At Catherine Infant School we endeavour to ensure that all pupils develop confidence and independence through a creative learning experience. We aim to celebrate individual learning achievements within a community where everyone is friendly, accepted and valued.

Catherine Infant School is committed to meeting the needs of pupils with SEND and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school and have access to quality education. Our school's aim is to achieve maximum inclusion of all pupils whilst meeting pupils individual needs.

For parents seeking admission to Catherine Infant School please follow the Local Authority admission process by clicking here.

Please contact the school SENCo for further information.

SENCo: Mr Madhaw can be contacted by:                                                             or through the School Office on 0116 2625422.


The local offer is there to help you understand what services are available for your child and to help you find the right service for you.

You can find out more about the Local Offer below:

Local Offer for Leicester City

SEND_Information_Report_2022_23.pdf .pdf
Special_Education_Needs_and_Disabilities_Policy_2023_2026.pdf .pdf



Better Reading Writing Partnership

Entry criteria: Child’s reading level below age-related expectations.

Exit criteria: Child’s reading level at age-related expectations.

Assessment: Reading Assessments.

Children identified by the Deputy Headteacher/SENCo and Reading Teacher every learning cycle.


This intervention is for pupils with difficulties in reading and writing in Year 1 and 2.  In the early years, it is used to boost early reading. BRWP is a 1:1 teaching assistant and pupil intervention for 30 minutes per day in KS1 and 15 minutes per day in EYFS. It builds the following skills :

  • – Phonics and phonological awareness
  • – Language skills, vocabulary and comprehension
  • – Effective reading behaviours when reading texts
  • – Enjoyment of reading.
Reading Intervention

Entry criteria: child who is performing significantly below age related expectations with at least one year in school.

Exit criteria: PM benchmark 15 for Year 1, PM benchmark Level 20/21 for Year 2 for twenty week programme.

Assessment: Reading Assessments. Children identified by Deputy Headteacher/SENCo and Reading Teacher.


This is a 1:1 Teacher/child intervention based on the principles of Reading Recovery, with two different types of intervention in place:

  • A twenty week 30 minute per day for 4 days (full) Reading Intervention for those children performing at levels 1 or 2 on PM benchmark.
  • A ten week light touch 15 minute per day (Light touch) intervention for those children who have made a start on reading (PM levels 2-3).
These interventions are used flexibly to meet children’s needs.
Read Write Inc 1:1 Tutoring (Reading)

Entry criteria: Child has very little phonological awareness   or lack of fluency in reading.

Exit criteria:  When child has met personalised targets.

Assessment: Read Write Inc Assessments.

Children identified by Deputy Headteacher/SENCo and Reading Teacher, and discussed with class teachers.


A short term 1:1 intervention to give children individual support and attention using the Read Write Inc programme but with smaller teaching steps.

During 1:1 tutoring children may be taught to :

  • Read Set 1 speed sounds
  • Lead to blend with support
  • Independently blend
  • Read a mix of words speedily.
(Dependent on their individual needs).
Nessy  (Reading and Spelling)

Entry criteria: Child can read most Set 1 sounds and can blend CVC words.

Exit criteria: Child’s phonics and reading progressed so they can move onto BRWP or Reading Intervention.

Assessment: Read Write Inc Assessments, PM Benchmarking, Reading Levels. Children identified by the Deputy Headteacher/ SENCo and Reading Teacher after analysis of whole school reading data ( blocks of ten weeks)


Daily intervention at lunchtimes in the computer suite with 20 children for 25 minutes.

Nessy Reading & Spelling is an internet-based program developed by a team of specialist teachers and psychologists. Nessy is a powerful teaching tool for all children, including those with English as second language. There are one hundred independent learning lessons employing an intensive, multisensory, and sequential method of instruction based on the highly respected and researched Orton-Gillingham approach to reading and spelling. Lessons and strategy videos emphasise phonic awareness, phonics, blending, sight words, fluency, spelling, vocabulary and comprehension.
Numicon (Maths)

Entry criteria: Child who is performing significantly below age related expectations in maths (including those with SEND).

Exit criteria: Completion of the ‘Closing the Gap’ programme.

Assessment: Maths teacher assessments. Next steps and P-level assessments. Children identified by the Deputy Headteacher/ SENCo after analysis of whole school reading data.


Numicon ‘Closing the Gap’ programme for children who require support to develop early number sense. This is based on a concrete-pictorial –abstract approach.  Numicon encourages children to explore maths using structured imagery and apparatus in order to understand and explain mathematical concepts.

Children explore the patterns the Numicon pieces make, get to use precise mathematical vocabulary and are given the opportunity to catch up on their concepts and skills.
Basic  Language Group (Speech and Language)

Entry criteria: Child with very little spoken language and speech and language needs.

Exit criteria: Improved spoken language (4 word level). Children move onto ‘Colourful Semantics’ programme.

Assessment: Communication and language data.

Children identified by the school’s Speech and Language Therapist and Deputy Headteacher/SENCo.


The Basic Language group is aimed at developing both comprehension and expression in spoken language, focusing on early language skills from a one to four word level. Children in this group focus on two word level activities and work their way up to a two to three word level.  Children are involved a number of activities to achieve this including looking at prepositions, simple verbs, understanding of concepts such as ‘big and little’. We use practical resources to encourage the use of language where appropriate.

Colourful Semantics  (Speech and Language)

Entry criteria: Child on SALT caseload and speaking at 3/4 word level.

Exit criteria: Child removed from SALT caseload.

Assessment: Communication and language data.

Children identified by the school’s Speech and Language Therapist and Deputy Headteacher/SENCo.


‘Colourful Semantics’ is focussed on supporting children who have difficulties with language and communication difficulties. This intervention enables children to use a wider range of vocabulary, develop their spoken language and language comprehension. It helps children to understand the meaning of simple sentences (who, what, where and doing). They learn to understand questions and to build sentences in response to these.

Lets Talk (Language and Social Interaction)

Entry criteria: New arrivals with no or little English. SEND children with poor language acquisition.

Exit criteria: Increased confidence in spoken language.

Assessment: Speaking and listening data.  Proficiency in English codes. NASSEA assessments. Children identified by Deputy Headteacher/SENCo and Reading Teacher.


The ‘Let’s Talk’ Programme is an intervention to develop KS1 children’s:

– speaking and listening skills
– ability to follow rules
– sentence building
– understanding of sentence structures

Fun Time (Communication and Language/ Social Interaction)

Entry criteria: Child with social interaction and early communication difficulties.

Exit criteria: Ability to communicate effectively in line with the programme.

Assessment: Communication and language and Personal, social, emotional data. Children identified by Deputy Headteacher/SENCo and EYFS teachers.


‘Fun Time’ is a small group activity to develop speaking and listening skills.

Nursery children learn that communication between two people requires:

  • Eye contact
  • Turn taking
  • Attention and listening