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Our SEND offer



All students and their families are valued at Crook Log Primary School because they have a variety of backgrounds, interests, and accomplishments. Students with Special Educational Needs and Disabilities (SEND) have an equal right to be praised, acknowledged, and successful.

Our school is committed to:

  • Following the graduated approach outlined in the DfE’s ‘SEND Code of Practice: 0 to 25 years’
  • Monitoring the progress of all pupils to aid the earliest possible identification of SEND.


Our Graduated Approach

Quality First Teaching (QFT):

This is the essential foundation of all teaching, assessment, and intervention for all pupils. Bexley’s SEN Toolkit outlines that Quality First Teaching:

  • Seeks to engage and support the learning of all children and young people.
  • Builds on pupils’ prior learning and responds appropriately to the ‘pupil voice’.
  • Builds from the skillful design of learning.
  • Is re-constructed as children and young people progress in their learning.
  • Involves a curriculum that is methodically constructed and renewed to deliver small and efficient steps of progression.
  • May need teacher directed class-based interventions.

Additional School Intervention and Support (building on QFT):

An assessment and intervention process which is coordinated by the Inclusion Manager working alongside other school staff. Interventions at this stage will be additional and may be different to those provided through classroom support.

Teaching Assistants are trained to deliver a range of interventions to support pupil access to the curriculum.

Support for learning might include Teaching Assistants supporting pupils on a 1:1 basis and in small groups.

Our Pastoral Lead can offer additional support for children’s mental health and well-being.

External Support:

This level of intervention is for pupils with more complex and/or enduring difficulties and whose progress is considered insufficient, despite carefully planned interventions at the previous levels. If schools seek extra provision beyond their own resources, or an assessment for an Education, Health and Care Plan, there must be clear evidence that appropriate intervention has been put in place and reviewed at the previous levels of the graduated approach.

The graduated approach will support schools in meeting pupil’s needs by:

  • Establishing a clear assessment of the pupil’s needs.
  • Planning, with the pupil’s parents, the interventions and support to be put in place, as well as the expected impact on progress, development and behaviour, along with a clear date for review.
  • Implementing the interventions.
  • Reviewing the effectiveness of the interventions and making any necessary revisions.

External agencies involved are the Early Intervention team made up of Educational Psychologists, SEMH partners and social workers; The Autistic Advisory Service; Speech and Language therapists; Occupational Health; Hearing Impairment team; MHST and CHEWS.


We make adaptations to ensure all pupils’ needs are met, some of these are listed below:

  • Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson
  • Adapting our resources and staffing
  • Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font.
  • Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud


Appointments can be made via the school office to meet with the AHT/Inclusion Manager.