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SEN Information Report

Children and Families Act
The Local Offer from special schools
Cricket Green School

1.  How does Cricket Green School assess whether they can meet my child’s needs before they join the school?
• Consideration of  paperwork ; look at needs, levels and professional input required ( eg: OT, SLT)
• Discussion at panel with other professionals such as Educational Psychologist/ Speech &  
  Language Therapist
• Possibly visit to current setting
• Parental visits made to the school with the Head or senior staff.
• Child or young person may visit.
2.  What is the process for applying to the school or asking for a placement at the school or who would refer my child? Please list eligibility criteria (e.g. must have an EHC plan) and the general process by which pupils are referred to the school.

• All pupils must have been assessed and have a current EHC plan (unless new to the country)

• Assessment places may be available for those without an EHC plan at the local authority request

• Eligibility criteria is that learning needs fall into the moderate learning difficulty range, possibly with other associated needs such as autism, speech and language disorder/delay, medical, physical and/or sensory impairments. 

(Pupils with PMLD are not eligible for the provision at CGS as their learning needs cannot be met  through the curriculum delivery, nor do we have appropriate health professionals on site to meet needs).

• All admissions are via the Merton SEN department.

• Pupils may be referred by: Early Years professionals, via an Annual Review request to panel, by parental request
to the LA or by another local authority SEN department.

• If anyone wishes to view the school, headteacher visits can be arranged directly with the school. 

• Parents are advised to visit prior to a referral being made and are welcome to bring a professional from their current provision and/or a local authority representative (e.g. Parent in Partnership Service) for support.

3.  How will I know how Cricket Green School will support my child/young person and how any therapy or specialist, alternative provision will be delivered?
• All pupils’ progress and well-being is monitored throughout the year primarily by the class 
  teacher and reports are generated through scheduled IEP, Annual Review/ Educational Health 
  Care plans and pupil progress meetings. During the meetings the relevant professionals will 
  agree in conference with the parent and child, where appropriate, and arrange for the pupil to 
  gain access to wave 1,2, and 3 support and interventions as needed. This support is monitored 
  and reviewed on a provision map and updated termly or when the intervention is complete.

All support and provisions are agreed upon in a multi-agency approach usually with the Head 
  teacher chairing the meetings.

• We use a range of evidence inclusive of hard and soft data from the necessary professionals, 
  parental and pupil testimonies/opinions, observation reports and the Educational Health Care 

• The specialist support is allocated if the pupil’s needs meet the criteria in the referral process. 

• A meeting will be set up to explain the process with parent or carer, this may be during a 
  scheduled meeting like Parents Evening or a discrete meeting may be arranged at the  
  parents/carers’ or Head teacher’s request.

• Interventions may be provided by trained support assistants, teachers, senior or specialist 
  teachers, therapists, sensory teams,  therapists and CAMHs.

• Each intervention is delivered by practitioners with the necessary training and experience. All 
  interventions are monitored and reviewed to measure impact and progress towards targets.

• All school staff access training throughout their careers, from Induction to developing specialist 

• Appropriately skilled and trained people work with the pupils, and train school staff, as 
  appropriate, to create as much opportunity for professional development as possible.

• Each provision is monitored rigorously and recorded on SIMS (provision mapping) to measure the 
  quality of impact and cost effectiveness. All pupils have an Individual Education Plan which is 
  officially reviewed and updated twice per year.

• Governors are appraised of the provisions and support offered by the school during governor’s 
  meetings. They also play an integral part in the school’s growth, providing employment and 
  resources for specialists inclusive of therapists and agencies that may work with pupils and their 
4.  How will the curriculum be matched to my child/young person’s needs?
• At CGS we believe it is our duty to personalise the curriculum and environment to meet the 
  needs of every individual. This means that all lessons are differentiated and tailored to enable 
  pupils to access the curriculum and achieve their very best in all areas of school life. Their 
  achievements and progress are tracked and measured where we aim to increase the life 
  opportunities of all of our pupils and young adults.

• A range of professionals may help to plan specific interventions for pupils alongside the class 

• The curriculum is based on the Creative Curriculum combined with specific work on literacy, 
  numeracy and social skills. Our approach enables pupils to develop skills, follow patterns of    
  thought and revisit topics on a two yearly basis.  The Creative Curriculum is underpinned by the 
  Skills Ladders developed by the school to show skill steps in History, Geography, Science, Art, 
  Technology, Drama, Music, Personal Social Health Education, Social skills, R.E and ICT. All pupils 
  have individual education plans (IEPs), which reflect annual review /EHCP  targets and termly 
  objectives. All pupils in the Secondary school use the specialist rooms for Art, Music and Food 
  technology.  All areas of the curriculum are delivered either as discrete subjects or as part of the 
  Creative Curriculum

• Specialist equipment is obtained by the school through various resources including: Grants, pupil 
  premium funds, school budget and requests for funding from the borough.
5.  How will the school know how well my child/young person is doing?
• Attainment and progress is measured, monitored and recorded by class teachers and senior 
  leaders using curriculum levels and skills ladder descriptors. There is an embedded cycle which  
  encompasses the quality of Teaching and Learning and the accuracy of levelling. Pupils’ levels 
  are kept on CASPA and the standard of their progress in compared to the guidelines set out in 
  the National Progression Guidance, Raise and the extensive comparison set (up to 100,000 
  pupils) on CASPA.

• The social and emotional needs of the pupils and students at CGS are met primarily through the 
  ethos of the school, the manner in which they are treated and the invisible curriculum. Care 
  guidance and support is the foundation on which all learning is built. Their progress is measured 
  using hard and soft data inclusive of reports, assessment skills ladders from Social skills, Drama, 
  PSHE lessons, parental and pupil questionnaires/testimonies, therapy intervention, case studies 
  and small group CAMHS/ELSA work. Samples/data will be kept on CASPA and in the ‘pupils’ 
  profiles’ and measured using the most up to date bench marks.
6.  How will I know how well my child/young person is doing?

• Initial IEP meetings are held within 2 months of a pupil first attending CGS

• There are two Parents meetings a year to discuss progress and IEPs

• IEP / SLT / OT targets are all shared with parents.

• Meetings can be arranged outside of these usual meetings with class staff or other professional 
  such as SALT / OT

• Statement review / EHCP review meetings are held annually

• Celebration evening at the end of the year with the opportunity to discuss the end of year report 
  and see the pupil’s work

• For any pupil who is out of school work will be provided and opportunities will be made for the 
  parent to discuss the work and progress with the class teacher and assistant head

• Home school books are used for all pupils in KS 1 &2 and may be used for some pupils in the 
  secondary phase of the school 

• E mail contact can be used

• After pupil progress meetings some pupils will receive additional support or interventions which 
  will be shared with the parents

• Pupils attending alternative provisions are subject to the same reviews and target setting.
7.  How will you help me support my child/young person’s learning?
• Prior to the starting at Cricket Green, schools are contacted to make transition plans.  This can 
  take the form of informal visits to school, regular link visits for particular topics, attendance at 
  Annual Reviews or Cricket Green staff visiting the children at their current school.  

• Important information about a child’s learning and social needs are obtained from their current 
  provisions to inform our planning and any adaptations that need to be made.

• The primary children and any other child where it is deemed appropriate receive a home visit by 
  the Assistant Head and / or Family Support Worker, to meet with the family, talk through any 
  concerns or anxieties and signpost support networks

• Once at school, children are given a home/school book which is used for communication 
  between the school staff and families.  Staff write a newsletter every Friday to inform the parents  
  what their child has been learning/doing that week.  Staff will also write regular personal 
  comments about individual achievements and challenges.  Parents are encouraged to do the 

• At the beginning of every half term, parents are sent home a Curriculum outline which presents 
  all the topics that their child will be learning about.  This also has ideas for the parents as to how 
  to support and extend this learning at home.

• Reading journals are sent home daily to inform parents of their daily reading sessions – parents 
  are encouraged to write in these too.

• “Star of the day” certificates are sent home to show parents what is being celebrated for that 
  child at school.

• Parents are encouraged to attend all festivals to celebrate learning alongside their child e.g. 
  Harvest, Christmas, Film festivals, Art exhibitions etc.

• Parents have access to the parenting programmes, Early Bird Plus courses, ICT training, literacy 
  and numeracy basic skills or any individualised support provided by the Family Support Worker.

• Questionnaires are produced at parents evenings to consult with  parents about their views of 
  aspects of school, what we do well and what we need to improve upon.

• Parents continue to remain in contact with the school long after their child has left and are 
  always welcome.  This is possibly as a result of the support and nurturing they received, and 
  continue to receive.
8.  What support will there be for my child/young person’s overall wellbeing?  How will my child/young person’s personal or medical needs be met?
• Child Protection training is given to all new staff through their induction and updated annually 
  for existing staff. This explains the importance of sharing information and following procedures 
  to ensure the welfare of our pupils is our primary concern.

• Two staff have responsibility for CP, the Headteacher and an Assistant Head. Their training is 
  ongoing and subject to constant update.

• Care plans are completed by the school nurse and parents as needed for individual pupils.

• Information on pupils with care plans are shared with the staff across the school.

• Medical training is renewed annually for all staff, for managing epilepsy and anaphylactic shock 
  and Specific training is offered to groups of staff as needed eg: epilepsy, diabetes, tracheotomy 

• Regular meetings are held between the school nurse and the assistant head with responsibility 
  for pastoral care.

• Merton CAMHS referrals can be made by the school. Names of pupils who may be referred come 
  through discussions with parents, requests for support directly from the parents, concerns raised 
  by staff or from the pupil themselves.

• We have a Tier 2 CAMHS worker based at the school 3 days a week. Pupils receive support either 
  on an individual basis or as part of a small group of pupils who may all be experiencing the same 

• Music therapy has been offered through CAMHS

• Regular meetings are held with the EWO to monitor attendance. The parents of any pupils whose 
  attendance is causing concern are contacted initially by letter. If there are no improvements 
  phone calls will be made to discuss the concerns and a plan to increase attendance put in place. 
  Support may be offered by the school to improve this.

• Letters from the Education Welfare Officer and further action may be taken in cases where 
  attendance doesn't meet expectations.

• Positive attendance is rewarded by certificates awarded for 100% attendance at the end of each 

• Management plans are used as needed to support pupils to modify their behaviour, in 
  conjunction with parental support.

• The schools educational psychologist can offer support and guidance.

• Anti-bullying work and self-esteem raising forms part of the PSHE programme

• The school has focused weeks when issues about appropriate social behaviour are discussed and 

• Any incidents of bullying or inappropriate behaviour are managed by staff who know the pupils. 
  The ways of resolving issues depends on the age, ability and needs of the pupil.

• Through social skills lessons, Circle times and class reflection time pupils are encouraged to 
  share their feelings, seek resolution and deal with upset or conflict. 

• Annual reviews are held termly and run by the Head or senior staff.

• The transition to  EHC plans will run alongside this process.

• Yr 9 Annual Reviews are transition reviews and start the process of considering and planning for  
  the transition into adult life.

• Yr 11 Annual Reviews consider placement post 16.

• Dependent on statemented  need or professional involvement reports are requested and invites 
  sent. Meeting dates are offered to parents.

• Minutes are recorded and shared, usually at the meeting. These record progress, views and 
  recommend any changes to the statement of provision. In exceptional circumstances some  
  reviews are typed up post meeting.

• All information is shared with parents / guardians/ professionals.
9.  How will my child/young person be able to contribute their views on how things are going?

• Pupils have an opportunity to express their views through Circle times, pupil Council meetings 
  and our “Rights Respecting Schools” initiative. Aside from these set times, pupils also have 
  opportunities to speak with staff or mentors on a daily basis. 

• The pupils have the opportunity to organise Pupil Voice events throughout the year through 
  “Rights Respecting schools” and the Pupil Council.

• Pupils from KS3 upwards may contribute to review meetings.

• Pupils from KS3 upwards may be involved in their target setting and review.

• A variety of augmentative communication tools are used to increase pupil capacity to offer an 
  opinion, make suggestions or make a decision.

  10.  What specialist services and expertise are available at or accessed by the school?
         Are there any very specialist staff at the school and what are their qualifications?
         Please list the services that you regularly use from LA teams, Health, therapies and social care?
         How does the school manage Annual Review meetings? e.g. who runs them, invitees etc.
• Occupational therapy
• Speech and Language Therapy
• Physiotherapy
• Sensory teams: HI /VI
• Educational Psychologist
• School nurse
• Drama therapist (school based)
• Play therapist (school based)
• CAMHS worker and access to CAMHs team 
• Virtual school for LAC pupils
• Integrated service team for support with social needs 
• Short breaks service
• Qualified Travel trainer
• ASD qualified staff leading the MAOS outreach service

• Music Therapy (school based)

• Horseriding
11.  What training have the staff supporting child/young person and young people with SEN had or are having?

• All staff  (teachers, admin, support assistants and lunchtime staff) have access to training which 
  is delivered through the school’s CPD programme and linked to observations, school 
  improvement programme and the appraisal process. Training of staff includes courses, weekly 
  INSET and training through the Teaching School offer.

• Head teacher – QTS, Degree level qualification, NPQH, evidence of advanced study

• Deputy  head – QTS, Degree level qualification, experience of different settings, mainstream 

• Assistant head – QTS, Degree/ Masters option, Specific experience of SEN 

• Teaching and Learning  responsibility postholders  - Qualified Teacher Status, Degree/ Masters 
  option, Middle leaders course and extensive experience in subject area

• Teaching staff: QTS
12. How will my child/young person be included in activities outside the classroom including school trips?
• All classes participate in educational visits both locally and to key areas around London related 
  to the curriculum. Currently residentials have been offered to KS4 and KS5 students to Sayers 
  Croft, Eastbourne and Butlins.

• Every child will have access to activities that are appropriate for their social, emotional and 
  cognitive development, the inclusivity of which is based upon equality and need.

• Life skills and using the local community are key aspects of the CGS curriculum offer

• Parents are invited to participate in the process of planning residential visits and they are also 
  welcome to experience day trips with their child’s class.

• Risk assessments are completed by key members of staff and signed off by a senior member of 

• Key staff undertake training in organising Educational Visits.
13. How accessible is the school environment?

• Most buildings at CGS are one level, making it wheelchair accessible.

• Facilities exist throughout the school to enable access for all learners, staff and visitors 
  irrespective of specific need.

Equipment or adaptions are used as advised by the sensory team, and the environment is 
  considered to be comfortable for those with SI.

• Specialist equipment is provided by the school, advised by the sensory team, the physio or OT.

• Regular visits by the Sensory team ensure that we are up-to-date with any auditory or visual
  equipment / adaptations that we may need.

• For families where translation is required or requested, this is a service we buy in as needed. We 
  also use the skills of our multi lingual staff.
14.  How will the school prepare and support my child/young person when joining Cricket Green School, transferring to a new school or planning for the next stage of their education, employment or training?   
• On entry to CGS initial visits are made with the Head or senior staff.

• Specific pupil visits or induction days can be arranged.

• In the summer term induction days are planned for the autumn intake  so all pupils know certain 
  information before they arrive. Information is given verbally, pictorially and with symbol support 
  as appropriate to age and need.

• The Family Social Worker arranges coffee mornings to give information to parents and facilitate 

• For primary pupils – there is liaison with the Early Years  team and the FSW and AH who may do 
  home visits.
• For transitions from CGS visits to new schools or colleges are offered, –  for groups and 
  individual – for students and parents (supported by staff or Family Support Worker if needed)

• Discussion takes place at yr 9 and yr 11 review meetings where options are discussed, aspirations 
  shared and processes explained.

• A 139a is currently written or an EHCPlan amended.

• A specialist Careers evening  at CGS is an Annual event and transitions fairs are attended by 

• College induction days are arranged. Individual  students have specific induction planned 

• Statement, latest AR’s may be sent on to new placements together with IEPs, behaviour  / 
  medical plans or communication passports

• For 6th form students there is liaison with adult services as appropriate and “Step up plans” may 
  form part of the AR.

• Careers guidance and work related learning are part of the curriculum at CGS including 
  Employability, work experience, and Enterprise. Therefore transition is the end of a process that 
  starts in KS3.
15. How are the school’s resources allocated and matched to child/young person’s special educational needs?
• The schools budget is allocated and monitored by  the Finance Manager , Head and Governing 

• Pupil premium is allocated to support interventions through funding staffing, training, activities 
  and resources. These are decided in Pupil Progress meetings, Annual Reviews and in discussions 
  with parents and professionals.

• Reviews of targets and PP meetings monitor progress through interventions.

• All interventions and provision are based on developing an individuals potential and skills.

• Additional funding is sought from the relevant LA if input is over and above the schools 
16. How are decisions made about what type and how much support my child/young person will receive? 

• Interventions are decided through statemented need, individual needs and identification of need 
  through teacher assessment and pupil progress meetings. Interventions  are decided in Pupil Progress meetings, Annual Reviews and in discussions with parents and professionals.

• Reviews of targets and PP meetings monitor progress through interventions.
17. How can I be involved in the school more generally? 

• Welcome to visit any time, by prior arrangement


• Volunteering to support in class or on trips and outings

• Helping with craft/cooking/gardening on a one off or more regular basis

• Supporting events throughout the school year: drama productions, sports events, parents 

• Potentially, offering work experience opportunities for our students

• Becoming a School Governor 

• Supporting the schools PTA Friends of Cricket Green School
18. Who can I contact for further information?

• Contact with the school can be made by phone or e mail.

• Visits can be requested by phone or e mail or filling in the form on the website.

• For a visit appointments are arranged by and with  the Headteacher

• For a child in the school contact can be made with the teacher or Key stage Assistant Head.

• The schools website advises where policies can be found, including the Complaints Procedure. 
19. What should I do if I am considering whether this is the right school for my child/young person?
• Contact the school.
• Arrange to speak with the Headteacher to discuss the child and provision.
• Arrange a school visit.
• Share opinion and views at current provisions Annual review meeting 
• Apply through LA admissions procedure.
• Invoke support from the LA’s Parent in Partnership service.

Cricket Green School, Lower Green West, Mitcham, Surrey. CR4 3AF
Tel: 02086401177
E mail:

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