Special Needs

Saltergate Junior school SEN information report

Draft Code of Practice 6.74


‘The governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their websites about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN. The information published must be updated annually and any changes to the information occurring during the year must be updated as soon as possible. The information required is set out in the draft Special Educational Needs (Information) Regulations and reflects the information required for the local offer’. The questions which need to be covered are included in the following proforma in italics. In order to be legally compliant, these must all be answered by the school.


Schools should ensure that the information is easily accessible by parents and is set out in clear, straightforward language. This should include information on the school’s SEN policy, named contacts within the school where parents have concerns and details of the school’s contribution to the local offer.

In setting out details of the broad and balanced curriculum provided in each year, schools should include details of how the curriculum is adapted or made accessible for pupils with SEN.

Schools should also make data on the levels and type of need within the school available to the local authority. This data will be required to inform local strategic planning of SEN support, and to enable the local authority to identify pupils who have or may have SEN. Such data, collected through the school census, is also required to produce the national SEN Information report.


The North Yorkshire local offer can be found at:








               Saltergate Junior School SEN information report


                                       Date: September 2015

SEND provision in school                                                                              North Yorkshire LA expectation of good practice

At Saltergate Junior School we support children with a range of additional needs. All staff in school are committed to providing quality first teaching so that all children can make good progress with their learning. Lessons are carefully differentiated to meet the needs of children whatever their learning style. Staff use a variety of teaching styles and resources in lessons to support children’s learning. The school places great importance on the fact that children learn in different ways. Interventions are bespoke to each individual child, with targeted support that is focussed on educational and pastoral outcomes.

Children and young people (CYP) with a wide range of SEN are welcomed into the school. If a parent of a pupil with an EHCP requests a place at the school, the CYP is welcomed and strategies sought to meet needs.

Policies and the SENCO

The school has a range of documentation available for parents including the Inclusion Policy which highlights how children’s additional needs are identified and how the school will support these children. The school delivers interventions and these are reviewed and updated each term. Children who have been identified as needing some additional support will have their targets recorded on an individual Target Mat, detailing their specific targets. Some children may also have an Inclusion Passport or Individual Provision Map which describes the child’s individual strengths and needs and the type of support they will need to help them to make progress. Progress is reviewed at least each term and for some children at more regular intervals. Some children in school with more complex needs will have an Educational Health Care Plan (EHCP).


Assessment of need is done in close partnership between the class teacher and SENCo following the procedures set out in the Inclusion Policy. The SENCo for Saltergate Junior School is: Judith Hollywood


Telephone:01423 506866

The name and contact number of the SENCo should be readily available for parents. Where the school feels that something additional or different is needed to support your child because they have SEND they will discuss this carefully with you. This information may well be recorded in a document for you and your child, known as an individual provision map or an individual education plan. This should include:-

• details of any strategies being used to support your child in class;

 • details of any extra support or interventions for your child

• your child’s learning targets and their long term desired outcomes

• the next date when your child’s progress will be reviewed.

 Most pupils will benefit from SEN support, but some pupils who need high levels of support, or who have complex needs will need to be referred for an education, health and care plan.

Consultation with Parents

Regular contact with parents is really important for children with SEND. All parents have the opportunity to discuss their child’s progress and targets at Parent / Teacher Consultation evenings and at review meetings. For some children, regular communication takes place on a daily basis through the use of a home / school book or contact with the class teacher before or after school. Teachers are happy to communicate through email. Target mats/IP/IPM are discussed with parents so that they are aware of the areas to support at home. These target mats are then reviewed in partnership with the pupil, class teacher and parent in order for achievements to be celebrated and next steps to be identified. The SENCo may also be invited into these meetings for monitoring and supportive purposes.

Schools communicate regularly with parents, usually once a term, to discuss how well their child is doing. They listen to what parents have to say and respond to it. For pupils with SEND it is often desirable that there is more frequent communication as it is vital that parents and school work together closely. Your knowledge and understanding of your child’s needs is essential to support the school in making the best provision for them. This should also take account of you and your child’s hopes, personal goals and interests. This will allow the school to regularly explain to you where your child is in their learning, and to work with you to ensure the most appropriate targets are set to ensure progress. On-going communication with school may include:

 • regular contact through a home-school book or by e-mail to keep you informed of things that are going well or particular successes

• more regular meetings to update you on your child’s progress and whether the support is working

• clear information about the impact of any interventions

• guidance for you to support your child’s learning at home

Pupil Voice

The views of all children, including children with SEN, are obtained to alter, enhance and enrich provision at Saltergate Junior School. This is done via a school council in which pupils are represented from Year 3 to Year 6. Targets are discussed openly with the individual child and their ideas and aspirations feed into an individual plan.

School will obtain the views of all children (pupil voice) to shape provision in school. Your child’s school may have a school council. In addition, it is vital that the views and aspirations of children and young people with SEN are listened to and they are supported to achieve their aspirations as far as possible. You school will be able to describe how this is undertaken and the frequency with which the child is consulted.

Assessment and Consultation with Parents

When children enter primary school there are national expectations for each year group. If children do not achieve these national expectations, some additional support may be needed to help a child to make progress. Progress of all children is reviewed regularly to make sure that they are making expected progress. You will have the opportunity to discuss your child’s progress at the parent / teacher consultation evening and at review meetings. Some children may have individual targets on their own personal Target Mats. These targets will be reviewed termly and shared with parents and children.

All pupils with SEND should make at least expected progress, in line with their peers. Your school will be able to explain how it will be monitoring your child’s progress to ensure that it is at least in line with expectations. This will usually include progress made with personal targets, and overall progress on the National Curriculum. Many schools use inclusion passports. This is a document that summarises the support that has been given to a pupil over a period of time, and the difference that this support has made. You may like to ask your child’s school whether an inclusion passport would be useful for you and your child. Your child may well have their own version which they can share with staff and which can help to explain their interests and things that help them learn and to enjoy school.


At Saltergate Junior School transition meetings for all children with SEND are well established. In Year 6, some children will have additional visits to their chosen secondary school prior to the ‘Welcome Day’ which is for all children. A careful plan is put in place to support an individual child’s needs and to ensure that they have the best possible start at secondary school. Transition meetings and plans are organised throughout school for some children. In the summer term before children enter Year 3, children are invited to attend ‘transition days’ where they have the opportunity to meet their class teacher and other members of the school community. If required, additional transition days can be included in an individual plan to support the transition process.

Your SENCo should arrange an appropriate transition review in plenty of time before any move. Staff from the receiving school should be invited to attend. Transition meetings and visits should be arranged for the pupil or student, often accompanied by a well-known member of staff. The pupil should receive as much transition work as they feel necessary.

Teaching and Learning

At Saltergate Junior School, staff know the importance of high quality

teaching to support the needs of all learners. Good, carefully planned

universal provision is key for all children to be able to make progress with

their learning. Lessons are carefully differentiated and some children may

need additional resources or adaptations to be made in class.

Interventions are carefully monitored in order to ensure that they have an

impact on children’s learning. Some interventions will be time-limited; others may take place over a longer period of time. Staff receive regular training and support provided by a number of different agencies.


High quality support for learning within mainstream lessons is the most

important factor in helping pupils with SEND to make good progress

alongside their peers. There may be occasions when the school feels that some additional support within lessons may help your child to make better progress. This is by no means always the case. However, if some additional small group or one to one support within lessons is planned, the school will explain how this will work, what the aims of this support will be and how and when the impact of this support will be reviewed. Most importantly, this support should be aiming to make your child more independent in lessons. Schools use a range of evidence based interventions to support pupils with SEND to make better progress. Interventions are structured learning programmes. Your school will be able to explain to you:

• what interventions your child is receiving and what are the intended

learning outcomes;

• when during the week any interventions will be delivered and for how

many weeks;

• who will be delivering the interventions (usually a well trained

teaching assistant) and where (e.g. in class or outside the classroom)

• how the interventions will relate to and support learning in the


• how they will be monitored closely to make sure they are helping your

child to make accelerated progress.

Curriculum adaptations

At Saltergate Junior School, when necessary, adaptations will be

made to the school environment and the curriculum so that all children are able to access the curriculum and the social aspects of school life. These adjustments are referred to as ‘reasonable adjustments’.

Some children may need specialist resources and or technology to support their learning. Where possible, these resources are kept in school and both staff and pupils are trained in how to maximise their potential within the classroom environment.

Individual Risk Assessments are carried out for individual children who may need additional support.

Your school will be able to describe some of the approaches that

classroom teachers and other staff will be using throughout the day to help address your child’s needs within lessons. They may also be able to share with you the school’s overall plan of support (provision map), which outlines many of these strategies. Some children with a high level of need will also need a care plan or a health care plan which may include a risk assessment.

Staff Training

Saltergate Junior School has a highly skilled team of support staff who

support both individual and groups of children throughout school. Support

staff receive training in different areas of SEND including maths interventions, reading interventions, spelling and local updates. Individual staff training needs are identified during the Performance Management process. The school has excellent links with a wide range of professionals who provide on-going training for staff in school and if a child has a particular need a specialist can be requested.


All staff should receive regular training to enable them to meet a range

of SEN. Teachers and teaching assistants should have regular generic

training and specific training to meet individual needs as necessary. Schools must make good use of their SEN funding to meet a range of need. However, if a pupil has particular needs and the school has exhausted its repertoire, specialist support should be sought promptly

Inclusion in extracurricular activities

All children at Saltergate Junior School, including children with SEND are encouraged to attend a wide range of extracurricular activities. These range from a wide range of sporting clubs to drama and art clubs. Reasonable adjustments are made so that all children are represented.


The school’s policies should all state how all pupils are actively included in a wide range of curriculum and extra-curricular activities, including school trips. Pupils with SEN should be equally represented in positions of responsibility e.g. the school council

Pastoral support

Saltergate Junior School is committed to providing high quality SEAL

(Social and Emotional Aspects of Learning) and PSHE (Personal, Social

and Health Education). Regular Circle Time and PSHE lessons contribute

to children making good progress in this area of their learning. Some

children may also attend small Nurture groups. The school employs Mrs Shaw and as part of her role she is there to support children’s social and emotional development.

Some of the interventions implemented should be for emotional support e.g. SEAL nurture groups, the provision of a key worker.

Outside Agencies

Occasionally it is beneficial for school to request some additional support

from an outside agency. This is in order for specific, targeted support that is unique for the individual child. Saltergate Junior School has

established excellent working relationships with professionals from the

following agencies:

−The Educational Psychologist

−School Nurse and Health Visitor

−Sensory, Physical and Medical Teaching Team

−Speech and Language Therapist



−EMS Hookstone Chase for Speech, Language and Communication difficulties

−EMS Grove Road for social and emotional and behavioural difficulties

-EMS Rossett for specific learning difficulties

-ASCOSS – Autistic Spectrum Condition Outreach Service

This type of advice would only be sought through consultation and with

written permission from parents.

The Local Authority offers a range of specialist support and outreach

services, including educational psychologists and local enhanced

mainstream schools, to help schools to deliver appropriate support and

interventions, Other specialists such as speech and language therapists can also support schools in this. If the school feels that the involvement of another agency will help them to meet your child’s needs you will be informed and asked to give your consent.

Complaints Procedure

At Saltergate Junior School we operate an ‘open door’ policy. Parents and carers are encouraged to speak with the class teacher about any concerns they may have. They will be able to discuss additional support

children are receiving. If you wish to discuss your child’s needs further

please contact the Headteacher or SENCO who will be able to talk about

how the school can support children with SEND.

There must be a designated governor for SEND in the school and complaints about SEND should follow the general complaints procedure. It is always best to approach the teacher or Headteacher first, to see if your concerns can be immediately addressed. If you still feel that your view has not been listened to or answered to your satisfaction you can make a formal complaint by writing to the chair of governors at the school.