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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.

Click here to see our annual report on SEND, from our Governing Body.

Click on the link below to see our school's Local Offer for chldren with SEND

Special Educational Needs Policy

Definition of Special Educational Needs (SEN)

“Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.

Children have a learning difficulty if they:

have a significantly greater difficulty in learning than the majority of children of the same age; or

have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in mainstream schools or mainstream post-16 institutions”

Special educational provision means:

“For children aged two or more, 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, maintained nursery schools, mainstream post-16 institutions or by relevant early years providers. For a child under two years of age, special educational provision me”.

See Section xiii (page 15 and 16) Special educational needs and disability code of practice: 0 to 25 years. July 2014

The Importance of Special Educational Needs

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.

Objectives and Policy Principles

To identify and monitor children’s individual needs from the earliest possible stage so that appropriate provision can be made and their attainment raised,

To plan and implement a range of learning opportunities and experiences for children with Special Educational Needs. These will be outlined on a Provision Map and targets set which are specific, measurable, achievable, realistic and time related,

To collaborate closely with parents/carers, the child and external agencies to ensure the best possible outcomes and provision for children with Special Educational Needs.

To ensure all who are involved in working with children are aware of the procedures for identifying, supporting and teaching them.

To provide opportunities for the training of all staff in Special Educational Needs Awareness, strategies and responses to support individual and groups of children who have Special Educational Needs in preparation for their roles as adult members of society.

Responsibility for Managing SEN

Day to day Management of SEN is carried out by the Pastoral Care and Inclusion Manager, overseen by the Headteacher.  There is an allocated SEN Governor to whom the Pastoral Care and Inclusion Manager works closely with and reports to annually.   The Headteacher is accountable to the Board of Governors.

See Appendix 1 for roles and responsibilities for Class Teacher, Pastoral Care and Inclusion Manager, Learning Support Assistants, Governors and Headteacher.

Co-ordinating provision for children with SEN

The needs of most pupils will be met in the classroom. Teachers are expected to deliver “inclusive quality first teaching” (DCSF, 2008) where pupils feel included and involved in the life of the class.  For some children specific, targeted individual or group work may be planned to meet identified needs.  This may be delivered by the teacher, a teaching assistant, Learning Support Assistant or external agency. This will complement classroom learning and will develop skills, knowledge and understanding that can be transferred to the classroom.  


Resources in school can be adapted to support children with Special Educational Needs.  There are specific resources which have been purchased and allocated for use within the school for those who require it.  Further resources are located in the Deputy Heads Office and are managed by the Pastoral Care and Inclusion Manager.  Additional resources are sought when required and when agreed necessary by the Pastoral Care and Inclusion Manager and Headteacher.

Special Educational Needs Funding

Resources and funding are funded from the school’s delegated budget. If a child has a Statement of Special Educational Needs’ or Education,Health Care Plan (EHCP) additional funding is provided by Bracknell Forest LA. This funding is managed by the Headteacher in collaboration with the Pastoral Care and Inclusion Manager and may fund 1:1 support in some cases where required. 

Identification of Children with Special Educational Needs

The school follows the guidance set out in the Special Educational Needs Code of Practice (2014). This recommends a graduated approach. During the systematic assessment process, some children will be identified as being in need of additional support.  The support and requirements may fall within the following four categories:

Communication and Interaction

Cognition and learning

Social, Mental and Emotional Health

Sensory and/or physical.

Where possible we will meet every child’s needs within the classroom through ensuring planning, teaching and approaches meet the needs of the majority of the children. However, if a child is identified as not making adequate progress, the Pastoral Care and Inclusion Manager  will be consulted;

  1. Via information from parents
  2. Class teacher/ teaching assistant through observation and assessment
  3. Through external agencies who offer specialised assessment to determine children’s development and progress.

The Pastoral Care and Inclusion Manager in collaboration with the child, parents/carers and class teacher will review the strategies in place and discuss ways forward in developing the approaches. Where the review leads to a conclusion that the child’s needs go beyond which is normally provided within the classroom we will seek help from further professionals from an external agency (School Action). 

If the child still makes little or no progress in areas specifically targeted, we will discuss with parents/carers the need for a Statutory Assement which would be carried out by Bracknell Forest LA. This may include a cognitive assessment by the Educational Psychologist in school. This may result in the LA issuing an Education, Health Care Plan (EHCP).

Record Keeping and Assessment

  1. Regular assessment of all children will be made. Samples of work will be kept and annotated if appropriate.  Children will be assessed using the Early Learning Goals, Development Matters Statements, National Curriculum Performance Descriptors or P Levels.
  2. Written minutes of meetings with parents/carers, outside agencies and specialist teachers are kept and stored in individual children’s SEN file in the main school office. 
  3. Normative tests and assessment will be used regularly for all children in Reading, Spelling and Maths to help monitor a child’s progress and achievements. These will be recorded and submitted to the Assessment Co-ordinator and shared with the Pastoral Care and Inclusion Manager. 

External Agencies

The school has close links with support services within Bracknell Forest LA. These services support the school in making appropriate provision for children with Special Educational Needs.  If appropriate the school, through the Family Support Advisor (FSA) or Pastoral Care and Inclusion Manager will contact external agencies and make arrangements in collaboration with parents/carers for them to support/advise in school.  Regular meetings with all involved with the child will ensure the best use of all agencies and any referrals required. 

See appendix 2 for list of agencies we work with.

Partnership with parents/carers and children

Parents/carers are important in the effective working relationship with the school in raising their child’s attainment. They are fully involved in the identification, assessment and decision-making process in the school.   Parent/carer contribution to their child’s education is valued highly.  Staff (including the FSA) encourages an open door’ approach for all parents/carers to offer support, advice and share concerns.  Where appropriate children themselves are involved in making decisions about their learning and take part in reviewing their progress and making decisions about next steps/targets.

Appendix 1

Role and responsibilities of the Governing Body

The Governing Body of Crown Wood School will:

Do its best to ensure necessary provision is made for any child who has Special Educational Needs;

Ensure the headteacher and Pastoral Care and Inclusion Manager  have been informed by the LA of a child with Special Educational Needs, and those who will teach them are aware of their Specific Needs;

Ensure class teachers are aware of the importance of identification and provision for children with Special Educational Needs;

Ensure parents/carers are notified of a decision by the school that Special provision is being made for their child;

Ensure that where practical and compatible children with SEN join in with the activities of the school together with children who do not have SEN;

Have regard for the Special Educational Needs Code of Practice (2001) when carrying out it’s duties towards all children with Special Educational Needs;

Have a written SEN policy containing the information set out in the Education Regulations 1999 (reproduced in the SEN code of practice);

Report to parents on the implementation of the SEN policy;

Keep up-to-date knowledge about the school’s SEN provision, including how funding, equipment and resources are deployed;

Recognise SEN provision as an intergral part of the School Improvement Plan and the Self-Evaluation process;

Ensure SEN provision is regularly monitored and children’s progress is reported annually.

The Role and responsibilities of the Headteacher

To ensure specific attention to SEN National requirements and guidance as well as LA policies and procedures;

Maintain overall view of Special Educational Needs with the school;

To keep up to date with the progress of children with Special Educational Needs, through verbal and written communication and reports;

Liaise regularly with the Pastoral Care and Inclusion Manager ;

Liaise with outside agencies and parents when appropriate;

Offer guidance, support and advise to Pastoral Care and Inclusion Manager   and class teachers;

Report to the Governors annually on SEN;

Make the Pastoral Care and Inclusion Manager aware of any changes in duties or legislation relating to SEN.

The Role and responsibilities of the Class teacher

Plan and deliver a differentiated curriculum which meets all children’s needs;

Plan for and implement intervention programmes outlined on individual and group Provision Maps;

Be aware of the schools SEN policy and procedures for identifying, assessing  and making provision for pupils with SEN;

Liaise regularly with the schools Pastoral Care and Inclusion Manager ;

Provide up to date and accurate assessment data to the Asseessment Co-ordinator.

Keep up to date records/evidence on pupils with SEN in a SEN file within your classroom;

Update Provision Maps regularly and share them with the child and their parent/carers.

Make appropriate use of support staff in the classroom for supporting children with Special Educational Needs.

Make appropriate provision for children with SEN when they are moving onto their next class/school, liaise with the new class teacher/ support staff/school  to give them an overview of the child and make appropriate arrangements to provide a smooth transition.

Complete an All about me’ form so that any adult (including Supply) have an awareness of the needs of the pupils in the class (including medical needs).

The Role and responsibilities of Teaching Assistants and Learning support Assistants

Teaching Assistants work as part of a team with the Pastoral Care and Inclusion Manager and the teachers, supporting inclusion of children with special educational needs. They play an important role in implementing Provisions put in place for pupils and monitor progress towards set targets.

Assist the class teacher in the management of a specific child and his/her programme or work;

Support the child in achieving specific targets;

Assist in preparation of activities determined by the class teacher for groups or individual children;

To foster independence skills of all pupils in all activities;

To work on a one-to-one basis, or in a small group as appropriate as directed by the class teacher;

Follow the schools behaviour policy with consideration of the needs of the child;

Liaise with other professionals when required and attend meetings with the Pastoral Care and Inclusion Manager, parents/carers and class teacher where appropriate to discuss progress, achievements and future planning.

The Role and responsibilities of the Pastoral Care and Inclusion Manager

Oversee the day to day operation of the schools SEN policy;

Co-ordinate provision for children with SEN, working in partnership with staff, parents/carers and other agencies;

Be part of the Senior Leadership team in the school;

Maintain an up to date Special Needs Register in school;

Arrange meetings with parents/carers, outside agencies and other professionals when required.

Keep records of pupil progress, meetings and documentation related to their Special Need.

Complete all administrative duties regarding special needs children, including completion of necessary forms and reports.

Liaise and refer children to external agencies when required.

Attend relevant courses and forums relating to Special Needs and report back to staff where necessary.

Manage the resources for use by all staff for SEN pupils.

Liaise with the SEN Governor and provide information for an annual report.

Observe confidentiality in recording, communicating and discussing children’s special educational needs and requirements.

Communicate with the headteacher and relevant colleagues matters concerning Safe Guarding.

To maintain and review the SEN policy.

Appendix 2

List of External Agencies:

These agencies usually include:

Speech and Language Therapist (SALT)

Teaching and Support Services (TASS)

Language and Literacy Service (LAL)

Behaviour Support Team (BST)

Autistic Spectrum Social Communication Disorders Service (ASSC)

Child and Adolescent Mental Health Services (CAMHS)

Educational Psychologist (EP)

Other medical professionals

Other agencies may also be involved when necessary.


DFES. (2014). Special educational needs and disability code of practice: 0 to 25 years. Reference: DFE-00205-2013

 DCSF. (2008) Personalised learning – a practical guide Ref 00844-2008DOM-EN