Accessibility Strategy and Plan

Accessibility Strategy including Accessibility Plan


1.         Introduction and Background

In working for excellence for all children the School is committed to working in partnership with the Local Education Authority, in order to prevent discriminating practices which might disadvantage vulnerable groups by creating or exacerbating inequalities and barriers to learning. 

Children with SEND are a potentially vulnerable group who can be disadvantaged if policies, procedures and practices within the School do not take account of, and seek to remove, barriers which could deny them the educational opportunities available to other children. 

The School believes that it is unacceptable to treat a person with a disability less favourably, for any available reason relating to the disability. 

This policy takes into account the legislation governing the School’s responsibilities as set out in the Equality Policy, SEND policy and is written in compliance with paragraph 3 of schedule 10 of the Equality Act 2010. 

2.         Castlewood School’s Accessibility Strategy 

The Law requires Local Education Authorities to produce an Accessibility Strategy, setting out how it will support its schools to improve their accessibility for pupils with SEND in the three main areas (strands). 

Equally all schools are required to prepare their own accessibility plans to cover the same three year timescale. 

Castlewood School’s planning for these activities will become part of its developmental planning process.  The elements are an integral part of existing plans for equal opportunities; premises development; behaviour management; anti-bullying strategies; special educational needs and so on. 

As part of the developmental planning process the School has already made reasonable adjustment in that it has:

  • a trained SEND co-ordinator
  • a SEND Governor
  • has SEND trained Teaching Assistants
  • access to Local Education Authority’s support
  • easily shared information from prospective parents of children with disabilities
  • An Accessibility Action Plan 

3.         Improving accessibility for children who have SEND 

Strand 1:  Access to the curriculum 

The School will seek to: 

  • Ensure that its policies reflect the requirements of the Children and Families Act 2014 and SEND reforms September 2014
  • Promote the development and extension of effective inclusive education practice in school in the context of the Special Educational Needs and Disability Act, reducing barriers to educational access and raising pupil performance.
  • Improve the ability of the school to respond positively to children and young people with a range of SEND. 

Strand 2: Access to the physical environment 

The School will seek to: 

  • Identify and plan for specific physical adjustments which are required to meet the needs of pupils with SEND, including works identified in the School Improvement Plan or that identified with parents when a placement is agreed for a child with SEND and which would require building modifications in order to become sufficiently accessible. 

Strand 3:  Access to written information 

The School will seek to: 

  • Provide information and support to Staff, through the services of the Local Education Authority, on ICT and other resources for converting written information to alternative formats for children who have SEND. 

4.         Updating the plan 

The school will also seek and follow the advice of the services such as other schools, the LEA, the Government and independent bodies to achieve best practice. The Governing Body will review this Strategy on an annual basis in conjunction with the Equality Policy. 

Accessibility Action Plan 

Appendix 1. Action plan for Strand 1:  Access to the curriculum 

Castlewood School ensures that all teachers and teaching assistants are trained to teach and support pupils with SEND. Classroom layout takes into account any specific problems and lessons are organised to promote equal opportunities for all to learn and achieve.

Teachers are aware of possible mental effort and additional time required by some pupils to complete tasks or use equipment in practical work.

Our ICT suite and classroom computers allow appropriate access for pupils with SEND and can be adjusted to suit a variety of problems.

Lessons involve work to be done individually, in pairs, groups and by the whole class. All staff aim to provide alternative ways of giving access to experience or understanding for SEND pupils who require additional help.

School visits are made accessible to all pupils.





Availability of computer technology appropriate for pupils with SEND.

Research availability & cost of additional hardware.

To have in place an understanding of potential need.

Improved access to computer technology for SEND pupils.

Appendix 2.  Action plan for Strand 2:  Access to the physical environment 

Most areas of the main school building allow access to all pupils. Castlewood has mobile classrooms which are inaccessible to wheelchair users, but classes could easily be arranged to avoid these classrooms for children with physical disabilities. There is a modified toilet in the main building.

The main building has no steps and there is adequate room in all corridors for wheelchair access. There are no automatic doors but in the event of a pupil who uses a wheelchair joining Castlewood the school would operate a buddy system when moving around the school.  Consideration would be given to further modifications eg automatic door opening.

Pathways of travel around the school site are safe and logical and a disabled parking space for a disabled pupil or parent could easily be made available.

There is a system in place for emergency evacuation with all SEND pupils being assigned an individual member of staff to ensure their safety. In the event of staff absence there is a back up system in place. 

There are no non-visual guides in place at the moment, but adjustments could be made and we would seek guidance where necessary. All areas are well lit and all steps taken to reduce background noise for hearing impaired pupils. 

Appendix 3.  Action plan for Strand 3:  Access to written information 

The school endeavours to provide information in a suitable format for pupils and parents who may experience difficulty with standard forms of printed information. We can provide visual timetables and information in large print and translation where necessary.

The ICT facilities allow the school to produce written information in a variety of formats, and staff are familiar with current technology and practices regarding pupils with SEND.

Charging and Remissions policy


This document explains the legislation governing the charging for school activities as set out in the Education Act 1996: Sections 449-462. It covers what a governing body may and may not charge for when activities take place either during or outside of school hours, including residential activities. The need to have charging and remissions policies and requests for voluntary contributions is also addressed.

Education during school hours

1.         Education provided during school hours must be free.   No charge can be made for:

·      admitting pupils to maintained schools.

·      materials, books and equipment, including instruments

·       transport provided in school hours by the Local Authority (LA) or by the school to carry pupils between the school and an activity. “School hours” are those when the school is actually in session and do not include the break in the middle of the school day. It would be good practice for schools to make this information available to parents and others.

·      Tuition for pupils learning to play musical instruments if the tuition is required as part of the National Curriculum, or part of a syllabus for a prescribed public examination for which the pupil is being prepared at the school, or part of religious education.   (But see para. 11 below for exceptions.)

2.    All three- and four-year-olds are entitled to twelve-and-a-half free hours of nursery education per week, for 38 weeks per year.

3.    A school’s governing body can also provide community services and facilities on the school’s premises  and set up a company in accordance with the powers for governing bodies set out in Section11 of the Education Act 2002.

4.         Charges may be made for:

·      Any materials, books, instruments, or equipment, where parents wish their child to own them (see example letter 1)

·      Optional extras (see para. 8)

·      Music and vocal tuition in limited circumstances (see para. 12)

Education partly during school hours

5          Sometimes an activity may happen partly during and partly outside school hours. If most of the time spent on a non-residential activity occurs during school hours, that activity counts as taking place entirely in school hours and no charge may be made. (Time spent on travel only counts as being during school hours if the travel takes place during school hours.)

6.         As an example, a long-distance trip might involve much travel before and after normal school hours, but if the time spent at the destination fell mainly within school hours, the trip would count as happening in school time and be free of charge. By contrast, a trip that involved leaving school an hour or so earlier than usual in the afternoon, but then went on until quite late in the evening, would be classified as taking place outside school time. Charges would then be allowed, provided the activity was not part of the National Curriculum, not part of a syllabus for a prescribed public examination for which the pupil was being prepared at the school and not part of religious education. (See para 8.)

Education outside school hours

7.         Parents can only be charged for activities that happen outside school hours when these activities are not a necessary part of the national curriculum or do not form part of the school’s basic curriculum for religious education. In addition, no charge can be made for activities that are an essential part of the syllabus for an approved examination (see paragraph 14 on Public examinations).

8.         Charges may be made for other activities that happen outside school hours if parents agree to pay. The Education Act 1996 describes activities that can be charged for as “optional extras”. It is up to the LA or governing body providing the activities to decide whether to make a charge, but any charge must not exceed the actual cost per individual child for whom charges are being made.  Optional extras are:

·      Education provided outside of school time that is not:

a) part of the National Curriculum

b) part of a syllabus for a prescribed public examination for which the pupil is being prepared at the school

c)part of religious education

·      Examination entry fees if the pupil has not been prepared for the examination at the school

·      Transport that is not required to take the pupil to school or to other premises where arrangements have been made for the pupil to be provided with education

·      Board and lodging for a pupil on a residential visit.

In calculating the cost of optional extras an amount may be included in relation to:

·      Any materials, books, instruments, or equipment provided in connection with the optional extra

·      Non-teaching staff

·      Teaching staff engaged under contracts for services purely to provide and optional extra.  This includes supply teachers engaged specifically to provide the optional extra

·      The cost, or a proportion of the costs, for teaching staff employed to provide tuition in playing a musical, where the tuition is an optional extra.


Residential activities

9.         Special rules apply for residential activities. A trip counts as falling within school time if the number of school sessions missed by the pupils amounts to half or more of the number of half-days taken up by the activity. Each school day is normally divided into two sessions and each 24­ hour period is divided into two half-days beginning at noon and at midnight.

10.      On this basis, a term-time trip from noon on Wednesday to 9.00 p.m. on Sunday would last for nine half-days, include five school sessions and would count as taking place in school time. A trip from noon on Thursday to 9.00 p.m. on Sunday would count as seven half-days, include three school sessions and would be classified for charging as taking place outside school time. If fifty per cent or more of a half-day is spent on a residential trip, you should treat the whole of that half-day as spent on the trip.

11.      If a residential activity takes place largely during school time, meets the requirements of the syllabus for a public examination, or is to do with the national curriculum or religious education, no charge may be made either for the education or for the cost of travel. However, charges, not exceeding the actual cost for the individual pupil, can be made for board and lodging in these circumstances except for pupils whose parents are receiving:

·               Income Support;

·               Income based Jobseeker’s Allowance;

·               support under Part 6 of the Immigration and Asylum Act 1999;

·               Child Tax Credit (providing that they are not entitled to Working Tax Credit and   have an annual income, assessed by Her Majesty’s Revenue and Customs, that does not exceed the current statutory amounts for the relevant financial year;

·               the guaranteed element of State Pension Credit

·               an income related employment and support allowance introduced on 27th October 2008.

The school must advise all parents of the right to claim free activities if they are receiving these benefits.


Musical instrument tuition

12.      There is an exception to the rule about not charging for activities in school hours. The Education and Inspections Act 2006 introduced a regulation-making power which allowed the Department for Children, Schools and Families (DCSF) to specify circumstances where charges can be made for music tuition. The new regulations, which came into force in September 2007, provide pupils with greater access to vocal and instrumental tuition.

13.      Charges may now be made for teaching either an individual pupil or groups of any appropriate size (provided that the size of the group is based on sound pedagogical principles) to play a musical instrument or to sing.  Charges may only be made if the teaching is not an essential part of either the national curriculum or a public examination syllabus being followed by the pupil(s), or the first access to the Key Stage 2 Instrumental and Vocal Tuition Programme (Wider Opportunities).

Public Examinations

14.      No charges may be made for entering pupils for public examinations that are set out in Regulations. The governing body must enter a pupil for each examination in a public examination syllabus for which the school has prepared the pupil. This does not apply if the governing body thinks there are educational reasons for not entering the pupil, or if the pupil’s parents request in writing that the pupil should not be entered. The LA may not override the governing body’s decision on whether to enter a particular pupil for an examination.

An examination entry fee may be charged to parents if:

·               the examination is on the set list, but the pupil was not prepared for it at the school;

·               the examination is not on the set list, but the school arranges for the pupil to take it;

·               a pupil fails without good reason to complete the requirements of any public examination where the governing body or LA originally paid or agreed to pay the entry fee.

15.      Charges may not be made for any cost associated with preparing a pupil for an examination. However, charging is allowed for tuition and other costs if a pupil is prepared outside school hours for an examination that is not set out in Regulations.


Activities not run by the school or LA

16.      When an organisation acting independently of a school or LA arranges an activity to take place during school hours and parents want their children to join the activity, such organisations may charge parents. Parents must then ask the school to agree to their children being absent, just as they would if they wanted to take their children out of school for a family holiday. However, where an activity is organised by a third party and is approved by the school, is educational, or is supervised by someone authorised by the school, then it is the DCSF’s view that it should be treated as if it were provided by the school and no charge should be made to the parents or pupils. Such an activity, if it takes place outside the school premises, is an “approved educational activity” within the meaning of Regulation 4A (a) of the Education (Pupil Registration) Regulations 1995 (as amended).


Voluntary Contributions

17.      Although schools cannot charge for school-time activities, they may still invite parents and others to make voluntary contributions (in cash or in kind) to make school funds go further. All requests to parents for voluntary contributions must make it quite clear that the contributions would be voluntary. Governing bodies should also make it clear that children of parents who do not contribute will not be treated any differently. If a particular activity cannot take place without some help from parents this should be explained to them at the planning stage.

18.      Where there are not enough voluntary contributions to make the activity possible and there is no way to make up the shortfall, the activity must be cancelled. The essential point is that no pupil may be left out of an activity because his or her parents cannot, or will not, make a contribution of any kind. The school must first decide which class, or group of pupils, will benefit from the activity and then look for voluntary contributions, or by general fund­raising.  Governors would be free to use the school budget share to meet the cost of such activities.


Charging policies

19.      The LA or governing body may not charge for anything unless it has drawn up a statement of general policy on charging. The governing body’s policy may be more or less generous than the LA’s, as long as it meets the requirements of the law. A policy statement will take account of each type of activity that can be charged for and explain when charges will be made. If a charge is to be made for a particular type of activity, for example optional extras, parents need to know how the charge will be worked out and who might qualify for help with the cost (or even get it free). This information should be made available to parents.

20.      If a charge is made for each pupil it must not exceed the actual cost. If further funds are required, for example, to help in hardship cases, this must be by voluntary contributions, general fund­raising, or from the school budget share.

21.      The permitted charge may include an allowance for the costs of teachers from the school who supervise the activity, but only if those teachers have been given a separate contract to provide the optional extra. A contract need not be a formal document. It could be a simple letter to a teacher asking him or her to provide a service on a particular occasion.


School Minibuses

22.      Only the school’s pupils, staff or parents may travel for a charge in a school’s minibus, although no charge can be made to pupils when the vehicle is used during school hours or for the undertaking of educational activities outside of school hours related to the National Curriculum or prescribed examinations.  (See para. 1).   A school’s minibus may not be used for transportation of the general public.

23.      Schools may charge for transport in their minibuses only if they hold a permit issued under Section 19 of the Education Act 1985. In some cases, the permit exempts the school from Public Service Vehicle (PSV) operator and driver licensing requirements. A permit is not required if no charge is made in cash or kind. Schools should apply to their LA for a permit for each minibus.

24.      Charges may recover some or all of the costs of running the vehicle, including loss of value. But the service may not make a profit, either directly through the fares charged or incidentally as part of a profit-­making activity, even if any profit would go into the school’s other running costs or for charitable purposes. A charge is any payment made in cash or kind (for example, a club subscription) by or on behalf of a person that gives him or her a right to be carried.

25.      Further information is available from LAs or the regional Traffic Commissioners. Addresses may be found in the phone book or at the Vehicle and Operator Services Agency (VOSA) website,


The Law

N.B. As legislation is often amended and Regulations introduced, the references made in this document may be to legislation that has been superseded. For an up-to-date list of legislation applying to schools, please refer to the DfE website 


Education Act 1996: Sections 402, 449-462

The Education (Prescribed Public Examinations) Regulations 1989: SI 1989/377

The Education (Residential Trips) (Prescribed Tax Credits) (England) Regulations 2003: SI 2003/381

The Education (Pupil Registration) Regulations 1995: SI 1995/2089 (as amended by the Education (Pupil Registration) (Amendment) Regulations 1997 SI 1997/2624, and by the Education (Pupil Registration) (Amendment) (England) Regulations: SI 2001/2802)


Passenger transport provided by voluntary groups (Department of Transport) PSV 385 (available free from regional Traffic Commissioners whose addresses may be found in the phone book or at

Data Protection policy and Privacy Notices

Our Data Protection Policy is below and you will find our privacy notices at the end of this policy.

The Head teacher and Governing Body of Castlewood School comply with the requirements and principles of the Data Protection Act (DPA) 1998. The DPA covers the collection, storing, editing, retrieving, disclosure, archiving and destruction of personal data. The Act applies to information which is held electronically or in a manual form.  Each school is required to register with the Information Commissioner.

The School as a Data Controller undertakes to:

• Notify the Information Commissioners Office (ICO) as detailed below

• Comply with the eight data protection principles which together form a framework for the proper handling of personal data

Registering and Notification under the act

The School has made the initial notification to the ICO on behalf of the governing body and Headteacher.

In addition, the School responds to renewal notices sent out annually by the ICO to ensure that it includes any new category of processing undertaken.

The DPA contains 8 enforceable principles that must be adhered to regarding personal data as well as a number of conditions that apply.

Personal data is data that relates to a living individual who can be identified from that data or that data and other data held by the data controller, for example the School.

The eight principles of data protection that the School abides by are:

1.         Personal data shall be processed fairly and lawfully. Individuals should be informed of who is collecting the data, for what purpose and whether there will be any third party disclosures

2.         Personal data shall be obtained only for one or more specified and lawful purposes, and shall not be further processed in any manner incompatible with that purpose or purposes

3.         Personal data shall be adequate, relevant and not excessive in relation to the purpose or purposes for which they are processed

4.         Personal data shall be accurate and where necessary, kept up to date

5.         Personal data processed for any purpose or purposes shall not be kept for longer than is necessary

6.         Personal data shall be processed in accordance with the rights of data subjects under this Act

7.         Appropriate technical and organisational measures shall be taken against unauthorised or unlawful processing of personal data and against accidental loss or destruction or damage to personal data

8.         Personal data shall not be transferred to a country or territory outside the European Economic Area, unless that country or territory ensures an adequate level of protection for the rights and freedoms of data subjects in relation to the processing of personal data.

Data subjects rights

Right to know

Data subjects have the right to know what data is held about them, who is collecting it, for what purpose it is collected and who will see it. The school undertakes to provide this information when collecting personal data.

Right to prevent processing causing damage or distress

Subject to certain exemptions, data subjects have the right to serve a notice on data controllers requiring them to stop processing personal data in a way which is likely to cause substantial unwarranted damage or distress to that data subject or another.

Right to correct inaccurate data

Data subjects may also apply for a court order to require the data controller to rectify, block, erase or destroy inaccurate data about the data subject. The School therefore ensures that it has procedures in place to respond to any requests to amend inaccurate data.


Requests for personal data by Pupil/Parent - What rights exist for access to a pupil’s personal information?

Under the Education (Pupil Information) (England) Regulations 2005, a parent has the right to access their child’s Nursery educational record, as their child in not of an age to act on their own behalf.

Information that can be withheld

Under the current legal framework the School reserves the right to withhold:

1.         Information about another person (including a parent) without consent of that person.

2.         Information about the data subject where:

• Information might cause serious harm to the physical or mental health of the pupil or another individual;

• The disclosure would reveal a child is at risk of abuse;

• Information is contained in adoption and parental order records

• Information is given to a court in proceedings under the Magistrates’ Courts (Children and Young Persons) Rules 1992;

• Information is contained in legal advice which is protected by legal professional privilege.

 What are the timescales for dealing with requests?

In compliance with legislation, requests for information from parents, for information that contains, wholly or partly, an educational record will receive a response within 15 school days. However, should a subject access request be made just for personal information outside the educational record, a response will be made promptly and at most within 40 calendar days. The governors may choose to charge a fee for this service.

Requests from police/fraud office

In accordance with Section 29(3) of the Act the School will disclose personal data to the police where it is necessary for the prevention or detection of crime, the apprehension or prosecution of offenders or the assessment or collection of any tax or duty or similar. However, the police will need to show that if the School does not disclose the information, the above purposes would be prejudiced. They will be asked to make the request in writing on headed paper and the School will check that the individual making the request is indeed from the police/ fraud office. The sort of information the police usually require is the current address of a child’s parents.

Court orders for disclosure

The School will refer such requests, which may come from the police, the Crown Prosecution Service or the defence team in a court case, to the Legal Services Unit at West Sussex County Council.

Disclosures to Educational Agencies and others

As a general rule the School will not disclose personal data to third parties unless it has the consent of the data subject. For instance, the school would normally pass on the telephone number of the person seeking information to the parent rather than vice versa.

Best Practice on disclosures

The School undertakes to:

• Take care to make no wider disclosures than necessary, and to avoid inadvertently giving out information relating to others

• Take care when processing sensitive data on race, political opinion, religious belief, TU membership, physical or mental health, sexual life, commission of offences, criminal proceedings and sentences

• Keep a record of disclosures

Security of data:

The school undertakes to keep data safe by ensuring that:

• Personal data is not left where it can be accessed by unauthorised persons

• Procedures relating to access to the building and IT security are adhered to

• Personal data which is no longer required is destroyed appropriately, for example, by shredding or, in the case of computer records, secure deletion

• Personal information is securely deleted using appropriate software tools when computers are disposed of in accordance with the Council’s policy for IT Asset Management, and that personal data is destroyed in accordance with the Council’s retention schedule

• Staff working from home are also compliant with this policy

Penalties for non compliance with the Data Protection Act

The School understands that there are various criminal offences created by the Act, which can be committed by the School itself or by a member of staff, including:

  • Failure to register/notify
  • Procuring and selling offences 

For further information, please contact the Legal Services on 01243 777901.

This policy is based on West Sussex County Council Data Protection Information for Schools 2009  and should also be read in conjunction with Castlewood School Acceptable Use Policy and Freedom of Information Policy.

For more information on DPA please refer to

Please click here to see our Privacy Notice for Pupils

Please click here to see our Privacy Notice for School Staff

Homework Policy


The aim of the policy is to define the purpose and nature of the homework set in the school, to clarify the organisation and time expectations in the various year groups and to ensure a coherent and consistent approach on behalf of the school.  The objective will be the clear understanding on the part of everyone contributing to the homework process, children, staff and parents, of the roles they play and the outcomes hoped for from the process.   


  • To ensure progression towards independent learning and individual responsibility 
  • To develop an effective partnership with parents in home learning 
  • To consolidate knowledge, skills and concepts acquired in class work 
  • To facilitate the learning of key ideas and facts 
  • To provide opportunities for the manageable extension of school based work 
  • To promote the enjoyment of learning through the creative curriculum 
  • To facilitate family learning 
  • To promote the pupils’ other interests 
  • To initiate school based work 


The type and amount of homework children undertake will vary not only according to the age of the children but also in response to individual need or interest. Some activities may not appear to be of the traditional homework variety such as games, investigations and take-home tasks but the purpose behind these will be explained to both parents and children. 

Home learning will provide regular opportunities for children to develop their skills in reading, spelling and times tables. Take-home tasks are designed to promote the children’s own interest in their class topic and may require the children to use their research skills. They are often open ended to allow children to extend themselves. The children are often given choices within these tasks so that they can take ownership of their learning and do something that inspires them. Take-home tasks are set over the half-term holidays and are designed to give families the opportunity to work together. We appreciate that some families see holidays as a time to have a break from school therefore we always allocate three weeks to complete these tasks.  A homework club is also available in school. 

The broad framework for weekly home learning should be: 


Phonics and/or Spelling

Times Tables 

The activities set for each year group follow this outline approximately: 



Times Table


Read at home every day and with an adult at least five times a week.

Parents should sign the reading diary (and write a comment) each time they hear their child read.

Keywords will be sent home (when appropriate) to be learnt weekly.


Year 1

Read at home every day and with an adult at least five times a week.

Parents should sign the reading diary (and write a comment) each time they hear their child read.

Phonics Sounds will be sent home to practise during Autumn and Spring Term.

Keywords will be sent home weekly during the Summer Term.


Year 2

Read at home every day and with an adult at least three times a week.

Parents should sign the reading diary (and write a comment) each time they hear their child read.

Learn the rule (not just the words given).

In Year 2 the Government expects pupils to know multiplication and division facts for the: 2, 5,10,3, times tables.

Year 3

Read at home every day and with an adult at least three times a week.

Children should write the name of the book, date and page number in their reading diary and have this signed by an adult.

Parents should (at least three times a week) write a comment about their child’s reading.

Learn the rule (not just the words given).

Write the words out three times.

Write each word within a sentence.

In Year 3 the Government expects pupils to know multiplication and division facts for the: 2, 5,10,3, 4 and 8 times table and be able to apply this knowledge to 50 and 100

Year 4



Times Tables

Read at home every day and at least three times a week to an adult.

Write the name of the book, date and page number and have this signed by an adult when reading together.

Children should sometimes write a comment about their thoughts part way through the book.

A short book review should be written at the end.

Learn the rule.

Write words in alphabetical order.

Complete a word search.

Write each word within a sentence.

Think of two new words that match the rule and find their meaning.

In Year 4 the Government expects pupils to know all multiplication and division facts up to 12 times table. They should also be able to count in lots of 25 and 1000.

Year 5

Read daily.

Read 6 texts (of different genres according to reading contract) across the term. This equates to roughly one every two and a half weeks.

A book review should be written after every completed book (using the prompt sheet provided)

Learn the rule.

Write words out three times.

Write each word within a sentence.

Think of three new words that match the rule and write them into a sentence.

The government expects all pupils to know all their multiplication and division facts confidently up to 12 times table by the end of Year 4. Therefore children in Year 5 must be able to recall ALL the times tables at speed and apply their knowledge of these facts.

Year 6

Read daily for at least 20 minutes.

Read 8 texts (of different genres according to reading contract) across the term. This equates to roughly one every two weeks (including holidays).

A detailed book review should be written consisting of at least three paragraphs after every completed book. A prompt sheet has been provided in the reading journal. It should include quotations from the text explaining the points made.

Learn the rule.

Write words out three times.

Think of five new words that match the rule and find their meaning.

Group 1: Write each word within a sentence.

Group 2: Choose a genre of writing and try to include each of the spelling words.

Group 3: Choose a genre of writing and try to include each of the spelling words including the 5 extra words of your own that match the rule.

The government expects all pupils to know all their multiplication and division facts confidently up to 12 times table by the end of Year 4. Therefore children in Year 6 must be able to recall ALL the times tables at speed and apply their knowledge of these facts.


To try to meet the needs of children with special educational needs home learning tasks should: 

  • Be differentiated 
  • Be linked with learning support work (if appropriate) 
  • Include some reinforcement tasks 
  • Have a clear focus and time guidelines 


  • There should be a regular homework timetable that is known by all parties. 
  • Provide opportunities for home activities linked to topics or learning from the classroom. 
  • Homework should have clear instructions and expectations and reasonable deadlines and there should be opportunities to discuss homework. 
  • Homework should be manageable for both pupils and teachers. 
  • There should be appropriate feedback on homework e.g. oral, written, whole class discussion. 


  • Parents should be urged not to do the homework for the child or to mark work in the teacher role 
  • A positive approach from parents will support the child to see homework as a valued activity 
  • Instructions should help parents carry out a wide variety of home activities not only written tasks 


  • Teachers should give either verbal or written comments on homework and parents encouraged to make comments at the end of topics.
  • Examples of good homework can be highlighted by encouraging the use of stickers, merit marks and certificates
  • Lack of support for homework should be monitored and discussed with the Headteacher and parents. 


The monitoring of the effectiveness of the homework policy will be carried out by the following strategies:

  1. Records kept in teacher record books
  2. Monitor quality by assessment and feedback
  3. Senior Leadership Team to monitor via planning and parental feedback
  4. If 3 weeks of homework are missed, a letter is sent home to parents.
  5. If homework continues to be late, a meeting with parents is requested.
  6. Pupils will be encouraged to attend homework club.

Safeguarding Policy

This policy is underlined by the vision, values and aims of the school. Parents send their children to Castlewood each day with the expectation that a secure environment is provided in which their children can flourish. In order to provide this, a wide range of measures are in place:


To ensure that we practise safe recruitment in checking the suitability of staff and volunteers to work with children

  • To raise awareness of the child protection issues and equip children with the skills needed to keep them safe
  • To develop and then implement procedures for identifying and reporting cases, or suspected cases of abuse
  • To support pupils that have been abused in accordance with his/her agreed child protection plan
  • To establish a safe environment in which children can learn and develop.


  • We will follow procedures set out by West Sussex County Council and take account of any guidance issued by DfE with regard to Child Protection.
  • We will ensure we have a Designated Senior person for child protection who has undertaken child protection training and who undertakes an update training day as recommended by the LA
  • We will ensure we have a nominated governor responsible for child protection.
  • We will ensure every member of staff, and the governing body knows the name of the senior designated person responsible for child protection and their role. 
  • We will ensure all staff and volunteers understand their responsibilities in being alert to the signs of abuse and responsibility for referring any concerns to the designated senior person responsible for child protection.
  • We will ensure that the designated person contacts Social Care if there are concerns about a child.
  • We will ensure that parents have an understanding of the responsibility placed on the school and staff for child protection.
  • We will ensure that the nominated social worker is notified immediately if there is an unexplained absence of a pupil who is on a child protection plan.
  • We will inform Child Missing in Education team when a child is missing from education.
  • We will develop effective links with relevant agencies and co-operate as required with their enquiries regarding child protection matters including attendance at case conferences.
  • We will keep written records of concern about children, even when there is no need to refer the matter immediately.
  • We will ensure all records are kept securely and separate from the main pupil files and in a locked location.
  • We will ensure that when a child moves school their child protection file/record is transferred to the named designated person in that new setting.                

Vulnerable children

We recognise that children who are abused or witness violence may find it difficult to develop a sense of self-worth. They may feel helplessness, humiliation and some sense of blame. The school may be the only stable, secure and predictable element in the lives of children at risk. When at school their behaviour may be challenging and defiant or they may be withdrawn. The school will endeavour to support the child through-

  • The content of the curriculum
  • The school ethos which promotes a positive, supportive and secure environment and gives children a sense of being valued
  • The school’s Behaviour Policy which is aimed at supporting vulnerable pupils in the school. The school will ensure that the child knows that some behaviour is unacceptable but they are valued and not to be blamed for any abuse which has occurred.
  • The implementation and reviewing of statutory policies that are relevant to safeguarding and promoting the welfare of children
  • Liaison with other agencies that support the child such as social care, CAMHS, EWS and EP service.
  • Ensuring that where a child with a child protection plan leaves the school, their information is transferred to the new school immediately and that the child’s social worker is informed
  • Recognizing that children come from multi-cultural backgrounds and as a result have developed policies to ensure that we embrace-
    • Diversity in religion and faith
    • Diversity of race
    •  Diversity of ethnicity
    • Diversity of gender and sexual orientation
    • The Disability Equality Duty

Site Security

The premises Officer and staff keep under continual review our site security including fire safety, visitors and volunteers, visitors’ badges.


This is monitored closely and unexplained absences followed up swiftly. Any cases where pupils are being repeatedly being late or having attendance below 90% are followed up on a termly basis with parents.

Examples of additional policy documents which are all considered to be part of our procedures and systems designed to safeguard children:

  • Anti-bullying Policy
  • Behaviour Policy
  • Behaviour at work Policy
  • Child Protection Policy
  • Confidential Reporting Policy
  • Drug Education Policy
  • E learning Policy
  • Extended Schools Policy
  • Grievance Procedure
  • Staff ICT Acceptable User Policy
  • ICT Policy
  • Management of Allegations against Staff Policy
  • Misuse of Alcohol, Substances and SmokingPolicy
  • Prevent audit
  • Positive Handling Policy
  • PSHE Policy
  • Staff Handbook
  • Sex and Relationship Policy
  • Recording Policy
  • Recruitment Policy

Please follow the link to our Safeguarding Statement

SEND Policy


At Castlewood School we offer a safe, stimulating and inclusive learning environment, where every member of our school community is valued and respected. 

Our broad and balanced creative curriculum provides opportunities for everyone to achieve and success. 

We celebrate our achievements, gifts and cultural diversity, irrespective of differences within the protected categories of the Equality Act 2010. 

All teachers are teachers of children with Special Educational Needs and Disabilities (SEND). 

Aims and Objectives 

At Castlewood School we believe in raising the aspirations of, and the expectations for, all pupils with SEND.  We provide a focus on the outcomes for the children and not just hours of provision/support. We believe that all children are entitled to an education that enables them to make progress so that they can: 

  • Achieve their best
  • Become confident individuals living fulfilling lives
  • Make a successful transition into adulthood whether into employment or continuing education. 


  • To identify and provide for pupils who have special educational needs and additional needs.
  • To work within the guidance provided in the Special Educational Needs and Disabilities Code of Practice 2014
  • To operate a “whole pupil, whole school” approach to the management and provision of support for special educational needs
  • To provide a Special Educational Needs Co-ordinator (Inclusion Leader) who will work with the SEND Inclusion Policy.
  • To provide support and advice for all staff working with special educational needs pupils 

Identifying Special Educational needs

The code of practice details 4 areas of need: 

  • Communication/interaction
  • Cognition/learning
  • Social, Emotional and Mental Health Difficulties
  • Sensory/Physical 

At Castlewood School we identify the needs of pupils by considering the needs of the whole child, not just their special educational needs. 

We also take into account other issues that whilst not being SEND may have impact on progress and attainment: 

  • Disability (the code of Practice outlines “reasonable adjustment” duty of all settings and school provided under current Disability Equality legislation – these alone do not constitute SEND)
  • Attendance and Punctuality
  • Health and Welfare
  • English as an additional language
  • Being in receipt of pupil Premium Grant
  • Being a Looked After Child
  • Being a child of a serviceman or servicewoman 

Any concerns relating to a child’s behaviour will be seen as an underlying response to a need that we will work to recognise and identify clearly. 

A Graduated Approach to SEND Support

As the Code of Practice states, pupils are only identified as SEND if they do not make adequate progress once they have had all the interventions/adjustments and involvement in good quality personalised teaching. 

Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff. 

High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEND. 

At Castlewood School, we regularly and carefully review the quality of teaching for all pupils, including those at risk of underachieving.  This includes reviewing and, where necessary, improving, teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEND most frequently encountered. 

In deciding whether to make special educational provision we consider all of the information gathered from within the school about the pupil’s progress, alongside national data and expectations of progress.  As well as ongoing teacher assessment, this may include specific formal assessments, as appropriate. 

For higher levels of need, we have access to a wide range of more specialised assessments from external agencies and professionals. 

When a child is assessed as having SEND a personal school profile and support plan is written in collaboration with parents and advice from outside agencies as appropriate.  The plans are reviewed formally on a termly basis and the profiles are reviewed with parents on a bi-annual basis. 

Parents are invited to the profile review meetings for their child with the child, class teacher and SEN teacher but are encouraged to keep an open line of communication with the class teacher throughout the year.   

Children move on and off the SEND register as appropriate when identified. 

Managing Pupils Needs on the SEND register

Class teachers and all adults who work with children in school constantly monitor the progress of the children in their class.  When they, or another adult who supports a particular child, has a concern about progress this will be discussed with the parents and sometimes other members of staff such as the Leadership Team or the Headteacher as appropriate. 

Data is analysed on a regular basis with teachers and the leadership team to identify any concerns regarding progress.  This may result in children receiving some ‘booster group’ support or in the case of greater concern, a child may be identified as needing an Individual Learning Plan and a profile meeting will be arranged. 

The profiles and plans are stored electronically so that any adults working with the child can access them and paper copies are stored in a locked filing cabinet in the child’s personal file. 

Support is matched to need and changed accordingly as changing needs are identified.  Our school local offer can be viewed on the school website and is linked to West Sussex Local Offer. 

Where necessary we seek advice from outside agencies including: Speech and Language Therapy Service, Learning and Inclusion Advisory Team (LIAT), Educational Psychology Service, Sensory Support, Physiotherapy and Occupational Therapy, Child and Adolescent Mental Health Service (CAMHS), the Child Development Centre (CDC). This is done in liaison with parents, class teacher and the Senior Management Team. 

Where a child’s needs cannot be met by the school level of individual support, a request for statutory assessment can be made, with a view to obtaining and Educational Health Care Plan (EHCP).  This process will usually only be started once a school can show it has applied “best endeavours” to meet the child’s needs from the current school resources.  As a first stage school can complete an “Early Help” assessment which looks at the needs of the child in the wider context of home, family and school, with a view to the child being given an Education Health Care Plan (EHCP).  A school may receive a small amount of High Needs funding with the EHCP, if deemed necessary by the local authority. 

Parents know their child best and their contributions are vital in supporting children to reach their potential.  They have valuable information and ideas of how to support their child and to enable them to succeed to the best of their ability. 

Criteria for coming off the SEND register/record

Children can move on and off the SEND register at any time.  The aim is for children to receive focused support to enable them to close the gap in learning between them and their peers so that they no longer need to be on the SEND register.  When this is the case it is discussed at the pupil profile meeting and if all are in agreement the child will move off the SEND register. The teacher will then monitor and support the child in class and the Senior Management Team will use continued data analysis to check the child’s progress.  If this is not as expected the child may then be considered for period of SEN support. 

Supporting pupils and families

Support is available to parents to guide them through the school and LA local offer (See the West Sussex Local Offer website). 

All schools are now required to provide an annual SEND Information Report, which will be found on the school website. 

We provide links with others agencies to support the family and pupil and can support parents with accessing these or put them in touch with agencies such as Parent Partnership and Amaze, who can act as independent supporters for them. 

Our admission arrangements can be found on our school website and in our school prospectus. 

The school works with the nurseries that our Reception children attend prior to their admission to us.  Often children with SEND will have been supported with the FIRST team and transition meetings will be arranged in the summer term prior to the child entering Reception class.  Transition arrangements into new year groups are good and involve pre-visits each year.  Transition from Year 6 incorporates staff meetings and pre-visits for the children prior to their moving to their chosen secondary school and for SEN children extra visits are arranged if appropriate.

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