[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-286967-105":53,"doc-detail-286967-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","special-educational-needs-disabilities-send-sen-information-report","Special Educational Needs & Disabilities (SEND) - SEN Information Report","","Carr Lodge Academy provides a SEN Information Report outlining how the school identifies, supports, and reviews Special Educational Needs & Disabilities (SEND) for children aged 3–11. It introduces SEND terminology, the school’s inclusive vision, values and aims, and the four SEND categories aligned to the SEND Code of Practice. The report explains assessment and identification approaches, how progress concerns are interpreted, and how decisions are informed by parent information and, when needed, external expert advice.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":36,"@type":70,"position":76},"https://docshare.wps.com/template/forms/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/special-educational-needs-disabilities-send-sen-information-report/286967/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/special-educational-needs-disabilities-send-sen-information-report/286967.png","ImageObject",442,249,{"name":88,"@type":89},"Clementine","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-09-19","2026-09-17",true,{"@type":98,"interactionType":99,"userInteractionCount":9},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What does SEND mean at Carr Lodge Academy?","Question",{"text":108,"@type":109},"SEND refers to a learning difficulty or disability that requires special provision. The report also clarifies related terms such as learning difficulty, disability, and special provision.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How does the school identify whether a child has SEND?",{"text":113,"@type":109},"The school assesses learning and wider needs, including reading, writing, maths, social skills, and behaviour. It also considers progress over time and looks for indicators such as slower progress than peers or widening gaps.",{"name":115,"@type":106,"acceptedAnswer":116},"Is slow progress always considered SEND?",{"text":117,"@type":109},"No. Slow progress can have other causes, and the school also considers factors such as attendance, personal circumstances, and issues within school. Teachers may adjust existing support without needing SEND provision.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},286967,1789631744,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":35,"category_name":36,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":4,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":125,"read_time":140},1374391974564,"https://ap-avatar.wpscdn.com/avatar/14000253aa45c000a9e?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779874745381141002","Special Educational Needs & Disabilities  \n(SEND)  \nSEN Information Report  \n\n| Key People |  |\n| --- | --- |\n| \u003Cbr>Mrs Sophie Scurfield | SEND Coordinator (SENDCO)\u003Cbr>● I lead and manage SEND in school.\u003Cbr>● I am working towards the NPQSENCO award. I am also Assistant Principal and Early Years Lead.\u003Cbr>How to Contact Me\u003Cbr>● [s.scurfield@carrlodge.elp.org.uk](s.scurfield@carrlodge.elp.org.uk)\u003Cbr>● 01302 230 700 |\n| \u003Cbr>Mrs Sarah Crampton | Principal\u003Cbr>● I lead and manage the whole school.\u003Cbr>How to Contact Me\u003Cbr>● [enquiries@carrlodge.elp.org.uk](enquiries@carrlodge.elp.org.uk)\u003Cbr>● 01302 230 700 |\n\n\n| | Responsible Governing Board | Local Governing Body |\n| --- | --- | --- |\n|  | Person Responsible: | SENCo |\n|  | Start date: | Sep 2025 |\n|  | Review date: | Sep 2026 |\n\n1  \nWelcome to Carr Lodge Academy!  \nGrady Drive, Balby, Doncaster. DN4 8GA Ages 3 – 11  \nAny pictures of children are chosen regardless of whether they have SEND or not. This is our inclusive approach.  \nContents  \n\n| 3 | What is SEND?\u003Cbr>What is our vision for the children? |\n| --- | --- |\n| 4 | Types of SEND |\n| 5 | Identification of SEND |\n| 6 | How we meet children’s needs |\n| 7 | Assess, Plan, Do, Review |\n| 8 | Targets |\n| 9 | The role of Parents\u003Cbr>Support for Parents |\n| 11 | The role of Children |\n| 12 | Our Team: Who’s Who |\n\n\n| 14 | Training for our Staff |\n| --- | --- |\n| 15 | Specialist Help |\n| 16 | When children join or leave |\n| 17 | Our Buildings\u003Cbr>Equipment for SEND children |\n| 18 | Children who are looked after |\n| 19 | Your Questions Answered |\n| 21 | Complaints, Exclusions and Other policies |\n| 22 | SEND Laws\u003Cbr>Monitoring this policy |\n|  |  |\n\nWelcome  \nCarr Lodge is a primary school for 3 to 11 year olds in the village of Balby near Doncaster. We have 444 children in 14 classes and a 52 place nursery.  \nIn this guide, we hope that you’ll discover everything that you need to know about our inclusive school. But, if you do have questions, please get in touch.  \nWhat is SEND?  \nA child has SEND is they have a learning difficulty or disability that we need to make special provision for. Some key SEND terms are:  \n● Learning Difficulty: when a child finds it harder to learn than most children do.  \n● Disability (that we need to make special provision for): something that hinders a child from using our school facilities.  \n● Special provision: is support that is extra or different to what is typically provided.  \nWhat is our shared vision?  \nOur shared vision is:  \n‘To equip young people with the knowledge, skills and mindset to thrive and then take on the world!’For SEND, we strive to ensure that every learner:  \nWhat are our shared values and aims for children with SEND?  \nOur SEND values link directly to each aspect of our Trust values. However this is mostly relevant for ‘Include’. We are concerned about achieving equitable, diverse and quality education for all pupils.  \nOur shared SEND aims are:  \n● We celebrate each pupil’s strengths, interests and individuality.  \n● We have high expectations and aspirations for all children.  \n● The views, wishes and feelings of our children are central to all we do.  \n● We work positively and proactively with parents and others involved.  \n● All children are entitled to a broad and balanced education and to feel secure, safe and valued.  \n● All children are encouraged to participate in the life of our school.  \n● All our teachers are teachers of children with SEND.  \nWhat are the types of SEND?  \nThe four categories of SEND  \nSchools follow the government guidelines in the SEND Code of Practice, where SEND is broken up into four categories:  \n1. Cognition and Learning (C&L), including:  \no Learning difficulties;  \no Dyslexia & dyscalculia;  \no Focus, attention or memory difficulties.  \n2. Communication and Interaction (C&I), including:  \no Autism / ASD;  \no Social communication difficulties (other than autism);  \no Speech & language difficulties (e.g. receptive language difficulties, selective ","cbCaipMdIxDjMDJP","https://ap.wps.com/l/cbCaipMdIxDjMDJP","pdf",5989791,25,"English","# Contents\n## What is SEND?\n## Types of SEND\n## Identification of SEND\n## How we meet children’s needs\n## Assess, Plan, Do, Review\n## Targets\n## The role of Parents\n## The role of Children\n## Our Team: Who’s Who\n## Training for our Staff\n## Specialist Help\n## When children join or leave\n## Our Buildings\n## Children who are looked after\n## Your Questions Answered\n## Complaints, Exclusions and Other policies\n## SEND Laws\n## Monitoring this policy","[{\"question\":\"What does SEND mean at Carr Lodge Academy?\",\"answer\":\"SEND refers to a learning difficulty or disability that requires special provision. The report also clarifies related terms such as learning difficulty, disability, and special provision.\"},{\"question\":\"How does the school identify whether a child has SEND?\",\"answer\":\"The school assesses learning and wider needs, including reading, writing, maths, social skills, and behaviour. It also considers progress over time and looks for indicators such as slower progress than peers or widening gaps.\"},{\"question\":\"Is slow progress always considered SEND?\",\"answer\":\"No. Slow progress can have other causes, and the school also considers factors such as attendance, personal circumstances, and issues within school. Teachers may adjust existing support without needing SEND provision.\"}]","Special Educational Needs & Disabilities (SEND) - SEN Information Report | PDF",9]