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Rutland Information Service

Catmose College

Catmose College is an oversubscribed secondary academy school on Huntsmans Drive in Oakham, Rutland. The majority of students are drawn from the county town of Oakham and surrounding villages, although many are attracted from a wider area including Leicestershire and Melton through parental choice.

The College is one of the highest achieving in Rutland and Leicestershire. Our Ofsted report in February 2012 rated the College ‘Outstanding’ in all categories. We offer a broad range of experiences beyond the classroom to build independence, resilience and leadership skills that are critical for success in adult life. More details on the College can be found via the menu above or on the DfE website.

Who to contact

Contact Name
Mr Stuart Williams
Contact Position
01572 770066
Visit the Catmose College website
Social Media

Where to go

Catmose College
Huntsmans Drive
LE15 6RP
View LE15 6RP on a map

Local Offer

  • Form tutor or Client Services or direct to subject teachers is your first point of contact if you have any concerns or worries;
  • If you continue to have concerns then contact the SENCO;
  • If you are considering applying to Catmose College, contact the SENCO and Admissions Administrator;

You can contact the SENCO via college reception.

Local Offer Details
Local Offer Age Bands
Secondary Education (11-19)
Preparation for Adulthood (14-18)

Schools Extended Local Offer Response 

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

How do you identify children/young people with special educational needs?

  • Students can be identified from data analysis and testing;
  • Observations made by teachers and teacher assistants;
  • Student self-referral;
  • Liaising with parents/carers.


How will I be able to raise any concerns I may have?

  • If a parent/carer has concerns regarding the progress their son/daughter is making, contact a relevant member of staff;
  • If a parent carer has on-going concerns regarding the progress their son/daughter is making, contact the SENCO through the College office.


If the setting / school / college is specialist which types of special educational need do you cater for?

  • We are a mainstream school with a Designated Special Provision for up to 25 students with Moderate Learning Difficulty (MLD.);
  • Students would normally be offered a place in this provision if they are working at or below National Curriculum Level 1;
  • This provision is not suitable for students whose main need is BESD or ASD.
How will early years setting/school/college staff support my child/young person?
  • There are a large number of people involved with the education programme and this will vary from student to student, based on the child’s individual needs;
  • Students and children with statements have key workers responsible for all aspects of their provision;
  • the setting / school / college governors or trustees are involved and their responsibilities are outlined in the SEND Code of Practice 2014.  
How will the curriculum be matched to my child's young person's needs?

Catmose Federation ensures that students with SEN are supported in a wide variety of ways at all settings including:


  • The ethos of settings across the Federation is inclusive;
  • Opportunity for support/provision to go on trips;
  • A wide range of intervention strategies are applied through both pastoral and progress monitoring;
  • A robust tutor, class or room teacher system to ensure all students have access to someone they know well and whose parents can access with ease;
  • Termly monitoring of the progress made by students on the SEN register by relevant staff;
  • Implementation of study support for students and children who would benefit from targeted intervention with a slightly reduced timetable;
  • Students and children with statements have key workers responsible for all aspects of their provision;
  • Careful deployment of staff to maximise progress.


The following provides an overview of the additional support that may be put in place at the College:


  • Pastoral support plans;
  • Alpha Smart computers;
  • Testing for literacy diagnostic;
  • Specific programmes, for example:
    • Number Shark;
    • Literacy Shark;
    • Alpha to Omega;
    • Recognised Speech and Language development programmes;
    • Read, Write, Inc – the complete package;
    • Thinking Skills – Bottom Line programme, Thinking Skills for SEN Learners;
    • Handwriting skills – Right Start;
    • Social Skills Strategies.


The College has a Designated Special Provision (DSP) for students with Moderate Learning Difficulty (MLD). Students would normally be offered a place in this provision if they are working at or below National Curriculum Level 1. This provision is not suitable for students whose main need is BESD or ASD. For students with places in the DSP at the College, the following additional support is available on a highly bespoke and personalised basis:


  • Access to adult supervision/support during free time;
  • Physiotherapy;
  • Skills for Life and personal development;
  • Small teaching groups;
  • Access to mainstream lessons as far as possible and on a bespoke basis;
  • Support with transition to post-16 providers;
  • Support with work experience.
How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
  • We have a rigorous reporting cycle which clearly indicates progress being made;
  • Parent/carers of SEND students will receive an invitation to a total of 3 progress evenings throughout the academic year;
  • Assessments and data analysis;
  • Updates on all intervention programmes that have been implemented;
  • Use of the VLE;
  • There are a number of different people involved – form tutor, key worker, client services – all of whom we will contact, as and when issues arise
  • Target setting on annual review documents;
  • There is a bespoke Yr 9 Options Evenings to support parent/carers/students to make the right choices for Yr 10 options.
What support will there be for my child's/young person's overall well being?
  • Care plans are made where necessary;
  • Client Services safely store all medication required;
  • Students play a key role in developing their positive behaviour.  Tutors, key workers and the pastoral team will provide support as and when necessary;

Student views are always sought during annual reviews and progress evenings.

What specialist services and expertise are avaliable at or accessed by the setting/school/college
  • All staff are highly trained; 
  • Careful deployment of staff to match student needs;
  • Services accessed depend entirely on the student’s statement.
What training are the staff supporting children and young people with SEND have had or are having?
  • Staff are inducted at the start of the academic year with regards to student needs and the roles and responsibility of the key worker;
  • Additional more focused training is offered during the course of the academic year in dyslexia, reading, autism/Asperger’s, ADHD and dyspraxia;
  • DSP staff are also trained in lifting and handling and guiding students with sight problems.
How will my child/young person be included in activities outside this classroom including school trips?

All SEND students have access to all trips with support where necessary.

How accessible is the setting/school/college enviroment

We are situated in a new building that was opened in 2011 and are fully compliant with DDA legislation.

How will the seting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life
  • Transition plays a major role in the successful transfer to college whether it be Year 6 to college or college to further education;
  • A bespoke transition plan towards the end of Year 6 is put in place, dependent on the student’s needs;

A transition annual review is held in Year 6, Year 9 and Year 11 with additional support from Rutland County Council to support families.

How are the seting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Appropriately, according to needs outlined in the SEND statement

How is the decision made about what type and how much support my child/young person will recieve?
  • The decision is based primarily on the individual needs of the student and the issues outlined in the statement;
  • The statement is a legal document and we therefore adhere to it.
How are parents involved in he setting/school/college? How can I be involved?

You will not be involved in decision making on the day to day running of school life.  Our ethos is an inclusive one, in which all students are involved in all aspects of the College, parents are kept informed of their child’s progress but it would not be appropriate for them to be involved as this would disadvantage the student.

This page was last updated on: 10/08/2022

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