SEND and Inclusion

An Inclusive School Community

At Cadmore End CofE Combined School and Nursery, inclusion is central to our ethos. We welcome children with a broad range of strengths and needs and are committed to ensuring that every pupil is known, valued and supported to flourish.

We recognise that children may experience barriers to learning at different stages of their education. Teachers carefully monitor pupils’ progress, development and wellbeing so that emerging needs can be identified and supported as early as possible.

High-quality teaching is the first step in meeting the needs of all pupils. Teachers use assessment and their knowledge of each child to adapt teaching, resources and support while maintaining high expectations and providing access to an ambitious, broad and balanced curriculum.

Working in Partnership

We believe that strong partnerships with pupils and their families are essential. Parents and carers are involved in identifying needs, planning support and reviewing their child’s progress.

Where appropriate, we also work with external professionals and services, including:

• the Specialist Teaching Service;
• speech and language therapists;
• educational psychologists;
• health and social care professionals;
• the Mental Health Support Team; and
• alternative and specialist education providers.

Advice from professionals is used to inform classroom adaptations, targeted interventions and individual support. Provision is regularly reviewed to assess its impact and ensure that it continues to meet the pupil’s needs.

Further information about how we identify and support pupils with SEND can be found in our SEND Information Report and SEND Policy.

Our SENDCo is Mrs Debbie Groom.

Email: inclusion@cadmoreendschool.org

Accessibility

Cadmore End CofE Combined School and Nursery is committed to promoting equality of opportunity and removing barriers to pupils’ access, participation and achievement.

We make reasonable adjustments to support pupils and visitors with disabilities and take account of physical, sensory, communication and other accessibility needs when planning provision, activities and improvements to the school site.

As parts of our school date from the Victorian era, the design of the buildings can present some physical-access challenges. Accessible areas currently include the main school hall and approximately half of the school building. An adapted toilet is also available.

We continue to consider accessibility when planning maintenance, refurbishment and future improvements. Families of children with particular access requirements are warmly encouraged to contact us so that we can discuss their child’s individual needs and the reasonable adjustments that may be required.

Further information is available in our Accessibility Plan.