Inclusion
THE TRUST'S GRADUATED APPROACH TO INCLUSION
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WAVE 1 |
Effective inclusion of all pupils is delivered by quality first teaching in all lessons. This includes Differentiation, multi sensory teaching and support given by class teacher and learning support assistant. All Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff. |
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WAVE 2 |
Quality first teaching in class delivered by teacher and intervention put in place by teacher to Assess, Plan, Do and Review. |
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WAVE 3 |
Despite quality first teaching no progress has been made in the intervention. A referral is made to the SENCO. The SENCO assesses pupil and sets specific targets places the child on the SEN support list. This may result in a referral to the Educational Psychologist, Speech Therapy or an application for an Education Health Care Plan. All staff are made aware of the child’s targets through the Pupil Support Plan. Support draws on more detailed approached, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people. |
Welcome to Haberdashers’ Crayford Primary School with access to our resource provision
At Haberdashers’ Crayford Primary School, we have ambitious goals that allow all our children thrive. We provide a broad, balanced and appropriately adapted curriculum that allows children to achieve their potential in a safe, nurturing environment where children can learn successfully. We are an inclusive environment that aims to remove any barriers to learning and recognises and celebrates the diversity within our school community.
Haberdashers Crayford Primary School is delighted to offer 12 places across Nursery to Year 6 in our mainstream setting with access to the Resource Provision. The Local Authority allocates spaces in the Resource Provision in consultation with school. This sits outside of the general admissions process and is only available for children with an Education and Health Care Plan (EHCP).
Our Resource provision meets the needs of children with a diagnosis of Autism, where they are supported in the classroom and extended classroom pods. Children are supported through interventions in small groups, pairs and one-to-one, according to their needs. As part of our Resource Provision offer, children also have access to an alerting sensory space, a calming sensory room. Children in Early Years and KS1 are also able to access the Rainbow Room, which is a low stimulus, communication rich environment that mirrors the Early Years classroom. Here children have continuous access to access to multisensory learning and develop their joint attention and speech, language and interaction skills through interventions and intensive interaction.
The Resource Provision does not run separately from the school and all children remain on the mainstream school roll, attending assembly, school celebrations and trips with their class. As children progress through the school, they are supported to develop their independence as much as possible in the mainstream classroom.
Admission Criteria for the ASD Resource Provision (Reception- Year 6)
Referrals for admission will come from the Local Authority through the consultation process only. All referrals are considered by the Principal and Inclusion Lead/ SENCO at Crayford Primary to ensure that the following criteria is met:
- The child has an EHC Plan
- The child’s primary need is Autism (There must be a clear medical diagnosis of Autism)
- For consultations for children into Reception, formal and informal assessments indicate that a child at a preschool age is working within the ‘broadly average range’. This includes making recognisable vocalisations suggesting the emergence of communicative intent; engaging with their environment and retaining information.
- The child has the ability to verbally communicate without full reliance on communication aids. They may still need intervention and support devised by a Speech and Language Therapist (SALT)
- The child is able to manage some time in a mainstream class on a daily basis.
Admission will not be agreed if:
- The agreed number of funded places by the Local Authority is at full capacity and admitting children over this number would be incompatible with the provision of efficient education of others or the efficient use of resources.
- There is insufficient evidence of a clear diagnosis of Autism e.g. where the child is still awaiting a confirmed diagnosis of Autism.
- The child’s parents or carers are not in agreement of the strategies or approach used at the School and are not willing to support these by working in partnership with the School and following them in the home setting.
- There is evidence of moderate, severe or complex learning difficulties in addition to Autism that would prevent the child from accessing the mainstream classroom.
- The admission of a child would compromise the health and safety of the pupils and/or staff within the School or would compromise or disrupt the education of pupils already in attendance.
Visits to Crayford Primary
Visits to the School for enquiries around access the Resource Provision can be made by appointment only and are offered on a half termly basis.
Please contact the school office if you are considering consultation with our setting for your child and would like to arrange a visit: crayfordprimary@habstrustsouth.org.uk
Useful Documents
SEND information Report 2025To contact the SENCo email crayfordprimary@habstrustsouth.org.uk
