OFSTED 2024: GOOD in all areas! “There is a really strong, inclusive culture in this school that promotes equality for all, and that is really modelled through all staff and through the leadership, because all children are welcome here and the school does everything they can to care, nurture and educate.” (OFSTED 24)

SEND and Inclusion

At Cadmore End we have always embraced a broad range of ability. 

 Our SEN Policy has been written in accordance with the new SEN reforms that came into place in September 2014. We monitor all pupils' progress carefully in order to identify areas of special need. We believe early intervention is vital in order that support programmes can be put in place that will address those needs fully.

We work in partnership with parents and appropriate professionals to set up relevant and effective programmes. This provision is regularly reviewed and, where appropriate, further advice is sought from external agencies such as speech and language and Educational Psychologists. Please see our Annual Report for parents that contains information regarding our Local Offer.
Our SEN Lead is Mrs Debbie Groom. inclusion@cadmoreendschool.org 


The school is committed to reduce and eliminate barriers to access to the curriculum and to full participation in the school community for pupils, and prospective pupils, with a disability. The school provides all pupils with a broad and balanced curriculum, differentiated and adjusted to meet the needs of individual pupils and their preferred learning styles; and endorses the key principles in the National Curriculum framework, which underpin the development of a more inclusive Curriculum.

While we are making regular improvements to increase accessibility across the whole site, the school buildings have developed since the Victorian era which can make accessibility challenging. Access to around half of the building is currently possible, including the main school hall, and there is a specially adapted toilet for those requiring increased access. The school continues to take account of the needs of pupils and visitors with physical difficulties and sensory impairments when planning and undertaking future improvements and refurbishments of the site and premises.