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Cauldwell School

Cauldwell is an inclusive school whose mission statement ‘Committed to Achievement for All’ is embedded as the foundation for our approach to all the work we do at Cauldwell.

Who to contact

Contact Name
Kerrie Gobrindram
Contact Position
Inclusion Manager/SENDCo

Where to go

Cauldwell School
Edward Road
MK43 9JN
Get directions

Time / Date Details

When is it on
Monday to Friday
Time of day

Other Details


A Breakfast and After School Club is available please view Dawn Until Dusk, neighbouring Lakeview School
Age Bands
0-4 years old
5-10 years old

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

At Cauldwell we continuously review children's progress and analyse data against National expectations and individual pupil potential. We invite parents in termly to discuss their child's progress and our open door approach ensures staff are available throughout the year to meet with parents when requested. We would just ask that parents call the office to make an appointment if you have any concerns about your child’s learning.

How will early years setting/school/college staff support my child/young person?

If a child requires additional support the Class teacher will communicate this with parents and the SENDCo will support. We have a SEND Governor who makes regular visits to the school and the Headteacher reports on SEND termly to full Governors. As required pupils will receive additional support from learning support assistants during literacy, Math and other lessons. As much as possible in the classroom as part of quality first teaching time so that pupils continue to access the curriculum fully and do not miss other curriculum subject teaching in the afternoon.

How will the curriculum be matched to my child's/young person's needs?

We follow a Creative Curriculum using topics to capture children's imagination and interests. These are planned termly with the children in mind. We focus upon high quality first teaching with excellent differentiation to meet the needs of all learners including those with SEN, EAL to enable them to access the curriculum as independently as possible. Each class has a creative area linked to the topic and where possible the outside learning environment is utilised. There is a strong focus upon language and vocabulary development and therefore daily teaching includes a large amount of visual support, consolidation and clear instruction. Cauldwell has achieved the communication friendly school award in recognition to their approach to teaching and learning. Developing independence is the key focus for all pupils at Cauldwell and this is particularly important for pupils who have special educational needs in order for them to reach their full potential. Therefore teaching and support is carefully planned in order to ensure maximum opportunities to develop independence.

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

We invite parents in termly to discuss their child's progress and our open door approach ensures staff are available throughout the year to meet with parents when requested. We would just ask that parents call the office to make an appointment. Class teachers always meet children at the start of the day and see children out at the end of the day. Parents can give quick messages at this time or write messages in the reading diary for teachers to respond to.

What support will there be for my child's/young person's overall well being?

At Cauldwell we treat every child as an individual and supporting their wellbeing is critical. We have a clear PSHE curriculum which supports the development of children's wellbeing. We have a lead professional designated to managing medicines and a clear policy to follow. We have a school council and children have a chance to raise issues through their class representative who meet monthly. We have a strong wellbeing team who have specific responsibility for pupils, staff and families. As part of this we employ a full-time parent support worker and we have a lead behaviour professional who supports children to break down barriers to learning through active learning including outdoor activities such as team challenge and forest school activities. For more significant emotional needs we refer pupils to CHUMS or CAMH for support. We have lunchtime wellbeing drop ins, work closely with CHUMS, offering workshops to parents on various topics. We also have a strong focus upon young carers and have achieved the young carers bronze award for the awareness we have and support we offer these children.

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

• Our qualified SENDCo has an in-depth knowledge and understanding of a variety of special educational needs through a long teaching career which includes 4 years in a special school.

• Our lead behaviour professional has qualifications as a learning mentor, RSA in child psychology, solution focused skills training and she is developing outdoor learning at Cauldwell using sports leadership skills and training.

• We employ 3 specialist, experienced teachers for working with specific target groups in order to accelerate learning. One of these teachers is an experienced ex SENCo who brings a wealth of knowledge and experience to the team.

• We employ a Dyslexia Specialist Teacher who can administer assessments for specific learning needs. She is also a trained reading recovery teacher.

• Our parent support worker is trained to deliver the ‘Freedom’ program, has a play work NVQ and, through her previous role working for an early help team, brings a wealth of knowledge and experience to the team with accessing external advice and support.

• We have an LSA who is a trained communicator and LSAs are trained in areas including talking partners, Catch up Literacy, lift off to language and Elklan.

Through the local authority and Health service we access a range of specialist services such as educational psychology, speech and language therapy and sensory communication support.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

Regular CPD is delivered to staff regarding SEND and inclusion. This includes visiting specialists such as the Autism advisory team and educational psychology team. LSAs meet monthly with the inclusion manager to look at key focus areas of support and receive additional training as required to support specific needs or specific children.

How will my child/young person be included in activities outside this classroom including school trips?

All children are encouraged to take part in extra-curricular activities and trips. If specific support is required we would liaise with parents and then organise. We ensure all pupils have equal opportunities to access trips and events outside school.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

The Headteacher and SENDCo look at the requirements of individuals and request / allocate resources accordingly. All teams have Learning Support Assistants to support pupils in interventions and to achieve IEP targets. Some LSAs are directly linked to individual children based on their Education Health and Care plan advice. Parents will be informed of the resources given to their child and the impact will be measured termly through reviewing intervention plans and IEPs.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Each child's needs differ and we therefore take each case individually. Most children's education is planned for by the class teacher through quality first teaching, but if special support is required then the SENDCo will oversee the planning and implementation of a programme. This may involve a Learning Support Assistant in class working one to one or with a small group.

How is the decision made about what type and how much support my child/young person will receive?

Parents are an integral part of our school. We strongly encourage parental engagement. Teachers welcome parental support in class and for trips. We have a strong Parent Community Group who meet regularly and is supported by our Parent Support Worker. This Parent Support Worker also provides family and adult learning opportunities which run in our designated Community Hut. IEPs are reviewed with parents termly and we are currently working with some parents, our feeder Nursery school and a local special school to develop a SEND parent support group Parents are invited to regular events at Cauldwell such as the Christmas and Summer Fayres, festivals and concert performances.