Educational Needs and Disabilities (SEND) Offer.
The Government now requires that all school publish their SEND offer
on the School Website to support the Local Offer from the appropriate
Local Authority, in the case of Cann Bridge School this is Plymouth’s
Local Offer which can be viewed at: CLICK
What follows is a brief description of what any child coming to Cann
Bridge School can expect to be provided and how they can access additional
services to help support their development and learning.
At Cann Bridge School we cann…
• Promote a high quality learning environment.
• Deliver high quality learning from a highly skilled, well trained
• Provide every pupil with a high staff ratio to meet their individual
• Provide access to the National Curriculum differentiated to
each pupil’s learning needs.
• Tailor the timetable to meet learning, developmental and emotional
needs of each individual.
• Ensure each pupil has a Learning Champion to advocate for them
within the class and ensure all staff are aware of any specific needs
the pupil has.
• Provide access to appropriate support services, through referral,
on request from the pupil, school staff or parents.
All pupils who attend the school will have undergone, or be in the process
of, assessment for a Statement of Special Educational Needs (SEN). From
September 2014 this process will change in order that all new pupils
will be assessed for an Education Health and Care Plan (EHC) and all
pupils with a Statement of SEN will have this transferred to an EHC
by August 2017.
The Statement of SEN and the new ECH will both outline the needs of
the child in terms of educational input required and the EHC will place
a requirement on both the National Health Service and Children’s
Social Care to complete an assessment of needs and to clarify what is
required to meet those needs. Once this is completed there is a statutory
duty on the three agencies to make sure all the child’s needs
are met by through appropriate delivery, coordinated by the agencies.
In order to find out more about our School Offer for SEND please click
on the links below…
Definitions of Disability and SEN
Teaching and Learning Assessment Policies
Working with other services
Definitions of Disability and SEN
The Equality Act 2010 states that a person has a disability if they
have a physical or mental impairment and the impairment has a substantial
and long-term adverse effect on their ability to carry out normal day-to-day
A physical or mental impairment includes…
• Learning difficulties
• Sensory and Medical conditions including visual or hearing impairment,
epilepsy, diabetes, more severe forms of asthma and eczema
• Specific learning difficulties, including dyslexia
• Speech, language and communication impairments including conditions
on the Autism Spectrum Continuum
If the impairment has a substantial and long-term effect on a person’s
ability to carry out normal day-to-day activities it may amount to a
A young person has special educational needs if he or she has a learning
difficulty or disability which calls for special educational provision
to be made for him or her.
A young person has a learning difficulty or disability if he or she:
(a) Has a significantly greater difficulty in learning than the majority
of others of the same age, or
(b) Has a disability which prevents or hinders him or her from making
use of facilities of a kind generally provided for others of the same
age in a mainstream school.
At Cann Bridge School all the pupils have Severe Learning Difficulties
(SLD) as identified by an appropriate medical practitioner or an Educational
Psychologist following assessment. You may also hear the phrase Severe
Learning Disability which is the same but used more by the medical and
social care professional while Learning Difficulty is used more in education.
This category of educational needs is to do with cognitive impairment
and means that your child will be working quite a long way behind most
children of a similar age.
Cann Bridge also has provision for pupils with Profound and Multiple
Learning Difficulties (PMLD) and pupils with Complex Learning Difficulties
and Disabilities (CLDD). PMLD pupils will have a high degree of additional
physical impairment making it difficult to access the world, CLDD pupils
will at least one additional learning difficulty such as autism or foetal
alcohol syndrome which makes their severe cognitive difficulty more
Teaching and Learning
Learning takes place in purpose built classrooms designed to allow whole
group, small group and 1:1 teaching throughout the day.
The class size will be around eight pupils per class but this does increase
or decrease a little depending on the level of needs in the class. The
aim though is to never exceed ten pupils in a class. Each class has
a Teacher and two Teaching Assistants (TAs) and this provides the core
of an educational class team. In addition there will be additional Teaching
Assistant support allocated to the class based on the needs of the pupils
in the class. Currently the staffing
at the School is, on average, one teacher to eight pupils and one TA
to every two pupils.
The learning environment includes all areas of the school and the pupils
also have access to spaces for calm contemplation and quiet time. This
is in addition to more specialist
at Cann Bridge and across the Tor Bridge site.
is designed to meet the needs of the pupils and is based on the areas
of study in the National Curriculum in order to provide a broad range
of learning opportunities and experiences. The learning objectives are
specific to each pupil ensuring that precise assessment
can be made to develop further learning. The aim of the curriculum is
to equip learners with the knowledge and skills they will need to be
as independent as possible in adult life.
In all classes there is a Total Communication environment and this philosophy
also extends across all school staff. The basis of this philosophy is
that all behaviour is communication and it is important that we recognise
behaviour for what it is intended to communicate and not just the behaviour
itself. In this way we can try to interpret what the pupil is saying
from their actions as well as from more formal communication.
Pupils are assessed all the time by staff and this assessment relates
to their learning, communication social and emotional wellbeing, behaviour
and physical development.
The results of ongoing assessments are formalised into an assessment
scheme called B Squared. This is a data base of milestones achieved
which links to the National Curriculum through the P Levels. BSquared
allows the school to record achievement and chart progress from the
Early Years Foundation Stage (EYFS) all the way through to Post 16 in
different areas of learning.
P Levels or, Pre-Levels, lead up to the National Curriculum levels from
P1i to P8; where P8 is similar to Level 1 of the National Curriculum.
Pupils are expected to progress through the P Levels at a rate based
on their starting point and also how well they achieve over time and
all pupils will have individual speeds of progress attainment. Staff
will talk about P Levels and progress during your child’s education
and it is important to ask if you are not sure.
Pupils will also be assessed by other professionals from time to time
and on request if it is felt necessary.
The School has a range of policies of which a number are published on
the website. These are to inform the reader about how the School carries
out a large range of functions and also how it delivers services and
how issues can be raised and are dealt with.
The relevant policies for SEND are…
• Admissions Policy
• Anti-bullying Policy
• Attendance Policy
• Behaviour Support Policy
• Health and Safety Policy
• Safeguarding Children Policy
• Single Equality Policy
• Special Educational Needs Policy
• Teaching and Learning Policy
• PSHE Policy
these can be found in the Policy section to
allow access to policies of the website or for a paper version contact
If you have any questions about School policies please contact the School
and the relevant person to deal with the enquiry will be found.
It is very important that all the pupils are able to be heard at Cann
Bridge School and so Student Voice is seen as an integral part of the
ethos of the School. This is seen in the Total Communication philosophy
held at the School as we seek to understand all behaviours and interpret
what function they achieve for the pupil and help pupils to make their
wishes and needs known.
The School also has a Student Council and each class has representatives
on the School Council and so are able to help inform some decisions
being made. These representatives are voted for by the pupils in each
class and are supported at meetings by staff from the class.
The pupils Learning Champion will also act as a voice for the student
at the weekly class staff meeting.
Cann Bridge School provides a number of Specialist Facilities as part
of the offer to pupils with SEND.
These may not be accessed by all the pupils at all times and some pupils
may never require them but if there is a need then it can be met.
The additional facilities the School has are…
• A hydrotherapy bath
• A soft play room
• A sensory room (dark)
• An outdoor gym
• Withdrawal rooms in each classroom
• Kitchenettes in each classroom
• Contained outdoor space access from every classroom
• Two ‘Safe Spaces’©.
school provides a specialist teaching staff all of whom have experience
and qualifications in working with pupils with additional learning needs.
has a successful Apprentice programme, in conjunction with GHQ, which
covers two years and gives a solid education and in depth experience
to the Apprentices.
All staff are trained in Makaton with lead TAs and Teachers completing
the two day Makaton course. 75% of teachers have completed the Picture
Exchange Communication System (PECS) training as have a number of the
All teachers will have access to the specialist TEACCH programme for
working with pupils with autism. All staff complete a course called
Managing Actual and Potential Aggression (MAPA) which compliments the
philosophy that all behaviour is communication.
has a qualified nurse on site all day, and seeks to ensure that a large
majority of the Primary TAs have paediatric first aid training and secondary
TAs have first aid training; this training is also offered to the teachers.
with other services
The School is able to support pupils in areas outside education through
excellent links with other agencies and will make referrals to these
agencies as appropriate to the needs of the pupils.
• Specialist Child and Mental Health Service (CAMHS SLD) Team
• Children’s Integrated Disability Service (ChIDS) which
includes Occupational Therapists, Social Workers, Sensory Support Workers
(Visual and Hearing Impairment)
• Educational Psychology
• Speech and Language Therapy
• Specialist GP
• Sensory Integration Specialist Occupational Therapist
Psychologist, Physiotherapist and Speech Therapist attend the school
to assess and work with individual children, and to plan in consultation
with the class teacher, each child’s programme. In addition we
have a physiotherapy assistant who also works with the pupils.
Child Paediatrician holds medicals at the school most weeks and Parents
are invited to discuss their child with the doctor, each pupil being
seen every year and more often if requested. In addition Consultant
Paediatricians hold clinics at school at regular intervals. A Dentist
also visits regularly to complete check-ups on all the learners..
Advisory teachers visit regularly help children with hearing or visual