Cranbury College - Pupil Referral & Alternative Education Provision

Cranbury College is a Pupil Referral Unit and Alternative Education Provision Academy for young people in the Reading area.

Our young people range from 5-18 years old.  We support learners recovering from the trauma of permanent exclusion, those that unintentionally exclude themselves from education and children who cannot access school for medical reasons.

We are a multi-site organisation which includes our College Road Site – Primary and Cranbury Road Site – Secondary & Post 16. We have an Outreach Behaviour Support Team, offer medical tuition and have a Hospital Teaching Service based at Royal Berkshire Hospital. In February 2018 we were rated as a GOOD provider by Ofsted, and we are committed to a continuous journey of improvement for our whole school community.

Cranbury College has published their Local Offer providing information on Special Educational Needs and Disabilities.

Who to contact

Contact Name
Ceri Burns
Contact Position
0118 937 6847 0118 937 6847
Cranbury College's website
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Where to go

Cranbury College
Cranbury Road
RG30 2TS
Directions to RG30 2TS


Age Ranges

Local Offer

Contact Name
Ceri Burns, Headteacher and Kayleigh Forbes, Assistant Headteacher/SENCO
Contact Telephone
0118 937 6847
Contact Email
Cranbury College - Website Key Policies SEND
Local Offer Age Bands
Primary (4-10 years)
Secondary (11-16 years)
SEN Provision Type
Local Offer Updated

Schools Extended Local Offer Response


School Name: Cranbury College Address: Cranbury College, Cranbury Rd, Reading, RG30 2TS Telephone: 01189 376847 Email: Website: Ofsted link: Head teacher: Ceri Burns

SENCo Name: Kayleigh Forbes Contact: Date of latest Accessibility Plan: Created July 2020. Link to Accessibility Plan: Date completed: Reviewed November 2021. By whom: Name: Luke Baker Role: SEND Manager (since left position).

Cranbury College is a Pupil Referral Unit and Alternative Education Provision Academy for young people in the Reading area. Our young people range from 5-18 years old. We support learners recovering from the trauma of permanent exclusion, those that unintentionally exclude themselves from education and children who cannot access school for medical reasons. We are a multi-site organisation which includes our College Road Site – Primary and Cranbury Road Site – Secondary & Post 16. We have an Outreach Behaviour Support Team, offer medical tuition and have a Hospital Teaching Service based at Royal Berkshire Hospital. In February 2018 we were rated as a GOOD provider by Ofsted, and we are committed to a continuous journey of improvement for our whole school community.

1: The kinds of special educational needs for which provision is made at the school
1.1: Do you have children with SEND in your school?

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.


2: Information related to mainstream schools about the school's policies for the identification and assessment of pupils with SEND
2.1: How do you know if a pupil has SEN?

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.
2.2: How will I know if my child is receiving SEN support?

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. 

3: Information about the school's policies for making provision for pupils with SEND whether or not pupils have EHC plans
3.1: Where can I find information about the school SEN Policy?

Cranbury’s SEND Policy can be accessed here:

3a: How the school evaluates the effectiveness of its provision for such schools
3a.1: How do you make sure that the SEN provision is helping pupils make better progress?

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


Behaviour for learning data


Continuing Professional Development Review


Discussions with students/parents/carers


Examination data


Intervention impact data

half-termly/end of short course

Lesson observations


Parent Surveys

annual and as required

Progress data


Recommendations from outside agencies


Student Surveys


Targeted questionnaires




3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?

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. 

3b: The school's arrangements for assessing and reviewing the progress of pupils with special educational needs
3b.1: How do you check and review the progress made by pupils with SEN?

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


3b.2: How will I find out about the progress my child is making?
  • Autumn, Spring and Summer term reports. 
  • Parent's Meetings. 
  • Intervention reviews. 
3b.3: How will I be involved in those reviews? Who else will be there?




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.

3c: The school's approach to teaching pupils with SEND
3c.2: How can I find out more about what my child is learning at the moment?

Please click here for curriculum information:


3d: How the school adapts the curriculum and learning environment for pupils with SEND
3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?

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).


3e: Additional support for learning that is available to pupils with SEND
3e.1: Is there additional support available to help pupils with SEND with their learning?

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 



Alt Prov Boxing 

Alt Prov 

1.1 Tuition 

Brighter Futures Scott Bennett 



Academy 21 

Aurora Family 

Careers/Destinations/Job Applications 

Tutor Dr’s 

Auto Skills 

School Nurse 

Young Giants 


Access Arrangements Testing 

WEX (KS4/5) 

Enemy of Boredom 

Youth Worker? 

Police Liaison 

Fresh Start 


Drug and Alcohol - Source 

Heads High Hair and Beauty 

Sports Mentor 


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 


School Refusal Package 

Educational Psychologist 

Reading FC 

Risk Taking Behaviours Package 

CAMH’s referral 


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 







3f: Activities that are available for pupils with SEND in addition to those available in accordance with the curriculum
3f.1: What social and extra-curricular activities are available for students with SEND?

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.

3g: Support that is available for improving the emotional and social development of pupils with SEND
3g.1: What support will there be for my child's overall well-being?

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
4: In relation to mainstream schools, the name and contact details of the SEN Co-ordinator
4.1: Who should I contact if I want to find out more about how the school supports students with SEND?

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

4.2: What should I do if I think my child may have a special educational need or disability?

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

5: Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured
5.1: What training have the teachers and other staff who support children and young people with SEND had?

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
6: Information about how equipment and facilities to support children with SEND will be secured
6.1: What happens if my child needs specialist equipment or other facilities?

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.

7: The arrangements for consulting parents of children with SEND about, and involving such parents in, the education of their child
7.1: How will I be involved in discussions about and planning for my child's education?

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

8: The arrangements for consulting young people with SEN about, and involving them in their education
8.1: How will my child be involved in his/her own learning and decisions made about his/her education?

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.

9: Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school
9.1: Who can I contact for further information?

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.


9.2: Who can I contact if I am not happy about the SEN provision made for my child?

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

Furthermore parents can access free advice and support from 



10: How the governing body involves other bodies including health and social care, LA support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils
10.1: Who else provides services in school for children with SEN or disabilities?

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.

11: The contact details of support services for the parents of pupils with SEND including those for arrangements made in accordance with clause 32
11.1: Who should I contact to find out about other support for parents and families of children with SEN or disabilities?

Assistant Headteacher- SENDCo: Kayleigh Forbes CC-admin

Reading Information and Support Service for SEND (IASS)


12: The school's arrangements for supporting pupils with SEND in transferring between phases of education
12.1: How will you help my child make a successful move into the next class or secondary school or other move or transition?

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.

13: Information on where the LA's SEN Information Report / Local Offer is published ORDINARILY AVAILABLE statement - Provision the local authority expects to be made available by schools, early years and post-16 providers)
13.1: Where can I find out about other services that might be available for our family and my child?

The Local Authority’s Local Offer. For more information about services within the Reading Area, click the link below: Follow this link for Parent Help in many areas such as: Mental Health, Self harm, Behaviour, Complaints etc.

14: Arrangements for assessing and reviewing children and young people's progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review
14.1: What opportunities will we as parents and our child have to review our child's progress towards the agreed outcomes?

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.

15: Who can I contact for further information?

Assistant Head Teacher- SENDCo Kayleigh Forbes 

16: What is the complaints procedure?

Our Complaints procedure can be found on our website. Please follow this link:

17: Our external partners are

Educational Psychologist Speech & Language Therapist Social Care • Range of Alternative Provision: • HITZ Heroes • Animal Farm • Outdoor Academy • Path Hill Outdoors • Reading YMCA • Woodwork Groundwork • Motor Education Project • RAW Health & Fitness inc. Dance Plug n Play and Readipop • Heads high hairdressing & beauty Outpost @ Reading Play THRIVE Pottery @ New Directions • Haybrook College • JAC Please note that we seek AP to meet the needs of students. The list is constantly growing. Youth Offending Services Counselling Educational Welfare Officer School Police Liaison Officer Virtual Headteacher for Looked after children.

19: Link to the schools websites SEND information or policy page.


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This information has been collected from third party providers therefore the Reading Services Guide, Reading Borough Council (RBC) and Brighter Futures for Children (BFfC) cannot accept responsibility for the accuracy of this information and recommends that parents, carers, young people, residents and professionals check with providers regarding DBS (Disclosure & Barring Service) and OFSTED registrations and CQC registrations. Information collected by Reading Service Guide; is used solely to implement and supply the Family Information Service (FIS), Special Educational Needs & Disabilities - Reading's Local Offer, Adults & Carers Support Group and Reading Youth.


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Family Information Service 0118 937 3777 OPTION 2 0118 937 3777 OPTION 2

SEND Local Offer 0118 937 3777 OPTION 2 0118 937 3777 OPTION 2

Adult & Carers Support 0118 937 3747 0118 937 3747
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