We provide for children who have special educational needs in any of the following areas:

  • speech, language and communication needs
  • cognition and learning needs
  • social, emotional and mental health
  • physical and sensory development, including children with vision or hearing impairments.

Where children have high or complex needs, we seek advice from external expertise, such as specialist, educational psychologists or special schools. Sometimes, an Education, Health and Care Plan, sought through the Local Authority in collaboration with parents/carers, may help us to secure the right provision for a child where we are unable to do so through our usual resourcesYou may already know that your child has a special educational need before they start at Caton Community Primary School. Your child may already have an Education, Health and Care Plan or their educational needs may have already been identified at their previous school or preschool. Please discuss your child’s needs with the Head Teacher, class teacher and/or consultant SENCo before your child starts school, so that we can ensure the right provision is in place. You can make an appointment at the office.

Once your child starts school, their progress through the curriculum is monitored by teachers on a day-to-day basis, and through the school tracking systems on a termly basis. If your child is making less than expected progress, either educationally or in the social or communication aspects of school, we will discuss this with you when we share progress at the termly parents meeting or sooner if possible. Sometimes, children’s difficulties can be addressed very quickly with simple adjustments to classroom teaching, and their progress can improve again without the need for special educational provision.

If your child continues to make less than expected progress, we will discuss with you the provision we can make through special educational provision.

If you think your child may have a special educational need that teachers may not be aware of, please speak initially with the class teacher either at parents evening or at the end of the school day. You will be initiating the same process as described above.

How will you know if your provision for my child is effective?

How will both you and I know how my child is doing and how will you help me to support my child’s learning?

How will the school staff support my child? How will the curriculum be matched to my child’s/young person’s needs?

How is the decision made about the type and how much support my child will receive?

What activities are available for pupils with special educational needs in addition to those available in accordance with the curriculum?

What activities are available for pupils with special educational needs in addition to those available in accordance with the curriculum?

How will my child be included in activities outside the school classroom including school trips and what support will there be for my child’s overall well-being?

Using our termly tracking system, we will know how effective the provision has been during the previous term for your child. For some children with special educational needs, their progress is made in smaller steps as learning is more difficult for them than the majority of their peers. For these children, an additional assessment system called PIVATS is used, which breaks learning down into smaller stages, allowing parents/carers and teachers to see progress made.

We also look for evidence of progress in the wider outcomes for children. Progress is not just about literacy and numeracy, but also about the development of social skills, emotional well-being, independence and access skills and communication. We invite parents/carers, teachers and the children themselves to comment on the progress they feel they have made in these areas. This can happen informally as we observe evidence of this progress or be gathered at the termly meetings with parents/carers. If your child has an Education, Health and Care Plan then one of their termly reviews will be an Annual Review, which is carried out following the Local Authorities procedures and may involve input from wider agencies.

Your child will be supported using classroom teaching methods and resources that make learning accessible, high quality evidence-based interventions that can promote accelerated progress, and personalised strategies informed by parents/carers, the child and, where appropriate, external specialist advice. We regard you and your child as the primary source of advice on what works best to support them.

Teachers deliver a personalised and differentiated curriculum according to the child’s needs. This is possible because of staff expertise and teacher to child ratio. Computerised intervention programmes, such as IDL, Dynamo Maths and Cogmed help with Numeracy, Literacy, processing, memory and Social Skills. We also have governors and volunteers that come in to support learning.

All our teachers are required to plan lessons that all children can access. They do this by using assessments to understand each child’s starting point and to plan the next step for them. If a child has a barrier to learning, the teacher takes this into account and makes adjustments to overcome it. The teachers will also differentiate the children’s work accordingly. Sometimes teachers need help to do this so they may work with another teacher who has more expertise in the area being taught or they may contact a specialist teacher from the authority.

If the child’s needs are not able to be met:

  • Contact will be made with our consultant SENCO, who may carry out additional assessments to find out more about the child’s learning difficulties.
  • We sometimes ask for advice from other specialists, such as Educational Psychologists, Speech and Language Therapists and any outside agencies.
  • Each child on the SEND register has a SEND Profile which details their additional needs and how they will be met.
  • A range of different types of pens, pencils and grips to help with handwriting.
  • Using a concrete – pictorial – abstract approach to teaching of concepts.
  • Varied approaches to teaching and learning that incorporate all learning styles.
  • Practical equipment such as Numicon, Cuisenaire, Base 10 for mathematics.
  • The use of timers and downtime activities for those pupils who have processing and concentration difficulties.

If needed, we can arrange access to:

  • Lego Therapy
  • Restorative approaches for behaviour management
  • Speech Therapy
  • Occupational Therapy
  • Physiotherapy
  • Specialist Teachers
  • Behavioural Therapy

All staff , including lunchtime welfare staff, know which children are on the special educational needs register and are aware of those who have social and emotional needs. When appropriate, some children with an Education, Health and Care Plan may have 1:1 support at these times.

School trips are in line with Lancashire County Council Policy and a risk assessment is completed for all school trips. The Head Teacher is also the Educational Visits Coordinator and has received full training in conducting and checking risk assessments. If your child requires reasonable adjustments to be made during school visits, or provision that is additional to, or different from, that usually provided on visits, this will be discussed with you prior to the visit

Who is the Special Educational Needs Co-ordinator and how can we contact them?”

We use a Consultant SENCo, Mrs Gail Bowskill, to coordinate and monitor our special educational needs provision. An appointment can be made with her via the school office, who will have an up-to-date timetable of when her school visits are.

Alternatively, you can speak with the Asspciate Head Teacher, Mrs Gail Bowskill if your discussion is more urgent.

Caton Community Primary School
Tel: 01524 770104

Q5. What specialist services and expertise are available at or accessed by the school and what training have the staff supporting SEND had or what training are they having

Our consultant SENCO may carry out additional assessments to find out more about your child’s learning difficulties. She works with staff each half term and provides training and development.

We sometimes ask for advice from other specialists, such as Educational Psychologists, Speech and Language Therapists and any outside agencies, such as Occupational Therapy, Physiotherapy and Behavioural Therapy.

We have also accessed:

  • Dyslexic Training
  • Autism Training
  • Phonics and Guided Reading Training
  • ADHD training
  • Multi-sensory Training
  • Specialised Resources
  • Spelling Strategies
  • Lego Therapy
  • Restorative approaches for behaviour management


Q6. How accessible is the school both indoors and outdoors

The school is accessible by wheelchair through the main and both side entrances. The school sports hall is accessible by wheelchair to the front and all fire exits to the side and rear.

There are accessible toilet and changing facilities in both the main school building and sports hall. There are dedicated accessible parking spaces.

Information about the school is available on the school website in addition to regular newsletters. Information for parents of children with additional needs is accessible by telephone, the internet or by face-to-face meetings and can be made available in large print, Braille and other languages should the need arise.

Specialist seating arrangements can be made should the need arise.

Our curriculum is such that teaching and learning is personalised to a high degree. This includes how activities are presented to children and how they can respond. E.g. children can use audio visual aids, laptops and iPads to facilitate learning.

The school frequently uses social media platforms such as Skype which could be utilised to facilitate temporary learning from home.[/. How does the school involve parents and carers and consult with them about their child’s education? The School operates an ‘Open Door’ policy and at Caton CPS, that means we welcome you whenever we can.

If your child has special educational needs, there will be three opportunities per year (one per term) to formally meet with class teachers and discuss progress. Parents are provided with information about their child’s progress, current levels and future targets. During these meetings, you will be able to share your views about your child’s progress and how best you feel they can be supported. You will be involved in planning their provision and deciding next steps.

An induction meeting is held during the Summer Term to welcome new families whose children will be starting the school in September. If you know your child has special educational needs or think they may have, please request an additional meeting with the teacher to discuss this and help us prepare well for their start. The Pupil Voice is very active within the school holding monthly meetings. They are primarily involved in safety and well-being and hold events to raise money for charities and for use within school. They have raised money for a defibrillator and money to supply the school with resuscitation models and first aid training for all children.

For children with special educational needs, the Consultant SENCo has begun working with staff on ways to increase pupil participation in their own review meetings, enhancing the contribution they are able to make to planning and evaluating their provision in ways that are accessible to their age and stage of development. These are known as person-centred reviews.[Q9. What are the arrangements relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school?

For our policy on concerns and complaints, please visit:

Q10. How are other bodies, including health and social services bodies, local authority support services and voluntary organisations, involved in meeting the needs of pupils with special educational needs and in supporting the families of such pupils. In the early stages of children receiving Special Educational Provision, that provision will be found from within the school’s resources and facilities. If your child still does not make enough progress, we may look for other services, organisations and other expertise to help us meet the needs of your child. You can find information about these services on Lancashire’s Local Offer website at: We refer to this type of provision as SEN Support.

We may invite these external agencies to attend your child’s review meetings, to carry out some further assessment around your child’s needs, and to give us advice on how we can meet your child’s needs and accelerate their progress. We implement the advice and strategies given from these agencies and continue to monitor and review the progress of your child with you. These agencies may provide training for staff or direct support to a child.

 Occasionally, this graduated approach to provision for a child with special educational needs may result in applying for an assessment coordinated by the Local Authority, known as an integrated assessment. Further details about this process can be found at:[/accordion_item][accordion_item parent_id=”” title=”Q11. What are the important contact details for me for relevant support services?” id=”” class=”” style=””]If you live in Lancashire you can get information, advice and support around special educational needs and disabilities (SEND) from the Information, Advice and Support (IAS) Team. Visit:

The local parent carer forums are for Lancashire families who have a child aged up to 25 years with a disability or additional need. The forums allow families to provide regular feedback about their views and how these may shape future service delivery. Visit:

The Family Information Network Directory (FIND) provides regular newsletters and a directory of services that are available for families of children with disabilities. Visit:[/accordion_item][accordion_item parent_id=”” title=”Q12. How will the school prepare and support my child to join the school, transfer to a new setting or to the next stage of education and life?” id=”” class=”” style=””]An induction meeting is held during the Summer Term to welcome new families whose children will be starting the school in September. Visits are made to their new Reception class.

If you know your child has special educational needs or think they may have, please request an additional meeting with the teacher to discuss this and help us prepare well for their start. Your child may benefit from some additional visits or adjustments to the transition process.

Each year, pupils visit their forthcoming Secondary School for taster sessions. Secondary teachers from the local schools visit to help ease the transition from Year 6 to Year 7. Transition visits with the Head Teacher are offered to families with additional needs. Multi-agency meetings are held in Year 5 and again in the spring term of Year 6 where additional needs have been identified to establish an action plan for the child. Students from our secondary schools, visit school to undertake lunchtime and after-school clubs when possible. The school is currently working on securing online facilities to aid transition. Lancashire’s Local Offer can be found at: