Chalkwell Hall Junior School’s Local Offer

Southend schools are committed to meeting the needs of all pupils including those with Special Educational Needs.  There is a shared expectation that all pupils, regardless of their specific needs, should be offered inclusive teaching which will enable them to make the best possible progress in school and feel that they are a valued member of the wider school community.

The Code of Practice for SEND will encompass the following four broad areas:

  • Communication and Interaction
  • Cognition and Learning
  • Social, emotional and mental health difficulties
  • Sensory and/or physical needs

In addition to these four broad areas of need, Chalkwell Hall Junior School, have also included medical needs as part of our Local Offer.

The range of support developed will be tailored to individual need, following a thorough assessment by school staff or external agencies.  It is designed to promote pupils working towards becoming independent and resilient learners and should not be seen in isolation.

Our School Offer provides details of the resources, interventions etc. that are available at Chalkwell Hall Junior School to support children with SEND as and when appropriate.  Due to the ever changing needs of our children, there may be additional support available that has not been covered here in this document.  If you would like further information about what we offer at our school, then please do not hesitate to contact our Inclusion Leader directly.

Some children need increased support to access learning because:

  • They have a significantly greater difficulty in learning than the majority of children of the same age
  • They have a disability as defined under the Equality Act, which affects their ability to access and benefit from the educational opportunities generally enjoyed by children of the same age.

At Chalkwell Hall Junior School, we will try to ensure that all barriers to equal access in our school are removed or overcome.  We monitor and track the progress of all children so that the support provided is as effective as possible.  We welcome the full engagement of parents and carers and where necessary seek support and advice from specialists outside school to ensure we develop and maintain a range of flexible resources to meet the needs of all children.

Admissions:  Pupils with SEN are allocated places in two separate and distinct ways.

Those pupils with Education, Health and Care Plans (EHCPs) have a separate admissions procedure overseen by the SEN team at Southend-on-Sea Borough Council.

Those pupils who have SEND but do not have a statement or EHCP are admitted via the normal school admission criteria.

At Chalkwell Hall Juniors the priority for all children is quality first teaching by a qualified teacher. Learning may then be enhanced by consolidation facilitated by an HLTA and/or an LSA.

  

Communication and Interaction
Needs Support

(level of need will determine whether the support is at Wave 1,2, or 3)

Criteria

This can include some or a combination of the difficulties listed in this column

Speech, Language and Communication Needs:

Developmental Language Delay
Developmental Language Disorder
Phonological/Severe Pronunciation Problems Expressive Language Difficulties
Receptive Language/Language Comprehension Difficulties
Social Communication/Semantics and Pragmatics Difficulties

 

 

 

Disorders on the Autistic Continuum:

(Some of the support for children with Speech Language and Communication is also relevant as is some of the support and intervention under the section on Social, Emotional and mental health difficulties)

Autism
Asperger’s Syndrome
Semantic/Pragmatic Disorder
Impaired Social Awareness
Impaired Imagination

 

 

 

 

 

Wave 1

Visual timetable
Some extra explanations
Modelling of speech articulation

Emphasis is on quality first teaching

·          Some mild difficulty with accepting when things are happening or being concerned about when things are happening.

·          May have difficulty processing explanations/instructions and need things repeated.

·          May have some mild difficulty with the articulation of some sounds.

Wave 2 Routine hearing and eye tests to be requested (Hearing through referral to school nurse, eye-sight via parents to the optician.

Individual visual timetable

Developing listening skills
Developing positive play skills
Lunch time activities, including access to Allsorts (Indoor varied choice of construction, drawing games etc. run by a Learning Mentor)

Interventions which might be used when appropriate and which staff in the school have training in and experience in:

SULP – Learning Mentor
ELKLAN programme

Social stories

Speech and language group

Specific resources to help with sensory needs, including cushions, weighted blankets

Social skills group work

Self-esteem group work

Lego Therapy

 

Access to outside agencies as needed:
Speech and Language Service Assessment (via EHFSA – Early Help Family Support Assessment completed in school with the Learning Mentor in conjunction with the class teacher)

Language Assessment  by an Advanced Skills Language Teacher via school referral

Further in school action:

Screens to identify specific needs/possibility of  an underlying difficulty

 

ISP (Individual Support Plan): discussion will take place with parents and children will be recognised as needing SEN Support and placed on the school SEND (Special educational needs and disability ) Register.

An Individual Support Plan (ISP) will be drawn up with parental involvement. This will then be reviewed informally, with parents, half termly and formerly, with parent, termly. Parents and school will work closely with regards to the child’s progress and next steps.

 

 

·          Poor language skills

 

·          Finds social situations difficult

 

·          Unable to read body language of others

 

·          Poor imagination

 

 

 

·          May have some speech articulation difficulties

·          May have difficulty with grammar, use of vocabulary, memory issues.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

No progress is made despite intervention and support over at least a term.

Wave 3

Access to outside agencies as needed and appropriate:

Health Assessment via GP referral
Educational Psychologist input
Advanced Skills Teacher advice

Outreach behaviour support through  the Parallel Learning Trust

Individualised speech and language programmes provided by Speech and Language Therapy Service

 

Support available from school staff, as appropriate :
1:1 social skills
Makaton
Calm and safe environment for calming down

Key LSA/Learning mentor

All of the interventions available at Wave 2, as appropriate

EHC Plan (Education Health and Care Plan) Assessment request is made to the Local Authority by the school with the agreement of the parents and agencies involved.
The result of this may be that the child is issued with an EHC Plan  which clearly sets out aspirations and the outcomes in place to support them along with the strategies of how they might be achieved.

·          May struggle to say words or sentences

 

·          May not understand words that are being used

·          May have difficulties knowing how to talk and listen to others

·          Speech is difficult to understand or unclear

 

·          Selective mutism – children may speak to some chosen individuals and not others

 

Input from a Speech and Language Therapist (Referral via an Early Health Assessment form)

 

·          Pupils may be identified as having a social communication difficulty and be on the SEND register – Medical diagnosis for Autism or Asperger’s Syndrome through a paediatrician.

 

The pupil is not making progress and their special needs are impairing their ability to access the curriculum despite appropriate support and differentiation.

In severe cases, children can enter school with a Statement of Educational Needs or an Education Health and Care Plan having been diagnosed by a paediatrician.

 

The school work closely with health organisations and will facilitate the delivery of individual programmes which may include those provided by Occupational Therapy, Physiotherapy, Speech and Language, Educational Psychology, Paediatrician.

Specialised equipment will be purchased as appropriate within reasonable parameters.

Adult support with self-care where appropriate.

Children with this category of need have usually been identified prior to starting school.
Cognition and Learning Needs
Needs Support

(level of need will determine whether the support is at Wave 1,2, or 3)

Criteria

This can include some or a combination of the difficulties listed in this column

Mild and Moderate Learning Needs

NOTE:  This is a specific diagnosis and not a ‘catch-all’ term for children who are struggling academically.

Further updates to follow

 

Specific Learning Needs (e.g. dyslexia and dyspraxia)

 

Wave 1: 

The following may be used as appropriate:

Precision Grids – LSA
Visual timetable
Specific seating in class
Additional equipment
Multi-sensory teaching
Scribe
Timed activities
Specific Vocabulary provided
Differentiated group work

 

·          May learn at a slower pace.

·         May need to access learning through a variety of media.

Wave 2: Routine hearing and eye tests to be requested (Hearing through referral to school nurse, eye-sight via parents to the optician.

Interventions which might be used when appropriate and which staff in the school have training in and experience in:

Memory support
Mind mapping
Listening skills
Comprehension
Additional Reading
Pre-learning Vocabulary
Co-ordination, fine and gross motor skills group

Learning Mentor Time

Toe by Toe intervention to support phonics and spelling

Lexia Reading computer programme to support reading and spelling

Specific resources to support learning in class e.g. coloured filter/spell checkers/dyslexia friendly dictionaries

 

ISP (Individual Support Plan): discussion will take place with parents and children will be recognised as needing SEN Support and placed on the school SEND (Special educational needs and disability ) Register.

An Individual Support Plan (ISP) will be drawn up with parental involvement. This will then be reviewed informally half termly and formerly termly, with parents being kept closely informed about their child’s progress

 

 

·          Parent, teacher and possibly the child, identify concerns about the child’s ability to access certain aspects of the curriculum where normal interventions and /or differentiation have proved unsuccessful.

 

·          Lower than expected levels of progress despite quality first teaching and significant intervention.

 

 

 

 

 

 

 

 

 

 

 

 

No progress is made despite intervention and support over at least a term.

Wave 3:

Access to outside agencies as needed:

Educational Psychologist recommendations (via EHFSA)
Screening programme to devise a bespoke programme of study

Advanced Skills Teacher for Speech and Language involvement

Specialised programmes that develop co-ordination; gross and fine motor skills (Occupational Therapy and Physio Therapy  – both accessed via the GP)

Interventions which might be used when appropriate and which staff in the school have training in and experience in:

1:1 maths support
Personalised 1:1 phonics
Personalised 1:1 reading
Personalised 1:1 maths Memory skills training

Interventions and resources as appropriate from Wave 2

EHC Plan (Education Health and Care Plan) Assessment request is made to the Local Authority by the school with the agreement of the parents and agencies involved.
The result of this may be that the child is issued with an EHC Plan  which clearly sets out aspirations and the outcomes in place to support them along with the strategies of how they might be achieved

 

·          Significant intervention is not impacting significantly on progress and learning.

 

·          Screens carried out identify that the child is on the 5th centile or below.

·          Needs a very repetitive learning style, visiting material in short and frequent sessions.

 

·          Have a focused individual Support plan (ISP)

 

 

 

 

 

 

 

 

The pupil is not making progress and their special needs are impairing their ability to access the curriculum despite appropriate support and differentiation.

Severe or Profound needs:

Children with severe or profound and multiple learning difficulties are almost always identified before they reach school age. In most cases the local authority will be able to draw upon a considerable body of existing knowledge arising from assessments carried out and provision made by Child Health and Social Services.

 

Programmes being followed may include those provided by Occupational Therapy, Physiotherapy, Speech and Language, Educational Psychology, Paediatrician.

Specialised equipment will be purchased as appropriate within reasonable parameters.

 

Adult support with self-care and feeding.

 

Children with this category of need have usually been identified prior to starting school.
Social, Emotional and Mental Health Difficulties
Needs Support

(level of need will determine whether the support is at Wave 1,2, or 3)

Criteria

This can include some or a combination of the difficulties listed in this column

Social Needs and

Emotional and Mental Health Wellbeing

(Including Behavioural Needs)

 

Social Care may be involved, following referral from health, education or other source.

 

Children displaying traits affiliated to autistic spectrum disorders may also have needs in this category.

Wave 1

Oak Tree Room access

School Pastoral Care Team

Access to a Learning Mentor
Positive behaviour strategies in class
Use of sand timer
Visual Timetable
Positive reinforcement and reward for appropriate behaviour

 

 

 

·          Children finding it difficult to come into school.

·          Concerns are raised by parents/children and or teaching staff regarding children’s social interactions and emotional well being.

·          Issues affecting the child could be from the death of a family pet to the death of relative or family disagreement to family break up.

 

Wave 2 Routine hearing and eye tests to be requested (Hearing through referral to school nurse, eye-sight via parents to the optician.

 

Interventions which might be used when appropriate and which staff in the school have training in and experience in:

School Pastoral Team

Oak Tree Room Lunch time
Nurture: Learning Mentor time, including academic support in class as appropriate
Reward system – catch them being good.

SULP (Social use of Language Programme)

Access to outside agencies as needed:

Counsellor 1:1 via school referral
Outreach Behaviour Support through Seabrook College

 

 

ISP (Individual Support Plan): discussion will take place with parents and children will be recognised as needing SEN Support and placed on the school SEND (Special educational needs and disability ) Register.

An Individual Support Plan (ISP) will be drawn up with parental involvement. This will then be reviewed informally half termly and formerly termly, with parents being kept closely informed about their child’s progress

 

·          Concerns are raised by pupils, parents and/or teaching staff about the safety and well-being of pupils in a variety of situations.

·          Difficulty managing emotionally  – outwardly displaying some inappropriate behaviours e.g. attention seeking though low level disruption, aggression towards other children.

·          Children demonstrating poor control over their emotions

·          Inability to take responsibility for their own behaviour

·          Poor self-esteem and self-worth

·          Eating disorders

·          Concerns raised by staff or parents regarding social interaction

·          Lack of progress with learning due to underlying emotional difficulties

·          Lack of development of social skills

 

 

 

 

No progress is made despite intervention and support over at least a term.

Wave 3

Interventions which might be used when appropriate and which staff in the school have training in and experience in:

School Pastoral Care Team

Nurture daily – Learning Mentor, 1:1 support as appropriate.
Access to specialist support from Seabrook College Specialist behaviour support school)
1:1 social skills
Support at break
Support at lunchtime

 

Access to outside agencies as needed:

EWMHS ( Emotional wellbeing and mental health service  -via Early Health family support form  (EHFS).

Sand Play Therapy provided by a qualified counsellor – via school referral

Educational Psychologist via EHFS form

 

 

 

EHC Plan (Education Health and Care Plan) Assessment request is made to the Local Authority by the school with the agreement of the parents and agencies involved.
The result of this may be that the child is issued with an EHC Plan  which clearly sets out aspirations and the outcomes in place to support them along with the strategies of how they might be achieved

 

·          Children are displaying extreme behaviours which are preventing them from accessing the curriculum and impeding their ability to learn and make progress.

 

·          Concerns are raised by pupils, parents and/or teaching staff about the safety and well-being of pupils in a variety of situations.

 

·          Poor self- esteem and self-worth

 

·          Eating disorders

 

·          Self-harming

 

·          Poor control over own emotions

 

·          Unable to take responsibility for own behaviour

 

·          Have a focused individual Support plan (ISP)

 

The pupil is not making progress and their special needs are impairing their ability to access the curriculum despite appropriate support and differentiation.

Sensory and/or Physical Needs
Needs Support

(level of need will determine whether the support is at Wave 1,2, or 3)

Criteria

This can include some or a combination of the difficulties listed in this column

Hearing Impairment

 

Wave 1

Seating position near the front of the class or the hall in the case of whole school activities.

·          May have difficulty due to glue ear or related condition.
Wave 2

Risk assessment and additional individualised support -provision as identified.

Access to specialised equipment

Access to outside agencies as needed:

Access to hearing impairment Specialist

·          Identified hearing impairment that may or may not need hearing aids
Wave 3

Risk assessment and additional individualised support -provision as identified.

Access to outside agencies as needed:

Educational Psychology Service

Access to specialised equipment

Access to hearing impairment Specialist

Access to Hearing Impairment Specialist Teacher based at Kingsdown School.

 

EHC Plan (Education Health and Care Plan) Assessment request is made to the Local Authority by the school with the agreement of the parents and agencies involved.
The result of this may be that the child is issued with an EHC Plan  which clearly sets out aspirations and the outcomes in place to support them along with the strategies of how they might be achieved.

 

 

·          Identified significant hearing impairment.

·          Use of hearing aids.

·          Speech may be affected – may use British Sign Language.

·          Have a focused individual Support plan (ISP)

 

 

 

 

 

Where hearing impairment is impacting on the ability to access the curriculum despite appropriate differentiation

Visual Impairment

 

Wave 1

Seating position near the front of the class or the hall in the case of whole school activities.

Larger print books

Wider lined paper

·          Has identified mild visual impairment

·          Possibly  wears glasses

 

Wave 2

Risk assessment and additional individualised support – provision as identified.

Access to outside agencies as needed:

Specialist Teacher for Visually Impaired based at Kingsdown School

Access to specialist equipment

·          Identified visual difficulties, over and above those that can be corrected by wearing glasses.
Wave 3

Risk assessment and additional individualised support – provision as identified.

Touch typing lessons

Access to Specialist Teacher for Visually Impaired based at Kingsdown School

Educational Psychology Service

 

 

EHC Plan (Education Health and Care Plan) Assessment request is made to the Local Authority by the school with the agreement of the parents and agencies involved.
The result of this may be that the child is issued with an EHC Plan  which clearly sets out aspirations and the outcomes in place to support them along with the strategies of how they might be achieved.

 

·          Identified visual difficulties, over and above those which can be corrected by wearing glasses and which impact on learning.

·          Level of specific concern which might occur for up to 5% of children.

·          Have a focused Individual Support Plan (ISP)

 

 

 

 

 

Where visual impairment is impacting on the ability to access the curriculum despite appropriate differentiation.

Multi-Sensory Impairment

Children with difficulties in this are likely to have been identified prior to starting school.

 

Risk assessment and additional individualised support provision as identified.

Programmes being followed may include those provided by Occupational Therapy, Physiotherapy, Speech and Language, Educational Psychology, Paediatrician.

Specialised equipment may need to be purchased within reasonable parameters.

Adult support with self-care and feeding.

 

EHC Plan (Education Health and Care Plan) Assessment request is made to the Local Authority by the school with the agreement of the parents and agencies involved.
The result of this may be that the child is issued with an EHC Plan  which clearly sets out aspirations and the outcomes in place to support them along with the strategies of how they might be achieved.

 

·          Identified physical or sensory impairment requiring short or long term medical intervention and support that impacts on achievement and progress in their learning.

 

 

 

Where multi-sensory impairment is impacting on the ability to access the curriculum despite appropriate differentiation

Physical Impairment

Children with difficulties in this are likely to have been identified prior to starting school.

It could also apply to short term impairment such as a broken limb etc.

Risk assessment and additional individualised support provision as identified.

Ramp access to most classrooms; Disabled toilet with remote controlled bed.

Reasonable physical adjustments will be made.

Physiotherapist and Occupational Therapist as required.

Trained LSA support;

Targeted lunch-time support.

 

 

EHC Plan (Education Health and Care Plan) Assessment request is made to the Local Authority by the school with the agreement of the parents and agencies involved.
The result of this may be that the child is issued with an EHC Plan  which clearly sets out aspirations and the outcomes in place to support them along with the strategies of how they might be achieved

 

 

·          Identified physical impairment requiring short or long-term medical intervention and support.

·          Difficulties ranging from short term impairment – broken limbs to long-term, where pupil may be wheel-chair bound.

 

 

 

 

 

 

Where physical impairment is impacting on the ability to access the curriculum despite appropriate differentiation.

Medical Needs
Needs Support

(level of need will determine whether the support is at Wave 1,2, or 3)

Criteria

This can include some or a combination of the difficulties listed in this column

Medical:

Diabetes

Epilepsy

Anaphylaxis

Asthma

Eczema

 

 

Wave 1

Secure storage for medication

Health Care Plans

Appropriate staff trained in first aid and paediatric first aid

Staff training as appropriate to the needs of the children in school e.g. anaphylaxis ,epilepsy and diabetes

 

Support to administer medication as appropriate.

Children are aware of where their medication is kept.

Includes the administering of short-term medication e.g. antibiotics.

·          Medical need requiring short or long-term care/intervention.

·          Child can usually access learning.

·          Short-term – child returning to school following a brief illness, but still requiring medication to complete the course.

 

 

 

 

 

 

 

Wave 2

Secure storage for medication

Health Care Plans

Appropriate staff trained in first aid and paediatric first aid

Staff training as appropriate to the needs of the children in school e.g. anaphylaxis ,epilepsy and diabetes

 

 

Children are aware of where their medication is kept.

 

 

Medical need requiring short or long-term care/intervention

Child can access learning with some individualised planning/arrangements – e.g. medication is carried by staff at all times.

 

Wave 3

Specialist support

Access to specialist nurses

Secure storage for medication

Health Care Plans

Access to school nurse

Could include the Educational Psychology service.(Through and Early Health Assessment, EHA)

Could include some emotional support – e.g. counsellor.

 

 

EHC Plan (Education Health and Care Plan) Assessment request is made to the Local Authority by the school with the agreement of the parents and agencies involved.
The result of this may be that the child is issued with an EHC Plan  which clearly sets out aspirations and the outcomes in place to support them along with the strategies of how they might be achieved.

 

·          Possible disruption to learning due to frequent absence through sever illness.

·          Individual Support Plan (ISP).

 

 

 

 

 

 

 

 

Where severe medical needs are impacting on the ability to access the curriculum despite appropriate differentiation.

 

 

Updated September 2018