Cavendish Primary School

SEND @ Cavendish

Information for parents about Special Educational Needs and Disabilities at Cavendish

We are proud to be an inclusive school at Cavendish. Through our comprehensive approach to SEND, we strive to provide a secure, caring and happy environment in which all of our pupils can experience success and enjoyment. Our SENDCo, Mrs Christine Burns works together with our class teachers to provide support across our school.

Below is more detail about how we provide for children with special educational needs. Please take some time to read through this and if you have any further queries, please contact our SENDCo on 01274 772175 or via email on for general enquiries. For specific enquiries or concerns about your child, please contact your class teacher in the first instance.

  • How does Cavendish Primary School know if children need extra help?

    At any point in the school year a teacher or support staff member can discuss specific needs with the our SENDCo. The SENDCo is available to discuss any concerns you may be having about your child at home. SEN advice is given for those pupils who are not making expected progress or whose development is causing concern.

    Assessments are updated each term and are monitored by the leadership team. Teachers regularly monitor children’s progress and will discuss with yourself and the SENDCo if they have concerns at any point throughout the year

  • What should I do if I think my child may have special educational needs?

    Please discuss at the earliest opportunity with your child’s class teacher or the SENDCo if you are worried about your child. Staff always seek to be understanding and have a wealth of knowledge and experience to draw upon.

  • How will school staff support my child?

    The Code of Practice for SEND states that it is the teacher’s responsibility to provide for SEN in the class and to follow school procedures for identifying, assessing and meeting those needs. Where interventions include teaching away from the class it is still the class teacher’s responsibility to ensure that progress is being made. The SENDCo supports the class teacher by providing advice, monitoring support and progress and liaising with outside agencies. If a child has been identified as making less than expected progress the first response is high quality teaching targeted at their areas of weakness. Following that, it may be necessary for the class teacher to organise specific intervention programmes or additional support. This could be in the form of extra group work or individual support by a trained adult. Here are some of the interventions that we offer groups or individual pupils:

    • Phonics catch up interventions
    • Maths catch up Interventions
    • Reading/Writing interventions
    • 1:1 reading support
    • Individualised reading/writing interventions e.g. 20:20 reading, Precision Teaching
    • Small group support
    • Interventions to develop gross and fine motor skills e.g. Jungle Journey, Write from the Start
    • Same day interventions to support children who have found a particular subject tricky
  • How will I know how my child is doing?

    Where a child requires additional support, parents are informed by the class teacher, SENDCo or by the Head of School and targeted interventions are put into place. If this is new for your child then this will first be discussed with the SENDCo and parents. Progress is then reported back to parents at twice yearly consultation meetings or more frequently if required.

    The effectiveness of the school’s provision for children with SEND is evaluated, reported to Governors and monitored by Ofsted. There is also a school governor responsible for SEN who regularly monitors the quality of provision in this area.

  • How will the learning and development provision be matched to my child’s needs?

    Teachers continually plan differentiated lessons throughout the curriculum to support all children’s learning in the classroom. In addition, small group interventions are run which target specific areas necessary to move children towards age related expectations. These may be literacy or numeracy based but could involve a nurturing aspect if children struggle with appropriate behaviours.

    Interventions are detailed on our exemplary class provision maps, which are updated and evaluated each term and used to plan resources and additional support where needed. Where advice has been sought from various external agencies, this will be incorporated into a SEND Support Plan. In all cases children are regularly assessed to ensure that their needs are met and that they’re making progress.

  • What support will there be for my child’s overall wellbeing?

    Cavendish Primary school has a pastoral team to support overall wellbeing for children. All staff members are highly skilled in behaviour management. All staff members have safeguarding training when starting at the school, and this is updated every year. Staff are trained in basic first aid and paediatric first aid. We also run interventions to support pupils with Social, Emotional and Mental Health difficulties. We work closely with outside agencies to ensure that children’s wellbeing is met.

    This may be via:

    Children and Adolescent Mental Health Services (children may be referred to CAMHS for further advice/support)

  • What specialist services and expertise are available at, or accessed by the school?

    The school has access to many outside agencies and regularly seeks advice from or refers children to these services which may include:

    • Communication and Interaction (Autism) Team
    • Speech and Language Therapist
    • Learning Support Team (Cognition and Learning)
    • Social, Emotional and Mental Health Team
    • Early Years Team
    • Educational Psychology Service
    • Bradford Sensory and Physical Impairment Team
    • Occupational Therapy
    • School Nursing Team
    • CAMHS
  • What training have the staff supporting children with SEND had or are having?

    All teaching staff and teaching assistants have undergone a wealth of training to support children with specific needs, including:

    • Social, emotional and mental health
    • Behaviour management
    • Autism
    • Dyslexia and dyscalculia
    • Literacy and maths interventions
    • Reading interventions
    • Fine and gross motor skills
    • Attachment and Trauma


    Safeguarding training is updated regularly and opportunities for additional training are available to ensure that staff have an up to date knowledge of SEND issues and legislation.

  • How can I help support my child’s learning?

    The class teacher and/or SENDCo will discuss your child’s learning needs with you and share your child’s targets regularly. We will also suggest ways that you can help your child at home. Cavendish Primary school offers a range of workshops or meetings that parents are invited to throughout the year.

  • How will I be involved with discussions about, and planning for my child’s education?

    We strongly believe that in order for children to achieve their potential, partnership between parents and school is essential. You are welcome to speak to your child’s teacher or the SENDCo with any concerns or questions. For children who present with more complex SEND we work very closely with families to ensure that we are meeting their needs and a detailed SEND Support Plan will be formulated. If your child has an EHCP you will be invited to review this annually with other professionals involved. If an outside agency has offered advice you will see a written report with any recommendations made.

  • How will my child be included in activities outside the classroom including school trips?

    We operate a fully inclusive school and realise the importance of visitors and visits to enhance and support learning. All classes regularly take part in trips and a variety of different visitors (such as music specialists and PE coaches) visit the school weekly. Children with SEND may sometimes require additional support and their needs will be looked at individually to assess how this is achieved. Very occasionally we may ask a parent to accompany their child on a school trip if we have concerns about their safety whilst off site.

  • How accessible is the school environment?

    The school is fully compliant with The Equalities Act and reasonable adjustments are made for all children with SEND where necessary. Specialised equipment is provided where appropriate for children and advice is sought from the appropriate medical/health professionals to ensure that all children’s health and physical needs are catered for within the school environment. An annual audit of the school environment takes place to inform the process of updating our Accessibility plan.

  • Who can I contact for further information?

    The school has a SENDCo who can be contacted by telephone or email and is available to meet with parents should any concerns arise. You may feel it is more appropriate to speak with your child’s teacher in the first instance.

  • How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

    Meetings are held with the Head teacher and parents before children begin school. Questions or queries are often resolved at these meetings although it may be necessary to have separate meetings with parents if your child has additional needs. New Nursery and Reception children are also given a photo book explaining about their new school and teaching staff.

    For secondary school transition, staff meet with the Head of Year 7 and the secondary school holds meetings at Cavendish Primary school to talk with children and parents who are transitioning to secondary schools. All reports are shared and SEND files accompany the children as they move through different schools.

    For children moving up to the next class within the school, comprehensive transition takes place. This could involve meeting early with their new teacher, spending time in their new classroom to get used to the environment, or photos and information about their new class. In addition, all assessment and information regarding children moving class is communicated with the new teacher before the end of the Summer term.

  • How are the schools resources allocated and matched to children’s special educational needs?

    The SENDCo audits resources each year, which forms part of the SEND action plan. Teaching assistants are deployed in each class and occasionally specialised teaching assistants are used to support children on a one to one basis or in

    small group interventions. Early intervention in Key Stage 1 supports children to learn and understand basic number. Where external agencies are involved, the school will receive written advice with regards to resources needed.

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

    The amount and type of support offered to a child is determined by a detailed analysis of a child’s needs, barriers to learning, stage of development, parental views, their own views and consultation with the class teacher and SENDCo. The progress made and support given is reviewed regularly with the SENDCo. Interventions typically last between one and two terms with the emphasis on early identification. Parents are regularly involved in the decision making process.

  • Current numbers of children who are on our SEND register by Primary Need (October 2020)

    There are 79 children on the SEND register at the present time. 13 children have an EHCP.

    Primary NeedNumber of children
    Speech, Language and Communication including Autism34
    Social, emotional and mental health20
    Moderate Learning Difficulties19
    Physical and medical6


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Contact Us

Hall Road, Bradford, West Yorkshire, BD2 2DU
T: 0127 477 2175 | E: