Cranbury College is a registered school and alternative curriculum provider which offers education for students aged 5 –16, who have been permanently excluded from or medically unfit to attend mainstream education.

Our provision includes, but is not limited to, the following:

• Primary, Key Stage 3 & Key Stage 4 Pupil Referral Units
• Hospital Teaching Service
• Medical Tuition
• Primary and Secondary Behaviour Outreach Support
• External Training & Support to Schools and Local Authorities

Students, who attend Cranbury Primary and Secondary are at risk of exclusion or have been excluded from mainstream education. Each student is individual and do not fall neatly into an area of specific need. At Cranbury we accept students for ‘who they are’.  A fresh start requires all students to engage in an induction process which generates a profile of strengths, needs, aspirations and fears. This ensures that we reinforce our genuine belief- ‘You matter’.

Cranbury Hospital Teaching Service and Medical Tuition Service supports students who cannot access mainstream education due to their medical needs. The school caters for students within the Reading community who come from a variety of socio - economic backgrounds.

Cranbury College Secondary is currently commissioned by Brighter Futures for Children to provide 45 spaces and 10 high needs packages.

Cranbury Primary School is commissioned to provide 10 spaces for children to be educated.

Students, who come to Cranbury College tend to have had a large amount of intervention within their mainstream or special school. Therefore, many our students are registered as SEN support. With all students, we use some or all the following information and strategies to assess ability and potential need on entry:

• Key Stage 1 or 2 results

• Predicted GCSE results, or actual GCSE results (for Post 16 Students)

• Reviewing the chronological events of a student’s educational history

• Information gathered from previously school staff, including the school SENCo and Inclusion Leads

• Reviewing other external agency involvement such as Educational Psychologists or Children’s Social Care

• Listening to the views, thoughts and wishes of the young person and their parents, predominately through and initial interview.

• Baseline testing in reading, spelling, handwriting, maths and SNAP-SPLD.

Parental engagement is an important part of your child's education. As a parent you will be part of the plan- do- review cycle of any intervention your child accesses. 

Cranbury’s SEND Policy can be accessed here: https://www.cranburycollege.co.uk/page/?title=SEND&pid=26

Evaluating the effectiveness of our provision

A similar process of “assess, plan, do, review” takes place at whole school level as part of the school’s Self-Evaluation and this informs the school’s Improvement Plan and SEND strategy and ensures we can meet the needs of the students in our care. The school evaluates the overall effectiveness of its Inclusion/SEND provision by analysing a range of data e.g.:

Appraisal review

3 times a year

Attendance data

Weekly

Behaviour for learning data

daily

Continuing Professional Development Review

annually

Discussions with students/parents/carers

variable

Examination data

annually

Intervention impact data

half-termly/end of short course

Lesson observations

on-going

Parent Surveys

annual and as required

Progress data

half-termly

Recommendations from outside agencies

variable

Student Surveys

variable

Targeted questionnaires

variable

At Cranbury not only do we assess academic attainment, we also assess wellbeing through our Behaviour, Personal and Social Development assessment tool. 

We also offer Duke of Edinburgh and a  Life Skills Pathway as part of our wider curriculum. 

Our ‘graduated response’ ensures that there is a detailed analysis of the student’s needs using a range of data from the following:

• data on progress, attainment, and engagement to learning

• on-going formative assessments shared with students through marking and feedback.

• data from any additional testing

• a review of approaches to learning

• a review of attendance/punctuality patterns

• a review of behaviour patterns

• the views of the student and their parent/carers

• advice from any other support staff

• a summary of previous interventions

• a review of responses to prior interventions

• a review of information from former schools

• information from ECHP

• Annual Reviews

This analysis is completed by SEN, phase, and subject Leads in collaboration with teachers and support staff who work regularly with the student.

Progress is reviewed using:

• End of Term and Start of Term progress meetings

• Meetings to review issues and problems to look for a resolution

• On-going teacher assessment

• Academic assessments

• Progress Meetings

• Annual Review meetings for students with an EHCP – parents/carers invited to attend and supply a report

• Autumn, Spring and Summer term reports. 
• Parent's Meetings. 
• Intervention reviews. 

Parents/carers

Parents/carers are key partners in their children’s education. Evidence shows that children make most progress when their key adults work together in partnership.  

At Cranbury College we involve our parents every step of the way. Due sensitive nature of how students become on our roll, we need to ensure that we work hard to build trust with our children and their families to feel supported. We provide progress information to all parents through termly reports and regular progress meetings. All parents and carers have access to key contacts for their child.

All parents and Carers:

• Are encouraged to discuss targets with their child

• Are encouraged to attend meetings and are given to tools to enable them to attend (additional support, taxis, bus ticket money returned etc.)

• Can make an appointment to meet with their child’s Key Worker, Teacher or Phase Leader as well as the SEN Manager, SENCo or a member of Senior Leadership as requested or required

• Are kept up to date throughout the day, week, and month with both positive and negative progress via text message, email, or telephone

We commit to the following support for our student’s parents and carers by:

• Naming a main contact

• Communicating any concerns with parents/carers proactively (e.g.: through formal or informal meetings, by email, telephone or home-school books)

• Identifying and communicating desired long- and short-term outcomes with parents/carers

• Involving parents/carers in planning adjustments, timetables, provision interventions and support

• Reviewing progress against benchmarks and outcomes with parents/carers through annual review meetings for students with EHCPs

• Being open and transparent about what we can deliver and why we are delivering something

If a parent/carer has a disability, in addition to the main communication mechanisms, the school will endeavour to accommodate the needs of parents on an individual basis.

Where parents/carers’ first language is not English, we will endeavour to support communication e.g.: through an on-line service, using staff or students with a shared common language as appropriate. No parent or child will be left behind because of their needs.

Please click here for curriculum information: 

https://www.cranburycollege.co.uk/page/?title=CURRICULUM&pid=11

At Cranbury College we have adapted our curriculum offer to ensure that there are opportunities for ALL to succeed and achieve.

The delivering of the curriculum is differentiated by the subject teacher within the classroom based on each individual student’s need, taking in to account teacher assessment and advice from outside agencies.  Short term, small groups, 1:1 or specific interventions may be employed, when deemed necessary by the school.

The school aims to provide resources as reasonable to support our students.  Any resources and equipment that a student need will be considered based on recommendations made by specialist services.  Currently we have the following resources and equipment in school.

Where necessary and reasonable we make physical adaptations to the learning environment to support students with physical needs (see Equality Policy and Accessibility Plan).

Possible intervention Programmes for SEND students

Where appropriate and necessary, we provide a range of interventions for all our students. These interventions are tracked on our interventions tracker and are identified following observations from class teachers, through baseline testing or as outlined within their SEN Support or EHC Plan.

Furthermore, class teachers differentiate and adapt all teaching based on the needs of the young people within their class, several ad hoc and classroom-based interventions happen as part of daily learning.

Please note that we continually aim to expand on the interventions provided.

Wave 1 – Internal 

Wave 2 – Internal + 

Wave 3 - External 

Key worker 

Alt Prov Mentoring 

RAW 

ELSA 

Alt Prov Boxing 

Alt Prov 

1.1 Tuition 

Brighter Futures Scott Bennett 

Pathhill 

Restorative/Mediation 

Academy 21 

Aurora Family 

Careers/Destinations/Job Applications 

Tutor Dr’s 

Auto Skills 

School Nurse 

Young Giants 

Challengers 

Access Arrangements Testing 

WEX (KS4/5) 

Enemy of Boredom 

Youth Worker? 

Police Liaison 

Fresh Start 

Counsellor 

Drug and Alcohol - Source 

Heads High Hair and Beauty 

Sports Mentor 

EWO 

Just around the Corner 

Anger Management Package 

Berkshire Childrens Eating Disorder Service 

New Meaning 

Empathy/Perspectives Package 

Speech and Language referral 

Orchard Therapeutic Farm 

Healthy Relationships Package 

SAFE (Victims of crime and bullying) 

Rabble Theatre 

Anxiety Package 

NHS Sexual Health Outreach 

Readipop 

School Refusal Package 

Educational Psychologist 

Reading FC 

Risk Taking Behaviours Package 

CAMH’s referral 

Satro 

Responding to Authority Package 

Stable Futures 

Classroom Support Package 

Starting Point 

Ready to return to mainstream report card 

Team Sport Karting 

Attendance Team 

The Annex Project 

Risk Assessment 

The Outdoor Mentor 

Handwriting Support 

Access Arrangements Testing 

Lexia 

All activities are open to all children as all our pupils have SEND. You will receive letters at home with any activities on. Young people are in regular communication with staff to allow them to prepare for any activities added to their timetable.

Pastoral care

All Students at Cranbury College have an allocated Key Worker who ideally stays involved with the young person for their duration of time at the college, or within a key phase or provision. Key Working is overseen by individual phase leaders and aims to provide the following:

• care for the well-being of all students

• promote all aspects of a student's development

• monitor personal development, behaviour, academic progress, and attendance

• help with personal and learning problems when the need arises

• provide guidance in making choices, e.g., for GCSE options, careers etc.

• support the delivery of Personal, Social and Health Education and Careers Education Programmes

• celebrate student achievement and success both in and out of school

For any queries and concerns relating to SEND contact: Assistant Head Teacher- SENDCo Kayleigh Forbes.

For any queries and concerns relating to SEND contact: Assistant Head Teacher- SENDCo Kayleigh Forbes.

Across the Maiden Erlegh Trust, we provide a continued programme of professional development to all our staff and have high levels of expertise in the school. 

SEND professional development is provided for teachers through regular staff meetings, shared information, external speakers, and professional discussion, dependent on current needs on roll.  All our staff have access to all training opportunities, with our Senior and Middle Leaders having an extensive knowledge of SEND, Trauma and Behaviour Management.

SEND training is provided staff as follows:

• Training with individual staff, teams and phases as required based on need and requirement

• All Staff are included in whole school training day programmes

• All staff can access the Reading Borough “Link Project” training sessions

If your child needs specialist equipment it will be identified within their EHCP; this means it is a legal requirement for the school to provide. The local authority is legally obligated to meet your child's needs through funding.

Building a relationship with parents/carers is key from the start. Students who are permanently excluded attend a first interview with their parent/carer. We involve our parents in the following ways: • Parent/student reviews held at least 3 times each year • reports • Open mornings throughout the year at the Primary Provision with refreshments made by the students • Show & Tell opportunities for parents to see work & meet staff informally on the secondary site. • Yr 11  Leavers Celebration Art Exhibitions • Parenting Workshops • Questionnaires • Communication by any preferred means; phone, text, email or visit • Open door-parents are welcome to share their concerns • Parent Governor on the Management Committee

Cranbury College take very seriously the views and feelings of the young people within our provisions. The young people at Cranbury College are asked to provide their views through videos, discussions with Key Workers and opportunities to contribute to group consultations. Young people are, where appropriate, invited to meetings to discuss progress and issues there may be within their setting.

Arrangements for handling complaints about SEND provision

If you want to complain about the school’s SEN support, you should do it while your child is still registered at the school. This includes complaints that the school has not provided the support required by your child’s SEN statement or education, health, and care (EHC) plan.

In line with the Trust Complaints Policy which can be found on the website, you should follow these steps in order and move on to the next step if your complaint is not resolved.

1. Talk to the SENCo.
2. Follow the school’s complaints procedure.
3. If your complaint is about an SEN statement or an EHC plan you should contact the SEN Service in the issuing Local Authority. Otherwise, you should complain to the Education Funding Agency.

LAB CLERK CONTACT DETAILS FOR LAB CLERK: Tracey Nunn t.nunn@maidenerleghtrust.org

Contact the SENCo: Kayleigh Forbes who can support navigating complaints about SEN provision. 

Furthermore parents can access free advice and support from 

SENDIASS

ttps://servicesguide.reading.gov.uk/kb5/reading/directory/advice.page?id=zeoPMiXSY6g

We collaborate with a wide range of professionals to ensure students are receiving the care and education that is their right. This includes, but is not limited to: • Occupational Therapists. • Counsellors. • Play Therapists. • Speech and Language therapists. • Educational Psychologists. • Social Workers. • The Local Authority. • Youth workers. • Youth Offending Team. • A range of Alternative Provision providers. We have access to legal experts to ensure that we are meeting our requirements. Please contact the SENCo for further information.

Assistant Headteacher- SENDCo: Kayleigh Forbes CC-admin @maidenerleghtrust.org

Reading Information and Support Service for SEND (IASS)

https://www.readingiass.org/ iass@BrighterFuturesforChildren.org

Preparing students to move on to a new school setting

Cranbury College always aims to re-integrate students into a mainstream or special setting as appropriate. We will work with parents, families, and young people to ensure the setting is appropriate and able to meet the needs of the young person. We ensure we take guidance from parents/carers and new setting in this respect and support as appropriate. The relevant staff will liaise with the key staff at the new school / college to supply them with all the relevant information needed to support with the student’s smooth transition to their new setting.  In discussion with parents/carers, school will share records of interventions, reports, assessments carried out and any other relevant information. Support will continue as appropriate and required.

Preparing students for the transition to further education or employment

• Opportunities to visit and attend further education environments – including university

• Work experience opportunities

• Attendance at careers fairs and events

• School works with Adviza and College careers lead to support students at key transition periods, specifically Post 16 college placements.

• Students have a careers interview in Year 11

• Students are well prepped for interview and are supported with getting smart clothes

• Guidance can be given from an independent advisor at key transition times, when necessary.

• Support with applications and visits to college, jobs, or apprenticeship

Preparing students for adulthood

Preparing students for adulthood involves working towards outcomes which will support independence and choice making.  Some of the ways we do this are:

• Providing practical and lifelong learning subjects such as financial awareness, cooking, princes trust achieve programme etc.

• Work on organisation skills

• Transport and Travel Training

• Small group input or support, as deemed necessary and at the discretion of the school

• PSHE program covering e.g.: managing money, relationships, keeping yourself safe

We provide opportunities for students to practise developmental and transferable skills which will prepare them for life as members of their community and for success in the world of work.  This is done continuously throughout a young person’s time at Cranbury College.

The Local Authority’s Local Offer. For more information about services within the Reading Area, click the link below: https://brighterfuturesforchildren.org/for-parents-carers/send/#local-offer Follow this link for Parent Help in many areas such as: Mental Health, Self harm, Behaviour, Complaints etc. https://www.maidenerleghtrust.org/page/?title=Parent+Help+and+Support&pid=69

Communication with parents/carers is at the heart of what the college does well. Every student on with in each Key Stage and the Hospital Sites may have either a Keyworker, Key Person or Phase Leader who are responsible to maintain open communication with parents. We have an open-door policy. As part of the graduated approach (mentioned above), school is continually reviewing your child’s needs. If your child is accessing a SEN individual learning plan, this will be reviewed termly (3 x per year).

Annual Reviews happen once a year.