Crab Lane Primary School

At Crab Lane we create a safe and caring environment which celebrates and respects everybody. Working as a team, we value our partnerships with parents, governors and the community.

As the Admissions Authority for the community and voluntary controlled schools in Manchester, the LA is required to draft, consult on and determine their admission arrangements. Where there are more applicants than places available the LA will apply the admission arrangements in order to decide which applicants will be offered places.

Admission arrangements for voluntary aided schools, foundation schools, free schools and academies are set by their Governing Body, who are the Admission Authority for their establishment. They are responsible for drafting, consulting on and determining their admission arrangements. Copies of admissions arrangements for these types of schools/academies in Manchester can be found on the school/academy website and the LA’s website. They are also available on request from the relevant school/academy and the LA.

We are offering full time education to all children invited to attend our Nursery, however in order to sustain this we require parents to check their eligibility for funding of 30 hours childcare to be paid to the school. Any eligible parents must apply for the funding and provide the eligibility code to the school in the requested format. Parents are also required to renew this code as and when notified by HMRC and the school. Any additional funding the school receives for Nursery pupils will go directly to enhancing the EYFS unit. If you are not eligible they this will not have an impact on your child’s place.

Nursery and Reception staff will meet staff from partner nursery schools prior to pupils starting school.Concerns about particular needs will be brought to the attention of the SENCO after this meeting. During home visits further information about the child’s needs and the names of other services or professionals involved will be gathered. A multi-agency transition meeting will be held as deemed appropriate.

Class teachers of children joining from other schools will receive information from the previous school; if there is an SEND issue the SENCO will telephone to further discuss the child’s needs. If a child with a special educational need leaves Crab Lane, all the records held on file will be transferred to the receiving school. The SENCOs will discuss these children with other schools on request. This procedure is followed at the point of transfer from primary to secondary education.

The school regularly consults multi agencies including health professionals, the Speech and Language Service and Educational Psychology Service. Multi-agency meetings are held every term and class teachers are asked to identify children who they want to raise and seek advice for in relation to meeting a child’s needs. To support parents/carers the SENCO is able to signpost families to different agencies who will offer advice.

The PSHE curriculum includes issues of disability, difference and valuing diversity. Advice and guidance is sought from organisations on appropriate resources to be used.The library resources are regularly reviewed to ensure they include books that reflect a range of special educational needs, a disability equality perspective and a priority is given to the ordering of books with positive images and a positive portrayal of disabled people.

We encourage the inclusion of all pupils, regardless of their special educational need, to participate in all school activities. This includes School Council and other consultation groups. We aim to include children in their target setting and encourage and support them to take an active part in Annual Reviews, through preparation, making the information and meeting itself accessible and unintimidating.In line with the new EHC Plans, Children will be consulted from the onset of their plan via the ‘Views of the Child’ form.Crab Lane recognises that there will be a number of disabled parents/carers of children within school, and we work to try to ensure they are fully included in parent/carer activities. We also make sure that we hold parents/carer meetings in the hall that is accessible.

Every year, we analyse the data we have on the percentage of our pupils with very low attainment at the end of their key stage, compared to the percentage in similar schools. We also analyse data on behaviour: major behaviour incidents and exclusions (including lunchtime exclusions). We use this analysis to help us plan our provision map. At the same time, we set new targets for the year ahead, aiming to: a reduction in the percentage of children with low attainment, an increase in the percentage of children recorded as having special educational needs attaining Level 2 at the end of Key Stage 1 and Level 4 at the en d of Key Stage 2, a reduction in behavioural incidents and exclusions.

We report progress against these targets to the governing body, who in turn report to parents / carers through the Governors Annual Report. This Annual Report also includes details of SEN provision and of the Access Plan, along with the information required by the Disability Discrimination Act.

The SENCO will meet with the SEND governor to discuss inclusion and current SEND concerns. The SEND governor will lead governor monitoring of the SEN policy through sampling, observations and other procedures to be agreed annually.

Whole school monitoring and evaluation procedures will include sampling of work and observations. Outcomes pertinent to SEND provision and planning will be taken forward by the whole staff and used to build upon successful practice.

The policy itself will be reviewed annually by the school’s SENCOs, members of the Senior Leadership Team, and the governing body. Parent and child voice will also be sought to ensure representation of all stakeholders.