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Special Educational Needs and Disability

SEND Information Report

About our school
At Junction Primary School we strive to support all children to enable them to achieve at school. In order to do this, many steps are taken to support them through their learning journey. For some children there are occasions when further additional support may be needed to help them to make the best possible progress in school. We are an enhanced mainstream school (EMS) as we have a base to support children with communication and interaction needs. As an EMS we currently have a Key Stage 1 classroom and Key Stage 2 classroom. The provision is specifically tailored to support their special needs.

There are four areas broad areas of need, these are:
• Communication and Interaction
• Cognition and Learning
• Social, Emotional and Mental Health Difficulties
• Sensory and/or Physical Difficulties

How do we identify and give extra help to children and young people with SEN?
We know when pupils need help if:
o Concerns are raised by parents/carers, teachers or the child
o Limited progress is being made
o There is a change in the pupil’s behaviour or progress

How do we work with parents and children/young people?
A support plan will be written and agreed by the teacher, parents and pupil. The plan will outline the child’s needs and will consist of manageable targets for the child. These are reviewed termly and monitored by the SENCO.

Each pupil’s educational provision will be planned by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher or teaching assistant in class. If a pupil has needs related to more specific areas of their education, such as spelling, handwriting, numeracy and literacy skills etc. then the pupil will be placed in a small focus group. This will be run by the teacher or teaching assistant. The length of time the intervention will run can vary according to need, but will be reviewed to find out if it has been effective and inform where to go next.

Miss Relton receives regular updates from class teachers about the progress of pupils.
A pupil may need more expert support from an outside agency. The school or parent can make a referral. The school will support the practitioners involved where possible.

How will the curriculum be matched to my child’s needs?
Class teacher input, via excellent targeted classroom teaching (Quality First Teaching).
For your child this would mean:
• That the teacher has the highest possible expectations for your child and all pupils in their class.
• That all teaching is built on what your child already knows, can do and can understand.
• That different ways of teaching are in place, so that your child is fully involved in learning in class.
• This may involve things like using more practical learning.
• That specific strategies (which may be suggested by the SENCo) are in place to support your child to learn.
• Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.
• Specialist equipment is provided to make classroom life easier, such as concentration cushions, fidget toys and writing aids.
• Junction Farm Primary School has a rich and varied programme of after-school and residential trips for all pupils to access. Support will be given for children who require additional support.

Specific group work
Intervention which may be:
• Run in the classroom or a group room.
• Run by a teacher or a teaching assistant (TA).

Specified Individual support
This type of support is available for children whose learning needs are severe, complex and lifelong.
This is usually provided via an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching. This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.

How do we know if SEN provision is effective?
Your child’s progress will be continually monitored by his/her class teacher.
•Progress and achievements are monitored
• If your child is in Reception or above, a more sensitive assessment tool can be used, which shows their attainment in more detail – breaking learning down into smaller steps.
•At the end of each key stage (i.e. at the end of year 2 and year 6), all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and the results are published nationally.
•Where necessary, children will have a support plan including targets set by outside agencies specific to their needs. These are designed to accelerate learning and narrow any gaps. Progress against these targets will be reviewed regularly, evidence for judgements assessed and a future plan made.
•The progress of children with a statement of SEN/EHC Plan will be formally reviewed at an Annual Review with all adults involved with the child’s education. The school holds interim reviews in between the Annual Review or at the request of parents.
•The SENCo will also check that your child is making good progress within any individual work and in any group that they take part in.
•Regular book scrutinies and lesson observations will be carried out by the SENCo, other members of the Senior Management Team and subject co-ordinators to ensure that the needs of all children are met and that the quality of teaching and learning is high

How are children and young people with SEN helped to access activities outside of the classroom?
• Activities and school trips are available to all.
• Risk assessments are carried out and procedures are put in place to enable all children to participate. However, if it is deemed that an intensive level of 1:1 support is required a member of staff will be assigned to the child.
• Residential trips, which are available to Year 2 to Year 6, are accessed by all. Meetings will be held prior to the trips to ensure the child is fully supported and their needs are met away from school and home. In some cases, 1:1 support may be required which will be provided.

Joining the school and moving on
We recognize that transitions can be difficult for a child with SEN, and we take steps to ensure that any transition is a smooth as possible.

If your child is joining us from another school:
• Your child will be able to visit our school and stay for a taster session, if this is appropriate.
• The SENCo will liaise with the previous school in preparation for transfer.
• All relevant documents will be obtained to give school and staff a full overview of the child and their needs.

If your child is moving to another school:
• We will contact the school SENCo and ensure they are aware of any special arrangements or support that need to be made for your child. Where possible, a planning meeting will take place with the SENCo from the new school.
• We will make sure that all records about your child are passed on as soon as possible.

When moving classes in school:
• Information will be passed on to the new class teacher in advance and in most cases a planning meeting will take place with the new teacher. Support plans will be shared with the new teacher.
• Children have a transition day before the end of the school year where they meet their new teacher, where possible with new staff starting school, as well as meeting their class. We aim to transition children in the new classroom they will be in to give them advance notice of where their new class will be within school.

In Year 6:
• The SENCo will discuss the specific needs of your child with the SENCo of the child’s secondary school. In most cases, a transition review meeting to which you will be invited will take place with the SENCo from the new school.
• Your child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead.
• Where possible, your child will visit their new school on several occasions, and in some cases staff from the new school will visit your child in this school.

Who to contact
If you wish to discuss your child’s educational needs or are unhappy about something regarding your child’s schooling, please contact the school office to arrange a meeting with the Head Teacher, class teacher or the SENCo, Miss Relton.

School SENCO: Miss Emma Relton

Governor with SEN responsibility: Mr John Atkinson

The Local Offer

You can find more information about the authority’s Local Offer for children and young people with SEND and their families by clicking the image below.

The School Offer

You can find the school’s offer of Special Educational Needs by clicking the link below.

School Local Offer


You can find a link to our SEND policy here: SEND Policy