SEND Report

How does the school know if children need extra help and what should I do if I think that my child has Special Educational Needs?

At Peel Common Junior School, children are identified as having SEN through a variety of ways including the following:

  • Liaison with Infant School/previous school;
  • Child performing below age expected levels;
  • Concerns raised by the child’s Parent;
  • Concerns raised by teacher i.e. behaviour or self-esteem is affecting performance;
  • Liaison with external agencies;
  • Health diagnosis through paediatrician;

How will I raise concerns if I need to?

  • Talk to us – firstly contact your child’s class teacher or SENCo or Head teacher (the SENCo is the person within the school who is the co-ordinator of SEN throughout the school);
  • We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to do the same with us.

How will school support my child and who will oversee, plan and work with my child?

  • Our SENCo oversees all support and progress of any child requiring additional support across the school.
  • The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made.
  • There will be an LSA (Learning Support Assistant) working with your child either individually or as part of a group; if that this is seen as necessary by the class teacher. The regularity of these sessions will be explained to parents when the support starts.

Who will explain this to me?

  • The class teacher will meet with parents at least on a termly basis (this could be as part of Parents’ Evening) to discuss your child’s needs, support and progress;
  • For further information the SENCo is available to discuss support in more detail;

How are the Governors involved and what are their responsibilities?

  • One of the Governors is responsible for SEN and meets regularly with the SENCo. They also report to the Governors to keep them informed.
  • The Governors agree priorities for spending within the SEN budget with the overall aim that all children receive the support that they need in order to make progress.

How will the Curriculum be matched to my child’s needs?

  • All work within class is pitched at an appropriate level so that all children are able to access according to their specific needs. Typically this might mean that in a lesson, there would be three different levels of work set for the class, however, on occasions this can be individually differentiated.
  • The benefit of this type of differentiation is that all children can access a lesson and learn at their level.

How will I know how my child is doing and how will you help me to support my child’s learning? What opportunities will there be for me to discuss my child’s progress your child has complex needs.

  • We offer an open door policy where you are welcome any time to make an appointment to meet with either the class teacher or SENCo or our HSLW (Home/School Link Worker) and discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home.
  • We believe that your child’s education should be a partnership between parents and teachers, therefore, we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.
  • If your child is on the SEN register they will have an IEP (Individual Education Plan), which will have individual/group targets. Usually, IEP’s are produced every half term with the opportunity of discussing them with the SENCo at our termly Parents’ evenings or by appointment at other times.
  • If your child has more complex SEND or they have a education and health care plan, they may be part of an IPA (Inclusion Partnership Agreement), which means that a formal meeting will take place to discuss your child’s progress and a report will be written.

How does the school know how well my child is doing?

  • As a school, we measure children’s progress in learning against National expectations and age related expectations.
  • The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s progress from entry at Year 3 through to Year 6, using a variety of different methods including Age Related Expectations and Reading and Spelling ages.
  • Children who are not making expected progress are picked up through Progress Review Meetings with the Class Teacher and Head Teacher. In this meeting, a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression.
  • When a child’s IEP is reviewed, comments are made against each target to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure that a child does make progress.

What support will there be for my child’s overall well being?

  • We are an inclusive school; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children.

What is the pastoral, medical and social support available in the school?

  • The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class and so would be the parent’s first point of contact. If further support is required, the class teacher would liaise with the SENCo for further advice and support. This may involve working alongside outside agencies such as Speech Therapists, Educational Psychologists and/or the Behaviour Support Team.
  • The school also has an ELSA (Emotional Literacy Support Assistant) who works with the direction of the SENCo, with vulnerable children and their parents during the school day. We also have a nurture group to support children who struggle within a classroom environment.  The SENCo also works closely with the HSLW for these vulnerable children.

How does the school manage the administration of medicines?

  • The school has a policy regarding the administration and managing of medicines on the school site.
  • Parents need to contact the class teacher if medication is recommended by Health professionals to be taken during the school day.
  • On a day to day basis, the Admin staff oversee the administration of medicines.

What support is there for behaviour, avoiding exclusion and increasing attendance?

  • As a school, we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils.
  • If a child has behavioural difficulties, an IBMP (Individual Behavioural Management Plan) is written alongside the child and parents to identify the specific issues, put relevant support in place and set targets. As a result of this practice, we have few exclusions.
  • After any behaviour incident, we expect the child to reflect on their behaviour with an adult, generally it would be with the HSLW. This helps to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour.
  • Attendance of every child is monitored on a daily basis by the Home School Link Worker and Admin staff. Lateness and absence are recorded and reported upon to the Head Teacher. Support is given through an incentive scheme where good attendance is actively encouraged throughout the school.

How will my child be able to contribute their views?

  • We value and celebrate each child being able to express their views on all aspects of school life. This is usually carried out through the School Council which has an open forum for any issues or viewpoints to be raised.
  • There is a worry box in the entrance corridor which are regularly checked by the HSLW and acted upon.
  • If your child has an IPA or a education and health care plan, their views will be sought before any review meetings.

Which specialist services and expertise are available at or accessed by the school?

  • As a school, we work closely with any external agencies that we feel are relevant to individual children’s needs within our school, including: Behaviour intervention; Health, including GPs, school nurse, clinical psychologist, paediatricians, speech & language therapists; occupational therapists; social services, including Locality Teams, social workers and Educational Psychologists.

What training have the staff supporting children with SEND had or are currently having?

  • All of our LSA’s have had training in delivering reading and spelling & phonics programmes.
  • We have a member of staff trained as an ELSA who receives regular support from the Educational Psychologist.
  •  Our Nurture group staff are fully trained and have received the Nurture Network Certificate.  Three of our LSA's have received Team Teach training.

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

  • All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful.
  • A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.

How accessible is the school environment?

  • The school site is wheelchair accessible with a disabled toilet.
  • We liaise with EMTAS (Ethnic Minority & Traveller Achievement Service) who assist us in supporting our families with English as an additional language.

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

  • We encourage all new children to visit our school prior to starting when they will meet their buddy and be shown around the school. For children with SEND, we would encourage their visits to assist with the acclimatization of the new surroundings.
  • We write social stories with children if transition is potentially going to be difficult.
  • When children are preparing to leave us for a new school, typically going on to Secondary education, we arrange additional visits. Our two local secondary schools, Bridgemary and Crofton, run a programme specifically tailored to aid transition for the more vulnerable pupils.
  • We liaise closely with Staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.
  • If your child has specific needs, then an IPA (Inclusion Partnership Agreement) or a education and health care plan review will be used to aid a transition meeting during which we will invite staff from both schools, and the pupil’s parents, to attend.

How are the schools resources allocated and matched to children’s SEN needs?

  • We ensure that all children who have Special Educational Needs are met to the best of the schools ability with the funds available.
  • We have a team of LSAs who are funded from the SEN budget and who deliver programmes designed to meet groups of children’s needs.
  • The budget is allocated on a needs basis. The children who have the most complex needs are given the most support often involving an LSA.

How is the decision made about what type and how much support my child will receive?

  • The class teacher alongside the SENCo will discuss the child’s needs and what support would be appropriate.
  • Different children will require different levels of support in order to bridge the gap to achieve age expected levels.
  • This will be through on-going discussions with parents.

How do we know if it has had an impact?

  • By reviewing children’s targets on IEPs and ensuring they are being met.
  • The child is making progress academically against national/age expected levels and the gap is narrowing – they are catching up with their peers or expected age levels.
  • Verbal feedback from the teacher, parent and pupil.
  • Children may move off the SEN register if their needs change.

Who can I contact for further information?

  • The first point of contact would be your child’s class teacher to share your concerns.
  • You could also arrange to meet Mrs Elsen, our SENCo.
  • Look at the SEN policy on our school website.
  • Contact Parent Partnership (
  • Contact IPSEA (Independent Parental Special Education Advice) –

Who should I contact if I am considering whether my child should join the school?

  • Contact our school Admin office to arrange to meet our Head Teacher Mr Clarke who would willingly discuss how the school could meet your child’s needs.