Aims of our provision in regards to pupils with special educational needs and/or disability. The aims of our policy and practice in relation to special educational need and disability in Chalkwell Hall Junior School are:


  • To make reasonable adjustments for those with a disability by taking action to increase access to the curriculum, the environment and to printed information for all.
  • To ensure that children and young people with SEN engage in the activities of the school alongside pupils who do not have SEN.
  • To reduce barriers to progress by embedding the principles in the National Curriculum Inclusion Statement
  • To use our best endeavours to secure special educational provision for pupils for whom this is required, that is “additional to and different from” that provided within the differentiate curriculum, to better respond to the four broad areas of need:
    • Communication and interaction,
    • Cognition and learning,
    • Social, mental and emotional health,
    • Sensory/physical.
  • To request, monitor and respond to parent/carers’ and pupils’ views in order to evidence high levels of confidence and partnership.
  • To ensure a high level of staff expertise to meet pupil need, through well-targeted continuing professional development.
  • To support pupils with medical conditions to achieve full inclusion in all school activities by ensuring consultation with health and social care professionals in order to meet the medical needs of pupils.
  • To work in cooperative and productive partnership with the Local Authority and other outside agencies, to ensure there is a multi-professional approach to meeting the needs of all vulnerable learners.

What are special educational needs (SEN) or a disability?

  • At our school we use the definition for SEN and for disability from the SEND Code of Practice (2014). This states:
    • Special Educational Needs: A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her.
    • A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age.
    • Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting in England
  • Disability: Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer.

The kinds of special educational needs (SEN) for which provision is made at the school:

  • Children and young people with SEN have different needs, but the general presumption is that all children with SEN but without an Education, Health and Care Plan (EHCP) are welcome to apply for a place at our school, in line with the school admissions policy. If a place is available, we will undertake to use our best endeavours, in partnership with parents, to make the provision required to meet the SEN of pupils at this school – further information regarding specific support for pupils with SEND can be found on our school website under ‘Local Offer.’
  • For children with an EHC Plan, parents have the right to request a particular school and the local authority must comply with that preference and name the school or college in the EHC Plan unless: it would be unsuitable for the age, ability, aptitude or SEN of the child or young person, or the attendance of the child or young person, or it would be detrimental to the efficient education of others, or the efficient use of resources.
  • Before making the decision to name our school in a child’s EHCP, the local authority will send the governing body a copy of the EHCP and then consider their comments very carefully before a final decision on placement is made. In addition, the local authority must also seek the agreement of school where the draft EHCP sets out any provision to be delivered on their premises that have been secured through a direct payment (personal budget).
  • Parents of a child with an EHCP also have the right to seek a place at a special school if they consider that their child’s needs can be better met in specialist provision.

How does our school know if children need extra help? We know when a pupil needs help if:

  • Concerns are raised by parents/carers, external agencies, teachers, the pupil’s previous school or the pupil themselves, regarding concerns relating to inadequate levels of progress or inclusion.
  • Screening, such as that completed on entry or as a result of a concern being raised, indicates gap in knowledge and/or skills.
  • Whole school tracking of attainment outcomes indicates lack of expected rate of progress.
  • Observation of the pupil indicates that they have additional needs.

What should a parent do if it thinks their child may have special educational needs?

  • If parents have concerns relating to their child’s learning or inclusion then please initially discuss these with your child’s teacher. This then may result in a referral to the Assistant Headteacher, who is responsible for Inclusion across both the Infant and Junior schools, whose name is Mrs Heather Bower and whose contact details are 01702 478570.
  • Parents may also contact the Assistant Headteacher – Inclusion or the Headteacher directly if they feel this is more appropriate.
  • All parents will be listened to. Their views and their aspirations for their child will be central to the assessment and provision that is provided by the school.

How will the school support a child with SEND?

  • All pupils will be provided with high quality teaching that is differentiated to meet the needs of all learners. The quality of classroom teaching provided to pupils with SEND is monitored through a number of processes that include:
    • Classroom observation by the senior leadership team, the Assistant Head – Inclusion, external verifiers.
    • On-going assessment of progress made by pupils with SEND.
    • Work sampling and scrutiny of planning to ensure effective matching of work to pupil need.
    • Teacher meetings with the Assistant Head – Inclusion to provide advice and guidance on meeting the needs of pupils with SEND and the writing and reviewing of ISPs (Individual Support plans) termly.
    • Pupil and parent feedback on the quality and effectiveness of interventions provided.
    • Attendance and behaviour records.
  • Pupils with a disability will be provided with reasonable adjustments (such as auxiliary aids and services) to overcome any disadvantage experienced in schools and increase their access to the taught curriculum.
  • All pupils have individual national curriculum targets set in line with national outcomes to ensure ambition. Parents are informed of these via the school reporting system – Learning Ladders – and at ISP review meetings, also at Parent Consultations twice yearly and through a written report in the Spring and Summer terms.
  • Pupils’ attainments are tracked using the whole school tracking system (Learning Ladders) and those failing to make expected levels of progress are identified very quickly. These pupils are then discussed in termly progress meetings that are undertaken between the class/subject teacher and a member of the Senior Leadership Team and if appropriate, the pupil themselves.
  • Additional action to increase the rate of progress will be then identified and recorded that will include a review of the impact of the differentiated teaching being provided to the child, and if required, provision to the teacher of additional strategies to further support the success of the pupil.
  • Where it is decided during this early discussion that special educational provision is required to support increased rates, parents will be informed that the school considers their child may require SEN support and their partnership sought in order to improve attainments.
  • Action relating to SEN support will follow an ‘assess, plan, do and review’ model:
    1. Assess: Data on the pupil held by the school will be collated by the class/subject teacher/Assistant Head – Inclusion in order to make an accurate assessment of the pupil’s needs. Parents will always be invited to this early discussion to support the identification of action to improve outcomes.
    2. Plan: If review of the action taken indicates that “additional to and different from” support will be required, then the views of all involved including the parents and the pupil will be obtained and appropriate evidence-based interventions identified, recorded and implemented by the class/subject teacher with advice from the Assistant Head – Inclusion.
    3. Do: SEN support will be recorded on a plan that will identify a clear set of expected outcomes, which will include stretching and relevant academic and developmental targets that take into account parents’ aspirations for their child. Parents and the pupil will also be consulted on the action they can take to support attainment of the desired outcomes. This will be recorded and a date made for reviewing attainment.
    4. Review: Progress towards these outcomes will be tracked and reviewed termly with the parents and the pupil. If progress rates are judged to be inadequate despite the delivery of high quality interventions, advice will always be sought from external agencies regarding strategies to best meet the specific needs of a pupil. This will only be undertaken after parent permission has been obtained and may include referral to:
      1. Local Authority Support Services – Early Help and Family Support Team.
      2. Specialists in other schools e.g. teaching schools, special schools.
  • Social Services.
  1. Health partners such as School Nurse and EWMHS (Emotional Wellbeing and Mental Health Service).

N.B. For a very small percentage of pupils, whose needs are significant and complex and the SEN Support required to meet their needs cannot reasonably be provided from within the school’s own resources, a request will be made to the local authority to conduct an assessment of education, health and care needs. This may result in an Education, Health and Care (EHC) plan being provided.


How will the curriculum be matched to each child’s needs?

  • Teachers plan using pupils’ achievement levels, differentiating tasks to ensure progress for every pupil in the classroom.
  • When a pupil has been identified as having special educational needs, the curriculum and the learning environment will be further adapted by the class teacher to reduce barriers to learning and enable them to access the curriculum more easily.
  • These adaptations may include strategies suggested by the Assistant Head – Inclusion and/or external specialists.
  • In addition if it is considered appropriate, pupils may be provided with specialised equipment or resources such as ICT and/or additional adult help. All actions taken by the class teacher will be recorded and shared with parents.


How will parents know how their child is doing?

  • Attainments towards the identified outcomes will be shared with parents termly through feedback regarding SEN support reviews but also through the school reporting system and Parents’ Evenings.
  • Parents may also find the home-school diary a useful tool to use to communicate with school staff on a more regular basis.
  • Parents are encouraged to arrange an appointment to discuss their child’s progress with the class/subject teacher, the Assistant Head – Inclusion, a member of the senior leadership team at any time when they feel concerned or have information they feel they would like to share that could impact on their child’s success. Please contact the school office who will arrange this appointment for you. The contact number is 01702478570.

How will parents be helped to support their child’s learning?

  • Please look at the school website. It can be found at and includes links to resources that we have found useful in supporting parents to help their child learn at home. In addition, the Local Authority Information Point at suggests additional opportunities for learning in the community.
  • The class/subject teacher or Assistant Head – Inclusion may also suggest additional ways of supporting your child’s learning.
  • The school organises a number of parent workshops during the year. These are regularly advertised through SIMs InTouch and letters.
  • If you have ideas on support that you would like to have access to in order to further support your child’s learning, please contact the Assistant Head – Inclusion who will locate information and guidance for you in this area using the Local Authority offer.

What support will there be for children’s overall well-being? The school offers a wide variety of pastoral support for pupils. This includes:

  • An evaluated Personal, Social, Health and Economic (PHSE) curriculum that aims to provide pupils with the knowledge, understanding and skills they need to enhance their emotional and social knowledge and well-being. Please visit our website to see the topics that are included within this area of the curriculum.
  • Pupil and Parent voice mechanisms are in place and are monitored for effectiveness by the Governor for responsibility for this area.
  • Small group evidence-led interventions to support pupil’s well-being are delivered to targeted pupils and groups. These are identified on the provision maps located on the school website and aim to support improved interaction skills, emotional resilience and wellbeing.
  • Pupils who find outside class times difficult are provided with alternative small group opportunities within the school and action is taken to develop their social interaction skills.
  • The school has gained Healthy School status which evidences the work undertaken within the school to supports pupils’ well-being and mental health.
  • The school is completing the and is currently updating its Anti-bullying policy and hopes to secure the Healthy Schools status again this year.

Pupils with medical needs:

  • Pupils with medical needs will be provided with a detailed Individual Health and Care Plan, compiled in partnership with the school nurse and parents and if appropriate, the pupil themselves.
  • Staff who volunteer to administer and supervise medications, will complete formal training and be verified by the school nurse as being competent.
  • All medicine administration procedures adhere to the LA policy and Department of Education (DfE) guidelines included within supporting pupils at school with medical conditions (DfE) 2014 and identified in the Administering medicines Policy and the Supporting pupils with medical conditions Policy.

What specialist services are available at the school? In addition to the services listed in section 6 we are able to obtain targeted services and support using referral process for individual children:


  • Southend Education Trust Counsellors
  • Early Help and Family Support Services
  • Speech and Language Therapy Service
  • Advanced Skills Teacher Speech and Language
  • Educational Psychology service
  • Young Epilepsy
  • Young Carers
  • Outreach support Seabrook College for Behavioural Support
  • Outreach support from St Christopher’s School for Autism Spectrum Disorders.
  • Support for attendance
  • School nursing team

What training do the staff supporting children and young people with SEND undertake?

In the last three years school staff  have received a range of training at three levels; awareness, enhanced and specialist.

Awareness training has been provided to specific staff on:

  • How to support pupils with dyslexia and literacy difficulties including using targeted resources such as Toe by Toe.
  • How to support pupils on the autistic spectrum through targeted support from a local Special School working with pupils with autism.
  • How to support pupils with behavioural difficulties – working in partnership with Seabrook Outreach workers.
  • How to support pupils with speech, language and communication difficulties enhanced training has been given to an LSA in our current year 3 cohort to work with targeted children and cascade information.
  • Leading a Nurture Group – specific staff have attended training on attachment issues including the Learning Mentor.

Attendance at the termly Assistant Head – Inclusion Update Specialist training has been provided to the Assistant Head – Inclusion on:

  • The school has regular visits from SEN specialist teachers and the Behaviour Support Team from Seabrook College who provide advice to staff to support the success and progress of individual pupils.
  • The NHS Speech Language Therapist visits as appropriate to assess and plan support for targeted pupils. These programmes are then delivered by the Assistant Head – Inclusion.
  • The Governor with specific responsibility for SEND has completed the SEND Governor training.

How will my child be included in activities outside the classroom including school trips?

  • Risk assessments are carried out and procedures are put in place to enable all children to participate in all school activities.
  • The school ensures it has sufficient staff expertise to ensure that no child with SEND is excluded from any school provided activity, this may include consideration of differentiated resources, LSA support, additional time, physical access arrangements (where appropriate).
  • Training to support pupils with specific medical needs is undertaken so that they can participate in residential activities.

How accessible is the school environment? In the last three years the following adaptations have been made to the school environment:

  • Disabled parking spot is available and located next to the school reception.
  • Ramps have replaced the exterior steps into school to ensure the site is accessible to all.
  • One toilet has been adapted to ensure accessibility for visitors with a disability.
  • A medical room has been provided in order to enable a safe place for insulin testing/injections.
  • A nurture room has been developed to improve inclusion in the mainstream classrooms for vulnerable pupils.
  • Our Accessibility Plan (statutory requirement) describes the actions the school has taken to increase access to the environment, the curriculum and to printed information and is available via the school website.

How will the school prepare/support my child when joining or transferring to a new school?

A number of strategies are in place to enable effective pupils’ transition. These include, on entry:

  • A planned introduction programme is delivered in the Summer term to support transfer for pupils starting school in September.
  • Parent/carers are invited to a meeting at the school and are provided with a range of information to support them in enabling their child to settle into the school routine.
  • The Assistant Head – Inclusion meets with all new parents of pupils who are known to have SEND to allow concerns to be raised and solutions to any perceived challenges to be located prior to entry, and additional transition opportunities are provided for those pupils who need it.
  • If pupils are transferring from another setting, the previous school records will be requested immediately and a meeting set up with parents to identify and reduce any concerns.

Transition to the next school, preparation for adulthood and independent living:


  • The transition programme in place for pupils provides a number of opportunities for pupils and parents to meet staff in the new school. These opportunities are further enhanced for pupils with SEND.
  • The annual review in Year 5 for pupils with a statement of educational need or an EHCP begins the process where parents are supported to make decisions regarding secondary school choice.
  • Parents will be encouraged to consider options for the next phase of education and the school will involve outside agencies, as appropriate, to ensure information provided is comprehensive but accessible.
  • Accompanied visits to other providers may be arranged as appropriate.
  • For pupils transferring to local schools, the Assistant Head – Inclusions of both schools will meet to discuss the needs of pupils with SEN in order to ensure a smooth transition.
  • The records of pupils who leave the school mid-phase will be transferred within five working days of the parents notifying their child has been enrolled at another school.

How are the school’s resources allocated and matched to children’s special educational needs?

  • The school receives funding to respond to the needs of pupils with SEND from a number of sources that includes:
    • A proportion of the funds allocated per pupil to the school to provide for their education called the Age Weighted Pupil Unit.
    • The Notional SEN budget. This is a fund devolved to schools to support them to meet the needs of pupils with SEND.
    • For those pupils with the most complex needs, the school may be allocated additional educational needs funding from the Local Authority’s High Needs SEN Funding allocation.
  • This funding is then used to provide the equipment and facilities to support pupils with special educational needs and disabilities through support that might include:
    • Targeted differentiation to increase access to text (desk copies of information, work buddy, accessible text, IT e.g. read aloud software, different recording strategies, additional time etc.).
    • In class, adult or peer support aimed at increasing skills in specific area of weakness (learning behaviours, organisation, etc)
    • Out of class support (relationship building, social, emotional skill development)
    • Small group tuition to enable catch up (subject or targeted at additional need)
    • Specific support, advice and guidance is provided to parents and families to improve pupil’s readiness for learning (relating to pupil’s difficulties in attendance, behaviour, physiological and emotional needs etc)
    • Provision of specialist resources or equipment (use of ICT, sloping board, electronic versions of text etc).
    • Partnership working with other settings (shared resources e.g. Parent Liaison Worker; shared expertise: support from local special school on action to improve inclusion: shared alternative environments etc.).
    • Access to targeted before/after school clubs (breakfast, homework, clubs targeted at increasing resilience).
    • Access to the school nurse and wider health professional support (responding to mental and physical health issues, speech, language and communication needs, motor control and mobility needs).
    • Access to support from in-school sources e.g. learning mentors (peer or adult) or from charities (e.g. Young Epilepsy) and community sources (e.g. Young Carers).
    • Implementation of strategies from support agencies e.g. Behaviour Support/Educational Welfare Support.

In addition:

  • The Pupil Premium funding provides additional funding for pupils who are claiming Free School Meals, who are in the care of the local authority, whose parents are in the Armed Services or are post LAC through Special Guardianship or Adoption. The deployment of this funding is published on the school website.
  • If parents wish to discuss the options available for their child, they are welcome to make an appointment to see the class/subject teacher, Assistant Head – Inclusion or a member of the Senior Leadership Team.

How is the decision made about how much support each child will receive?

  • For pupils with SEN but without a statement of educational need/EHCP, the decision regarding the support provided will be taken at joint meetings with the Assistant Head – Inclusion, class teacher and parent who will follow guidance provided by the Governing Body regarding SEN Funding deployment.
  • For pupils with an EHCP, this will have been discussed during the process of applying for an assessment, with regards to receiving an EHC plan. Parents and school staff look at the provision that school is already providing, present the evidence to the Local Authority SEN department, an through the SEND panel agree the support which will appear in the EHC plan. This support will then be reviewed annually during the review process by school and parents and then the recommendations are presented to the Local Authority. The Local Authority decision is then communicated with parents and school.

How will I be involved in discussions about and planning for my child’s education? This will be through:

  • Discussions with the class teacher, Assistant Head – Inclusion or senior leadership team member.
  • During parent consultations.
  • Meetings with support and external agencies where appropriate.
  • In addition, our school will seek regular feedback from parents and carers of children and young people with SEND. All are invited to attend these termly meetings to raise issues of concern and to ensure the school provision is responsive to pupil and family needs, these views will be used to look at improvements in provision moving forward.

Who can I contact for further information or if I have any concerns?

If you wish to discuss your child’s special educational needs or are unhappy about any issues regarding the school’s response to meeting these needs please contact the following:

  • Your child’s class teacher
  • The Assistant Head – Inclusion
  • The Headteacher
  • For complaints, please contact the School Governor with responsibility for SEND. They can be contacted via the school office.

Support services for parents of pupils with SEN include:

  • Information, Advice and Support Agency Network offers independent advice and support to parents and carers of all children and young people with SEND and will direct visitors, the nearest services to Chalkwell Hall Junior School are:
    • Scope: Shelley Johnson 07423470692
    • Southend Special Educational Needs and Disabioity, Information, Advice and support Serrvice Information, Advice and Support Service (SENDIASS): 01702 534793 or 01702 215499
    • Family Voice: Mike Wilson 01702507184 0r 07858799555
  • For parents who are unhappy with the Local Authority or school responses to their child’s SEND, parents may seek mediation from the regional mediation services: SENDIASS as above.
  • Parents and carers can also appeal to the Government’s SEND tribunal if you disagree with the Local Authority’s decisions about your child’s special educational needs. You can also appeal to the tribunal if the school or council has discriminated against your disabled child. Information on this process is available here:
  • The Local Authority’s Local Offer can be found at (Schedule 1: Point 11 and 13) this will also provide information to parents and carers on mediation and conflict resolution services.


The SEND Code of Practice (January 2015, updated May 2015) The Code of Practice provides statutory guidance on duties, policies and procedures relating to Part 3 of the Children and Families Act 2014 and associated regulations

Supporting pupils at school with medical conditions Sept 2014.

SE7 Local Offer: Framework and Guidance.

Glossary (A glossary of SEND terms is included in the appendices of the SEND Code of Practice)

Policies and documents  relating to this report:

Accessibility Statement

Accessibility Plan

Equality Duty

Safeguarding Children Policy

SEND Policy

Supporting Children With Medical Conditions

Transition Policy

Local Offer