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Cranbury College is fully committed to inclusion. All of our students are offered help, advice and support if they have ‘special educational needs’. That is they have a learning difficulty or disability that makes it harder for them to learn than most children of the same age. This difficulty may be academic (e.g. reading or spelling), emotional, social, behavioural or in some cases physical. The college works with students throughout all key stages on the primary, secondary and Post 16 sites. Identifying a special educational need is the key to putting the right provision in place in the college and ensuring the young person moves forward to the most appropriate educational setting in the future whether that is a mainstream school, special school, training or work.

All staff particularly the Keyworker’s collate information about the student’s needs from an initial assessment. This Student Formulation is updated regularly and includes baseline assessments; LASS, Access Maths & English and spelling to identify academic need. SDQ (Strength & Difficulties Questionnaire) and PASS (Pupil Attitude to Self & School) highlight their emotional/social needs. Interviews at the start help the college to learn why the student was excluded and how they feel about this process (many students and their parents/carers experience a high level of anxiety and uncertainty). Using this information the young person is placed on the most appropriate pathway for their age and need.

If either the college or the parent feel that the young person has additional needs that will not be met without a more comprehensive assessment, an application for Needs Assessment will be made to the LA which may result in an Education Health & Care Plan (EHCP) being written.

Students in Key Stage 4 & Post 16 may require exam concessions and procedures are followed to ensure they have the best possible access to qualifications by having a reader or a scribe.

Cranbury College seeks to identify the unique qualities of each student and put in place programmes of academic or emotional support so that exclusion does not mean the end of their education. The college has seen lives transformed and comments made by the young people and their parents/carers testify to this.

Information, advice and services for Reading’s children and young people with special education needs and disabilities can be found here.



Helen Clarke

SEN and Vulnerable Groups Manager

Luke Baker