely with:
- Educational Psychologists
- Specialist Advisory Teachers (for Behaviour, ASC, and Sensory Needs)
- NHS Speech and Language Therapists (SALT)
- Child and Adolescent Mental Health Services (CAMHS)
- Barnardo's and early intervention health teams
How will we measure the progress of your child?
- Termly Pupil Reviews: Progress is formally reviewed and recorded every term by staff, and updated targets are shared with parents.
- Small-Step Progress Tools: For children working below age-related expectations, progress is measured using specialized assessment tools tracking smaller steps of achievement.
- Statutory Checks: Pupils participate in national assessments (e.g., Year 1 Phonics Screening, Year 4 Multiplication Tables Check, and end-of-key-stage assessments) alongside ongoing teacher assessment. (Note: End-of-KS1 SATs are non-statutory and used strictly to support teacher assessment).
- Annual Reviews & TAC Meetings: Annual review meetings are held for pupils with an EHCP, and Team Around the Child (TAC) meetings are arranged whenever extra multi-agency review is required.
What support can we offer you as a parent of a child with SEND?
- Regular Communication: Frequent updates from class teachers and the SENCo to ensure you are happy with the support provided.
- Home-School Links: Shared IEP targets, home-school contact books, and regular updates via ClassDojo.
- Parent Involvement: Active involvement in all target-setting sessions, review meetings, and Team Around the Child meetings.
Staff Training – How are teachers helped to work with children identified as having SEND?
- Specialist Guidance: External advisers work with staff to model strategies and recommend specialised targets.
- Professional Development (CPD): All staff receive regular training on inclusive practice, adaptive teaching, and supporting specific learning needs.
- SENCo Briefings: The SENCo attends local authority and regional SEND briefings to keep the school up to date with best practice.
Overall Well-being, SEMH & Anti-Bullying
- Medical Conditions: Clear policies govern the management of medical conditions and medication administration in school, with staff receiving training from healthcare professionals as needed.
- Behaviour & SEMH: Pupils with identified behavioral or emotional needs have Individual Behavior Plans or social-emotional support plans agreed upon with parents and the child.
- Anti-Bullying & Inclusion: We maintain a proactive approach to preventing bullying, teaching empathy, respect, and inclusion through our PSHE/RSE curriculum and Christian values.
- Open-Door Policy: High priority is given to emotional well-being. Parents are always encouraged to share any external factors impacting their child's day at school.
How is the school accessible?
- Ground-Floor Site: All teaching spaces and entrances are at ground level, offering step-free, wheelchair-friendly access throughout.
- Alternative Formats: Written information can be provided in alternative formats upon request.
- Accessibility Plan: Our site Accessibility Plan is reviewed annually to ensure full physical and curricular inclusion for all pupils.
Transition – How will we support your child when they enter or leave this school?
- Joining Our School: The SENCo and Early Years teacher visit pre-school settings and meet with parents to put a transition plan in place before a child starts in Nursery or Reception. Additional orientation visits are arranged as needed.
- Moving to Secondary School: We maintain strong links with local secondary schools. Extended transition plans begin in Years 5 and 6, inviting secondary SENCos to review meetings and arranging extra visits to ensure a smooth transition.
Resource Allocation – How is extra support allocated to pupils?
- Equitable Provision: We ensure all pupils with additional needs receive the support they require, regardless of whether they attract specific extra funding.
- Budget Management: The school carefully manages its internal budget alongside delegated Local Authority SEND funding to deliver necessary support, resources, and staffing.
- EHCP Reviews: Parents of pupils with Education, Health and Care Plans are fully involved in decisions regarding higher-needs funding allocations during annual reviews.
Concerns and Complaints
If you have concerns regarding the SEND support provided for your child:
- Speak informally to your child's Class Teacher or SENCo/Headteacher (Mrs Kelly Bowe).
- Formal complaints regarding SEND provision are managed in line with the school's statutory Complaints Policy, available on the school website.
Cumberland Local Offer
For further information regarding specialist services and support available across our local authority, please visit the Cumberland SEND Local Offer: