Crabtree Infants School



Supporting all Children at our School
At Crabtree, we welcome all children to our school and work with colleagues, parents and outside agencies where necessary, to ensure that all children have access to a curriculum that will allow them to achieve their full potential.


‘Special Educational Provision is education or training provision that is additional to, or different from that made generally for others of the same age.’

Children with special educational needs have learning differences that call for special provision to be made. All children may have special needs at some time in their lives. At Crabtree, we understand that introducing support for them as soon as possible is key for their success academically, socially and emotionally. Children will inevitably have challenging situations arise in their lives that can affect them such as long periods of illness; changes in their family circumstances; moving house; divorce or bereavement. We know that children respond to these situations differently and what happens to them could have an impact on their capacity to learn so we try to support families and work together with them to meet the children where they are at and help them achieve.

The progress of all our children is carefully monitored through our Provision Maps and an Assess/Plan/Do/Review model. If it is felt that a child has become vulnerable in their learning, for whatever reason, be it educational, physical, behavioural, emotional or social, they will be identified as having a specific need and provision will be adjusted then recorded on the Provision Map. If further provision is needed outside of what the school can offer, we will liaise with the appropriate external agencies in consultation with the parents.

Provision may simply be a slight change in the classroom including layout or approach or alternatively, it may be that they need extra support outside the classroom, either in a small group or one-to-one.


Specialist external advice is sought when the school requires specific expert strategies and recommendations to meet any child’s extra needs and we will be guided as a school to tailor provision accordingly. Any interventions can be temporary or long-term, depending on the needs of the child.

There are a number of extra provision programmes taking place in school detailed in the Local Offer which is published on the school website.


At Crabtree, we have a Special Educational Needs and Disabilities Co-ordinator (SENDCo) who works across both the Infants and Junior schools as well as an Inclusion Higher Level Teaching Assistant, who works with individual children or with small groups delivering specialist intervention in the Infants. Our Teaching Assistants are also trained in a range of Social, Emotional and Mental Health (SEMH) interventions and specific academic programmes to deliver a variety of support for your children.

Sometimes a child will need a personalised curriculum where specific targets are identified and strategies noted to ensure that the child can progress and meet the targets set at their level. These are set up in collaboration between the class teacher, the SENDCo, parents and appropriate external agencies; they are reviewed regularly.



SEN Information Report 2020-21 can be found here


The Inclusion Policy can be found here


At Crabtree, all our lesson planning provides an environment for risk-taking and challenge within learning - where children aren’t afraid to make mistakes - as well as extension for our most able pupils. We encourage a Growth Mindset where children view mistakes as part of their learning journey and know that they can learn from it for next time. Our most able students are continually extended with a broader and more challenging approach to the curriculum so they can be stretched and become more inquisitive; this further nurtures and develops their love of learning.


Equality Statement
Every school, university and other public authority is required by government to have an “Equality Duty”.


What is the Equality Duty?

The general Equality Duty requires our school to:

  • Eliminate discrimination, harassment and victimisation and any other prejudicial conduct that is prohibited by or under the Equality Act 2010
  • Advance equality of opportunity between people who share a relevant protected characteristic and people who do not share it
  • Foster good relations between people who share a relevant protected characteristic and those who do not share it

To help us meet the general duty we have specific duties to:

  • Publish in an accessible way at least annually information that demonstrates compliance with the general Equality Duty
  • Prepare and publish in an accessible way, at least every four years, one or more specific and measurable objectives which we think will help us meet the aims of the general Equality Duty.


The protected characteristics referred to in the duty are:

  • age, disability, gender reassignment
  • pregnancy and maternity
  • race, religion or belief, sex and sexual orientation
  • Marriage and civil partnership.

How is Crabtree Infants meeting the Equality Duty?
We are actively:

  • implementing an “Equality Scheme” and “Equality Action Plan”
  • reviewing other relevant policies to ensure these are compliant with our Equality Duty
  • reviewing our approach to assessing the impact on equality by analysing pupil assessment data for all vulnerable groups
  • updating our information, guidance and training for governors, pupils and staff
  • producing and maintaining an “Equality Log” that provides good evidence of Equality Practice at Crabtree Infants
  • Publishing relevant information for each protected characteristic showing how we are meeting the duty. This information includes statistical data on: age, disability, race & sex.


We deliver the following strategic equality objectives:

  • Review progress of children by race, gender and disability and implement interventions in response. Gaps in progress between gender, disability and ethnicity monitored.
  • Review and develop our SMSC (Spritual, Moral, Social, Cultural) curriculum ensuring that decisions are made which represent the wider community and world we live in and develop an understanding and tolerance of different communities.
  • Review curriculum coverage to explore how teaching related to protected characteristics is planned for.
  • To further improve disability access to all relevant areas of the school (for children, parents and staff).
  • Review our stakeholder communication procedures to ensure that all voices have the opportunity to participate in the Trust's policies and action (relative to protected characteristics) and that the profile of Equality matters remains high.
  • Review how effectively British Values are promoted and reflected within school life and our relationships with our local community.
  • Publish information to show how the school meets the aims of the general public sector equality duty.
  • To enhance employment and volunteer opportunities, identifying and addressing any barriers to the recruitment and development of staff or volunteers of all protected characteristics.