INCLUSION AT CLIFFORD
Special Educational Needs (SEN)
How we identify and support children with special educational needs — who to talk to, what support looks like at each level, and the documents behind it.
Who to talk to
Mrs Hannah Crackwood
SENCo · Deputy Headteacher
Our SEND coordinator is Mrs Hannah Crackwood. She can be contacted at: senco@cas.jmat.org.uk
If you think your child may need extra help — or you already have a plan in place and are considering Clifford — please get in touch. We would love to discuss the support in place.
Our approach
'Clifford All Saints Primary School is a welcoming, inclusive community inspired by the love of God, modelled in Jesus Christ, where we aspire to learn, to serve and to live life to its fullest.'
OUR SCHOOL VISION
Everyone at Clifford All Saints is completely committed to, and passionate about, providing the conditions and opportunities to enable every child, including those with additional needs, to be included fully, in all aspects of school life. We believe in the early intervention to support our children and families. We always start with Quality First Teaching for all children. If support is required beyond this, a graduated response is in place. We continually assess, plan, implement and review our approach to teaching and learning collaboratively with parents. We have highly skilled and trained staff to support any additional needs and use expert support from outside agencies where needed.
We want children with SENDs at Clifford All Saints to:
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Be included in all aspects of the school day
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Be provided with quality first teaching, differentiated to their needs
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Access a broad and balanced curriculum
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Have an accessible learning environment
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Be identified as early as possible to maximise opportunities and progress
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Feel their contributions are respected
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Feel valued and acknowledged
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Be supported to develop independence and life skills
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Be supported by termly meetings with teaching staff, the SENCO and parents/carers through the plan, do, review system
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Be closely monitored for progression towards targets set out on their personalised Plan, Do, Review
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Be supported with extra transition (either between classes or different educational settings e.g. EYFS or High School)
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Be supported by school staff and monitored by the SENCO
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Be taught and supported following the guidelines set up within the guidance of the Code of Practice
Identifying Children and Young People with SEND
Everything starts with Quality First Teaching. The cycle below is how the school identifies and responds to a child who may need additional support.
WHAT STARTS THE PROCESS
Child or young person is making less than expected progress given their age and individual circumstances. Concern should be identified from a range of sources, e.g. progress data, observations by key staff, parents/carers, child or assessments.
Assess, Plan, Do and Review
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Review the arrangements already in place to ensure that it is meeting the identified need. Have any barriers to learning been identified and addressed? Check the data and impact of any targeted intervention that is already in place. Review the assessment data to identify strengths and check where the gaps in learning are. Is this information used to inform differentiated planning?
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Gather information and share views with family. The child or young person should be involved in this discussion where appropriate.
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Time limited, targeted interventions focussing on key areas of concern.
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Following adjustments and interventions is there limited or no progress? Do concerns remain? Pupil is likely to have SEN and will require further assessments. → Involve outside agencies, e.g. EPS, SI Team and SaLT.
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Continue with Assess/Plan/Review/Do cycle until progress is achieved.
(click to view full size)
Quality First Teaching runs alongside every step.
What support looks like
Our provision is built in three tiers across the four areas of need — Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health, and Sensory and Physical. Every child receives the universal offer; targeted and specialist support is added where it is needed.
Universal — for every child, in every area of need
Quality First Teaching · Meeting with parents · One Page Profile · Communication in Print · Clicker · Same-day intervention · Zones of Regulation
Targeted — as above and also:
COMMUNICATION AND INTERACTION
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Regular meetings with parents
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SALT programmes
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Teacher-devised specific interventions
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Specific support for language and communication difficulties
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Early Help if applicable
COGNITION AND LEARNING
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Regular meetings with parents
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Teacher-devised specific interventions
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Published support programmes
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Early Help if applicable
SOCIAL, EMOTIONAL AND MENTAL HEALTH
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Regular meetings with parents
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Teacher-devised specific interventions
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Published support programmes (e.g. Lego therapy, Emotional Scales)
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Early Help if applicable
SENSORY AND PHYSICAL
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Regular meetings with parents
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Teacher-devised specific interventions
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OT devised programmes
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Early Help if applicable
Specialist — as above and also:
COMMUNICATION AND INTERACTION
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Fusion Learning support
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Autism or SALT support
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Educational Psychology Support
COGNITION AND LEARNING
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Fusion Learning support
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EPS
SOCIAL, EMOTIONAL AND MENTAL HEALTH
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Behaviour Support
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EPS
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Bereavement support
SENSORY AND PHYSICAL
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Occupational Therapy
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Hearing and Visual Impairment Team
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Physiotherapy team
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School nurse and other NHS professionals
SEND at Clifford in numbers
From our SEND Provision overview, 2025–2026. National figures as published on that overview.
142
Total pupils
20
Pupils on the SEND register
14.1% · national 19.5%
8
With an EHC plan
5.6% · national 5.3%
12
On SEN support
8.5% · national 14.2%
Primary area of need
Many of our pupils with SEND need support in more than one area of need. This chart is based on the pupil's most significant area of need.
45%
Communication and Interaction
25%
Social, Emotional and Mental Health
20%
Cognition and Learning
10%
Sensory and/or Physical Needs
Our key inclusion priority, 2025–2026
Improve the provision received by those children identified on the SEND register, with EAL and those in receipt of Pupil Premium.
The people behind the support
School staff expertise
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Senior Leadership team includes the SENDCo who is Deputy Headteacher
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Experienced and passionate teachers and teaching assistants
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Our SENDCo holds a diploma in Trauma Informed Practice and these principles underpin our approach to inclusion
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SENDCo is part way through completion of NPQSEN qualification
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School improvement plan has a specific focus on inclusion and all actions being carried out are research based
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Support from experienced trust specialist in SEND — Cheryl Gaughn and Educational Psychologist — Dr Karen Davies
Staff training over the last year
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Trust SEND review and action planning
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Writing Support Plans and One Page profiles
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Supporting autistic children in primary schools training
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Reading Fluency
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SEND network and briefings — locality and JMAT
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Supporting children with a stammer
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EpiPen training
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First Aid at work and support for those children with medical needs
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Clicker 8 training
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SEND 'surgery' with Trust Ed Psych
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Individual class provision focus with SENDCo
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Word Aware — whole school approach to vocabulary
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EAL champion training
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Assessment of writing inc Birmingham Toolkit
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Understanding Down's Syndrome
What parents say
'My daughter has received exceptional support for her SEND needs. Staff have taken time to truly understand her unique strengths and challenges to enable her to engage with the curriculum'
'Clifford is an inclusive and nurturing school. Our child is happy, thriving and supported. Their successes are celebrated and knowing the staff are cheering them on means so much.'
The difference it makes
As a result, our aim is that children at Clifford All Saints:
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Feel happy, safe and respected
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Behave well and feel that diversity is celebrated
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Demonstrate high levels of engagement in activities and develop their speaking, listening and social skills
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Have supportive and trained staff who make appropriate provision for the child's individual needs
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Make good progress from their starting points due to Quality First Teaching and to the use of resources and bespoke support which meets their needs
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Have secure transitions between classes and educational providers e.g. EYFS or High School
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Will, on leaving our school, have developed independence and life skills and be ready for their next stage of education