Please see statutory policies below.




At Chalkwell Hall Junior School we believe that assessment is at the heart of an effective curriculum and is a fundamental part of good teaching and learning. It enables all learners to recognise achievement and make progress, and teachers to shape and adapt their teaching to individual needs and aspirations. Effective assessment will raise standards of achievement for all pupils throughout the school.

“Assessment is an integral part of teaching and lies at the heart of promoting pupils’ education.” (Final report of the Commission on Assessment without levels September 2015)


By assessing pupils accurately and consistently we:

  • Compile an accurate summary of each pupil’s skills, knowledge, understanding and approaches to learning
  • Identify each pupil’s strengths and the priority areas for their future learning
  • Identify ‘next steps’ for each pupil and set clear individual targets
  • Identify the progress made in individual lessons or series of lessons
  • Evaluate the progress that each pupil is making over time
  • Evaluate and improve the teaching strategies used with each pupil
  • Inform the evaluation of the quality of teaching
  • Support pupils to monitor and direct their own learning
  • Identify, celebrate and share achievement


Assessment for learning is pivotal to Chalkwell Hall Junior School’s approach to teaching and learning. Assessment opportunities are constantly taking place in the classroom through discussion, questioning, listening and analysis of work to inform teachers’ professional judgement. In addition, periodically, pupils will undertake reviews of work and formal tests. At the end of Year 6 pupils will sit National Curriculum tests.

It is essential that teachers know how well a child has progressed and that pupils understand how well they are doing and what they must learn next to help them improve. To achieve this at Chalkwell Hall Junior School we will:

  • Assess pupils’ skills and knowledge at the start of a topic or unit of work using Learning Ladders and/or short assessment tasks so work can be pitched at the correct level;
  • Evaluate pupils’ learning during and after each lesson to identify those pupils with particular needs and address misconceptions in subsequent lessons;
  • Adjust plans to meet the needs of the pupils, differentiating work where appropriate;
  • Ensure pupils are aware of the learning objective and encourage pupils to evaluate their progress so that they understand the next steps they need to make;
  • Encourage pupils to evaluate their own work against success criteria;
  • Set and discuss individual, challenging targets, on a regular basis, in maths, reading and writing using Learning Ladders;
  • Regularly share these targets with parents to include them in supporting their child’s learning;
  • Mark work so that it is constructive and informative in accordance with the Marking and Feedback policy;
  • Use Assessment For Learning strategies such as working walls, success criteria and self and peer evaluation.

Assessment is a systematic part of our school’s work, which will be used to track each pupil and cohort in the school. It is through an effective tracking system that the needs of every pupil can be met and that the school develops a clear understanding of how to raise standards.

At Chalkwell Hall Junior School everyone has a clear role to fulfil:

The pupil will:

  • Know what standards are required;
  • Know what has been achieved against known success criteria;
  • Know what to do next to improve;
  • Improve their own self-evaluation skills;
  • Be able to measure own performance against agreed targets in Learning Ladders;
  • Be able to gauge own performance in comparison to others and against previous performance;
  • Have a measure of performance at specific times such as end of Key Stage 2;
  • Gain confidence, motivation and self-esteem as a learner;
  • Increase their awareness and understanding of their own learning style and of how they learn best.

The teacher will:

  • Provide continuous oral and written feedback which identifies strengths and the next step for improvement in line with the Marking and Feedback policy;
  • Promote pupil involvement in self and peer assessment;
  • Set appropriate and challenging targets on a regular basis, in maths, reading and writing using Learning Ladders
  • Plan against what children already know, can do and understand;
  • Make standards and objectives explicit to pupils;
  • Promote inclusion by attending to all pupils’ learning needs, particularly for pupils who are at risk of underachievement;
  • Engage pupils in rich questioning and discussion;
  • Build in time for focused observation of teacher-directed and child-initiated activity;
  • Maintain accurate records of attainment and progress using Learning Ladders;
  • Analyse the data and review targets and progress for individuals and groups;
  • Identify gaps in pupils’ knowledge and understanding;
  • Identify weaknesses in the taught curriculum and in specific areas of learning through analysis of performance which guide future planning;
  • Implement strategies to accelerate progress to meet local and national expectations (diminishing the difference);
  • Conduct parent consultation in the Autumn term;
  • Conduct parent and pupil consultations in the Spring term;
  • Provide a written report in the Spring and Summer term;
  • Discuss pupil progress at the request of a parent by appointment;
  • Moderate assessments with colleagues through planning and book scrutinies
  • Moderate assessments with colleagues from neighbouring schools.

SLT will:

  • Ensure responsibilities are clear in relation to assessment so that there is compliance with curriculum requirements and with statutory assessment arrangements;
  • Organise pupil progress meetings with the relevant staff at least four times a year;
  • Monitor the quality of teachers’ assessment;
  • Moderate assessment to validate data and ensure consistency across the school;
  • Arrange necessary training so all staff are confident in making accurate judgments;
  • Ensure SEND pupils are assessed appropriately;
  • Analyse data to identify groups at risk and to focus intervention on underachieving groups;
  • Use assessment information to inform the school development plan;
  • Provide, use and analyse data to promote public scrutiny, enable external accountability and raise attainment;
  • Keep parents/carers informed and involved;
  • Monitor the effectiveness of assessment practices;
  • Set targets for teachers’ performance management;
  • Involve governors in their accountability role.

Governors will:

  • Regularly review the progress of all children across the school anonymously;
  • Challenge the progress made and set challenging targets.


Assessment Timetable


All teachers will meet with the Assessment coordinator; 4 times per year for progress and attainment of non-disadvantaged children, in particular children on the cusp of a threshold or are a cause for concern educationally.

6 times per year for children in disadvantaged groups such as Pupil Premium, SEN, EAL and LAC.

Data Deadlines for Pupil Progress Meetings

–          Learning Ladders updated(on going)

–          PP forms updated

–          KS1 cohort progress tracker updated

Assessment window 1

End of Week 9 for Week 11 Meeting

Assessment window 2

End of Week 18 for Week 20 Meeting

Assessment window 3

End of Week 28 for Week 30Meeting

Assessment window 4

End of Week 37 for Week 38 Meeting

Data Deadlines for Disadvantaged Pupil Progress Meetings (aka.PPP Meetings)

–          Learning Ladders updated(on going)

–          PPP forms updated

–          KS1 cohort progress tracker updated

End of Week 7 for 1st Meeting Week 8

End of Week 14 for 2nd Meeting Week 15

End of Week 20 for 3rd Meeting Week 21

End of Week 26 for 4th Meeting Week 27

End of Week 32 for 5th Meeting Week 33

End of Week 37 for 6th  Meeting Week 38

Moderation Meetings should cover:

–          Book/work scrutiny

–          LL target comparison

–          Consolidation of what a child working towards/working at/greater depth of the age-related expectation looks like.

6 x Reading Moderation Meetings in Year Groups (Half Termly)

6 x Writing Moderation Meetings in Year Groups (Half Termly)

6 x Maths Moderation Meetings in Year Groups (Half Termly)

Maths assessment Yr3 will use a baseline gap analysis to help correct starting point on Learning Ladders

Yr6 will use a more focused and frequent SAT’s style approach.

Yr3, 4 and 5 will use the Maths No Problem Module Reviews, White Rose Maths Mastery/Fluency Challenges which are on-going in lessons and White Rose Summative topic gap analysis assessments in conjunction with TA

GPS Assessment All year groups will use Single Word Spelling Test (SWST) twice per year.

At the end of Autumn 1

Midway through Summer 1

All year groups will use the Nfer GPS

Assessment twice per year.

At the end of Autumn 2

Midway through Summer 1

Reading Assessment Yr6 will use a more focused and frequent SAT’s style approach.

Year groups 3-5 use Headstart Comprehension Assessment, 1 per term, for gap analysis

Writing Assessment On-going Writing moderation within each year groups (6 per year, I per half term) and across multi school challenge group



School Behaviour Statement

We believe that good behaviour is important if we are all to achieve the potential we have within us, both in the school environment and in other areas of life.  We strive to help our children to acquire self-discipline and self-control.  We believe that these attributes help us to assume and fulfil our potential in society as a whole. We have an agreed set of standards that we work towards around school (see appendix 1).

Aims of the Policy

  • To encourage a calm, purposeful and happy atmosphere within the school.
  • To foster a caring attitude to all.
  • To encourage positive behaviour through a positive reward system.

Respect Rules

All our school rules will stem from our RESPECT RULES

‘R’esponsible for our own actions

‘E’ffort put in to do our best

‘S’elf confident in our own abilities

‘P’repared to help others when needed

‘E’quality of opportunity given to all

‘C’areful to respect people and property

’T’reated well ourselves at all times

These rules, displayed in all classrooms and around the school, set clear boundaries for expected behaviour within our school.

RESPECT rules and all other rules will be discussed with the children on a regular basis, both in assemblies and within the classroom.   Alongside rules there is a clear set of consequences and rewards for behaviour.


The children can be rewarded for positive behaviour in a variety of ways.

  • The best way is to simply notice all good behaviour and effort and verbally praise this whenever seen, for example: well done; that is fantastic; brilliant; you’re a star, etc.
  • Class Teachers and Learning Support Assistants can give one house point when they notice excellent behaviour or effort throughout the week to individuals or the whole class. It is important that children realise they can only receive one point at a time. Points should not be given out for expected behaviour, they should only be given out when children have gone beyond what is generally expected, in line with our core values as highlighted on our postcards: Respect, responsibility, resilience, co-operation, enquiry and creativity. For example: a very good, well thought out question or answer; achieving above that expected through hard work and determination; being exceptionally polite and courteous; being extra thoughtful, etc.
  • Any child who receives a house point during the week will place this in the collection tubes in the hall.
  • Every Friday in assembly the house with the most points will be celebrated.
  • An Achievement Certificate should be given out to one member of the class each week for exceptional behaviour and/or effort (again linked to the core values on the postcards) and automatically receives 2 house points as well.
  • Postcards are sent by the class teacher via the post as a way to celebrate a pupil excelling in one of our core values.  Each class teacher should send at least one postcard per week.

Consequences if a child chooses inappropriate behaviour in class:

1st Consequence – Verbal warning explaining their actions

2nd Consequence – Name written on board and a behaviour point allocated and recorded. Miss break. Parents informed by class teacher.

3rd Consequence – Name underlined, sent to Head of Year’s class for 15 minutes and parents informed by class teacher. Miss break and lunch as well.

4th Consequence – Sent to Mr Linfield or Mr Hanshaw and parents informed

If a child receives a behaviour point they will automatically miss their next morning break. It is the responsibility of the class teacher to supervise any children in their class that have to miss a break and to enter this onto the SIMS behaviour system during this period giving the reason for the punishment. If for some reason such as the teacher is on duty or has preparation to do they can ask an LSA to supervise until they can return. The class teacher is also responsible for the child when they have to miss lunch but this should be done in conjunction with one of the SLT so that the class teacher does not have to give up all of their lunchbreak.

Incidents of behaviour that are recorded on SIMs always result in the issue being reported to parents at the earliest opportunity.

If a regular occurrence of receiving behaviour points occurs this must be discussed with the Learning Mentors and Inclusion Manager and a meeting set up with the parents as soon as possible. For persistent low level disruption or poor attitude to learning a report card may be set up which should be discussed with parents and reported to them on a daily basis. This report card should have clear targets for the child to achieve. The usual procedure would be to have a report card with the class teacher first then a member of SLT if improvement is not evident, then the HT. This process may be accelerated, depending on the circumstances.

There is some behaviour which will not follow the consequences procedure and will go straight to consequence 4, for example (not exhaustive):

  • Verbal abuse to Staff, pupils and others, including swearing at an adult or racist verbal abuse
  • Physical abuse to/attack on Staff or pupils
  • Actual or threatened violence against another student or a member of staff.
  • Indecent behaviour
  • Damage to property
  • Theft
  • Unacceptable behaviour which has previously been reported and for which School sanctions and other interventions have not been successful in modifying the pupil’s behaviour, such as persistent disruption to lessons, non-compliance or disrespect to adults or pupils in school.

Consequences for these types of behaviours could be loss of privileges or a greater amount of time sanction e.g. a whole week off the playground, loss of extra-curricular clubs, loss of opportunity to represent the school at a sports event, being taught away from class base or internal exclusion/isolation.

If a child’s behaviour is extreme or persistent there may be a need for fixed period exclusions or in very rare cases, permanent exclusion. See appendix 2.

Consequences can be used throughout the school, in maths sets, PPA time, dinner time assemblies etc.

Wherever practical and appropriate, an apology should be made by the person having displayed the inappropriate behaviour.

House points are given to pupils by all staff for positive behaviour.

As a school we acknowledge that each child, class and year group are different and there may be some cases where the rules for certain pupils have to be reviewed or changed.

The class teacher would inform the Head and Deputy of these changes.

Rules for outside the school

RESPECT rules and class rules are also used out of school on school visits.   Achievement points are allocated by any staff and recorded.

For unacceptable behaviour the following actions are taken:

1st Consequence – Verbal warning explaining their actions

2nd Consequence – Name written down by Class teacher and a behaviour point allocated and recorded. Parents informed.

3rd Consequence – Child sent to Group Leader and parents informed by Class Teacher. Parents informed.

4th Consequence – Head / Deputy / Inclusion Manager to be informed and parents informed

When the children are in Chalkwell Park the school rules still apply.

1st Consequence – Verbal warning explaining their actions

2nd Consequence – Name written down by Class teacher and a behaviour point allocated. Teacher to inform parents.

3rd Consequence – Child sits out of lesson for 15 minutes and parents informed by Class Teacher. Parents informed.

4th Consequence – (Phone office) Head / Deputy / Inclusion Manager to be informed and child escorted back to school and parents informed.

Consequences of actions when in Chalkwell Park or out on trips will be the same as for in school.

Pupils’ conduct outside the school gates

Teachers have the power to discipline pupils for misbehaving outside of the school premises “to such an extent as is reasonable” (section 90 of the Education and Inspections act).

Chalkwell Hall Junior School may discipline pupils for:

Misbehaviour when the pupil is:

  • Taking part in any school-related or school organised activity or
  • Travelling to or from school or
  • Wearing school uniform or
  • In some way identifiable as a pupil at the school (e.g. on the internet)

Or misbehaviour at any time, whether or not the conditions above apply, that:

  • Could have repercussions for the orderly running of the school or
  • Poses a threat to another pupil or member of the public or
  • Could adversely affect the reputation of the school.

In all cases of misbehaviour the teacher can only discipline the pupil on school premises or elsewhere when the pupil is under the lawful control of the staff member.

Consequences for behaviour outside the school gates will be in accordance with those used in school.


Appendix 1

Behaviour and standards

Our general expectations:

  • Pupils should be silent in learning time or “getting ready to learn” time unless asked to discuss something by an adult so that they can listen to other people
  • Pupils should be silent when getting changed for/from PE (particularly when in the hall as others are working)
  • Pupils should be silent when switching classes from maths/comprehension/spelling sets etc
  • Pupils should be silent when heading to the library or the study room
  • Pupils should be silent coming in/going out from break/lunch (particularly when using the stairs)/going home at the end of the day
  • Staff should walk with their classes and position themselves where they can best observe Pupils, not just lead from the front and charge off without looking behind them
  • When visiting the tuck shop or heading to lunchtime clubs independently they need to be quiet and sensible
  • Pupils should walk when in school


  • Pupils should head to their lines at the end of break/lunchtime when the bell goes
  • Teachers should be out promptly to collect classes at the end of break or lunch
  • Pupils should line up without talking and tuck shirts back in at the end of break/lunch
  • Teachers must support the MDA team at lunch or duty staff at break when on the playground


  • Shirts should be tucked in
  • Pupils not in uniform need to warned in the first instance
  • After talking to the pupil, contact the parent if no improvement. With parents we need to reinforce that we all want standards at Chalkwell Hall to be as high as possible and adhering to our uniform policy is part of how we create a culture of high standards.
  • Pupils can be disciplined for persistently not wearing the school uniform.


Appendix 2





This policy, which is an appendix of Behaviour Policy, deals with the policy and practice which informs the School’s use of exclusion. It is underpinned by the shared commitment of all members of the School community to achieve two important aims:

1) The first is to ensure the safety and well-being of all members of the School community, and to maintain an appropriate educational environment in which all can learn and succeed;

2) The second is to realise the aim of reducing the need to use exclusion as a sanction.


The decision to exclude a student will be taken in the following circumstances:-

(a) In response to a serious breach of the Behaviour policy

(b) If allowing the pupil to remain in School would seriously harm the education or welfare of the student or others in the School.

Exclusion is an extreme sanction and is only administered by the Headteacher (or, in the absence of the Head, the Deputy Head who is acting in that role).

Exclusion, whether fixed term or permanent may be used for any of the following, all of which constitute examples of unacceptable conduct, and are infringements of the school’s Behaviour Policy:

  • Verbal abuse to Staff and others, including swearing at an adult or racist verbal abuse
  • Verbal abuse to pupils including swearing or racist verbal abuse
  • Physical abuse to/attack on Staff
  • Physical abuse to/attack on pupils
  • Serious actual or threatened violence against another student or a member of staff.
  • Indecent behaviour
  • Damage to property
  • Misuse of illegal drugs
  • Misuse of other substances
  • Theft
  • Sexual abuse or assault.
  • Supplying an illegal drug.
  • Carrying an offensive weapon.
  • Unacceptable behaviour which has previously been reported and for which School sanctions and other interventions have not been successful in modifying the pupil’s behaviour
  • Sustained bullying (see Anti-Bullying Policy)
  • Frequent high level disruption to lessons
  • Frequent high levels of non-compliance
  • Frequent high levels of disrespect to all adults who work in school

This is not an exhaustive list and there may be other situations where the Headteacher makes the judgment that exclusion is an appropriate sanction.


Each individual situation will be investigated according to need. The Head Teacher

will gather evidence; seek the opinions and advice of colleagues.

General factors the School considers before making a decision to exclude

  • Exclusion will not be imposed instantly unless there is an immediate threat to the safety of others in the School or the student concerned. Before deciding whether to exclude a pupil either permanently or for a fixed period the Head will:
  • Ensure appropriate investigations have been carried out.
  • Consider all the evidence available to support the allegations taking into account the Behaviour Policy, Equal Opportunity and Race Equality Policies.
  • Allow the pupil to give her/his version of events.
  • Check whether the incident may have been provoked for example by bullying or by racial or sexual harassment.

If satisfied that, on the balance of probabilities, the pupil did what he or she is alleged to have done; the Head Teacher may exclude the pupil.

Managing serious or persistent problems

  • We accept that it is the behaviour that is the problem and not the child.
  • The behaviour of pupils giving cause for concern will be assessed.
  • Triggers or antecedents established.
  • Individual programmes will be planned to help modify inappropriate behaviour
  • Parents will be invited to discuss their child’s behaviour and an individual programme drawn up. They will be kept informed of progress.


Teaching and learning must be able to take place undisturbed in classrooms. If this is prevented from happening by an individual or group, the behaviours must be tackled.

The aim of our positive behaviour management policy is:

  • to help pupils realise the appropriate behaviour and provide

Strategy/guidance on putting it right

  • to reward positive behaviour
  • to help support behaviour modification if pupils persist in making ‘wrong’ choices with their behaviour.

To support good behaviour we have a clear process that is shared with the children. Class rules are established with each class. These are regularly reinforced to ensure that pupils are clear about the levels of expectation of their behaviour, and reviewed to ensure consistent use across the whole school.

Types of exclusion

  1. Fixed term exclusion (formerly known as being ‘suspended’ )

This is used when persistent inappropriate behaviour continues over time or if a one-off serious offence is committed.

  1. Permanent Exclusion (formerly known as being ‘expelled’ )

Permanent Exclusion is very rare as it is a very serious matter and is never undertaken lightly. Only the Head Teacher can permanently exclude a pupil or a named deputy if the Head Teacher is out of school.  The Headteacher may decide to permanently exclude a pupil only when s/he is sure that:

  • the pupil has seriously breached the school’s discipline policy.
  • if the pupil remains in school, it would seriously harm the education or welfare of the pupil or others in the school.

There is a formal process for all exclusions and these have to be reported to the Local Authority. The school is able to seek advice from the relevant LA officers, such as the Inclusion Officer and the Exclusion Officer if necessary. Parents are able to seek advice from the Local Authority if they have concerns, and may also contact the school’s governors following an exclusion if they wish to.

Parents of all pupils who are excluded on a fixed-term will be invited to a reintegration meeting, usually on the pupil’s first morning back into school, so that an appropriate way forward can be agreed. Provision for a Common Assessment Form (CAF) will be made with the parents/carers. Pupils will be placed on the Inclusion team’s cohort.

Lunchtime Exclusions:

Students whose behaviour at lunchtime is disruptive may be excluded from the School premises for the duration of the lunchtime period. This will be treated as fixed term exclusion and parents will have the same right to gain information and to appeal.

Alternatives to Exclusion:

Alternative strategies to exclusion are:

  • Being placed on the Inclusion team’s cohort and receiving appropriate support.
  • Internal exclusion- the pupil is sent elsewhere in school for a fixed period of time with work.
  • Managed move to another school for a fresh start.


Reviewed November 2016




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As part of the Equalities Act, Chalkwell Hall Junior School sets out its definition of British values as:

• democracy
• the rule of law
• individual liberty
• mutual respect
• tolerance of those of different faiths and beliefs

We focus on, through our curriculum and day-to-day interactions, embedding and promoting fundamental British values.
The DfE state the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”

The Government set out its definition of British values in the 2011 Prevent Strategy, and these values were reiterated in 2014. At Chalkwell Hall Junior School these values are reinforced regularly and in the following ways:


At Chalkwell Hall Junior School every year a group of students are democratically elected to represent the ‘voice’ of all the children in the school. At the start of the academic year Junior Governors are elected by their classmates at a ‘real life’ election. After candidates have campaigned for votes, every pupil at the school votes at a polling station, on a ballot paper for their preferred candidate.

During their one year term of office the Junior Governors encourage the adults at the school to listen to their ideas and opinions, so that they can work together to improve the school. The Junior Governors democratically decide on the joint projects that they would like to be involved with during the year and
then they put these ideas into action. Projects have included presenting assemblies about standards and behaviour, working with our partner infant pupil representatives to agree a code of conduct for the dining room, successfully co-ordinating a fund raising event to raise money for childline and meeting
with local councils.

The Rule of Law

The importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced at Chalkwell Hall Junior School. Pupils are taught from an early age the rules of the school. These are our RESPECT Rules, Playground Rules and Dining Hall Rules. Pupils are taught the value and reasons behind rules and laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police and Fire Service help reinforce this message.

Individual Liberty

At Chalkwell Hall Junior School, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make informed choices, through a safe environment and an empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our e-Safety and PSHE  lessons.

Mutual Respect

Mutual respect is at the heart of our values. Children learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect.

Tolerance of those of Different Faiths and Beliefs

Chalkwell Hall Junior School is a diverse school. We actively promote diversity through our celebrations of different faiths and cultures. Religious Education lessons, assemblies and PSHE lessons reinforce messages of tolerance and respect for others.

Members of different faiths and religions are encouraged to share their knowledge to enhance learning within classes and the school. The children visit places of worship that are important to different faiths.  Actively promoting also means challenging pupils, staff or parents expressing opinions contrary to fundamental British values.

Extremism does not form any part of our curriculum or teaching and our students are encouraged to respect other people and no student is discriminated against contrary to the Equality Act 2010. The spiritual, moral, social and cultural (SMSC) teaching and learning at Chalkwell Hall Junior School actively promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs, and encourages students to respect other people, with particular regard to the protected characteristics set out in the Equality Act 2010.


Reviewed November 2017



Schools must ensure that they inform parents on low incomes, and in receipt of the benefits listed on page 2 of this guide, of the support available to them when being asked for contributions towards the cost of school visits.

  1. Introduction

1.1       All education during school hours is free.  We do not charge for any activity undertaken as part of the National Curriculum with the exception of individual or group music tuition.

2. Voluntary Contributions

2.1       When organising school trips, events or visitors which enrich the curriculum and educational experience of the children, the school invites parents to contribute to the cost of the trip.  All contributions are voluntary.  If we do not receive sufficient voluntary contributions, we may cancel a trip, event or visitor. Each school trip, event and visitor will be assessed on an individual basis in terms of cancellation due to insufficient contributions.

2.2       If a parent/carer wishes their child to take part in a school trip or event, but is unwilling or unable to make a voluntary contribution, the child will participate fully in the trip, event or activity. We do ask the parent or carer to inform us if they do not make a contribution and all children must return the signed confirmation slip giving them permission to take part in an activity.  Sometimes the school pays additional costs in order to support the visit.  Parents/carers have a right to know how each trip is funded.  The school provides this information on request.

2.3       The following is a list of additional activities organised by the school, which require voluntary contributions from parents/carers to go ahead.  This list is not exhaustive:

–           visits to museums and places of worship;

–           sporting activities which require transport expenses;

–           outdoor adventure activities;

–           visits to the theatre/cinema;

–           school journey;

–           musical events;

–           visiting speakers/ authors

–           visiting theatre groups/music groups

–           ingredients for cooking
2.4       As the school pays for the trip or visitors to the school in advance of the event, we are unable to refund contributions if a child is off school on the day, unless a medical certificate is provided, in which case we may be able to claim a refund through our insurance policy.


  1. Residential Visits

3.1       If the school organises a residential visit in school time or mainly school time, which is to provide education directly related to the National Curriculum, we do not make any charge for       the education.  However, we do make a charge to cover the costs of travel expenses, board and     and lodging.

3.2       When we inform parents about a forthcoming visit, we make it clear that parents who can prove they are in receipt of the following benefits will be exempt from paying the cost of board and lodging:

  • Income Support (IS);
  • Income Based Jobseekers Allowance (IBJSA);
  • Income related Employment and Support Allowance;
  • Support under part VI of the Immigration and Asylum Act 1999
  • Child Tax Credit, provided they are not entitled to Working Tax Credit and have an annual income, as assessed by the Inland Revenue that does not exceed £16,190;
  • Guarantee element of the State Pension Credit; or
  • Working tax credit during the four-week period immediately after their employment finishes.
  1. Non-residential activities 

    4.1 If 50% or more of the time spent on the activity occurs during school hours, it is deemed to take place during school hours. Time spent on travel counts in this calculation if the travel itself occurs during school hours.  School hours do not include the break in the middle of the day.

4.2       Where less than 50% of the time spent on an activity falls during school hours, it is deemed to have taken place outside school hours.  For example, an excursion might require pupils to leave school an hour before the school day ends, but the activity does not end until late in the evening.

  1. Residential visits

5.1       If the number of school sessions taken up by the visit is equal to or greater than 50% of the number of half days spent on the visit, it is deemed to have taken place during school hours (even if some activities take place late in the evening). Whatever the starting and finishing times of the school day, Regulations require that the school day is divided into 2 sessions.  A “half day” means any period of 12 hours ending with noon or midnight on any day.

5.2       Example 1:  Visit during school hours

Pupils are away from noon on Wednesday to 9pm on Sunday. This counts as 9 half days including 5 school sessions, so the visit is deemed to have taken place during school hours.

5.3       Example 2:  Visit outside school hours

Pupils are away from school from noon on Thursday until 9pm on Sunday.  This counts as 7 half days including 3 school sessions, so the visit is deemed to have taken place outside school hours.

  1. Music Tuition
  • All children study music as part of the normal school curriculum. We do not charge for this.
  • There is a charge for individual or group music tuition if this is not part of the National Curriculum.  The peripatetic music teachers teach individual or small group lessons.  We make a charge for these lessons.  Parents/carers in receipt of state benefit are requested to contribute to the costs of the lesson if possible, however, parents do have to pay the full cost of the instrument rental, if required.  We give parents information about additional music tuition at the start of each academic year.
  1. Cooking ingredients or materials needed for a technology

We can make a charge to cover the costs of materials/ingredients for subjects such as design or food technology where parents have indicated in advance that they would like their child to bring home the finished product.


Reviewed March 2017


Administering Medicines Policy

Every effort is made to care for the pupils’ physical and mental development whilst they are at Chalkwell Hall Junior School.


  1. To provide a policy which will aim to support students and staff with medical needs in school;
  2. To continue to improve the quality of the First Aid service offered in the school;
  3. To provide guidance for all the staff and students in the school regarding the procedure for First Aid care and protocols to follow in the event of an emergency;
  4. To prevent pupils and staff from placing themselves at risk.


  1. To achieve these aims, it is the school’s intention to:-
  • provide support, education and training for all staff requiring such development
  • provide regular INSET days for all relevant staff in basic First Aid, to be updated every 3 years
  • maintain the number of ‘Appointed Persons’ in the school;
  1. That all staff are aware of their roles, accountability and responsibilities in respect of Health and Safety;
  2. To monitor the procedures set out in this document bi-annually;
  3. To standardise and check all First Aid boxes regularly;
  4. To place notices around the school identifying the First Aid point and naming the First Aiders in the school;
  5. To have care plans available in the staff room on caring for an individual with certain health problems;
  6. That teachers should, at the start of each academic year, inform pupils of how to seek appropriate help in the event of an emergency.


  • Registration forms including medical enquiries are completed before entry to school. A copy of this is kept on the pupil’s record file in the school office. On admission of the pupil to the school, all parents/carers will be required to provide information giving full details of: medical conditions, allergies, regular medication, emergency contact numbers, name of family doctor/consultants special requirements (e.g. dietary, disability).
  • At the beginning of each academic year all parents/carers are required to up-date the medical details of their child.
  • Specific medical conditions of pupils are made known to relevant staff.
  • All medical records are kept in a filing cabinet in the school office which is kept locked.
  • Information about allergies and ailments are kept on the school database and are also displayed on a designated notice board in the staffroom.  This information is also given to the catering manager and her team.
  • Records are kept electronically after a pupil leaves the school.


  • There is appropriate first aider coverage in the school during school hours.
  • The medical room is situated on the ground floor off the lobby entrance.

The Receptionist, who is an Appointed Person, provides day to day first aid and treatment of minor illness and cares for pupils before they are taken home if they are more seriously ill, or can accompany them to hospital when necessary.

At lunchtime the Midday Assistants provide first aid from the kitchen/craft room.  All Midday Assistants are trained as Appointed Persons.


  • If a pupil needs to see a First Aider or Appointed Person, they should let the teacher who is in charge of the class know that they are unwell.  Teachers should be kept informed if a pupil is sent home.


  • The school expects that, normally, parents/carers will administer medication to their children.
  • Any requests for medicine to be administered must come from a parent/carer and a school form must be completed which must include the name of the medicine, the dosage to be administered and the time it must be administered.
  • No student will be given medication in school without the consent of a parent/carer. If the child suffers from a long term illness, this consent is reviewed annually. It is up to the parent/carer to update the school with any changes to medication doses.
  • The Receptionist is able to administer pupils’ medicines, providing that it is clearly labelled, with an accompanying form from a parent/carer, and the dose is clearly stated.
  • Parents/carers/pupils should collect medicines held at school. In the event that they are not collected, the Receptionist may dispose of the medication.
  • Inhalers for asthma may be kept in the classroom but a spare inhaler should be kept, again clearly labelled, in the school office. It is important that the Receptionist is informed about any pupil with asthma, including the severity and the need for medication.
  • Epipens for allergic reactions may be kept in the classroom but a spare Epipen should be kept, again clearly labelled, in the school office. It is important that the Receptionist is informed about any pupil with allergic reactions, including the severity and the need for medication.
  • It is the responsibility of the parent/carer to ensure that all medication kept in school is in date. At the end of each term the Receptionist will contact parents/carers to ask them to collect medication to avoid storing medication in school over the holiday period.


Medical information about pupils will be treated sensitively. However, in providing medical care for pupils, it is recognised that the information may need to be passed to relevant staff.


Prevention of accidents and sports injuries is given on-going consideration.
(See also Health and Safety Policy.)

Risk assessments are prepared before any outing or sporting activity (outside school) to ensure careful consideration has been given to the impact of any hazard on pupils and staff.  Completed risk assessments are kept by the School Business Manager.


Infectious diseases will occur in many pupils and staff, of all ages. They will obviously vary in type from mild, e.g. the common cold, to more severe.  It is required of parents/carers that they inform the school as soon as possible of any communicable disease their child may have, so that the school may take appropriate action. The school will take appropriate action, informing parents/carers, staff and health authorities where necessary.

In the case of head lice infestations, parents/carers are informed and asked to check and treat their children.


A list is compiled and regularly updated of pupils who have serious illnesses or medical conditions which may affect their school activities. All members of staff should regularly remind themselves of these pupils. Such a list is made available in the staff room and the school office.

Individual protocols are set up for pupils with serious illnesses or at risk of serious illness. These include pupils with allergies, at risk of anaphylaxis, diabetes, epilepsy, asthma, heart disease, etc.

Parents/carers are expected to regularly update the school with information regarding their child’s condition, what treatment is required and when.

Allergies: Staff are informed of pupils with allergies as are the lunchtime and catering staff so that they may avoid contact with foods to which they are allergic. There is a list in the staff room, the school office and the school kitchen of pupils who have severe food allergies, accompanied by photographs and instructions on how to respond to the reaction.  Peanuts in any form are not given to any pupils at all at school mealtimes or break times.  Appropriate staff receive training in how and when to use an adrenaline auto-injector (“Epipen”).  Pupils who may require the use of an “Epipen” for severe allergic reactions are required to keep their medicine in the school office.  Parents/carers of pupils with allergies are expected to keep the school regularly updated as to their condition.


There are nominated persons to administer First Aid on the school premises, there are four qualified First Aiders, who have undergone 3 day First Aid courses, and several appointed persons, who have undertaken 1 day Emergency First Aid at Work courses. The School Business Manager holds the list of qualified first aiders and appointed persons in the school and ensures that all first aiders and appointed persons attend refresher courses when necessary.

The principal persons to administer First Aid on the school premises are the four Higher Level Teaching Assistants.

The HLTAs are situated around the school.  The Receptionist, who is an Appointed Person, is mainly in the School Office which is situated on the ground floor and is where children are sent if unwell during the day.

If the Receptionist is not present when a pupil attends other members of the office staff are able to assist.


Six First Aiders:

Mrs Sue Beck

Mrs Belinda Mepham

Mrs Lynne Wheeler

Mrs Karen Parker

Mrs Hilary Skeggs

Mrs Tracey Roe

For more minor first aid issues the following staff have the Emergency First Aid At Work qualification:


Mrs Trudi Manicom

Mrs Ume Nurbhai

Mrs Jenny Montesdeoca-Alonso

Mrs Jane Hendry

Miss Sue Flewitt

Mr James Skeggs

Mrs Melanie Mills

Miss Hollie Taylor

Miss Gemma Bumbee

Mrs Claire Farrell

All Midday Assistants are also Emergency First Aid at Work trained.


If a pupil is unwell in class or has an accident, they can be sent to see the Receptionist.

The Receptionist will assess the pupil and decide on the course of management.  This may include: allowing the pupil to rest for a short time (usually no longer than 15 minutes); giving some simple treatment, e.g. applying a bandage/plaster/cold pack.

Other courses of management will include telephoning for an emergency ambulance if a pupil is seriously unwell or injured.

The Receptionist will keep proper notes in a specific book, (kept in the school office), keeping details of time of attendance, the name of the pupil and their class, the presenting complaint and how it is managed.  A pupil’s parents/carers will be contacted by telephone whenever a pupil attends the medical room for anything other than a minor complaint or accident. The Receptionist will convey the nature of the pupil’s illness and its severity to the parent/carer and the Receptionist will ask the parent/carer to collect the pupil as soon as possible.  The Receptionist will also communicate with the pupil’s teacher and keep them informed of the pupil’s condition and outcome.  Similarly the Head will be informed.

The Receptionist, or First Aider, will, if necessary, attend an accident at any location on the school premises and administer first aid as necessary.  When necessary, s/he will call for assistance from other first aiders.


Should bodily fluids e.g. vomit, urine, faeces need clearing up, the caretakers will be called to deal with the matter. They will use gloves, aprons, Body Spill Granules, scoops and scrapers. Once the solid matter has been compacted, removed and disposed of, the ground should be disinfected as appropriate.


Splinters are common DIY injuries which carry a risk of infection as they are generally small but unclean shards of wood, metal or glass. They can be easy to remove using the following advice:

  • Gently clean the area around the splinter with warm water and soap
  • Use tweezers to grasp the splinter as close to the skin as possible
  • Draw the splinter out in a straight line in the same direction it entered the skin, making sure it does not break off
  • Carefully squeeze the wound to encourage a small drop of blood. This will help flush out remaining dirt
  • Clean and dry the wound and cover with a plaster or other dressing
  • Never try and probe the splinter with an object like a needle or you might introduce infection
  • If the splinter is too deeply embedded to remove or it lies over a joint then suggest to the parent/carers that they seek medical help
  • If parents/carers are unsure if the child is covered for tetanus, they should check with their GP.


Following an accident or injury, the following steps should be taken to ensure that the correct help is given as quickly as possible.  In the event of an obvious medical emergency, an ambulance should be called immediately by Reception.

  1. The injured person should not be moved if there is any suspicion that doing so could exacerbate their injuries.  In colder, wet weather, it may be necessary to keep them warm and dry with a blanket or item of clothing;
  2. The Receptionist/First Aider should be called to examine the injured person and give such treatment as is appropriate or possible.  In the event of the Receptionist not being available, the Headteacher should be contacted to ascertain the nearest available First Aider;
  3. If hospital treatment is necessary and an ambulance has not been called for, then this should be done.

Staff should not use their own cars to take injured persons to hospital unless there is an exceptional reason for doing so.

The Receptionist or another member of staff in her absence, must accompany the driver with the student to hospital.

If necessary, a taxi should be called.

In cases where an ambulance has been called, or there has been an injury to the head, the school will contact the parents as soon as possible.


The School Business Manager will keep records according to Health and Safety Regulations.  There is a form for recording accidents, or near-miss accidents.  This form is to be completed by the member of staff who is present at the scene of an accident, and also by the Receptionist if she is involved in the subsequent care of the pupil, or member of staff.

If the injured person is a member of staff, they are responsible themselves for completing the form.

If an accident occurs off the school premises the member of staff present should complete the Accident Form as soon as possible after returning to school.  It should be noted that whilst it may be necessary to complete the accident book at the location of the accident, in all cases the school’s accident form should also be completed.  Completed accident forms are then filed or in the case of more serious incidents a RIDDOR (Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995) form is completed and action taken as appropriate.


The teacher in charge of any outing off the school premises has the responsibility of being acquainted with any specific medical needs of the pupils in his/her care, including having a knowledge of, for example, pupils with asthma, and their need for inhalers, and pupils with allergies at risk of anaphylaxis. Fully completed risk assessments must identify pupils at risk on each trip. Prior to educational trips and visits, parents/carers will be asked to complete a Consent Form. This form will indicate whether a student is taking medication and give the staff permission to deliver it.

Please ensure this policy is read in conjunction with our Educational Visits policy.


  1. The injured person should not be moved if there is any suspicion that doing so could exacerbate his/her injuries. Keep the injured person warm.
  2. The member of staff responsible for the activity or an available First Aider should examine the injured person and give such treatment as is appropriate to his/her training.
  3. If hospital treatment is necessary, an ambulance should be called immediately.
  4. If it is felt an ambulance is not necessary and the injuries do not require urgent treatment, the injured person’s next of kin should be called to transport to hospital.
  5. In the event that the family cannot be contacted, one member of staff should accompany the person to hospital.
  6. In no circumstances should students be left unattended as a result of a member of staff transporting the injured person to hospital; in this instance, an ambulance should be called.
  7. The member of staff present in the event of an injury should take responsibility to fill in the appropriate accident form which should then be sent to Reception.
  8. All accidents should be reported in the Accident Book; therefore details must be sent to the Receptionist.
  9. Details of those accidents and injuries which should be reported to the Health and Safety Executive will be passed on to the Health and Safety Officer (School Business Manager) who will report the incidents.


  1. Staff planning educational visits or journeys, should consider the level of First Aid cover that will be required.  If necessary, they should arrange for a First Aider to be one of the accompanying staff.
  2. Only the First Aid kits issued by the Receptionist should be used.  In the event of certain educational visits where the risk assessment indicates that extra items/equipment will be required, these items should be carried separately from the First Aid kit. The trip organiser should keep a complete list of these additional items.
  3. No other items may be kept in the First Aid kit.
  4. When educational visits occur in the summer, or involve visiting hot countries, parents will be asked by the trip organiser to provide the appropriate sun screen/block and sun-hat for their child.  This should be labelled.
  5. First Aid kits should be ordered from the Receptionist. One week’s notice should be given and they must be signed for.
  6. First Aid kits must be returned to the Receptionist directly after the trip, together with a record of what has been administered, stating date, time and reason.


 When using Chalkwell Park it is the responsibility of the teacher to take medicines, e.g, asthma pumps/epipens, for children with medical needs.

  1. It is the teacher’s responsibility to carry a phone, either their own or the school mobile phone, to contact the Receptionist for help in the event of a first aid requirement when using the park for PE.


It is the responsibility of the Receptionist to check the contents of each First Aid bag, whenever it is brought back from a school trip and before one is given to a teacher for a school trip.

The contents of First Aid bags are in accordance with health and safety guidelines and specifically do not include any medicines or topical treatments.

It is the duty of the Receptionist to make regular checks (at least twice a term) of the First Aid boxes situated in the school building.


The office has a locked cupboard for the storage of medicines.  There is a refrigerator which is located in the office.

Normally it is expected that the parent/carer at home would administer the medicine e.g. antibiotics. However, where a child is taking a limited course of medication but is nonetheless fit to return to school, he/she might be allowed to do so by agreement as long as full written instructions are given to the Receptionist. If a pupil requires medication during school hours, the parents/carers must complete a form stating what medication the child is to have, the reasons why, the dosage and times and any other instructions. An emergency contact number and the family doctor’s number should also be provided.  The bottle or packet containing the medicine is to be clearly labelled with the name of the pupil, the form and the contents and dosage.

It is the responsibility of the pupil to come to the Receptionist to receive the medication at the correct time but the Receptionist will remind the pupil if necessary.


Medicines no longer required are returned to the parent for disposal. In the last resort, unwanted medicines are given to the local pharmacist for disposal as required by the Environmental Health Regulations.

Reviewed: May 2015


Special Educational Needs and Disability Policy


At Chalkwell Hall Junior School we believe in the concept of life-long learning and the idea that both adults and children learn new things every day. Learning should be a rewarding and enjoyable experience for everyone; learning should be fun! Through our planning and teaching we help children develop skills, knowledge and understanding, recognising that all children are special and all children have needs.

As a school we recognise that all children learn in different ways and at differing speeds and that some children can have a variety of barriers to learning for which they will need to have support and provision in place which takes into consideration their particular difficulties.

Some children have special educational needs and therefore may need additional or different help from that given to other children of the same age, either throughout or at any time during their school careers. Teachers make provision for these children to enable them to participate effectively in curriculum and assessment activities. This policy ensures that curriculum planning and assessment for children with special educational needs takes account of the type and extent of the difficulty experienced by the child.

This policy follows the guidelines set out in the Special educational needs and disability code of practice: 0 to 25 years (henceforth referred to as the Code) June 2014.

The Code sets out guidance with reference to part 3 of the Children and Families Act 2014 and associated regulations:

  • The Special Educational Needs and Disability Regulations 2014
  • The Special Educational Needs (Personal Budgets) Regulations 2014
  • The Order setting out transitional arrangements * (See Appendix)

Guidance in the Code is also based on the Equalities Act 2010 and the document Working Together to Safeguard Children 2013. (Currently being updated and out for consultation – November 2017)

Definition of SEN from the Code:

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

  • has a significantly greater difficulty in learning than the majority of others of the same age, or
  • has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

*The Appendix gives a brief outline of the main implementations of the new Code of Practice on SEN in schools.

  1. Aims and objectives

The aims of this policy are:

  • To create an environment that meets the special educational needs of each child;
  • To ensure that the special educational needs of children are identified, assessed and provided for;
  • To ensure that the social and emotional needs of all children are met;
  • To make clear the expectations of all partners in the process;
  • To identify the roles and responsibilities of staff in providing for children’s special educational needs;
  • To enable all children to have full access to all elements of the school curriculum;
  • To ensure that parental contribution is paramount and that they are consulted and progress discussed on a regular basis;
  • To ensure that our children have a voice in this process where appropriate.
  1. Responsibility for co-ordinating SEN provision

The Assistant Head with responsibility for Inclusion, Heather Bower, co-ordinates the day-to-day provision of education for pupils on the SEN register.

She can be contacted through the School Office – 01702 478570 or directly via email: hbower@chalkwellhall-jun.southend.sch.uk

  1. Roles and responsibilities

Assistant Head, Inclusion:

  • Manages the day-to-day operation of the policy;
  • Tracks pupil data and holds half-termly meetings with year groups to ensure early identification and intervention through personalised learning;
  • Oversees the provision for and manages the responses to, children’s special needs;
  • Supports and advises colleagues;
  • Oversees the records of all children with special needs;
  • Acts as a link with external agencies and other support agencies;
  • Ensures that all those who work with a pupil with an Education, Health and Care Plan (EHC) are aware of the nature of the child’s needs.
  • Liaises with class teachers, parents and children to ensure that all parties are fully included and informed;
  • Monitors and evaluates the special educational needs provision and reports to the Governing Board;
  • Manages a range of resources, human and material, to enable appropriate provisions for children with special educational needs;
  • Contributes to the professional development of all staff;
  • Leads annual reviews of all pupils with EHCPs;
  • Supports the class teachers with the writing of ISPs and attends review meetings with the parents, where appropriate;
  • Oversees the completion of the Early Help Family Support Assessment (EHFSA) with the parents/carers in order to access support from outside agencies and ensures subsequent reviews are carried out.

Class teachers:

  • Deliver quality first teaching and provide activities differentiated to allow the appropriate challenge for all children;
  • Monitor and assess the children’s progress;
  • Communicate success and concerns to parents as early as possible;
  • Tailor learning to meet the needs of individuals, following the graduated response process as set out in the school’s Local Offer;
  • Where concerns are noted, follow the check list for initial actions;
  • Discuss identified concerns with the Inclusion Leader and report strategies used to date;
  • With the Inclusion Leader identify any relevant screens to be carried out by the Inclusion Leader to identify specific areas of need;
  • Following discussion with parents and Assistant Head, Inclusion, move the child to SEN Support and complete an ISP (This may happen before or after consultation with the Educational Psychology Service);
  • Following discussion with the Inclusion Leader, and input into the EHFSA from the class teacher, the Learning Mentor will be asked to meet with parents to complete an EHFSA in order to access outside agencies e.g. Speech and Language and the Educational Psychology Service,
  • Provide support for children who need help with communication and interaction, cognition and learning, social, mental and emotional health, sensory and /or physical needs and medical requirements. (See Appendix for full details of the 4 categories of need)
  • Plan to develop children’s understanding through the use of all available senses and experiences;
  • Differentiate planning to allow for children’s full participation in learning, including physical and practical activities;
  • Help children to manage their behaviour and to take part in learning effectively and safely;
  • Help individuals to manage their emotions, particularly trauma or stress, and to take part in learning.

The Governing Body:

  • Has due regard to the Code of Practice when carrying out its duties towards all pupils with special educational needs and has appointed the nominated Governor to have responsibility in this area. The SEND Governor ensures that all governors are aware of the school’s SEND provision, including the deployment of funding, equipment and personnel.
  • Does its best to secure the necessary provision of support for any pupil within the school identified as having special educational needs.

The Head Teacher informs the Governing Board of how the funding allocated to support special educational needs has been employed.

The Inclusion Leader provides a termly Inclusion Report for the Governing Board.

  1. Admission arrangements

For children who do not have an Education Health and Care Plan (EHCP):

  • Admission arrangements for these children will be the same as for all children. Care will be taken to inform staff of the children’s individual needs and make every effort to meet these so that the children can fully access a broad and balanced curriculum.
  • Under the Equality Act 2010, schools have a duty towards individual disabled children and young people. In compliance with this, Chalkwell Hall Junior School will make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them from being at a substantial disadvantage. (Code 6.9)
  1. Facilities for pupils with special educational needs

There is sloped access to the main school entrance. The side entrance and four ground floor classrooms have direct flat access from the playground. There is sloped access into the dining hall.

There is an adapted toilet for use by disabled people on the ground floor.

 (See the school Accessibility Statement)

  1. Allocation of resources

Children with special educational needs have learning difficulties that call for special provision to be made. All children may have special needs at some time in their lives.

Many children who join this school have already attended an early education setting and the assumption is that all will have attended an infant school. In some cases children join the school with their specific needs already identified. All the children are assessed when they join our school so that we can build upon their prior learning. We use this information to provide starting points for the development of an appropriate curriculum for all our children.

Schools receive  delegated budget, which the Local Authority calculate, and are expected to provide support for identified pupils up to 13 hours of Learning Support time – including support in class, some group work and possibly some one to one work. These children will have their needs met at SEN support – see below. For children with more severe needs who have qualified for an EHC plan, the school will receive ‘top-up’ funding to cover the difference between the 13 hours that school are expected to provide and the total number of hours of support that have been allocated. For example an EHC plan with 20 hours means that the school receives 7 hours top-up funding on top of the 13 already in their budget.

Identification and review of pupil needs

The school provides a graduated response:

Wave 1 – includes quality first teaching and provision being made to eliminate any barriers to learning e.g. sitting nearer the board if there is an eye sight difficulty.

Wave 2 – additional support with differentiated work and extra adult support to work on identified barriers to learning. Interventions are timely and monitored for impact. Where the barrier is developmental or is due to some missed learning the impact should be that the barrier to learning is reduced or removed. Communication with parents will mean that they are kept informed of any concerns and are part of the decision making process.

Wave 3 –  screens may be carried out by thee Assistant Head to determine any possible barriers to learning; External agency support and advice is sought when the impact of Wave 2 support is insignificant and screens indicate that there could be an underlying barrier to learning. This will lead to escalation to Special Educational Needs Support (SEN Support) with an Individual Support Plan (ISP) in place. Progress will continued to be monitored and if despite intervention the gap between expected attainment and that of the identified children is widening then further assessment may be necessary and advice sought from outside agencies, e.g. the Educational Psychology Service. An Early Health Family Support Assessment (EHFSA) will need to be completed in order to access the Educational Psychology Service and other agencies as appropriate e.g. Speech and Language. Following the implementation of suggested strategies and monitoring of their success, consideration may need to be given as to whether it is appropriate to apply for a Statutory Assessment with the view to obtaining an Education, Health and Care plan (EHCP) for the child.

Details of what support can be found at each ‘wave’ of the graduated response, can be found in the Appendices of this document, on the school website, in the school’s Local Offer and on the local authority site – Southend Help and Information Point (SHIP).

Early Health Family Support Assessment forms (EHFSA) can be used by education, health or social care when the needs of a child indicate the support of other agencies.

The Code (9.2) states that:

The purpose of an EHC plan is to make special educational provision to meet the special educational needs of the child or young person, to secure the best possible outcomes for them across education, health and social care and, as they get older, prepare them for adulthood. To achieve this, local authorities use the information from the assessment to:

  • establish and record the views, interests and aspirations of the parents and child or young person
  • provide a full description of the child or young person’s special educational needs and any health and social care needs
  • establish outcomes across education, health and social care based on the child or young person’s needs and aspirations
  • specify the provision required and how education, health and care services will work together to meet the child or young person’s needs and support the achievement of the agreed outcomes

 7. Emotional and Social Barriers to Learning

The school has a Pastoral Team in place consisting of the Assistant Head with responsibility for Inclusion, Attendance Administrator and two full time Learning Mentors. Regular meetings are held to triangulate information in order to make sure that any possible vulnerability can be identified early with the aim of avoiding escalation to more serious concerns. At different times in their lives, children may experience emotional stress e.g. bereavement, divorce etc. The Learning Mentors work with children at these times and with their families. Should the child’s need be considered to be of a deeper nature, the school has engaged the services of a trained counsellor who sees the children on an individual basis for as long as the child needs.

8. Access to the curriculum

All children have an entitlement to a broad and balanced curriculum, which is differentiated to enable them to:

  • Understand the relevance and purpose of learning activities;
  • Experience levels of understanding and rates of progress that bring feelings of success and achievement.

All children placed on SEN Support and those with an EHC Plan, have an ISP. The ISP is used as a tool to address the child’s barriers to learning in order that the children have the best opportunity to access the curriculum as a whole. Children are supported in a manner that acknowledges their entitlement to share the same learning experiences that their peers enjoy and facilitates their particular learning style.

The school adapts learning to address the needs of individual children. In some cases it is necessary to implement a more personalised curriculum in order to improve early learning skills through tailor-made small group and/or individual work: this may be provided outside of the classroom as part of the school day. For a small number of children and for a wide variety of reasons, additional nurture is needed in order to ensure that they are ready and able to learn.
Children who can access learning through differentiation within a whole class setting will continue to have their learning facilitated in this way for maths and literacy in the mornings.  Where extra support is needed, some children will be taken out for individual/group intervention in the afternoon for short periods of time – this may happen daily, weekly or a number of times during the week.

9. Inclusion of pupils with special educational needs

As stated in the Introduction, we are an inclusive school which abides by our duty under the Equality Act 2010 towards individual disabled children and make all reasonable adjustments necessary to facilitate their needs.

Our inclusive ethos also means that we recognise that all children learn in different ways and at differing speeds and that some children can have a variety of barriers to learning for which they will need to have support and provision in place which takes into consideration their particular difficulties.

Within the umbrella of reasonable adjustments we make sure that all children regardless of need or disability have the same access to a broad and balanced curriculum.

There is a wide range of lunch time and after school clubs available to all which offer varying experiences, allowing children to make choices and follow their own interests. The lunch time clubs offer alternative activities for those children who may have difficulty on the playground for a variety of reasons.

Children are encouraged to be considerate to others taking particular care of those who may have more severe difficulties.

10. Working in partnership with pupils and parents

The school values the contribution that parents make, as they are the ones that know their child best. Therefore school works closely with parents in the support of all children and makes special arrangements for consultation around those children with special educational needs. Parents and pupils play an integral part in the review processes that are in place:

  • Consultation regarding decision making;
  • Regular informal updates of progress made and targets being worked on, at least half termly;
  • Termly formal ISP review meetings;
  • Annual Reviews for EHC Plans.

As part of the school ethos, children are encouraged to take responsibility and to make decisions thus promoting the development of children as independent thinkers and learners. Children are therefore involved at an appropriate level in setting targets for their ISPs and in the termly formal ISP review process. Children are encouraged, at an appropriate level, to make judgements about their own performance against their ISP targets. We recognise all small successes as we do in any other aspect of school life.

11. Monitoring and evaluation

The Assistant Head, Inclusion, monitors the movement of children within the SEND system in school, providing staff and governors with regular summaries of the impact of the policy on the practice of the school.

The Assistant Head meets termly with the SEND Governor.

The following systems are in place:

  • Regular meetings between SLT (Senior Leadership Team) to review the process of all children including those identified as having a special need;
  • Termly Pupil Progress meetings between the Deputy Head, Assistant Head Teacher, year group leaders and teachers;
  • Rigorous tracking of pupil progress by SLT, Year Group Leaders and all Teachers;
  • Regular professional dialogues between staff and the Inclusion Leader;
  • Meetings between the Assistant Head and the named governor with responsibility for SEND;
  • Inclusion Leader compiles termly Inclusion reports for Governors;
  • An annual report is compiled by the Inclusion Leader, for the Governing Board and the parents, with a copy being published on the school website.

The Inclusion Leader reviews the policy annually with the Governing Board and school staff and the policy is up-dated to ensure that it complies with latest legislation and guidelines.


Transitions of all kinds can be difficult for all children but children with special educational needs can find them particularly challenging. Teachers are mindful of daily transitions  – e.g  at the finish of one  lesson and the start of play; the finish of one lesson and the preparation for PE.
Transition between year groups at the end of each academic year takes into consideration the varying needs of children with a graduated approach. Teachers meet within their year groups to identify those children with special needs who may need extra strategies put in place – visits to the classrooms of the next year group, taking photographs of the new classroom, teacher etc. to refer to over the holidays.

The school also has links with other local schools – the SENCOs and Inclusion Leaders meet at termly cluster meeting. Children visit local secondary schools to take part in science lessons and sports training. Children from the secondary schools visit to perform plays and help with reading and maths.

The transition to secondary school is very important for children with special educational needs. Staff from secondary schools visit the children in school and the children have the opportunity to spend time in their new school. Staff meet to discuss the pupils in advance and information and records are passed on at the end of the school year. The SENCO from the appropriate secondary school will be invited to the final Annual Review before a child with an EHC plan transfers to secondary school. All EHC plans and EHFSAs, with parental permission, are shared with the chosen secondary school.

We liaise closely with the Infant school to plan detailed transition for the Year 2 children coming into Year 3, with the first meeting taking place before Easter. Children with special needs are provided with extra transition arrangements organised by the Learning Mentors for both schools. This includes extra visits, children helping to take photographs and make books, circle times and activities in the juniors. They will meet their new class teacher with their classes on the allocated day in the summer.

This policy should be read in conjunction with the following policies:

Accessibility Statement



Chalkwell Hall Junior School’s Local Offer (Graduated response) can be found on the school website and on the local authority website – Southend Help and Information Point (S.H.I.P.)

Outline of changes to Special Education Needs from September 2014

Special educational needs in school will no longer be graded as School Action, School Action Plus or Statement: There will be just one level of support – Special Educational Needs Support (SEN Support) and those who qualify for an Education Health and Care plan.

Schools are expected to have a system of graduated response in place – see The Local Offer which clearly sets out the provision/resources available.

There are now only 4 categories of need:

Communication and Interaction (Speech and language delay, impairment or disorders; Disorders on the autistic continuum);

Cognition and Learning (Mild, moderate, severe and profound learning difficulties; Specific learning difficulties)

Social, Mental and Emotional Health (Including Emotional and behavioural difficulties)

Sensory and/or Physical Needs (Hearing impairment; Visual impairment; Physical disabilities)

Provision is also made for children who have medical conditions but do not have any learning difficulties. (See Managing Medication in Schools Policy)

Glossary and explanation of the terms and procedures:
Special educational needs and disability

SEN Support –Special Educational Needs Support: children for whom intervention as described at Wave 2, of the Local Offer, has not had the desired impact and placed on the SEN Register.

ISP: Individual Support Plan: Children recognised as SEN Support all have an Individual Support Plan which documents long term desired outcomes broken into Specific Measurable Attainable Relevant Timely  (SMART) targets. These plans are working documents which are updated daily/weekly as appropriate when children either achieve targets, or to alter strategies which are not working. The plans compiled by class teachers with advice from the Inclusion Leader in consultation with parents and children where appropriate.
EHFSA: Early Help Family Support Assessment: This form is completed when outside agencies support is required for a range of reasons including the Speech and Therapy Service, The Educational Psychology Service, Early Help Family Support Team. The completion of the EHFSA involves the class teacher providing evidence and then the Learning Mentor meeting with parents to complete the rest of the form.

EHC Plan: Education, Health and Care Plan: This document incorporates the outcomes desired for a child’s education, health and care needs and facilitates all professionals working together with the parents and child at the centre.

When a child has been on SEN Support for usually two terms and still no significant progress has been made and the child’s ability to access whole class teaching is lessening as the gap widens between their ability and that of their peers, then a decision is made by parents, teacher and Inclusion Leader with the advice taken into consideration from other professionals e.g. Educational Psychologist, to apply for an EHC assessment by the Local Authority with the view to the possibility for the child being issued with an EHC Plan.


Reviewed November 2017



1          Introduction

1.1       Bullying is a persistent action taken by one or more children repeated over time with the deliberate intention of hurting another child, either verbally or physically.

1.2       The school has a zero tolerance approach to bullying by adults[1] or children.  Any such incidents will be dealt with promptly and firmly within the levels of understanding of each child about what constitutes bullying.

1.3       Incidents of transphobic, homophobic, racist,sexist,cyber, physical or verbal bullying   whether it be direct or indirect should be recorded on the Bullying or use of Discriminative Language Incident sheet,  This includes excessive use of the word gay as a derogatory comment,(appendix 1).

2          Aims and objectives

2.1       Bullying is wrong and damages individual children.  We therefore do all we can to prevent it, by developing a school ethos in which bullying is regarded as unacceptable.

2.2       We aim, as a school, to produce a safe and secure environment where all can learn without anxiety.

2.3       This policy aims to produce a consistent school response to any bullying incidents that may occur.

2.4       We aim to make all those connected with the school aware of our opposition to bullying, and we make clear each person’s responsibilities with regard to the eradication of bullying in our school.

2.5       The Anti-bullying policy should be read in conjunction with the E-Safety Policy, Behaviour Policy and Safe-guarding Policy.

3          The role of Governors         

3.1       The governing body supports the Headteacher in all attempts to eliminate bullying from our school.  The policy statement makes it very clear that the governing body does not allow bullying to take place in our school, and that any incidents of bullying that do occur, are taken very seriously and dealt with appropriately.

3.2       The governing body reviews the effectiveness of the school policy regularly.

3.3       The governing body responds within 10 days to any request from a parent to investigate incidents of bullying.  In all cases, the governing body notifies the Headteacher and asks him/her to conduct an investigation into the case and to report back to a representative of the governing body.

3.4       The Safeguarding Governor will review the Anti-Bullying Log on a termly basis.

4          The role of the Headteacher

4.1       It is the responsibility of the Headteacher to implement the school anti-bullying strategy and to ensure that all staff (both teaching and non-teaching) are aware of the school policy and know how to deal with incidents of bullying.  The Headteacher reports to the governing body about the effectiveness of the anti-bullying policy on request.

4.2       The Headteacher ensures that all children know that bullying is wrong, and that it is unacceptable behaviour in this school.  The Headteacher draws the attention of children to this fact at suitable moments.  For example, if an incident occurs, the Headteacher may decide to use assembly as a forum in which to discuss with other children why this behaviour is wrong.

4.3       The Headteacher ensures that all staff receives sufficient training, as and when necessary.

4.4       The Headteacher sets the school climate of mutual support and praise for success.  When children belong to a friendly and welcoming school, bullying is far less likely to be part of their behaviour.

5          The role of the teacher and support staff.

5.1       Teachers and support staff in our school take all forms of bullying seriously, and intervene to prevent incidents from taking place.  They keep their own records of all incidents that happen in their class and on the playground.

5.2       If teachers or support staff witness an act of bullying, they do all they can to support the child who is being bullied.  If a child is being bullied over a period of time, the child’s class teacher informs the child’s parents. (see appendix 2)

5.3       If an act of bullying is witnessed outside the school, the school is informed and appropriate action taken.

5.4       If, as teachers, we become aware of any bullying taking place between members of a class, we deal with the issue immediately.  We spend time talking to the children who have bullied: we explain why the bullying was wrong and we endeavour to help the child change their behaviour.  We suggest strategies for both children to prevent further incidents.  If a child is repeatedly involved in bullying other children, we inform the Headteacher and the Inclusion Manager and Learning Mentors we then invite the child’s parents into the school to discuss the situation.  In more extreme cases, the Headteacher and external support agencies may become involved.

5.5       Any incident is recorded on a Bullying or use of Discriminative Language Incident sheet and a summary placed in the Anti-bullying Log which is kept in the school office (appendix 1)

5.6       Teachers and support staff are given access to a script to support them when tackling homophobic, biphobic, transphobic language/bullying (appendix 3)

5.7       Teachers and support staff will attend training when available to develop strategies.

5.8       Teachers and support staff support all children in their class and encourage (all children) to treat each other with respect.  Teachers establish a climate of trust and respect by praising, rewarding and celebrating the success of children through: achievement points, achievement certificates, stickers, reward charts, postcards, etc. (see behaviour policy)

6          The role of the Midday Assistant

6.1       All Midday Assistants will have access to the Anti-bullying Policy and will therefore understand what constitutes bullying behaviour.

6.2       All incidents of bullying will be passed to the lead MDA who will then liaise with the Inclusion Manager/Headteacher or class teacher to ensure that the appropriate action is taken and when necessary a note made of the behaviour using the anti-bullying log.

6.3       The Inclusion Managers from the Infant and Junior Schools will meet weekly with the lead MDA to look at any low-level bullying patterns of behaviour from any individuals so that appropriate action can be taken.

7          The role of the child

7.1       All children are encouraged to acknowledge and respect each others individuality, to be open, honest and to treat each other with respect.  Children are encouraged to celebrate the successes and achievements of others and be a good friend.

7.2       Children are encouraged to understand what bullying and the term bullying means and report any incident.

8          The role of parents

8.1       Parents who are concerned that their child might be being bullied, or who suspect that their child may be the perpetrator of bullying, should contact their child’s class teacher immediately.

8.2       Parents have a responsibility to support the school’s anti-bullying policy and to actively encourage their child to be a positive member of the school.

9          Monitoring and review

9.1       This policy is monitored by the Headteacher, who reports to governors about the effectiveness of the policy on request.

9.2       The anti-bullying policy is the governor’s responsibility and they review its effectiveness regularly, by discussion with the Headteacher.


Appendix 1

Chalkwell Hall Junior School Bullying or Use of discriminative Language Incident Sheet

Name of Pupil(s) involved:________________________________________________________

To monitor the incidents of bullying, please could you indicate below if there were any noted incidents of:

Transphobia or transphobic language

(derogatory references to trans individuals)

Homophobia or homophobic language

(derogatory references to homosexuality)

Racism or racist language

Cyber-bullying incident

Sexism or Sexist Language

Physical incidents or bullying

Verbal incidents of bullying

Did the incident(s) happen inside or outside school?    I/O


Additional Details:



How was the incident tackled?:

Through discussion                                                                  Parents informed

Teacher informed                                                                    SLT Informed

Does Further work need to be done around the issues with the individual?   Yes         No


If yes, what approach?


Staff name (printed):____________________   Staff Signature:__________________________


Headteacher/Deputy/SLT Member____________________     Date:____________________


Appendix 2


An Incident of bullying is witnessed or disclosed either inside or outside of school.
A member of staff writes up the incident on a ‘Bullying or Use of discriminative language sheet.’

(See appendix 2)

A member of staff is informed and speaks to the parties involved – if appropriate using the school wide script on tackling homophobic language (see appendix 3).
This is then passed onto the Assistant Headteacher or a Senior member of staff who then inform the Head, Deputy, class teacher and parents/carers of the respective learners.
If the incident has involved another school, after the appropriate information has been gathered we will phone the named school and discuss the incident.
If the perpetrator has not understood their actions they are supported in doing so and also given a warning that if the behaviour is repeated there will be further reaching sanctions.
If the perpetrator persists in the antagonistic behaviour they will be referred to the pastoral team to understand their motivation for the behaviour and be given the correct emotional support.


Appendix 3

Script for tackling homophobic, biphobic,transphobic language/bullying.

You hear a child use ‘gay’ in a derogatory way………………….

Do you know what that word means?

If child says no…It is when a man and a man or a woman and a woman love each other and may be in a relationship.

Why did you decide to use that word in that way?

Have you considered how using this word in that way might hurt the feelings of other people?

Would you like someone to say that to someone you cared about?

If you are heard using that word again to insult someone this is what will happen…… (see flow chart for order of events)


[1] Please refer to the Grievance, Whistleblowing and Safeguarding Policies for matters related to adults’ behaviour in school.


Reviewed February 2016




Short Term Governing Body to review the Accessibility Plan on an annual basis Clerk to add to agenda annually Annual GB Legislation adhered to.
Short Term School staff to ensure all relevant policies consider the implications of disability access. Whilst reviewing policies, consider and include measures to address disability access. As part of policy review Headteacher / Deputy Headteacher / Governors Policies are inclusive and reflect current legislation.
Short Term School staff are aware of the accessibility needs of disabled children, staff and


Annual review of staff, pupil and parent/carer needs.

Annual review of training need.

Training provided as appropriate.



Headteacher/Inclusion Manager Reviews carried out.

Disability issues are identified and addressed by staff.

Short Term Improve pupil awareness of

disabilities and ensure

always portrayed positively.

Take part in awareness



On-going Inclusion Team / Teachers Awareness initiatives are planned and take place
Short Term Ensure that we ask for all


access needs when joining school and at beginning of each school year.

Headteacher to bear in mind when recruiting new staff.

Parent/Carers to be

invited to discuss

access needs at first

consultation meeting of each school year.





Headteacher and all staff when receiving

new children

All access needs will be met wherever possible.
Short Term Ensure any pupil receiving treatment from serious medical condition has access to teaching and the curriculum when at home avoiding risk of contracting infection. Inclusion team to liaise with parent/carer to ensure a teaching program is in place.

Parents of other children to be reminded to inform school of any illness or infections in their children.

On-going Inclusion Team / Teacher Child access curriculm and recovery is not slowed down by infection from other pupils/staff.
Medium Term School needs to address

visual awareness of facilities available for accessibility

Expert to audit visual awareness of facilities and provide recommendations. On-going Headteacher/Business

Manager / Governors

Signage improved
Medium Term School to comply with DDA as far as reasonably possible. Expert to audit accessibility of school building and grounds.

Actions to be implemented.

On-going Headteacher/Business

Manager / Governors

School complies with DDA.
Long Term School to address the

accessibility to upper floor

and loft.

Switch Upper school classes to ground floor if required. On-going Headteacher Upper school disabled pupil/staff able to access first floor and loft rooms.
Short Term To continue to train staff to enable them to meet the needs of children with a range of SEN. Inclusion Manager to review the needs of children and provide access to appropriate training for staff. On-going Inclusion Manager / Teachers Staff trained as appropriate.
Short Term To ensure all children can access out of school activities and residential visits. Ensure all venues are DDA compliant. On-going Teachers Disabled children able to access school led out of school activities/residential visits.
Short Term Provide specialist equipment to promote participation in learning by all pupils. Provide appropriate equipment, e.g. pencil grips, headphones, writing slopes, etc. On-going Teachers / Inclusion Manager Children provided with appropriate tools.
Short Term To meet the needs of individuals during statutory tests. Special arrangements to be put in place where deemed appropriate by Inclusion Manager/Teacher. On-going Teachers / Inclusion Manager Barriers to success reduced wherever possible.
Short Term To ensure that all stakeholders can access necessary school information. Written information will be provided in alternative formats when necessary. On-going Business Manager / Headteacher Stakeholders with disabilities able to access information.



Chalkwell Hall Junior School Access Statement


Chalkwell Hall Junior School is located at the junction of London Road and Leigh Road in Southend-on-Sea. For full details and a map of how to reach us please see the ‘Contact Details’ page of our website.


The school recognises that many of its students, visitors and staff, whether disabled or otherwise, have individual needs when using school and facilities. However, we also recognise that for some students, the nature of their disabilities may mean that they experience specific difficulties related to accessing education, and the physical environment. As part of the ongoing commitment to the delivery of an inclusive educational service, we will endeavour to ensure that disabled students receive the same standards of education as non disabled students.

In the light of this the school will:

  • Inform all staff that our policy for the provision of educational services ensures the inclusion of disabled students. Such communications will address the legal obligation of staff, and the school.
  • Provide appropriate disability awareness training for staff, which will explain the school policy towards disabled students and the effective implementation and monitoring of it.
  • Address acts of disability discrimination via existing conduct codes, where appropriate.
  • Encourage suppliers and contractors, to adopt similar policies towards disabled students.

In order to ensure that the educational services it provides effectively meet the needs of disabled students the school will:

  • Consult with disabled pupils, parents, staff and disability organisations.
  • Plan to make access improvements to enable disabled people to use its services. Furthermore, the school will effectively communicate their availability to both pupils and staff.
  • Regularly review whether its education (and other) services are both accessible and effective, and take appropriate action.
  • Monitor the implementation and effectiveness of this policy on a regular basis.
  • Operate an accessible complaints procedure whereby disabled people can make improvement suggestions and request assistance.


There is no parking available on site for parents. If any children have specific requirements and require a space to be dropped off please contact the school, although space on site is very limited.


Access into the school for parents and children in the mornings and afternoons, is via a gated entry situated at three points: Sunningdale Road, Leigh Road and London Road.  There is level access along the route and the gates are held open.

Main Entrance

Access into the school via the main entrance is via double width automatic doors. For security, reception will open the automatic doors for visitors.

Access around the school

The whole school site is located in one building on three levels.  There is a step free route through the ground floor of the building.

Accessible Toilets

There is an accessible toilet with disabled facilities on the ground floor for the use of students and staff.


Reviewed January 2017