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Families Rutland Information Service

Great Casterton C of E Primary School

Our Church School Ethos

Our ethos promotes understanding, respect and tolerance for all beliefs and faiths. We teach and live by Christian values and we believe that all children and adults deserve to be treated fairly and equally. This ethos underpins all school policies and procedures.


For more information, please visit the school's website.

Who to contact

Contact Name
Mrs Anne Platt
Contact Position
01780 762 417

Where to go

Great Casterton C of E Primary School
Pickworth Road
Great Casterton

Local Offer


Our Church School Ethos

Our ethos promotes understanding, respect and tolerance for all beliefs and faiths. We teach and live by Christian values and we believe that all children and adults deserve to be treated fairly and equally. This ethos underpins all school policies and procedures.

Children have special educational needs if they have a learning difficulty that calls for special educational provision to be made for them. Children have a learning difficulty if they:

  • Have a significantly greater difficulty in learning than the majority of children of the same age.
  • Have a disability that prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.


Our SEN policy details how these schools will do their best to ensure that the necessary provision is made for any pupil who has special educational needs and those needs are made known to all who are likely to teach and support them.

This document is intended to give you information regarding some of the ways in which we ensure we support all of our pupils, including those with SEND, in order that they can realise their full potential. All policies relating to SEND, including our Intervention Policy, are available on our website.

Contact Name
Mrs Ann Platt
Contact Telephone
01780 460 246
Contact Email
Local Offer Age Bands
Primary Education (5-11)

Schools Extended Local Offer Response 

How we identify if your child / young person may need additional help and/or has special educational needs (SEN)

Good communication with parents/ carers from the onset, ensures continual involvement in thier childs education and support. Children identified as not making good progress are promptly identified through AFL and Pupil Progress meetings. Intervention and support is discussed collaboratively, with parents/carers, pupils, teacher, SENCo and put into place. Referrals to outside agencies are made according to pupils needs. We take all parents concerns seriously and collaboratively investigate to ensure that pupils needs are met

How we involve parents and carers in meeting the individual needs of their child / young person and in whole Setting / School / College developments

We have an open door policy so that parents can come in to discuss any concerns or ideas that they may have. Parents can also contact school, teachers and SENCo through email or telephone conversations. Regualr communication with parents is through SEN meetings, daily handovers, home/school communication books and pre-entry meetings, when first joining the school. 

How we provide additional support and how we match the curriculum, teaching and learning approaches if your child / young person has SEND

The SENCo oversees all SEN support, closely with all other adults involved in pupils learning. Specific targeted programmes and intervention can be delivered by teachers, support staff, Learning Mentor and the SENCo. Intervention strategies are identified in a SEN Action Plan and discussed with parents/carers and monitored and updated regularly to ensure that pupils reach individual targets. 

How we measure and review your child / young person's progress against their targets and longer term outcomes

This is part of the graduated approach of 'Assess, Plan, Do, Review'. Pupil Progress meetings and Data tracking identifies children's progress, in addition to teachers/SENCo ongoing assessment and monitoring and reviewing and updating specific pupil targets. 

External support and expertise we can call upon to help us to identify and meet children / young people's needs

Inclusion team, Speech and Language therapists, Educational Psychologists, health care practitioners, School Nurse, Aiming High, Physiotherapists, Specialist Behaviour support and SEND Case Worker.

How we provide additional support if your child / young person has social and communication needs

Quality first teaching, differentiated learning, 1:1 support, small group support, specific and literal wording (in a preferred format/font), use of concrete objects and visual timetables and displays. 

How we provide additional support if your child / young person has physical, sensory and/or medical needs

Health plans are put in place and updated/ammended regularly. Disabled access and toileting facilities. All staff are aware of medical/allergy conditions with relevant information displayed. Rgular training and updates on specific conditions. 

How we provide help to support your child / young person's emotional health and well being

Teachers take the time to get to know their pupils well and allow pupils to 'talk' when needed, in addition to an adult with whom a pupil has formed a bond. PSHE and circle time, encourages pupils to discuss and share. Regular meetings with a Learning Mentor in an informal setting.

How we promote developing independence and preparation for adulthood

All pupils are encouraged to be independent learners, with a 'Can Do' attitude. Close links with older peers (EYFS and KS1/2 and KS2 with neighbouring secondary schools) encourage pupils to be independent and resilient and the knowledge of what life is about in the next key stage. Visitors are welcomed into the school to share personal development and achievements and information on specific job roles. Work experience pupils are welcomed into the school. 

How we ensure that all our staff are trained and supported to meet a wide range of children / young person's needs

Staff audits identify and update specific qualifications and areas of specialist knowledge. Continual CPD for all staff ensures competence in relevant areas. The SENCo attends regular meetings and updated training events and feeds this back to all staff and provides further training if required. 

How we prepare children / young person to join our Setting / School / College

Close links with nursery/pre-school settings support transition into EYFS. The EYFS staff visit pupils and identify any areas of need/support, prior to the pupil starting. An open door policy welcomes prospective pupils and parents/carers, to look around the school and chat to pupils/teachers and support parents/carers to make an informed decision. 

How we prepare children / young person to move on to a new Setting / School / College

We have close links with our secondary school and participate in events with them throughout the year. Prior to pupils moving on to the next key stage, discussions are held between the relevant teachers and ensure that all pupils strengths and areas of difficulty are shared. Pupils visit the secondary schools for tater days/weeks, in addition to open evenings. Further visits are arranged for any pupils requiring additional visits, to support transition. 

How we deploy our resources to meet the needs of children / young people with SEND

Close links with the SENCo, teaching staff, parents/carers and outside agencies, ensures that specific resources are obtained to support pupils development (for use at home and school). 

How we adapt the learning environment and ensure that our school facilities are safe and welcoming to children / young people with SEND

Resources are specific to meet individuals needs. Regular Health and Safety checks and Senior Leadership observations, ensures that the learning environment is safe and enriching.

How we include children / young people with SEND in the life of our Setting / School / College including trips and off site visits

Trips and visits are linked to curriculum work, in addition to pupils interests and gaining a wider variety of different experiences. All pupils are supported to ensure that they participate in all trips and off site visits. 

Who can I contact for further information?  school website 

This page was last updated on: 02/07/2018

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