Cotton End Primary School

Mission Statement

Cotton End Primary School is a place where everyone is cared for as an individual, their views and heritage respected and where children are at the centre of all we do. We allow each individual to flourish through a happy, safe and stimulating environment where everyone can meet their personal goals and full potential: physically, socially, intellectually, emotionally, morally and spiritually. Through a positive community ethos we listen, engage and nurture a can-do attitude in order to prepare all learners for their future lives, enabling enjoyable learning within the context of a rapidly changing technological society.

How we support your child's learning

Cotton End Primary School has an open door policy and a close working relationship with families. As the children first start in our Preschool staff visit the family home and the relationships develop as they continue regular contact with families both informally and by appointment. Staff constantly monitor children’s progress and adapt work accordingly. At termly parent meetings teachers share information on children’s progress with their parents and discuss future targets. This is an opportunity to discuss concerns and share ideas for how parents can support their child’s learning at home.

Accessibility of our service

The school is all on ground level and accessible for wheelchairs. There are disabled toilet facilities available. We have a Polish speaking teaching assistant who is able to support some of our Eastern European families. For other families with EAL we access websites and other schools to find resources to support learning and communication. The Governing Body are committed to providing support to children with SEND and part of the school budget is allocated to that provision.

How we identify SEN

Early identification is key to ensuring that a pupil can be successful in their learning journey. All children are carefully tracked and their progress monitored regularly. Class teachers differentiate tasks to include all pupils and any concerns about progress or development are raised at pupil progress meetings or with SENCo. Parents are kept informed throughout by means of informal discussions, consultations, scheduled meetings with staff and/or other professionals.
As a mainstream school we promote an inclusive environment but we do not cater for any specific special educational need.

How we support your child/young person

Class teachers are primarily responsible for teaching and monitoring the progress of their pupils. Every class has a teaching assistant who supports the class teacher and helps with the pastoral care of the children. If a child is not making expected levels of progress, an Individual Education Plan/ Action Plan may be required and if so, it will be drawn up by the class teacher in discussion with the SENCo and parents. School data is analysed by senior leaders and interventions established where necessary.
If a child has a high level of needs (as stated on a statement or EHCP, an additional member of staff would be employed to support them).
The Headteacher reports on SEND to Governors termly. A Governor is responsible for SEND and meets with the SENCo termly.

How we match the curriculum to your child's needs

At Cotton End Primary school we teach through exciting topics which aim to create engaging, inspiring and challenging learning experiences. We understand that all children learn in different ways and aim to cater for all needs in every lesson. Activities and lessons are carefully differentiated to cater for all needs in the class. Teaching assistants are skilled to help support and extend learning for the group of children they work with. We have high aspirations and expectations of all children including those with SEND. Children are treated as individuals and their needs addressed as such. We differentiate through wave 1 and 2 interventions, accommodating all Special Education needs within a mainstream setting. Learning environments richly reflect the termly topic to fully submerge the children into the topic. Areas are set up around the classroom to encourage independent learning.

The support we give to your child's well being

We work hard to ensure children are happy and feel safe at school to ensure they can learn to their full potential. We recognise that some children have extra emotional and social needs that need to be supported. If these needs are not addressed children may suffer with behavioural difficulties, anxieties, and being uncommunicative. All classes follow a structured PSHE (Personal, Social, Health end Economic education) curriculum to support this development through our values education. For children who find aspects of this difficult we offer social skills group sessions, 1-to-1 sessions to deal with emotional behaviour, individual behaviour target cards and encourage attendance at extra-curricular clubs. In each classroom a lockable medical box is used to store medicines for children in the class. Key workers are responsible for monitoring and administering medicines for individual children.

The expertise we have access to

All of the staff at Cotton End Primary school are dedicated to helping children to achieve their best. Our named SENCo is Claire Gormley who has many years of experience with SEND and is undertaking the National Qualification for SENCo. The Headteacher, Karen Headland is also a trained SENCo.
Development and training for staff is ongoing and high profile at Cotton End.
All Teaching Assistants hold Level 2 or higher qualifications. We have staff trained in: SEND, Sounds-Write, Makaton, positive behaviour management, diabetes, first aid, anti-bullying.
We are an Achievement for All School.

How we include your child in extra curricular activities

All activities provided outside the classroom at school will be made available to all children. Reasonable adjustments will be made to ensure the inclusion of all children and parents will be included in the planning and delivery of these activities where appropriate. If, for any reason, they are unsuitable, an alternative activity will be offered.
All children are welcomed to breakfast and after school clubs and extra support is put in place where required.

How we prepare your child to join us or transfer to another setting

All children joining the school in Preschool and Reception are offered a home visit and our staff visit any previous setting before a child starts with us. We liaise closely with our feeder schools and ensure that our pupils are well prepared for transition to the next stage of their education. Transition arrangements include visits to us from Upper School staff and visits from our children to the upper school they choose to attend. All parents are encouraged to visit the schools available to them in order to make an informed choice for their child. If a child has an Education and Health Care plan parents will be consulted about their wishes for the next stage of their education.

How we match our resources to your child

If a learner is described as having SEN, we will provide support which is ‘additional to’ or
‘different from’ the differentiated approaches and learning arrangements normally provided as part of high quality, personalised teaching intended to overcome the barriers to learning. This support is set out in the pupil’s action plan and/or Provision Map. We use assessments, as well as discussions with parents and pupils to identify the barriers to learning and to plan any additional support the pupil needs. Additional support and intervention programmes will be reviewed regularly by the class teacher and meetings with the Headteacher and SENCo will be held termly to discuss progress. Our aim is for children to close the gap between their learning and their peers and so maintain a flexible approach to additional support and interventions which are adapted and changed according to the child’s need.

How we involve parents

We have an open door policy with the Headteacher and staff meeting and greeting parents on a daily basis. Any concerns raised about a child are shared with parents as soon as possible. Parents and teachers meet termly with timetabled consultations. Any action plans are discussed and agreed with parents before involvement of any external agencies. Individual targets are shared with parents termly. As part of the AFA programme, teachers have a structured conversation with parents where targets are set and joint actions are agreed. Parents and teachers keep in touch regularly to update and review progress.

How we include your child in the planning of their support

Involving pupils in their learning is a vital part of development and progress. Pupil’s self- esteem is monitored bi-annually via questionnaires. Targets are shared with pupils and they are encouraged to work on their ‘next steps’. Feedback is given verbally to younger children and in written form for older pupils. Any child with an Educational and Health Care Plan will be involved in the review and implementation of the plan throughout.

General Contact Information

Class teachers should be the first point of contact if you have any concerns about your child’s education or well-being. Teachers are available for an informal chat at the end of the day or appointments can be made through the school office for longer appointments. Visits to the school are warmly welcomed for new families this is an opportunity to see the school in action, meet the Head teacher and ask any questions you may have. Mrs Claire Gormley is an experienced SENCo and can be contacted through the school office by telephone or email. We work closely with other services and contact these when it is necessary to support a child or family. The local offer for Bedford Borough is available on Bedford Borough website:

Contact for more information

37 High Road,, Cotton End, Bedfordshire,, Bedfordshire, MK45 3AA
01234 740100